Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. 9/25/17 classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
Promoting social caring community. climate. 9/25/17 community that is Students take leadership
Development and responsive to the diverse in resolving conflict and
responsibility within Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
a caring community responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
where each student classroom community. building activities, accepting, and respectful 5/6/18, 12/3/18 and community where
is treated fairly and designed to promote of differences. 9/25/17 5/6/19 student’s home culture is
respectfully caring, fairness, and included and valued.
respect. Students take Students communicate
responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences.
5/6/18, 12/3/18and
5/6/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The way I create a caring Students take ownership
community of learners is of what goes on in our
through morning classroom community.
meetings and restorative For example, they decide
circles. During morning our classroom rules and
meetings, students greet jobs. Students make sure
each other, share their to keep each other
interests and engage in an accountable in following
activity that reinforces our classroom norms. For
collaboration, respect and example, my line leaders
appreciation. 9/25/17 will tell students “please
get in a straight line” “this
As a whole school, is your first warning”
students participate in 5/6/18, 12/3/18 and
Evidence
CARES (Collaboration, 5/6/19
Appreciation, Respect,
Empathy and Self-
restraint). Every time I When students have peer
see students displaying conflicts, I encourage
these qualities, they earn students to resolve their
a jaguar buck for their problems on their own.
classroom community. At During restorative circles,
the end of each month, I mostly mediate
classrooms with the most conversations. 5/6/18
jaguar bucks get to 12/3/18 and 5/6/19
participate in “funtastic
Friday.” 9/25/17
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. 9/25/17 12/3/18 and 5/6/19 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. 9/25/17 that ensures a focus on structures for interaction
environments that
5/6/18 and completion of that engage students Selects from a repertoire
promote student
learning tasks. constructively and of structures for
learning, reflect
12/3/18 and 5/6/19 productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
Some students use Students use resources the full range of students.
constructive and
available resources in provided in learning Students routinely use a
productive
learning environments environments and Students use a variety of range of resources in Students participate in
interactions among
during instruction. interact with each other resources in learning learning environments monitoring and changing
students
to understand and environments and that relate to and enhance the design of learning
complete learning tasks in interact in ways that instruction and reflect environments and
single lessons or deepen their their diversity. structures for
sequence of lessons. understanding of the Students share in interactions.
9/25/17 content and develop monitoring and
5/6/18 constructive social and assessment of
academic interactions. interactions to improve
12/3/18 and 5/6/19 effectiveness and develop
a positive culture for
learning.
At the beginning of the At the beginning of the
year, I taught my students year, when I was
routines and procedures establishing my learning
for sharing materials and community I taught
having discussions with students about the beauty
each other. I modeled for of diversity. I explained to
them, and then I had two students that they all have
Evidence
students model and lastly special and unique
had the whole class abilities that need to be
practice. 9/25/17 shared with the class. In
5/6/18 knowing their unique
diversities, I incorporate
I often create the students’ skills as way
opportunities for students to bridge their learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to collaborate in group 12/3/18 and 5/6/19
projects relating to math
investigations, science To make sure students
and literacy groups. are able to complete
Students have been tasks, I provide them with
taught to give positive accommodations them
and constructive feedback depending on their
to each other using specific need. For
sentence frames such as “I students with dyslexia, I
agree with you read and scribe for them.
because______.” And Students with behavior
“Maybe next time you can needs, I chunk work and
__________.” include breaks. 12/3/18
9/25/17 and 5/6/19
5/6/18

Students use a variety of

resources to support
them in their learning.
These resources include
small groups, individual
coaching and peer
support. Students work in
groups and pairs to
discuss reading and math
problems. 12/3/18 and
5/6/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise. 9/25/17
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom. 9/25/17
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others.
At the beginning of the
year, I taught routines
and procedures for
maintaining safety inside
and outside the
classroom. As a whole
class, we discuss why it is
important to follow
Evidence routines and procedures.
Our classroom
agreements are Respect,
Listening to the speaker,
Appreciation and Safety.
9/25/17
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases 5/6/18 and 12/3/18 emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. 5/6/19
Engages in reflection on
Models and provides their own language and
instruction on skills that behavior that contributes
develop resiliency and to intellectual and
support intellectual and emotional safety in the
emotional safety. classroom.
5/6/18 and 12/3/18 Students demonstrate
resiliency in
Students take risks, offer Students develop and perseverance for
opinions, and share practice resiliency skills academic achievement.
alternative perspectives. and strategies to strive Students maintain
9/25/17 for academic intellectual and emotional
5/6/18 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the 12/3/18 and 5/6/19
classroom.
During math, I have a For my inquiry project, I
math forum where I taught students lessons This school year, my 5th
encourage students to around habits of grade students were
come up to the board and discussion. These lessons having issues relating to
explain their different focused on explicitly physical and emotional
mathematical strategies teaching students social safety. To maintain a
to the class. Students are and conversational skills classroom culture of
encouraged to have that will allow them to respect and learning, I
different approaches to have academic began to teach lessons on
problems in math as well discussions around safety. In these lessons,
as other content areas. reading and math. In students learned about
9/25/17 doing so, this helped consent, harassment,
5/6/18 create a safe space were bullying, discrimination,
students felt comfortable racism and sexism.
to share their unique 5/6/19
ideas with their peers.
5/6/18 and 12/3/18 Students demonstrate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
resiliency by practicing a
growth mindset attitude.
Students practice saying
to themselves “I will do
the best that I can.” When
they notice that they are
having “struggle time”,
they practice staying
calm, breathing deeply,
moving on to other
problems, asking for help
and/or using tools to
support them. 12/3/18
and 5/6/19

