[Standard 4 CSTR. Planning Instruction and Designing Learning Experiences forall Students [Evidence of Practice: Understanding that the levels Become increasingly complex and sophisticated while imegrating the skills of previous lvel, what examples lam your teaching practice and students perermance inform your selkassesemen!? fiat Date Final Date: ‘Emerging ‘Exploring Applying Integrating Innovating Element instruction. [44 Using knowledge of students’ academic readiness, language proficiency, cultural background, and indivi idual development to plan Pons daiylessons using lovalabie curneutam ond fata rm dst and [tte roquird assessments le oware ofthe impact of bias fon iearing, Pans single lessansor Jeequence of scone ving factional assessment Information on tent Jacademic readiness, lonquoge| feutural background nd inavidua! development lecomes amore of potential lareos of bias ond seeks. learn about euturaly espensve pedagogy ontas Prone difereniaed atacion lbosed on knowledge of |tudens academic readiness, locodemic language. verse leutal backrounds, ond [nivel cognitive oc lemotonot and physica lseviopmont lexonines potential sources of lias ond stereotyping when | [panning iessona Uses feutwalyesponsve pedogoay [mn plonning ane diferentaned ratacion Jatich is based on brood fnowledge of students while notching reseurcs ond epecitc strategies ostudens Jiverso learning needs ond feutural backgrounds. Praning addresses bias. soreonyping, and assumptions Jasout cutures and members ot lesnres Prone dfereniaed natacion fot provides syteraic losporunti for supporting land exending student eorning| foased en comprehensive |nformation on suderts, lengages students inthe faatsis of bas, stereotyping fond cssumprons. [42 Establishing and articulating gools for student learning, lstblches measurable ond fatainable leering gos fer [ingle lessonsto students lsocod en content stondorde jond robe curicwumn lvidsines [stabicnes ond shores Imeasurabie and aainabe learning gos for kil [Sevlopmert with stents in single lessons and aequence a lorconstosed on stonderde fandcumicshom. 9/1723 [esoblches and communicates fear measurabe an fateinable learing gone to Fnudonsthot or occosibe, leralenging, ond aieretcted ho-odaross sent cerse fearing needs, melding fsenee goals. 911723 [sabicher ond oriultee Jcomerehensve, measurable, Jana otainabie thera long-term looming goal or students. Plans or todents to Jaricuate and monitor looming jaca Fesoblches and oriclotes Ineasurabe and otainable feoring goals at ore lcormunicated seat, refered fo trequenty, ond utilized by ltadons to monitor and fadvonceteiracming. [43 Developing and sequencing long-term ond short-term instructional plans to suppor student learning. [uses avotale curriculum lideines for daily, or- ond fera-tem pans juses tFSP/eP goals and lbjecivs to develop sor fend long-term plans within the [ssignctedleastresricive Beginsto plan curicaum unis fn inchudo a series of [connected iessons and ore linked longterm planing to opens eing. Plnaing considers he sevice [sliver made! within the |scsioted eas! estictve lenvitrments os otedon the rsp. Fstblahesshert- and leng term eurrcukan plonstor [subject manerconceats ond lesser rated academic fonquoge ond formats hat Jsuppon student ieaming. lronning incorporates he lervice delivery moda ldetermine propriate fnuction and suppon within fn lst restrictive Retines sequence of long-term pions to rel itogratin of feuriulum quidaines, frameworks, ond convent standards wih assessed instructional needs o ensure stent eemnng. mastery ond faeneralizatin Penning involves anasis and Jongoing adustmens shot faraong-term pans fo services within he ost [ties enensive wowedge af I:tandards ord assessed learning needs odesign lohesive and comprehensive feng and shor-erm |setionl plans tht ensure high etl fearing, mastery lord generalization, Ponning includes anasis of fre etectiveness of heloast festive envirnment fr[raividval ouden’s necdsinal [4.4 Planning instruction that incorporates appropriate strategies to meet the lea ig needs ofall students. Pons incrocionthor Incorpovatessaregios fzuggeste by curriculum fuidtines. 911728 ls aware of sudert conten, jeorning, ondlanguage neds frough data provided bythe fite onde. 911723 hadneresto strategies and lorvices outined in students IFSP/EPs to ensure accesso funetona! communication outa Seis sratgies or single lessons or sequence oflessons jn respond stunts [verse learing needs. seeks to lean obout students Jiverse earning ond ionguoge neds beyond base dara Esplores odstcnal strategies jon services to ensure access foe functions communication system [incorporates nsucionat lates into ongaing Ipanning odes cutcally responsive pedagogy, and Isadore’ diverse onguoge fond leaning needs. Considers [ratogies provide support fond chatenge or sudan. lusesassessmens of students hearing ondlonquopeneeds foform planning liferentotd instruction. ltizesefectie srotogies nd funcional eormunication lyse Pane aiferonined inaction lasing srateciesto address learning ses ond meet students assessedlonguage londearning need. Incorporates aperriot supper ond chalenge for eden etegrates resus toma bod Jonge of orsesements ino pioming to meet students fiverse boring ond language eed, |>rahzesthoofectiveneso of iroregis ond services to Jansure acces oa functional [communication system. Pons nsrucion oporaing| larepertoire cf strategies to lpecically meet stots faverse language andiecming hed inc sesto ocionce fearing fo a Focitates cpporunitis for ltadontstorofect on their fearing andthe impact of [nacional strategies to meet feirlearning ondianguage heeds. jiizes extensive inowedge [fective arotegies ond leries for indivi! ltaden’s IFSPAEP. [4.5 Adopting instructional plans and curricular materi ils to meet the assessed learning needs of al students. linemen lessons ond uses |raterils from curriculum provided Begins to adap plans and notes in single lessons or Jequence a eazons to adress students earning need, ura [Mates adjustments nd losoptations to aiterentie [nstuctinal pans. Uses futwaly responsive pedogoay| lord edtional matrois'o lsuppont students diverse fearing needs. Makes ongoing adjusters to nsructonal pons ond uses 9 levity of materials asthe neructonal ned arsesto [support student leering [ancipares and planafora |nide range of adoptions to fossons based onin depth laalsis of ndividua student heeds Kengages with students to |centy types of acustments in |nstucion han best moot heir Jeoring needs. [Farina and inal elections provide DATE oreflacion and comple efecion no ailerant colored on fe dlferenioe befween initial ond eal Forwriten reflections, choose 2 elements that you can provide a detailed description an evidence that supports your lacement onthe continuum.