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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and respectful responsibility with students reflection and ongoing
expectations for fair and Demonstrates student interactions. Assists for resolving conflict and improvement of the
respectful behavior to commitment to fairness students to resolve conflicts. creating and maintaining a caring community based
support social and respect in Incorporates cultural caring classroom on respect, fairness, and
development. communications with awareness to develop a community. the value of all
students about language positive classroom Supports students in taking members.
Promoting social and behavior. climate.09.27.17 & 05.13.18 leadership in developing a
Development and Seeks to understand caring community that is
responsibility cultural perceptions of Students demonstrate efforts responsive to the diverse
within a caring caring community. to be positive, accepting, and cultural norms of identities Students take leadership
community where Some students share in respectful of of all in resolving conflict and
each student is responsibility for the Students participate in differences.09.27.17&05.13.18 students.12.14.18&05.07.19 creating a fair and
treated fairly and classroom community. occasional community respectful classroom
respectfully building activities, Students take responsibility community where
designed to promote resolving conflicts and student’s home culture
caring, fairness, and maintaining a caring is included and valued.
respect. classroom community. Students communicate
Students promote respect with empathy and
and appreciation for understanding in
differences.05.07.19 interactions with one
another.

Evidence I promote a positive I have been supporting and

classroom culture by resolving conflicts that
having daily activities and students are having with a
lesson about classroom student who is struggling to
make safe choices in the
values such as morning
classroom. Students
meeting, appreciation understand that this
circles, restorative justice student’s needs are help too
circles and read alouds and they really want to help
about different school him. 12.14.18
values. I also highlight
differences between
students and encourage
students be unique and to
embrace who they are.
09.27.17
I have continued to do this
by maintaining these
routines throughout the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
school year05.13.18
I have used our school’s
Youtube Channel to teach
my students about the
school expectations via the
PAWS video. This shows
students examples of what
the desired behavior is so
that students are able to
understand what the
behavior looks and sounds
like. 10.26.18
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 provide a range of provides a broad range of range of resources that
that support student learning.09.27.17 resources for learning. resources, displays, and engage students in
learning. 05.13.18 & 12.14.18 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Structures for interaction Utilizes a variety of instruction. learning and reflect
interaction between are taught in single structures for interaction diversity within and
Creating physical or students can support lessons or sequence of during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. lessons to support that ensures a focus on structures for interaction
environments that student learning.09.27.17 and completion of that engage students Selects from a repertoire
promote student learning tasks. 05.13.18& constructively and of structures for
learning, reflect 12.14.18 productively in interaction to ensure
diversity, and learning05.07.19. accelerated learning for
encourage the full range of students.
constructive and Some students use
productive available resources in Students use resources Students routinely use a Students participate in
interactions among learning environments provided in learning Students use a variety of range of resources in monitoring and changing
students during instruction. environments and resources in learning learning environments the design of learning
interact with each other environments and that relate to and enhance environments and
to understand and interact in ways that instruction and reflect structures for
complete learning tasks in deepen their their diversity. interactions.
single lessons or sequence understanding of the Students share in
of lessons.09.27.17 content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
05.13.18 effectiveness and develop
a positive culture for
learning.
Evidence My students are currently I have added more Students use the
learning more about structures through the anchor charts that
technology to prepare for school year that have
21st century skills by students interact socially are located around
taking a computer coding and academically with the the classroom to
class. I also use a lot of content. I think that this support their
tools in the classroom to has also improved their learning. They know
enhance daily lessons overall engagement to use these as
such as using our throughout the day.
classroom library. 05.13.18 resources. 12.14.18
09.27.17 We have also been
I continue to use this learning in different
coding curriculum with virtual environments
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
my students to teach like google classroom,
them 21st century kahoot and illuminate
technological skills. They
really learn the to learn about solving
importance of technology different types of
in the real-world and how problems. 05.07.19
to apply technology to
future professions and
schooling. 10.26.18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces risks Integrates support for Shares responsibility
laws regarding safety addresses safety issues to physical, intellectual, and students to take risks with the students for the
that are required by the regarding materials, emotional safety using multiple and offer respectful establishment and
site, district, and state. student interactions, and strategies that include opinions about divergent maintenance of a safe
Responds to behaviors the organization of the examining biases in the viewpoints. physical, intellectual, and
that impact student learning environments. learning environment and emotional environment
safety as they arise. curriculum.09.27.17 05.13.18 focused on high quality
and rigorous learning.
Models and provides Engages in reflection on
Establishing and
Explores strategies to instruction on skills that their own language and
maintaining
establish intellectual and develop resiliency and support behavior that
learning
emotional safety in the intellectual and emotional contributes to
environments that
classroom. safety.09.27.17 & 05.13.18 intellectual and
are physically,
emotional safety in the
intellectually, and
classroom.04.14.19 Students demonstrate
emotionally safe
Students are aware of Students take risks, offer resiliency in
required safety Students follow teacher opinions, and share alternative perseverance for
procedures and the guidance regarding perspectives09.27.17&05.13.18 Students develop and academic achievement.
school and classroom potential safety issues practice resiliency skills Students maintain
rational for maintaining for self or others. and strategies to strive intellectual and
safety. for academic emotional safety for
achievement, and themselves and others in
establish intellectual and the classroom.
emotional safety in the
classroom.
Evidence At the beginning of the school Students develop
year, I discuss a very important resiliency skills in
skill: the ability to have a
Growth Mindset. When the classroom so
students have a growth that they are able to
mindset, they are able to accept push through
any challenge that they have challenges. 12.14.18
and tackle that challenge with a
positive attitude. This
encourages resilience and risk NBPTS Standard:
taking. 09.27.17 Proposition 5: I
support my students
I also use Class Dojo to with being
maintain a safe classroom responsible and safe
culture through reminding
students of the expected with their own
behaviors and reinforcing the decisions in the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
positive behaviors through
point recognition. 10.26.18
classrooms by using
the check in check
out system to
monitor students
target behavior and
eliminate the
negative behaviors
by focusing on
desired behaviors
and constant
monitoring 04.14.19

