Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Seeks to understand
Promoting social
cultural perceptions of
Development and
caring community.
responsibility within
a caring community
Some students share in Students participate in
where each student
responsibility for the occasional community
is treated fairly and
classroom community. building activities,
respectfully
designed to promote
caring, fairness, and
respect.9/25/18
Students engage in daily
group work challenges to
work on their team
building and social skills
as they are
kindergarteners. I watch
and observe how they
interact during playtime
showing empathy,
kindness, and respect to
Evidence
their peers. If students
are having difficultly with
their peers we walk
through the situation
with both students and
how they should
respectfully talk to and
interact with their peers.
9/25/18
Applying Integrating
Reinforces positive, Develops shared
responsible, and responsibility with
respectful student students for resolving
interactions. Assists conflict and creating and
students to resolve maintaining a caring
conflicts. classroom community.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is
responsive to the diverse
Students demonstrate cultural norms of
efforts to be positive, identities of all students.
accepting, and respectful 9/25/18
of differences.
Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences. 5.5.19
This is a huge focus in my
classroom this year. Each
morning we begin with a
review of the
expectations and goals we
have for the day and ideas
of how we might achieve
that. Before snack and
lunch we go over
appropriate behavior on
the playground. Each day
after lunch we have class
meeting where it is an
open discussion with the
students and myself to
talk about any problems
they had out on the
playground and how to
resolve them. 9/25/18
Innovating
Facilitates student self-
reflection and ongoing
improvement of the
caring community based
on respect, fairness, and
the value of all members.
Students take leadership
in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
We focus on this heavily
in kindergarten as this is
their first interaction in
schooling where they are
learning how to express
themselves in many ways
throughout their day. We
teach them problem
solving skills, we go over
how to politely express
what we are feeling, etc.
Students lead our class
meeting where they
problem solve situations
for their peers. The
students love it as they
are the leaders in the
classroom and they learn
through teaching
themselves. 10.3.19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the
importance of the
physical and/or virtual
learning environments
that support student
learning.
Is aware that structured
interaction between
Creating physical or
students can support
virtual learning
learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use
productive
available resources in
interactions among
learning environments
students
during instruction.
9/26/18
Evidence With my room currently
undergoing construction
and renovations on walls
as well as missing
curriculum students rely
heavily on their resources
I have given them rather
than what would be on
the walls on my classroom
at this point. Students
have the alphabet,
hundreds chart, etc. on
their desks that they often
reference when working
Exploring Applying
Experiments with and/or Develops physical
virtual learning environments that reflect
environments that student diversity and
support student learning. provide a range of
resources for learning.
Structures for interaction Utilizes a variety of
are taught in single structures for interaction
lessons or sequence of during learning activities
lessons to support that ensures a focus on
student learning. 9/26/18 and completion of
learning tasks.
Students use resources Students use a variety of
provided in learning resources in learning
environments and environments and
interact with each other interact in ways that
to understand and deepen their
complete learning tasks in understanding of the
single lessons or sequence content and develop
of lessons. constructive social and
academic interactions.
I know that in Now that I have had my
kindergarten student curriculum up in the
utilize any resource they classroom I feel much
can that is around them. more confident that my
Typically I have up class is an environment of
alphabet, digraphs, and learning and diversity. We
numbers across the room. have our IB walls that
On our focus wall I showcase the diversity of
included the topics we are our classroom learners
covering that week and where they’ll all come
including grammar, from. We have tons of play
spelling, sight words, and toys during their free play
letter sounds. I leave up time they get to choose
their sight words all year whichever toys they’d like
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in
artifacts that are current learning. Ensures that
and integral to environments enhance
instruction. learning and reflect
diversity within and
Integrates a variety of beyond the classroom.
structures for interaction
that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Students routinely use a
range of resources in Students participate in
learning environments monitoring and changing
that relate to and enhance the design of learning
instruction and reflect environments and
their diversity. structures for
Students share in interactions.
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 10.3.19
Our group based centers
provide collaborative
work time with their
peers three days a week
for 45 min. periods. They
work to problem solve
tasks, or work through
academic challenges.
Students love the time
they get to work with one
another.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
at independent groups. for them to have regular to play with and how they
9/26/18 interaction with 9/26/18 want to play with as well.
5.5.19
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.
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others. 9/26/18
safety.
Evidence Students have access to
tools in the classroom
upon request. Students
have clear boundaries of
rules and expectations for
behavior and actions in
the classroom. Students
feel comfortable and safe
coming to myself to share
any situation going on
with another student.
They respond well to
discussion about how to
talk with their peers and
work through a situation.
9/26/18
Applying Integrating
Anticipates and reduces Integrates support for
risks to physical, students to take risks and
intellectual, and offer respectful opinions
emotional safety using about divergent
multiple strategies that viewpoints.
include examining biases
in the learning
environment and
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom. 9/26/18
emotional safety.
Students develop and
Students take risks, offer practice resiliency skills
opinions, and share and strategies to strive for
alternative perspectives academic achievement,
and establish intellectual
and emotional safety in
the classroom. 5.5.19
All materials in the
classroom that may be
harmful to a child are in
closed cabinets that could
be locked. In case of an
emergency I have window
shades, and a window
block for the door, as well
as an emergency bag by
the door. 9/26/18
Students have been
gaining more stamina in
the classroom and the
time that they are
productively able to sit
and accomplish an
assignment.
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Students demonstrate
resiliency in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
I have put in a lot of effort
to maintain my classroom
environment one of
peace, kindness, and
hardworking for my
students. They seem to
reflect the same
intentions when in my
classroom. They know
that if they are having a
bad day and are
emotional they can come
to me for a hug. They love
when I am challenging
them academically to see
what they are capable of.
They abide by our
classroom rules during
pay times because they
know the are there to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
keep them safe. 10.3.19