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. 9/25/17 and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. 9/25/17 expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a 5/6/18, 12/3/18and
teacher support to groups of students work variety of differentiated 5/6/19 Students take
understand or complete with the teacher to supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote Students actively use utilize teacher and peer
comprehension in their their accuracy, analysis, supports and challenges support, to achieve
learning. and problem solving in to complete critical consistently high levels of
learning. 9/25/17 reading, writing, higher factual and analytical
order thinking, and learning. 5/6/19
problem solving across
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I reinforce the idea of a
positive growth mindset.
I tell students to not give
up, but persevere through
the challenges. 9/25/17
When students are
struggling, I scaffold their
thinking by asking
questions and making
them stop to make sense
of the problem/idea. The
way I support students is
through individual
conferences and small
group instruction.
9/25/17
Evidence
subject matter.
5/6/18 and 12/3/18
Having a diverse group of
learners that come from Students began to be
different backgrounds advocates of their own
has pushed me to create learning. Students feel
various levels of rigor and comfortable sharing with
supports for them. The their teacher and peers
way I include rigor and when they don’t
supports for students is understand a problem.
with technology. Using They are consistently
online programs such as asking for help. 5/6/19
Khan Academy, Rosetta
Stone and Raz Kids, I am An example of this is my
to differentiate according student who has dyslexia.
to their needs. 5/6/18 This students asks her
and 12/3/18 peers to scribe for her
class notes and read to
For students that are her instructions. 5/6/19
high achieving in both
reading and math, I
assign special research
projects that push their
thinking and allow them
to work independently.
For example, in math I
had my GATE students do
research on the lattice
method and explain its
mathematical importance
to the whole class.
For my newcomers, I
have them use online
programs such as Razkids
and Rosetta Stone to help
them develop the English
language skills they need
to succeed in their
learning. 5/6/18 and
12/3/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and across maintaining high
behavior. 9/25/17 behavior. learning activities. standards for individual
5/6/18 and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine 12/3/18 and 5/6/19
communicating, and
behavior and applies behavior with students in references to standards Guides and supports
maintaining
consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for
sequence of lessons in during individual and monitor, and set goals for
individual and group
anticipation of need for group work. individual and group
behavior
reinforcement. 9/25/17 behavior and participation.
5/6/18
Students are aware of Students know Students follow behavior Students demonstrate
classroom rules and expectations for behavior expectations, accept Students respond to positive behavior,
consequences. and consequences and consequences and individual and group consistent participation
respond to guidance in increase positive behaviors and encourage and are valued for their
following them. 9/25/17 behaviors. and support each other to unique identities.
make improvements. 12/3/18 and 5/6/19
5/6/18
At the beginning of the Throughout the school I have various systems
year, I establish routines day, I set expectations for in place to ensure that
and procedures. I first all my students. When I students have in active
start by modeling the see students, being role in monitoring
routines, then I have 2-4 disruptive or not focused, I themselves and others. I
volunteer students model, pull them out of the use our school wide
and then have the whole classroom and ask them PAWS system to make
class repeatedly perform “what is going on?” I sure they follow school
the routine. When I use always make sure to give rules. Every time they
models, I ask students, my students the follow PAWS, they get a
Evidence “What did you notice opportunity to explain the jaguar buck for the
them do? Can you show reason for their behavior. I whole class. By the end
me?” 9/25/17 then give them options to of the month, if the class
fix their behavior that way manages to attain 200
After establishing they take ownership. If jaguar bucks they get to
routines and procedures, their misbehavior participate in school
students create class continues, I have students wide festivities.
agreements and write reflections about
consequences. As their behavior. Another system I have in
mentioned before, the 5/6/18 the classroom is Class
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
class rules include
listening, respect,
appreciation and safety. If
these agreements are not
met, students get a verbal
warning, have to write a
reflection, and finally get
a call home. 9/25/17
When they follow class
and school rules, students
get rewarded with
Funtastic Friday.
Funtastic Friday is a
school-wide festival at the
end of the month.
9/25/17
Element 2.6 Emerging Exploring
Establishes procedures, Develops routines,
routines or norms for procedures, and norms in
single lessons to support single lessons or
student learning. sequence of lessons with
some student
Employing classroom involvement.
routines, procedures,
norms, and supports
for positive behavior
to ensure a climate in Seeks to promote positive
which all students Responds to disruptive behaviors and responds
can learn behavior. to disruptive behavior.
I also gave students
greater responsibilities by
giving them a classroom
job. An example of these
jobs include line leader,
teacher assistant, and
homework checker. It is
when students are doing
their jobs that they
encourage each other and
support each other to
make improvements.
Students say “thank you
for getting in line” and
“Yay, you came to school
on time today!” and “my
whole table group did
their homework.
5/6/18
Applying Integrating
Maintains regular use of Engages students in
routines and procedures monitoring and reflecting
that are culturally on routines, procedures,
responsive and engage and norms in ways that
students in the are culturally responsive.
development and Maintains a quality
monitoring of norms. learning climate that
9/25/17 builds on student
5/6/18 strengths. 12/3/18
Provides positive Promotes positive
behavior supports. behaviors and
Responds appropriately consistently prevents or
to behaviors in ways that refocuses behaviors
lessen disruptions to the disruptive to the learning
learning climate. climate. 12/3/18
Students participate in
routines, procedures, and
Dojo. Students are able
to monitor they daily
progress by attain
points. Parents get
immediate notifications.
12/3/18 and 5/6/19
Students are
consistently engaging in
their learning during
lessons and independent
work. The way they
show their engagement
is through reflections.
After the lessons,
students reflect on their
learning on Padlet.
12/3/18 and 5/6/19
Innovating
Facilitates student
participating in
developing, monitoring,
and adjusting routines
and procedures focuses
on maximizing learning.
Classroom climate
integrates school
standards and culturally
relevant norms. 5/6/19
Promotes positive
behaviors and establishes
preventions and a
positive classroom
climate that eliminate
most disruptive behavior.
5/6/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in
classroom norms. that interferes with 9/25/17 assessment and Students share
learning, and positive 5/6/18 monitoring of routines, responsibility with
reinforcement in Students receive timely procedures, and norms in teacher for managing and
following routines, and effective feedback ways that improve the maintaining a positive
procedures, and norms. and consequences for learning climate. classroom climate that
behaviors that interfere promotes learning.
with learning. 9/25/17 12/3/18 and 5/6/19
5/6/18

