CSTP 2 Rothenberg 5

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. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in 5/5/19
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. 7/8/18 community that is
a caring community responsive to the diverse Students take leadership
where each student Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
respectfully classroom community. building activities, accepting, and respectful 10/25/18 respectful classroom
designed to promote of differences. 7/8/18 community where
caring, fairness, and Students take student’s home culture is
respect. responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences. 5/5/19
Class works together at Class works together at Class works together at
the beginning of the year the beginning of the year the beginning of the year
to create classroom rules, to create classroom rules, to create classroom rules,
discuss what the rules discuss what the rules discuss what the rules
mean to us. We discuss mean to us. We discuss mean to us. We discuss
the school 5Cs (caring, the school 5Cs (caring, the school 5Cs (caring,
common sense, courtesy, common sense, courtesy, common sense, courtesy,
consideration, and consideration, and consideration, and
cooperation) and cooperation) and cooperation) and
frequently discuss how to frequently discuss how to frequently discuss how to
Evidence
show them to classmates show them to classmates show them to classmates
and teachers. Friday 5C and teachers. Students and teachers. Students
meetings to talk about wrote down what each C wrote down what each C
problems and problem means to them, what they means to them, what they
solving, being a good expect from their expect from their
friend, etc. 7/8/18 classmates, and how they classmates, and how they
will treat their will treat their
Students participate in classmates. Weekly 5C classmates. Weekly 5C
class 5C meetings, and meetings to talk about meetings to talk about
demonstrate 5Cs to each problems and problem problems and problem
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
other through daily solving, being a good solving, being a good
interactions in and out of friend, etc. 10/25/18 friend, etc. Work with
the classroom, through students on behavior;
cooperative learning, Students participate in when there is a conflict,
small group activities, class 5C meetings, and facilitate a conversation
recess, etc. 7/8/18 demonstrate 5Cs to each among students about
other through daily how they are feeling and
interactions in and out of what they can do
the classroom, through differently next time, as
cooperative learning, well as what they can do
small group activities, to help each other feel
recess, etc. Students help better. 5/5/19
each other solve conflicts,
and remind each other to
be kind and respectful of
each other. Students are
learning how to solve
conflicts appropriate
without a teacher. 5/5/19

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. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. 7/8/18 learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. student learning. and completion of structures for interaction 5/5/19
environments that learning tasks. that engage students
promote student constructively and Selects from a repertoire
learning, reflect productively in learning. of structures for
diversity, and 7/8/18 interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources Students use a variety of the full range of students.
productive available resources in provided in learning resources in learning Students routinely use a 5/5/19
interactions among learning environments environments and environments and range of resources in
students during instruction. interact with each other interact in ways that learning environments Students participate in
to understand and deepen their that relate to and enhance monitoring and changing
complete learning tasks in understanding of the instruction and reflect the design of learning
single lessons or content and develop their diversity. environments and
sequence of lessons. constructive social and Students share in structures for
7/8/18 academic interactions. monitoring and interactions.
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 5/5/19
Students often work with Create a welcoming Create a welcoming
partners or table environment at the environment at the
groups/small groups to beginning of the year, beginning of the year,
help each other display pictures from display pictures from
understand content or to student’s summers, student’s summers,
problem solve. Students display student self-‐ display student self-‐
Evidence use this during many portraits. Throughout the portraits. Throughout the
math and reading lessons, year, continue to change year, continue to change
as well as during long out and display student out and display student
term unit projects. work to reflect current work to reflect current
7/8/18 learning and growth. learning and growth.
7/8/18 Changes out the books in
the classroom throughout
Provide students the year to reflect
opportunities to work students’ growing reading
individually, in pairs, levels and interests. Also
small groups, and whole puts out featured books to
group. Set expectations highlight current units of
beforehand, and monitor study and holidays or
interactions to guide seasons, i.e. Black History
students and help them Month, Lunar New Year,
stay on task. 7/8/18 Biography unit, etc.. Also,
provide many different
Students often work with manipulatives for
partners or table students to use during
groups/small groups to math, if they want.
help each other 5/5/19
understand content or to Provide students
problem solve. Students opportunities to work
use this during many individually, in pairs,
math and reading lessons, small groups, and whole
as well as during long-‐ group. Set expectations
term unit projects. beforehand, and monitor
Students know that they interactions to guide
may use pencil grips if students and help them
they need, students may stay on task. Students are
use manipulatives in math sometimes group/paired
to help with problems randomly, and sometimes
solving if they need: coins, grouped/paired
counters, base ten blocks, strategically. In math,
unifix cubes, they can students are given the
draw pictures or create opportunity to learn from
concrete representations each other. Provide times
based on their needs and when they are paired
understanding of a unit. strategically to work on a
5/5/19 “challenge problem” and
this provides natural
differentiation. 5/5/19


Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. 7/8/18 physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 5/5/19
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom. 10/25/18
emotionally safe
emotional safety. 7/8/18

Students are aware of Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding Students take risks, offer practice resiliency skills perseverance for
school and classroom potential safety issues for opinions, and share and strategies to strive academic achievement.
rational for maintaining self or others. alternative perspectives for academic Students maintain
safety. achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom. 7/8/18
Growth mindset and Worked with teaching Worked with teaching
focus on productive team to re-‐write a social team to re-‐write a social
struggle as well as the studies and literature studies and literature
process of learning, biography unit to be more biography unit to be more
rather than the product. culturally sensitive and culturally sensitive and
Encouraged students and appropriate. Talked with appropriate. Talked with
talked about what was students and parents students and parents
hard as well as strategies about a growth mindset about a growth mindset
to use when learning is and productive struggles. and productive struggles.
Evidence hard. 7/8/18 Supported students when Students learn how to
learning and problem talk about what is
solving was difficult by challenging and how to
encouraging them to keep support each other.
working and focus on the Supported students when
process, not the product learning and problem
(a lot of opportunity for solving was difficult by
this in math). 7/8/18 encouraging them to keep
working and focus on the
Continual reflection and process, not the product
conversation with co-‐ (a lot of opportunity for
teacher, teaching team, this in math). In writing
SST and administrators and reading, students
and other support team, learn how to support
to identify contributing each other by providing
factors in the classroom positive feedback, as well
to student behaviors and as valuable feedback that
attitudes. Participation in can help each other make
a colleague’s PhD study improvements. 5/5/19
about growth mindset
and how it affects
students in reading.
10/25/18

Students pushed
themselves when
learning was difficult;
would continue to work
at it, ask for help, and
keep working. Many
students were able to
communicate that yes it
was hard, but it felt good
and they were proud
when they finished.
7/8/18

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
Creating a rigorous completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
learning tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
environment with targeted learning goals. challenge. and thinking. 7/8/18 research, analysis and
high expectations Is aware of the purposeful use of
and appropriate importance of Works to maintain high Holds high expectations Integrates strategic learning.
support for all maintaining high expectations for students for students. Has an scaffolds and
students expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. 7/8/18 expectations for to meet high
achievement. 10/25/18 expectations.
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. 7/8/18 problem solving across factual and analytical
subject matter. learning. 5/5/19

Work with students in 1-‐ Students are grouped into Students work 1-‐on-‐1
to-‐1 and small groups to leveled groups for with teachers, in partner
help them continue to reading and math. pairs, small groups, etc.
grow and achieve. Teachers provide on leveled and
Meeting the students at opportunities for differentiated work.
their level to provide students to work on Students have learned
them support to advance. challenging work that is what to do when they
7/8/18 appropriate for their need help – look around
levels. We encourage the room, ask a friend,
Students work 1-‐on-‐1 students to find their ask a teacher, use the
with teachers, in partner mistakes and see how word wall and bulletins
pairs, small groups, etc. they can fix them. Math for spelling or math
Evidence on leveled and provides opportunities strategies. They use their
differentiated work. for students to write writing journals to look
7/8/18 about their thinking and for writing strategies.
share their problem Students have learned
solving steps and how to help and coach
strategies with each other when they
classmates. Students are need help, instead of just
provided opportunities to telling them the answer.
work on leveled math 5/5/19
problems with teachers
and on iPads/laptops.
10/25/18

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. 7/8/18 across learning activities. standards for individual
12/12/18 and group behaviors.
Refers to standards for Reviews standards for Utilizes routine
behavior and applies behavior with students in references to standards Guides and supports
consequences as needed. single lessons or for behavior prior and students to self-‐assess,
sequence of lessons in during individual and monitor, and set goals for
anticipation of need for group work. 7/8/18 individual and group
reinforcement. behavior and
participation. 12/12/18
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. behaviors. 7/8/18 and support each other to unique identities.
make improvements.
12/12/18
Set clear expectations for Set clear expectations for
student behavior. Model student behavior. Model
appropriate behaviors, appropriate behaviors,
and offer opportunities to and offer opportunities to
discuss what appropriate discuss what appropriate
behavior looks like, behavior looks like,
students and teachers students and teachers
role play appropriate role play appropriate
behaviors. 7/8/18 behaviors. Set clear
expectations for learning,
Discuss expectations for participation, and word
behavior for all output at the beginning of
assignments/activities. all activities/lessons.
Remind students of 12/12/18
school/classroom
Evidence expectations during week Discuss expectations for
5C meetings. 7/8/18 behavior for all
assignments/activities.
Students understand the Remind students of
expectations and accept school/classroom
consequences. Participate expectations during week
in discussion with teacher 5C meetings. Students are
about the consequences working on self-‐
and strategies for “next assessment; continuous
time”. Students work to conversations about
improve behavior. expectations and what
7/8/18 they can do differently
next time. 12/12/18

