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
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 climate. 5/2/19 community that is Students take leadership
a caring community community.9/22/18 responsive to the diverse in resolving conflict and
where each student Some students share in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully classroom occasional community accepting, and respectful community where
community.9/22/18 building activities, of differences. 5/2/19 Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Some students remind In an incident where a Students have discussed
others about the school’s student “hacked” a cultural appreciation vs
Five Pillars 9/22/18 Kahoot game, I spoke to cultural appropriation
the class about how our when discussing holidays
actions affect those celebrated to Spanish-
around us. When I speaking countries
noticed I became 5/2/19
flustered, I verbally Students share out about
acknowledged that I how they’re feeling every
Evidence needed to take a pause class with snaps as an
and breathe. 9/22/18 agreed upon appropriate
response 12/12/19

Students will turn and

face one another while
someone speaks 5/2/19
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.9/22/18 resources for learning. resources, displays, and engage students in
learning. 5/2/19 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. 9/22/18 and completion of that engage students Selects from a repertoire
promote student
learning tasks. 5/2/19 constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students routinely use a
productive
available resources in Students use resources Students use a variety of range of resources in Students participate in
interactions among
learning environments provided in learning resources in learning learning environments monitoring and changing
students
during instruction. environments and environments and that relate to and enhance the design of learning
interact with each other interact in ways that instruction and reflect environments and
to understand and deepen their their diversity. structures for
complete learning tasks in understanding of the Students share in interactions.
single lessons or sequence content and develop monitoring and
of lessons. 9/22/18 constructive social and assessment of
academic interactions. interactions to improve
5/2/19 effectiveness and develop
a positive culture for
learning.
Evidence I have provided students Students work in a variety
with online platforms of group settings with
(Quizlet, Duolingo, and their desks arranged to
Senñ or Wooly) to support reflect their grouping:
learning outside the partner, groups of 3-4
classroom. 9/22/18 5/2/19

As the class is instructed Students use PearDeck

predominately in Target and Google Classroom in
Language, interactions addition to face-to-face
(like asking “How are activities 5/2/19 Have
you?”) Are introduced started to have students
through modeling and use Quizlet more
repetition on teacher’s regularly in class
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
end. 9/22/18

Students use online

platforms (particularly
Quizlet Live) to work in
groups to review class
material. 9/22/18
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 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. 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.9/22/18 Engages in reflection on
Establishing and
Explores strategies to 5/2/19 their own language and
maintaining learning
establish intellectual and behavior that contributes
environments that
emotional safety in the Models and provides to intellectual and
are physically,
classroom. instruction on skills that emotional safety in the
intellectually, and
develop resiliency and classroom.
emotionally safe
support intellectual and Students demonstrate
Students are aware of emotional safety.9/22/18 resiliency in perseverance
required safety Students follow teacher 5/2/19 Students develop and for academic
procedures and the guidance regarding practice resiliency skills achievement.
school and classroom potential safety issues for and strategies to strive for Students maintain
rational for maintaining self or others. Students take risks, offer academic achievement, intellectual and emotional
safety. opinions, and share and establish intellectual safety for themselves and
alternative and emotional safety in others in the classroom.
perspectives9/22/18 the classroom.
5/2/19
Evidence I constantly check in
I am very honest when I with school
am not feeling well, so I
counselors about
model for students to
share that same students’ home lives
information when they and background to
are not feeling well. ensure that language
5/2/19 As a language and topics are
teacher that deals with inclusive
students who have
affective filters, I have
incorporated a “Take
What you Need” Box
that provides students
with lavender and
other soothing objects
to assist with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
emotional well-
being.9/22/18

Students are expected to

speak solely in the TL, so
the whole class practices
active listening skills
5/2/19 Students take
language risks every
day, and all students
are acknowledged with
the class snapping for
all answers
provided.9/22/18

