rd

2 CSTP: Creating and Maintaining Effective Environments for Student Learning

2.1 Emerging Exploring Applying Integrating Innovat
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates stude
communicates behavior. Demonstrates responsible, and responsibility with reflection and on
expectations for fair and commitment to fairness respectful student students for resolving improvement of
respectful behavior to and respect in interactions. Assists conflict and creating and caring communi
support social communications with students to resolve maintaining a caring on respect, fairn
development. students about language conflicts. classroom community. the value of all m
and behavior. Incorporates cultural Supports students in 04/01/19
social Seeks to understand awareness to develop a taking leadership in
nt and cultural perceptions of positive classroom developing a caring
ity within caring community. climate. 05/07/18 community that is
mmunity responsive to the diverse Students take le
student Some students share in Students participate in Students demonstrate cultural norms of in resolving con
airly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair an
y classroom community. building activities, accepting, and respectful 12/11/18 respectful classr
designed to promote of differences.05/07/18 community whe
caring, fairness, and Students take student’s home
respect. responsibility resolving included and val
conflicts and maintaining Students commu
a caring classroom with empathy an
community. Students understanding i
promote respect and interactions wit
appreciation for another. 04/01/
differences. 12/11/18
I use 2 different positive Along with the positive While using pos
reinforcement systems. reinforcement systems I reinforcement s
One that allows the use, I also have the and classroom
students to take students help create expectations, I te
responsibility for classroom expectations. enforce Expecte
good/bad choices with This helps the students Schoolwide Lear
the opportunity to correct understand the Results through
undesired behavior. And expectations, but it also (God Centered, R
one that allows the enables the students to of Others, Acade
students to collect cards help each other stay on Prepared, Clear
with positive phrases. We track. Students tend to Communicators
also discuss and practice look out for one another. Equipped for Su
the idea of fairness - not 12/11/18 TLMS Domain 4
everyone gets the same 04/01/19
thing, but each one gets Students show respect
what they need to be and appreciation for each Students practic
successful. 05/07/18 other by showing resolution, parti
empathy and concern. a respectful clas
Students do not point out They are helpful towards following G.R.A.C
the mistakes of others; one another and help support one ano
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
rather they help each each other with problem 04/01/19
other correct their solving.12/11/18
mistakes. They do not
treat other students with
learning disabilities any
different than anyone
else. 05/07/18

rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
2.2 Emerging Exploring Applying Integrating Innovati
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical
importance of the virtual learning environments that reflect environments that reflect environments fle
physical and/or virtual environments that student diversity and student diversity and facilitate access
learning environments support student learning.
provide a range of provides a broad range of range of resourc
that support student resources for learning. resources, displays, and engage students
learning. 05/05/19 artifacts that are current learning. Ensure
Structures for interaction
and integral to environments en
Is aware that structured are taught in single Utilizes a variety of instruction. learning and refl
interaction between lessons or sequence of structures for interaction diversity within
ysical or
students can support lessons to support during learning activities Integrates a variety of beyond the class
ning
learning. student learning. that ensures a focus on structures for interaction
nts that
and completion of that engage students Selects from a re
udent
learning tasks. 9/25/17 constructively and of structures for
flect
productively in learning. interaction to en
nd
05/05/19 accelerated learn
the full range of
e and
Some students use Students use resources Students routinely use a
available resources in provided in learning Students use a variety of range of resources in Students particip
s among
learning environments environments and resources in learning learning environments monitoring and
during instruction. interact with each other environments and that relate to and enhance the design of lea
to understand and interact in ways that instruction and reflect environments an
complete learning tasks in
deepen their their diversity. structures for
single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
9/25/17 constructive social and assessment of
academic interactions. interactions to improve
05/05/19 effectiveness and develop
a positive culture for
learning.
Students work together I have the students work Students have the
in small heterogeneous in heterogeneous groups flexibility to work in
groups. They work with and allow for projects or groups, one on one, or by
both hands on activities centers with different themselves using
leveled activities. different resources. They
and manipulatives as
05/05/19 have the option to work
well independent on computers, i-pads,
assignments. Students Students have the with books individual or
are able to ask their flexibility to work in in groups. 05/05/19
peers for help which groups, one on one, or by
reinforces the lesson. themselves. 9/25/17
9/25/17
Students choose partners
or groups and decide
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
together which resources
will help them with
understanding of content.
They use both hands on
activities and
manipulatives. These
choices help them
develop social and
academic interactions.
05/05/19
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
2.3 Emerging Exploring Applying Integrating Innovat
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsi
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for
are required by the site, materials, student intellectual, and offer respectful opinions establishment a
district, and state. interactions, and the emotional safety using about divergent maintenance of
Responds to behaviors organization of the multiple strategies that viewpoints. 05/05/19 physical, intellec
that impact student safety learning environments. include examining biases emotional envir
as they arise. 9/25/17 in the learning focused on high
environment and and rigorous lea
curriculum. 05/07/18 Engages in reflection on
g and
their own language and
g learning
Explores strategies to Models and provides behavior that contributes
nts that
establish intellectual and instruction on skills that to intellectual and
lly,
emotional safety in the develop resiliency and emotional safety in the
ly, and
classroom. support intellectual and classroom. 05/05/19
y safe
emotional safety. Students demon
Students are aware of 05/05/18 resiliency in
required safety Students develop and perseverance fo
procedures and the Students follow teacher practice resiliency skills academic achiev
school and classroom guidance regarding Students take risks, offer and strategies to strive Students mainta
rational for maintaining potential safety issues for opinions, and share for academic intellectual and
safety. self or others. alternative perspectives achievement, and safety for thems
05/05/19 establish intellectual and others in the cla
emotional safety in the
classroom.
We complete role plays We complete role plays In addition to role play
on appropriate behavior on appropriate behavior and writing expectations
in the classroom and on and appropriate ways to the students and I engage
the playground. We also use materials in the in discussions on how
have role-plays on the classroom. Students also address certain
appropriate way to use help write the situations, i.e. opposing
materials in the expectations for the opinions. I give examples
classroom. 9/25/17 classroom and we discuss on how we disagree
how these expectations politely while still being
promote safety in the able to give our own
classroom. The opinions. 05/05/19
expectations are
displayed for students to
refer to when needed.
05/07/18 Students engage in
discussions on how to
We discuss and I model react to others mistakes
what it means to make and how we work
mistakes, how we handle through our mistakes to
mistakes of others. make it a learning
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
05/07/18 opportunity. 05/05/19

