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 4/7/2020
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring Students take leadership
Promoting social caring community. climate. community that is in resolving conflict and
Development and responsive to the diverse creating a fair and
responsibility within Some students share in Students participate in Students demonstrate cultural norms of respectful classroom
a caring community responsibility for the occasional community efforts to be positive, identities of all students. community where
where each student classroom community. building activities, accepting, and respectful (7/18/19) 10/24/19 student’s home culture is
is treated fairly and designed to promote of differences. included and valued.
respectfully caring, fairness, and Students take Students communicate
respect. 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. (7/18/19)
10/24/19
4/7/2020

As the co-advisor for Mentoring groups allow

Student Council we for frequent,
promote leadership individualized check-ins
opportunities throughout and reflection. 4/7/2020
the school. I help students
facilitate and lead school
activities including the
talent show and school
Evidence masses. In the classroom,
we have a system of
respecting other people’s
voices and choices.
Students ask questions
rather than citizen. We
promote Gospel Values
that have acceptance for
all and love to our fellow
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
community members.
(7/18/19)

Students talk through

conflict with each other
by addressing their
concerns directly face to
face. Then students are
asked to resolve the
conflict with the positive
next steps. (7/18/19)

Through Peer Editing

students are responsible
for sharing positive
feedback to students to
encourage them to be
supporters of each other.
10/24/19

Older grade students are

buddies to younger grade
students to help them feel
connected and make good
choices at school.
10/24/19

Students work on
utilizing Gospel Values to
build respectful conflict
management strategies.
4/7/2020 
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. 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. (7/18/19) learning and reflect
interaction between lessons or sequence of during learning activities 10/24/19 4/7/2020 diversity within and
students can support lessons to support that ensures a focus on beyond the classroom.
learning. student learning. and completion of
Creating physical or learning tasks. Integrates a variety of Selects from a repertoire
virtual learning structures for interaction of structures for
environments that that engage students interaction to ensure
promote student constructively and accelerated learning for
learning, reflect productively in learning. the full range of students.
diversity, and Some students use Students use resources Students use a variety of (7/18/19) 10/24/19 4/7/2020
encourage available resources in provided in learning resources in learning
constructive and learning environments environments and environments and Students participate in
productive during instruction. interact with each other interact in ways that Students routinely use a monitoring and changing
interactions among to understand and deepen their range of resources in the design of learning
students complete learning tasks in understanding of the learning environments environments and
single lessons or content and develop that relate to and enhance structures for
sequence of lessons. constructive social and instruction and reflect interactions.
academic interactions. their diversity.
Students share in
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. (7/18/19)
10/24/19 4/7/2020

Students have Worked with the

differentiated seating community to restructure
options in the classroom the learning for the
that help meet their students during distance
Evidence learning needs. Posters learning to better meet
and classroom décor the needs of the students
promotes positive growth at that time. 4/7/2020
mindsets. All
races/genders/people are
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
displayed in images. Work
is displayed equally
across the classroom.
(7/18/19)

In writing, students
interact through
respectful debate; they
also share their writing-
which address real world
issues, problems, and
community based needs.
All students share openly
with each other and are
given positive feedback
for their thoughts.
(7/18/19)

Students share through

many different media
forms, both
conversationally and
written. Through
interaction through
technology, posted
responses, video, audio,
or face-to-face. (7/18/19)

SST Meetings are held to

ensure the needs to
students in the classroom
that require a different
setting, seating option, or
tool to help them be
successful. 10/24/19

Collaborative online
programs such as
boardthing, padlet, and
Google are used to enable
students to interact in a
positive manner with
each other. 10/24/19