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. 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. 09.27.17 address achievement in meeting high differentiated strategies
and appropriate
05.13.18 gaps. 12.14.18 & 05.07.19 expectations for to meet high expectations.
support for all
achievement.
students
Some students ask for Students engage in a Students take
teacher support to Some individuals and variety of differentiated Students actively use responsibility to fully
understand or complete groups of students work supports and challenges supports and challenges utilize teacher and peer
learning tasks. with the teacher to in ways that promote to complete critical support, to achieve
support accuracy and their accuracy, analysis, reading, writing, higher consistently high levels of
comprehension in their and problem solving in order thinking, and factual and analytical
learning. 09.27.17 learning. 05.07.19 problem solving across learning.
05.13.18 12.14.18 subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I keep expectations high for
my students so that they can
excel in each lesson. I frame
most of my lessons with
expectations for the work
they should complete and
expectations for their
behavior as well.
I also encourage accuracy
and comprehension in all of
the work that they complete.
We keep on working on it
until it meets these
expectations. 09.27.17
Evidence I provide appropriate
support through the
resources of Raz Kids and
Khan Academy so that
students are able to receive
directed independent
instruction outside of the
classroom to reinforce the
skills learned inside the
classroom. 10.26.18
Element 2.5 Emerging Exploring
Developing, Establishes expectations, Develops expectations with
communicating, and rules, and consequences some student involvement.
maintaining for individual and group Communicates, models and
high standards for behavior. explains expectations for
individual and group individual and group behavior.
behavior 09.27.17
Reviews standards for behavior
Refers to standards for with students in single lessons
behavior and applies or sequence of lessons in
consequences as needed. anticipation of need for
reinforcement. 09.27.17
I keep expectations
high in my classroom
by focusing on the
details of what
students are writing
and the reason
behind why they
included these
details. I want
students to have a
focus for why they
are completing their
assignment. 12.14.18
I also keep students
accountable by
reviewing these
expectations and
making sure that they
are met by all
students to ensure
high level learning.
05.07.19
Applying Integrating Innovating
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. 05.13.18 across learning activities. standards for individual
12.14.18 and group behaviors.
Utilizes routine
references to standards Guides and supports
for behavior prior and students to self-assess,
during individual and monitor, and set goals for
group work. 05.13.18 individual and group
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students know expectations for
behavior and consequences and
Students are aware of respond to guidance in
classroom rules and following
consequences. them.09.27.1705.13.1812.14.18
We start the school year by
taking about what our hopes
and dreams are for the school
year. Once we have thought
about these, we discuss what
kind of rules we need to make
sure that these hopes and
dreams come true. We then
come up with our class
agreements and we all sign
them as a way to show that we
are all in agreement. We also
have consequences if students
Evidence break these agreements.
09.27.17
behavior and
participation. 05.07.19
Students follow behavior Students demonstrate
expectations, accept Students respond to positive behavior,
consequences and individual and group consistent participation
increase positive behaviors and encourage and are valued for their
behaviors.05.07.19 and support each other unique identities.
to make improvements.
I always focus on what I use a daily point
behaviors I am looking system that
for so that students
encourage students
know what the to show that they
expectation is for them
can follow all
throughout the day. I
also keep our
classroom
expectations and I
classroom agreements
posted and I refer to reward students on
them often. 05.13.18 a daily basis based
on who has the most
I use Second Step points each day.
curriculum and 12.14.18
resources to introduce
learning abilities and I have supported my
expectations so that students towards
students are clear
their behavior goals
what the expectations
are from the beginning
by breaking down
10.26.18 the goal into bit
sized chunks and
using positive
reinforcement to
support and meet
those goals. 05.07.19