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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. 5.5.19 expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. 9/26/18 problem solving across learning.
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Material is a year With our student material
advanced academically being advanced there is
from the start of their already a challenge for
education. Students are the students naturally in
set up to be challenged the day to day learning.
from the start. I work to They’re reading, writing,
create differentiated and math skills are all at a
leveled groups that are first grade level. They love
appropriate for their rising to a “challenge” in
abilities. I continuously the classroom, which is
encourage them to try what I say to them with a
their best and if they confusing topic. During
aren’t sure they can come topics where I notice they
and ask me for extra help. aren’t grasping, I do find
Evidence
I pull small groups of it hard for me to change
students during how I teach it on the spot.
independent work to I have to save it for the
further reinforce the following day. 10.3.19
material and concepts
taught. 9/26/18
The natural course of our
school climate is
academically rigorous.
Although not all of our
students are at that level
of academics, we still
work to challenge them to
their best ability.

Element 2.5 Emerging Exploring Applying Integrating Innovating

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. 5.5.19 across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 9/26/18 make improvements. unique identities.

The first week of school This was one of my bigger

we spend the time getting goals this year with my
to know the rules and group of students. I
expectation inside and focused on my whole
outside of the classroom. group management
We role play good and system and once I focused
bad scenerios of how to on my expectations in the
act during specials times. classroom they students
In the class we have two did a great job. I have
main forms of volume levels posted in
management class dojo the class for each activity,
Evidence
during centers that is they know what they will
displayed on the board as earn or give up fuzzies for.
they work independently, These tricks have seem to
and “warm fuzzies” that help out in the classroom.
they collect at their desk I have also begun utilizing
throughout the day. my Class Dojo points
Students can lose fuzzies during group work time.
for breaking rules or 10.3.19
undesireable behavior.
9/26/18

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
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 9/26/18 standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
learning, and positive and effective feedback
reinforcement in and consequences for
following routines, behaviors that interfere
procedures, and norms. with learning. 9/26/18
Students have classroom
jobs that they are
responsible for
remembering such as
feeding the class pet,
greeting guests, chair
monitor etc. If they forget
or are not performing
appropriately the job goes
to another student that
Evidence day. Student use their sign
language hand signals to
show they need a drink of
water or restroom.
Students are beginning to
get to the point of
independence of our
routine. 9/26/18
Element 2.7 Emerging Exploring Applying
Using instructional Paces instruction based Paces instruction with Paces instruction with
time to optimize on curriculum guidelines. some consideration of students to provide
learning Develops awareness of lesson type, adjustments adequate time for
how transitions and for sufficient student instruction, checking for
classroom management work time and transitions understanding,
impact pacing and to optimize learning. completion of learning
lessons. activities and closure.
refocuses behaviors
disruptive to the learning
climate.
Students are involved in
assessment and
monitoring of routines,
procedures, and norms in
ways that improve the
learning climate. 5.5.19
Every day we have
regular routines that have
been established since
the first day of school.
Line up outside, unpack
their folders, check-in,
then while they wait for
the peers they get to have
a “dance party”. Lights on
music off they sit for
attendance and lunch,
then calendar. We go over
the schedule for the day
so they know what to
expect throughout the
day. Use multiple music
signals throughout the
day to let them know its
clean up time or bells that
mean its time to move
centers. 9/26/18
Integrating
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time. 5.5.19
preventions and a positive
classroom climate that
eliminate most disruptive
behavior.
Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
I pride myself and my
students on the positive
classroom environment
that we keep and ensure
that we make everyone
feel like a friend and safe
in our classroom. With
kindergarten students
most kids are naturally
kind and giving. However,
I did have to work
specifically with a few on
the way they speak to
others, and how they
problem solve
disagreements. Now
during class meetings
they are teaching each
other how to solve
this.10.3.19
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive some learning activities in the engage in and complete accomplishing learning
adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for 9/26/18 sequence of instruction. assessment, and goal
completion. setting.

Students jobs in the Students focus in the I have been able to get
classroom help classroom has been time down my routines and
productivity in the management and focus schedules in the
classroom with passing when in independent classroom to a point of
out paper and other group work. Many finding our most
materials while students students are able to productive days and what
prepare for an activity. I complete assignments routines we have during
share a summary of the quickly, however I have these days. Mondays have
learning goal of our begun to challenge them a special focus to ensure
lesson. Students are to look at the quality of productivity as well as
successful at staying on their work before they each day of the week.
task and actively turn assignments in. The Timers have also helped
Evidence participating due to small students who are early with optimizing our time
class size and positive finishers have done well in the classroom and
classroom incentives with this. keeping the students
throughout the lesson. focused on completing
When a lesson is finished tasks promptly. 10.3.19
we have regular routine
expectation of how to
clean up then I provide a
code word for them to
begin. They always come
back to the carpet for the
next instructional time.
9/26/18