I make sure to maintain In our school and

the routines and classroom we practice To promote a classroom
procedures I taught having P.A.W.S (Positive culture that reinforces
students at the beginning Attitude, Wise Choices positive behaviors, I
of the year. If students and Safety). Using this I differentiate behavior
forget routines, I remind have students reflect on plans according to my
students of how to do their behaviors and think students’ needs. For
them. 9/25/17 about how their behavior students, I use positive
5/6/18 affect our classroom language that praises the
community. behaviors I want to see.
When students are All students have the
disruptive, I immediately I promote positive opportunity to win Class
stop the lesson and wait behaviors in class by Dojo points to win a prize
for the class to calm giving students points on at the end of the month.
down. I describe the Class Dojo. Every time I 5/6/19
behavior they are doing see students practicing
Evidence and explain how it is classroom norms they get For students with more
disruptive. With specific a point. At the end of severe behavior
students who are every month, students get problems, I differentiate
disruptive, I give them a a reward for their great by creating a behavior
verbal warning. If they effort. 12/3/18 plan that is personalized
persist, I make them to their behavior needs.
write a reflection about Every day, before school
their behavior. If the ends I check on students
behavior continues, I about their behavior.
immediately contact 5/6/19
parents. 9/25/17
5/6/18 Students demonstrate
responsibility with the
teacher for managing and
maintaining a classroom
environment by praising
each other’s during
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
appreciation circle and on
Class Dojo. During
appreciation, circle
students give out shout
outs to each other.
Students also can give
each other Dojo points by
noticing positive
behaviors. 12/3/18 and
5/6/19
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
9/25/17 5/6/19
5/6/18 and 12/3/18 Students monitor their
Students use their own time, are engaged in
Students participate in instructional time to accomplishing learning
and complete a variety of engage in and complete goals, and participate in
learning activities in the learning activities and are reflection, self-
time allotted with options prepared for the next assessment, and goal
for extension and review. sequence of instruction. setting.
9/25/17, 5/6/18,
12/3/18 and 5/6/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
When I plan my lessons, I
always make sure that my
mini lessons are only 10
minutes long. That way
my students get 35-40
minutes of independent
practice. If students need
more time or if I have to
reteach the lesson, I
always extend time
according to their needs.
Evidence 9/25/17
5/6/18 and 12/3/18
During independent
practice, if I see a group of
students struggling, I pull
out small groups and
reteach the teaching
points. 9/25/17, 5/6/18,
12/3/18 and 5/6/19
I use aggressive
monitoring to help me
optimize learning. During
my math lessons, I time
students on their work. I
will say. “You have 10
minutes to solve 3 math
problems.” While
students work, I walk
around to make sure
students are maximizing
their learning time.
5/6/19
After independent time, I
always make sure to give
students exit tickets. Exit
tickets allow me to see if
students were able to
meet the lesson objective.
5/6/19