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
involvement.09.27.17 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
05.13.18 & 12.14.18 & builds on student integrates school
05.07.19 strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Promotes positive
behavior. to disruptive behavior. Provides positive behaviors and Promotes positive
behavior supports. consistently prevents or behaviors and establishes
Responds appropriately refocuses behaviors preventions and a positive
to behaviors in ways that disruptive to the learning classroom climate that
lessen disruptions to the climate. eliminate most disruptive
learning climate. behavior.
which all students
Students participate in
can learn
routines, procedures, and
Students are aware of Students receive norms and receive
procedures, routines, and correction for behavior reinforcement for positive Students are involved in Students share
classroom norms. that interferes with behaviors.09.27.17 assessment and responsibility with
learning, and positive 12.14.18 & 05.07.19 monitoring of routines, teacher for managing and
reinforcement in procedures, and norms in maintaining a positive
following routines, Students receive timely ways that improve the classroom climate that
procedures, and norms. and effective feedback learning climate. promotes learning.
and consequences for
behaviors that interfere
with learning. 09.27.17 &
12.14.18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I develop student
driven routines by
learning about what
they need as learners.
I include this into our
daily routines.
09.27.17
Evidence
I use positive behavior supports
by having individual behavior
charts on each desk so that
students can track their
progress. The student who
receives the most stamps on
their chart gets to have our class
jaguar on their desk for the next
school day. I also support
students orally by praising them
vocally when they match a
desired behavior. I also use
immediate consequences and
use warning so that students
change the unwanted behavior.
09.27.17
I have added more routines
throughout the year so that
students re more successful
throughout the day. This
includes routines for different
transitions in the classroom and
I feel that this makes them much
more successful because they
know exactly how they are
transitioning from one place to
another. 05.13.18
I use Go Noodle to support
students throughout the day
with our rigorous schedule by
including breaks in which we
use one or two Go Noodle
videos. 10.26.18

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize
learning.09.27.17
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and
closure.05.13.18
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
05.13.18
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
05.07.19
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
completion.09.27.17

I carefully time each I have been working I have been using

lesson to make sure on adding more to consistent exit tickets
that students are able my lessons such as in math to support
to be successful. I exit tickets and students and their
also rework my extensions for mastery level
schedule to be sure students who finish towards the
that students are able early so that they can standards. I modify
to reattempt a stay engaged instruction to meet
teaching point that throughout the these needs as well
Evidence they may not have learning time. from day to day.
grasped the way that 05.13.18 05.07.19
I want them to. I also I pace my instruction
adjust for time if I based on students’
notice that students responses to these
require more time to daily exit tickets so
be successful. I then that students can
use this information build on their
for my future learning. 12.14.18
planning. 09.27.17