During distance learning

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
communication with
students was presented in
multiple ways to be more
accessible to students:
Google Classroom, Google
Hangouts, Google
Meets, Flipgrid, Zoom, and
Google Slides all helped
students access
information. 4/7/2020
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. (7/18/19) physical, intellectual, and
that impact student safety learning environments. include examining biases 10/24/19 emotional environment
as they arise. in the learning 4/7/2020 focused on high quality
environment and and rigorous learning.
curriculum.
Explores strategies to Engages in reflection on
establish intellectual and Models and provides their own language and
Establishing and
emotional safety in the instruction on skills that behavior that contributes
maintaining learning
classroom. develop resiliency and to intellectual and
environments that
support intellectual and emotional safety in the
are physically,
emotional safety. classroom. (7/18/19) Students demonstrate
intellectually, and
Students are aware of 10/24/19 resiliency in perseverance
emotionally safe
required safety Students follow teacher 4/7/2020 for academic
procedures and the guidance regarding Students take risks, offer achievement.
school and classroom potential safety issues for opinions, and share Students maintain
rational for maintaining self or others. alternative perspectives Students develop and intellectual and emotional
safety. practice resiliency skills safety for themselves and
and strategies to strive others in the classroom.
for academic 4/7/2020
achievement, and
establish intellectual and
emotional safety in the
classroom. (7/18/19)
10/24/19
Students are required to Grade Check-ins allow
write about and research students to plan for
opposing viewpoints. overcoming set backs and
They also read real-world allows for space to
articles that identify ideas persevere through
and thoughts different challenges. 4/7/2020
than their own. These are
Evidence all openly discussed and
students are free to state
questions or concerns
without judgment.
(7/18/19)

Students receive think

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
time sheets that require
them to openly reflect
about choices that are not
effective to their learning.
These sheets require
reflection and
introspection to be
completed. After
competition the
reflections are discussed
with the students.
(7/18/19)

Using PBIS for discussion

purposes, students
become comfortable
sharing and participating
in classroom discussions.
The growth mindset of
not knowing something
“yet” promotes the idea
that one can continue
pushing themselves.
Scores are adjusted as
students grow in their
understanding and
develop skills. (7/18/19)

Mentoring classes work

together to promote
positive student
interaction and build
community. 10/24/19

Students are allowed to

do test corrections in
order to show that they
can master a concept.
This allows them to feel
safe to make a mistake or
try something new.
10/24/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Creating a rigorous achievement patterns for achievement patterns, instruction that support utilize an extensive
learning individuals and groups of and uses scaffolds to the full range of learners repertoire of
environment with students. address achievement in meeting high differentiated strategies
high expectations gaps. expectations for to meet high expectations.
and appropriate achievement. (7/18/19) 10/24/19
support for all Some students ask for Some individuals and Students engage in a 4/7/2020
students teacher support to groups of students work variety of differentiated Students actively use
understand or complete with the teacher to supports and challenges supports and challenges Students take
learning tasks. support accuracy and in ways that promote to complete critical responsibility to fully
comprehension in their their accuracy, analysis, reading, writing, higher utilize teacher and peer
learning. and problem solving in order thinking, and support, to achieve
learning. problem solving across consistently high levels of
subject matter. (7/18/19) factual and analytical
learning. 10/24/19
4/7/2020

Students are consistently Objectives and

expected to do their best teaching the purpose
work. Comments and
feedback helps students
for learning material
improve their work based has strengthened the
on their need. Skills are students’ motivation
taught in scaffolding to mater skills.
order. Sometimes taking a 10/24/19
step back is needed to
Evidence build a stronger
foundation – in Grammar
concepts are taught in
Office hours allow
depth based on students students to be
abilities. Students advocates for their
requiring a challenge are own learning. Giving
given more difficult them time to sign up
sentences to find the type
to meet with teachers
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of work or sentence type
the students are working
on. (7/18/19)
In writing students
understand the
requirements for their
own grade level, but also
see are able to build up
their writing by looking at
the rubric and
requirements for the next
grade level if they believe
they can achieve them.
(7/18/19)
to ask questions, get
help, or build skills.
10/24/19
In writing, students
set individual goals for
themselves before
starting a unit to better
understand what they
want to work
on. 4/7/2020