Students will orally read
even though feel they are
not good readers yet.
Students also feel free
and safe to participate in
class even when unsure
of themselves. 05/05/19
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
2.4 Emerging Exploring Applying Integrating Innovat
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigo
learning environment on learning environment learning environment throughout the learning learning environ
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in lea
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extende
Is aware of the targeted learning goals. challenge. and thinking. research, analys
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use o
maintaining high expectations for students for students. Has an scaffolds and learning.
igorous
expectations for while becoming aware of understanding of technologies throughout Supports studen
students.9/25/17 achievement patterns for achievement patterns, instruction that support utilize an extens
nt with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
ations
students. 05/05/19 address achievement in meeting high differentiated st
riate
gaps. expectations for to meet high
all
achievement. expectations.
Some individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to
understand or complete support accuracy and in ways that promote to complete critical utilize teacher a
learning tasks. comprehension in their their accuracy, analysis, reading, writing, higher support, to achie
learning. 9/25/17 and problem solving in order thinking, and consistently hig
learning. 05/05/19 problem solving across factual and anal
subject matter. learning.

I worry that if we do not I maintain high Students engage in small
complete a task that the expectations while group instruction for both
students will not moving quickly through reading and math, which
understand the concept. I material. I am sure to allows me to differentiate
want to learn to focus on watch for achievements my instruction. They also
the concept instead of the and look for accuracy and work with and teach each
task. 9/25/17 understanding of the other when further
concepts before moving understanding is needed.
on, even if that means 05/05/19
moving on before the task
is finished. 05/05/19