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 while becoming aware of understanding of technologies throughout Supports students to
environment with students9/22/18. 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. 5/2/19 address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some individuals and Students engage in a Students take
Some students ask for groups of students work variety of differentiated Students actively use responsibility to fully
teacher support to with the teacher to supports and challenges supports and challenges utilize teacher and peer
understand or complete support accuracy and in ways that promote to complete critical support, to achieve
learning tasks.9/22/18 comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning.5/2/19 and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Reading assessments Students view the
have been the most learning goals each class
commonly used as well as expectations
assessment up until this during each activitiy
point, and students are 5/2/19 I would like to be
graded based on accuracy able to track patterns in a
of answers. 9/22/18 consistent way with data
that isn’t so
Students come into observationally based
Evidence optional office hours to
retest and ask further Students have been
clarifying questions. All placed in reading groups
students who attend are with one of the reading
required to sign-in. groups working
9/22/18 specifically with me.
5/2/19

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. 9/22/18 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 maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as single lessons or for behavior prior and monitor, and set goals for
individual and group needed.9/22/18 sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students know Students follow behavior Students respond to Students demonstrate

Students are aware of expectations for behavior expectations, accept individual and group positive behavior,
classroom rules and and consequences and consequences and behaviors and encourage consistent participation
consequences. 9/22/18 respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I presented an initial set When working with
of 5 rules at the beginning reading groups, students
of the school year. participated in sharing
9/22/18 norms 5/2/19

Consequences up until I project what’s allowed

now have been verbal during activities: noise
redirection from teacher level and access to
with no further technology 5/2/19
consequences, like
Evidence
detention or a message Students complete a
home. 9/22/18 reflection log when
I still need to clarify their behaviors do
consequences for not match the
students 5/2/19 expecatations.
Students are implicitly
aware of general
classroom rules, but not
consequences since they
were never discussed.
9/22/18

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 9/22/18 some student students in the are culturally responsive. and procedures focuses
which all students involvement. 5/2/19 development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
behaviors and responds behavior supports. Promotes positive
Responds to disruptive to disruptive behavior. Responds appropriately behaviors and Promotes positive
behavior. 9/22/18 5/2/19 to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a positive
learning climate. disruptive to the learning classroom climate that
Students participate in climate. eliminate most disruptive
routines, procedures, and behavior.
norms and receive
reinforcement for positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behaviors.
Students are aware of Students receive Students are involved in Students share
procedures, routines, and correction for behavior Students receive timely assessment and responsibility with
classroom norms. that interferes with and effective feedback monitoring of routines, teacher for managing and
9/22/18 learning, and positive and consequences for procedures, and norms in maintaining a positive
reinforcement in behaviors that interfere ways that improve the classroom climate that
following routines, with learning. learning climate. promotes learning.
procedures, and norms.
5/2/19
I have implemented a A student came up with Students have
routine for each start the call and response to routines that are
bring the whole class to
of class that engages attention 5/2/19 appropriate for
students in Target teenagers, given the
Language, through I will acknowledge level of the content
the date and sharing students on task with a material.
how they are. “gracias” followed by
their name 5/2/19
9/22/18 Students get a non-
Physical proximity of verbal redirection
I bring the class to myself to them lets when off-task.
Evidence attention with a students know that I am
verbal cue and watching them 5/2/19
physical gesture
9/22/18

Student will remind

me when I have
forgotten to provide
students with snaps
for their answers.
9/22/18

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 9/22/18 activities and closure. instructional time.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students complete
learning activities in time
allotted.
Evidence
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion. 9/22/18
I have a large timer that I
set for the allotted time
that students have to
complete tasks.9/22/18
When the timer rings,
students negotiate with
me (through 2 options
that I give) about how
much more time they
need to complete their
tasks. 9/22/18
5/2/19
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
5/2/19
Most classes, I can finish
the lesson from
previewing to exit ticket
within the 90-minute
time. 5/2/19
Students can continue
activities the next class if I
notice that a majority
need extra time. 5/2/19
Students use their Students monitor their
instructional time to own time, are engaged in
engage in and complete accomplishing learning
learning activities and are goals, and participate in
prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
I overplan and adjust
for daily lessons just
to ensure students’
needs. 12/12/19
Students tasks are
measurable,
accountable, and
when possible,
enjoyable.