Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’
social, emotional, and backgrounds.
academic readiness,
physical development to (5/8/20)
language
Is aware of the impact of meet their individual Engages students in the
proficiency, cultural
bias on learning. Becomes aware of needs. Planning addresses bias, analysis of bias,
background, and
(7/21/19) potential areas of bias and (7/21/19) stereotyping, and stereotyping, and
individual
(12/13/19) seeks to learn about (12/13/19) assumptions about assumptions.
development to plan
(4/12/20) culturally responsive (4/12/20) cultures and members of
instruction.
pedagogy. cultures.
Examines potential (5/8/20)
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
I am always aware of the
impact on learning with
my students who lack the
academic skills of
reading, writing and
study habits. I feel like I
do need to do a way
better job of taking more
time out of my planning
and researching more
about culturally
responsive pedagogies. I
know this will help me
help my students with
needs and ensure that
they are successful in my
class.
This is an area that needs
improvement as a
professional.
(7/21/19)
(12/13/19)
(4/12/20)
I visit and revisit all my
students' resource
teachers and teams that
have special needs and
accommodations to help
me differentiate my
units/lesson plans. I also
continually look at
baseline testing data as
well as CELDT data to help
me further make the
proper modifications for
my students so they have
a chance to gain
confidence and be
successful in my class. I
believe that I use their
background to help build
that passion and drive to
want to become
successful. All of the data
and understanding of each
student's background
helps me align my
unit/lessons to the needs
of my students.
(7/21/19)
(12/13/19)
(4/12/20)
I visit and revisit all my
students' resource
teachers and teams that
have special needs and
accommodations to help
me differentiate my
units/lesson plans. I also
continually look at
baseline testing data as
well as CELDT data to
help me further make the
proper modifications for
my students so they have
a chance to gain
confidence and be
successful in my class. I
believe that I use their
background to help build
that passion and drive to
want to become
successful. All of the data
and understanding of
each student's
background helps me
align my unit/lessons to
the needs of my students.
(5/8/20)
At the beginning of each
Unit, students will take a
Pre-Assessment Surve​y
on Google Forms so that I
can see what
misconceptions students
have about each unit. This
helps me plan out my
lessons as I can see what
areas students will need
more time on and which
topics we can go over
quickly.
(5/8/20)
 Communicates learning Establishes and shares Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals
lesson to students based development with clear learning goals for to students that integrate
on content standards and students in single lessons content that are content standards with
4.2 Establishing and available curriculum. and sequence of lessons. accessible, challenging, students’ strengths,
articulating goals for and differentiated to interests, and learning
student learning address students’ diverse needs.
learning needs. (7/21/19)
At the beginning of each
class session the
Unit/Lesson is explained
in full detail to the
students. On the
whiteboard, projector and
each assignment the
"What, Why, How" are all
explained. "What" are we
learning today, "Why" are
we learning this today
and "How" do we know
we are learning the
material and meeting our
objectives and goals for
the day and unit. On a
daily basis this material is
shared with the students
and our short term goals
for the day and week are
shared as well. I also tell
them our long term goal
for the unit is and how we
will know if we learned
and mastered the goal. As
a class we have our set
standards, goals and
learning expectations.
However, modifications
are made and taken into
consideration based off
Establishes and
articulates
comprehensive
short-term and long-term
learning goals for
students. Assists students
to articulate and monitor
learning goals.
(12/13/19)
(4/12/20)
(5/8/20)
Now that the school year
has progressed we have
made it a point to look at
the data from our past
lessons/units and
develop short term and
long term learning goals.
My students now
understand were they are
at in terms of fitness
levels and “How” to
enhance their
performance, so they are
able to set realistic goals
for short term and long
term. I have seen a great
increase in student
learning and
development throughout
the school year now that
we understand the
“How”. Now, the students
are pushing themselves a
lot harder to achieve the
goals they have set out for
themselves​.
(12/13/19)
(4/12/20)
(5/8/20)
In the Muscle Groups
Identification and Muscle
 my kids with special Movement Unit Plan I
needs. scaffled a variety of
(7/21/19) activities that are
integrated within the
content standards and are
articulated with students
learning goals.(5/8/20)

I used all activities in a

specific order to teach
essential vocabulary,
keywords and all
academic language
needed in the unit: Upper
Body Muscles,​ ​Lower
Body Muscles,
Muscle/Body Movements,
Muscle Identification
Labeling Assignment,
“Muscle/Body Movement
Kahoot” and Muscle
Identification
Test.(5/8/20)