Students understand the
expectations and accept
consequences. Participate
in discussion with teacher
about the consequences
and strategies for “next
time”. Students work to
improve behavior.
Classmates help each
other to meet
expectations, working on
helping each other with a
kind tone of voice and
helping each other solve
problems and conflicts.
12/12/18

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
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, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and 7/8/18 on maximizing learning.
monitoring of norms.
Employing classroom Maintains a quality Classroom climate
routines, procedures, learning climate that integrates school
norms, and supports Seeks to promote positive Provides positive builds on student standards and culturally
for positive behavior Responds to disruptive behaviors and responds behavior supports. strengths. relevant norms. 7/8/18
to ensure a climate in behavior. to disruptive behavior. Responds appropriately
which all students to behaviors in ways that Promotes positive Promotes positive
can learn lessen disruptions to the behaviors and behaviors and establishes
learning climate. consistently prevents or preventions and a
Students participate in refocuses behaviors positive classroom
routines, procedures, and disruptive to the learning climate that eliminate
norms and receive climate. 7/8/18 most disruptive behavior.
reinforcement for 5/5/19
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
learning, and positive and effective feedback Students are involved in Students share
reinforcement in and consequences for assessment and responsibility with
following routines, behaviors that interfere monitoring of routines, teacher for managing and
procedures, and norms. with learning. 7/8/18 procedures, and norms in maintaining a positive
ways that improve the classroom climate that
learning climate. promotes learning.
Meet with students or Conversations with Discussion of 5Cs and
talk with students as soon students, individually and expectations across the
as possible, if not group, to reflect on school. 7/8/18
immediately, to discuss behaviors and problem
behavior and solve solutions to Reinforce positive
consequences. Help problems. 7/8/18 behaviors with
redirect students. 7/8/18 schoolwide use of “Gold
Reinforce positive Slips”, classroom use of
behaviors with class marble jar and
schoolwide use of “Gold individual “Chance
Slips”, classroom use of Tickets”. Clear
class marble jar and expectations help lessen
individual “Chance disruptions. Teachers
Evidence Tickets”. Clear quickly deal with
expectations help lessen disruptions to quietly
disruptions. Teachers redirect students. Some
quickly deal with students have sticker and
disruptions to quietly behavior charts as
redirect students. 7/8/18 positive behavior
supports. Teachers meet
with students to discuss
behaviors and
motivations. Teachers
provide private
reminders to students
who need them. 5/5/19

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities. 5/5/19
Using instructional
how transitions and for sufficient student instruction, checking for learning. Supports
time to optimize
classroom management work time and transitions understanding, students in the
learning
impact pacing and to optimize learning. completion of learning monitoring of

lessons. activities and closure. instructional time.
7/8/18
Some students complete Students complete Students participate in Students monitor their
learning activities in time learning activities and, as and complete a variety of Students use their own time, are engaged in
allotted. needed, may receive learning activities in the instructional time to accomplishing learning
some adjustments of time time allotted with options engage in and complete goals, and participate in
allotted for tasks or for extension and review. learning activities and are reflection, self-‐
expectations for 7/8/18 prepared for the next assessment, and goal
completion. sequence of instruction. setting.
5/5/19

Students are given “must Adjusts the pacing of Adjusts the pacing of
do” activities with time to lessons and units based lessons and units based
complete. When finished, on how the students are on how the students are
they work on “may do” doing, if they need more doing, if they need more
assignments to work on time, or are moving time, or are moving
challenges or review and quickly with strong quickly with strong
reinforce previously understanding of understanding of
taught concepts. 7/8/18 concepts. Provide more concepts. Provide more
opportunity for direct opportunity for direct
instruction, hands on instruction, hands on
learning, or learning, or
demonstration and demonstration and
practice of knowledge practice of knowledge
based on students needs. based on students needs.
7/8/18 Teacher is aware of the
Evidence amount of time activities
Students are given “must and lessons should take
do” activities with time to to complete, fluidly
complete. When finished, moves between
they work on “may do” instruction, guided
assignments to work on practice, independent
challenges or review and practice. 5/5/19
reinforce previously
taught concepts. Students
are told how long they
have to complete
assignments and are able
to allot their time
appropriately to finish in
the time given. 5/5/19

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2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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