Students work in reading
groups with other
students who are
struggling in the same
areas. We do a rotation,
where several groups of
students meet with me
daily. 9/25/17
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
2.5 Emerging Exploring Applying Integrating Innovat
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a pos
rules, and consequences with some student including culturally expectations, positive environment us
for individual and group involvement. responsive instruction to supports, and systems that ens
behavior. Communicates, models develop and maintain consequences for students take an
and explains expectations high standards for individual and group role in monitori
for individual and group individual and group behavior within and maintaining hig
behavior. 05/07/18 behavior. 12/11/18 across learning standards for in
activities.05/05/09 and group behav
,
Refers to standards for Reviews standards for Utilizes routine
ting, and
behavior and applies behavior with students in references to standards Guides and supports
g
consequences as needed. single lessons or for behavior prior and students to self-assess,
rds for
sequence of lessons in during individual and monitor, and set goals for
and group
anticipation of need for group work. 05/07/18 individual and group
reinforcement. behavior and
participation. 05/05/19
Students are aware of Students know Students follow behavior Students demon
classroom rules and expectations for behavior expectations, accept Students respond to positive behavio
consequences. and consequences and consequences and individual and group consistent parti
respond to guidance in increase positive behaviors and encourage and are valued f
following them. 9/25/17 behaviors. 05/07/18 and support each other to unique identitie
make improvements.
05/05/19
We created, as a class, the Students help create the Students help create and
rules and expectations of expectations of the are expected to adhere to
working alone and in classroom. Students are the expectation of the
groups. I had students expected to maintain classroom. The students
model both inappropriate those expectations during work toward positive
and appropriate behavior. all forms of instruction in supports via a marble jar
We created “I Charts” my class and for our and know there are
which state all of the Specials Teachers. consequences when
expectations. 05/07/18 12/11/18 expectations are not met.
The marble jar is used for
Students review and refer I have “I Charts” hanging whole group; swag tags
to “I Charts” on a daily around the classroom are used for individual
basis. They understand that communicate the reinforcements.
the consequences and expectations of both 05/05/19
adhere to them without individual and group
complaint. 9/25/17 behavior. We review Expectations are
these every day. reviewed on a daily basis;
05/07/18 students are expected to
help each other monitor
Students are aware of the the classroom and work
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations and can toward goals (both
refer to them when individual and group).
necessary. They accept 05/05/19
the consequences and
will adjust their behavior With classroom
accordingly to make expectations accessible
better choices. 05/07/18 students are encouraged
to remind other students
to review the
expectations when
behavior goes astray.
Students do not point out
the faults of others, but
rather, they refer them to
the expectations, thus
encouraging them to
make better choices.
05/05/19
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
2.6 Emerging Exploring Applying Integrating Innovat
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates stude
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, mon
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting ro
some student students in the are culturally responsive. and procedures
involvement. 9/25/17 development and Maintains a quality on maximizing l
monitoring of norms. learning climate that Classroom clima
05/07/18 builds on student integrates schoo
strengths. 05/05/19 standards and c
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
classroom
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positi
rocedures,
9/25/17 Responds appropriately consistently prevents or behaviors and e
supports
to behaviors in ways that refocuses behaviors preventions and
behavior
lessen disruptions to the disruptive to the learning positive classroo
climate in
learning climate. climate. 05/05/19 climate that elim
udents
Students participate in most disruptive
routines, procedures, and
norms and receive
Students are aware of reinforcement for
procedures, routines, and Students receive positive behaviors. Students are involved in Students share
classroom norms. correction for behavior 05/07/18 assessment and responsibility w
that interferes with monitoring of routines, teacher for man
learning, and positive Students receive timely procedures, and norms in maintaining a po
reinforcement in and effective feedback ways that improve the classroom clima
following routines, and consequences for learning climate. promotes learni
procedures, and norms. behaviors that interfere 05/05/19
9/25/17 with learning. 05/07/18

rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am currently teaching Students have practiced Routines and procedures
routines and procedures and know the routines are reviewed and
for Reading groups and and procedures. Students students are expected to
Math Daily 3. I have the are able to work follow them. Positive
students help so they feel independently and stay reinforcement is used to
part of the process on task because of the help students make good
9/29/17. routines and procedures. choices, which builds on
05/07/18 their strengths. 05/05/19
I have implemented a
positive behavior system The positive Both the teacher and the
called “Swag Tags.” The reinforcement systems I students are able to
students earn them by have set up in the redirect poor choices or
making good choices. I classroom allow me to negative behavior
also use a clip chart reward students through the posted
where students clip up immediately and it expectations in the
and down. For those who discourages other classroom. We simply
clip down, they have the disruptive behavior. ask students to check the
opportunity to clip for Students know rewards chart. This helps students
changing their behavior. are given when who may be off task to
9/29/17 individuals or the class redirect quietly without
follow the routines and too much attention.
When students make procedures. 05/07/18 05/05/19
poor choices, I discuss
with them the choice they Students receive timely Students are involved in
made and have them tell and effective feedback creating expectations,
me what would have been and consequences for charts, and monitoring
a better choice. Then we behaviors that interfere behavior systems. This
talk about how to clip art with learning. They are helps them want to show
with good choices. responsible for clipping pride in how they are
9/29/17 down and discussing with maintaining their
me why they move down classroom. 05/05/19
and how the behavior can
change. 05/07/18
rd 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
2.7 Emerging Exploring Applying Integrating Innovat
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, a
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instru
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 12/11/18 activities and instructional time.
uctional
closure.05/05/19
mize
Some students complete Students use their Students monito
learning activities in time Students complete Students participate in instructional time to own time, are en
allotted. learning activities and, as and complete a variety of engage in and complete accomplishing le
needed, may receive learning activities in the learning activities and are goals, and partic
some adjustments of time time allotted with options prepared for the next reflection, self-
allotted for tasks or for extension and sequence of instruction. assessment, and
expectations for review.05/05/19 setting.
completion. 12/11/18

I follow the pacing Instruction is paced
guideline of the appropriately to allow the
curriculum. I will reteach students sufficient time to
a lesson or slow a lesson learn, check for
if I see the students are understanding, and
having difficulty with the additional activities for
concepts12/11/18 practice and closure. I
was able to implement
Students complete additional vocabulary
learning activities both instruction to help
individually and in students master new
groups. I will give vocabulary. 05/05/19
adjustments for time if I
see a need. 12/11/18 Students participate in
both individual and group
activities so they have
more opportunities to
master concepts.
Students are able to
choose the order in which
they complete activities
so they have some control
over their own learning.
05/05/19