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed design cohesive and
short-term
student learning. and formats that support instructional needs to comprehensive long- and
instructional plans
(7/21/19) student learning. ensure student learning. short-term instructional
to support student
(12/13/19) (4/12/20) plans that ensure high
learning
levels of learning.
(5/8/20)
I personally do not get to
plan the curriculum by
myself to my liking
because our Department
Head as well as
Administrative team do
that together at their
leadership meetings. So, I
use the curriculum
available to me but I do
make my own
modifications based on my
students needs, baseline
scores and fitness levels. I
then make sure I use that
to make the proper
adjustments and short and
long term goals need to
push my students and get
the most out of them. Also,
to put them in a position
to be a successful student
and make the
improvements they need
to make for themselves. I
would love to get more
involved and learn more
about making long term
decisions that set up and
drive our curriculum.
(7/21/19)
I have now have gotten I have moved over and I have moved over and
the chance to give more gotten better in this area. gotten better in this area.
input on how curriculum I now just do not give I now just do not give
can get better and how we input to my department input to my department
should plan our chair but I have been chair but I have been
curriculum throughout invited to district wide invited to district wide
the year. Our Department meetings to help shape meetings to help shape
Chair is my mentor and and develop our Physical and develop our Physical
due to our mentor Education curriculum. As Education curriculum. As
conversations he has we continue to infuse we continue to infuse
included a lot more of my technology and literacy in technology and literacy in
ideas into his notes to our curriculum I have our curriculum I have
present to our been asked to step up and been asked to step up and
Administration team for bring new and innovative bring new and innovative
future planning. As a ideas to the table. ideas to the table. My
department we are getting (4/12/20) colleagues and I
better at setting short collaborate to come up
term and long term goals with a unit plan and work
to help guide our backwards to fill in the
curriculum. daily plans. This gets
(12/13/19) entered into a Curricular
Calendar on Google Docs
so that we have a general
idea of the sequence and
helps us to ensure
essential content
standards are distributed
through the year.
(5/8/20)
 Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or sequence differentiated wide range of strategies incorporating a
suggested by curriculum of lessons that respond to instructional strategies to address learning styles repertoire of strategies
guidelines. students’ diverse learning into ongoing planning that and meet students’ specifically meet
needs. addresses culturally assessed language and students’ diverse
Is aware of student responsive pedagogy, learning needs. Provides language and learning
content, learning, and students’ diverse appropriate support and needs and styles to
4.4 Planning language needs through language, and learning challenges for students. advance learning for all.
instruction that data provided by the site Seeks to learn about needs and styles. (7/21/19)
incorporates and district. students’ diverse learning Integrates results from a (12/13/19)
appropriate and language needs Uses assessments of broad range of (4/12/20)
strategies to meet beyond basic data. students’ learning and assessments into planning (5/8/20)
the learning needs of language needs to inform to meet students’ diverse
all students planning differentiated learning and language Facilitates opportunities
instruction. needs. for students to reflect on
(7/21/19) (12/13/19) their learning and the
(4/12/20) impact of instructional
strategies to meet their
learning and language
needs.
(5/8/20)
I use prior information to
set my direction for my
students of need.
However, as we get going I
begin to use a wide variety
of assessments to help me
redirect myself and get on
the right path to make
good decisions for all my
students. The different
assessments and data
results spliced together
help me really
differentiate my
instructional planning to
meet the needs and
ensure student success.
(7/21/19)
I now use results from a Many of the lesson plans
big range of assessments and instructional plans
into meeting the needs of have a huge variety of
all my students. I have strategies that are geared
used the pre assessments up toward our students
to help in the past and with learning and
now I use pre, middle of language needs. It is vital
the unit/lesson and post that we use different and
assessments to guide my as many ways of learning
future lessons. I also use to meet the needs of all
them to better help my our students. I continue
students no matter what to keep that in mind when
level of understanding I put together my lessons
they are current in and off our school curriculum.
use their personal data to It helps when you get
help them succeed in the recommendations from
classroom. It has really resource teams, teachers
helped me get my and other teachers with
students to want to learn the same student. It has
more and keep them made me a way better
engaged. teacher.
(12/13/19) (7/21/19)
(4/12/20) (12/13/19)
(4/12/20)
(5/8/20)
I have been creating a
Choice Board for The new
Units we are learning in
class. Students have a
choice in what
assignments to complete
to demonstrate their
learning and help them
utilize their strengths, so
that they are successful in
class. Also, helps every
type of learner find an
assignment they are
comfortable with adn can
do excellent according to
their skills and
 accommodations they
need. (5/8/20)

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth
needs. responsive pedagogy and as the instructional needs analysis of individual
additional materials to arises to support student student needs.
support students’ diverse learning. (7/21/19)
4.5 Adapting
learning needs. (12/13/19)
instructional plans
(4/12/20)
and curricular
(5/8/20)
materials to meet
the assessed
learning needs of all Engages with students to
students. identify types of
adjustments in
instruction that best meet
their learning goals.
(7/21/19)
(12/13/19)
(4/12/20)
(5/8/20)
I use a wide range of ways
to teach specific skill sets
as well as fitness
concepts. I can always see
when we need to make an
adaptation for a specific
student or group of
students. Most of the time
the adaptation is good for
the entire class as it is
usually a different way to
revisit what we already
learned. I let the students
know what is being
revisited and how it helps
us get better and for some
master a concept. I
remind them of our
learning goals and it's not
about how fast we reach
them but us reaching
them. I continue to make
time allowances to get the
proper time to learn and
meet our goals. I will
continue to scaffold
various movement
patterns and skills as
prerequisites before
moving onto another skill.
This provides the right
amount of repetitions to
get to mastery level for all
students not just the
proficient ones. I
constantly visit and
revisit with my students
about our goals and their
personal goals for the
class. I make sure they
understand if they are on
track to meet those
learning goals or not.
(7/21/19)
(12/13/19)
(4/12/20)
(5/8/20)

Students have the choice

of creating either a Padlet
(10-sentence paragraph)
on the history of football
based on a team they
have selected or a
FlipGrid video (3:00
Minutes) to tell a story of
the history of football and
the team they have
selected. The activity can
help ELL students
visualize and
communicate about what
they have learned, and
having a choice in how
they demonstrate
understanding is
beneficial for all students.
(5/8/20)

Students participate in a
Kahoot Game where they
demonstrate prior
knowledge on behaving
ethically online. Students
have the choice of
creating either a Padlet or
a Piktochart Poster
expressing the right way
to keep a positive online
reputation and preserve a
positive digital footprint.
The activity helps EL
students visualize how
carbon cycles throughout
the environment, and
having a choice in how
they demonstrate
understanding is
beneficial for all students.
(5/8/20)