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 maintaining high
behavior. behavior. (7/18/19) across learning activities. standards for individual
10/24/19 4/7/2020 and group behaviors.
Refers to standards for Reviews standards for Utilizes routine
Developing,
behavior and applies behavior with students in references to standards
communicating, and
consequences as needed. single lessons or for behavior prior and Guides and supports
maintaining
sequence of lessons in during individual and students to self-assess,
high standards for
anticipation of need for group work. (7/18/19) monitor, and set goals for
individual and group
reinforcement. individual and group
behavior
behavior and
Students are aware of Students know Students follow behavior participation. 10/24/19 Students demonstrate
classroom rules and expectations for behavior expectations, accept 4/7/2020 positive behavior,
consequences. and consequences and consequences and consistent participation
respond to guidance in increase positive Students respond to and are valued for their
following them. behaviors. (7/18/19) individual and group unique identities.
behaviors and encourage 4/7/2020
and support each other to
make improvements.
10/24/19
I incorporate different Routines are As we moved into
Evidence strategies to help established to help Distance Learning, we
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students including PBIS – build expectations of learned a lot about the
identifying positive traits students. The new needs of the
that build a student up in consistency of their students. Frequent
order for them to requirements helps updates and parent
progress appropriately in communication helped
them understand what
these areas. Comments support needs while
and feedback always start
is required of them, so maintaining
positives and build ways they can set goals. structure. 4/7/2020
for students to improve 10/24/19
through questions and
steps. Behavior is Students feel
addressed on an accountable for the
individual basis. Students
success of others and
are also given
opportunities to see the therefore feel
counselor, resource comfortable asking
teacher, or priest if they students to improve
want. (7/18/19) behavior or change
behavior to help with
In all activities I start with
the expectations of what their success.
it should look like. I also 10/24/19
model the expectation for
students to see. I am open
about finding students
that are demonstrating
those expectations and
sharing with the class
what students are doing
well. These identifications
are done with students
that need equitable praise
as well. (7/18/19)

Students submit their

think time sheets on time
and are open in
conversations when
talking about them. I am
consistent with what I
require of the students, so
they know what to
expect. (7/18/19)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying Integrating Innovating
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 Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. (7/18/19) standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive 10/24/19
behavior. to disruptive behavior. Responds appropriately behaviors and 4/7/2020
Employing classroom to behaviors in ways that consistently prevents or
routines, procedures, lessen disruptions to the refocuses behaviors
norms, and supports learning climate. disruptive to the learning Promotes positive
for positive behavior Students participate in climate. (7/18/19) behaviors and establishes
to ensure a climate in routines, procedures, and preventions and a
which all students norms and receive positive classroom
can learn reinforcement for climate that eliminate
Students are aware of Students receive positive behaviors. most disruptive
procedures, routines, and correction for behavior Students are involved in behavior.10/24/19
classroom norms. that interferes with Students receive timely assessment and 4/7/2020
learning, and positive and effective feedback monitoring of routines,
reinforcement in and consequences for procedures, and norms in
following routines, behaviors that interfere ways that improve the
procedures, and norms. with learning. (7/18/19) learning climate.
10/24/19 4/7/2020 Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
Evidence Student issues are Feedback for students Students recite the
addressed by the end of focuses on their school expectations, led
the class period. Meeting strengths- identifying by student council
between school staff areas that they are members, each
happens on Monday and excelling and building on
morning as a reminder
Wednesday, so there can areas that they are
occasionally be a short working on. The student
of how they should act
amount of time before makeup is considered and behave throughout
escalating consequences when making whole the day. 10/24/19
are addressed. (7/18/19) group decisions. Students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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.
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
are held to consistent
standards, so they know
what to expect. The day
always begins with a
greeting and prayer. Each
student is greeted
individually. This is a
good opportunity to
mention things that you
know about their day or
interest. (7/18/19)
Students that are off task
are redirected back to
their assignments with
specific instructions that
allow them space to
return to their work.
(7/18/19)
Applying Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
(7/18/19) 10/24/19
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
Student council
students and classroom
representatives made
decisions about holiday
and event activities and
expectations. As the
leader of student
council, it is my job to
facilitate these
decisions. 10/24/19
To maintain participation,
after completing group
work, students are asked
to reflect on the
contributions of all the
members of the group.
This keeps students
accountable for their part
and keeps a positive
environment during
group work. 4/7/2020
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
4/7/2020
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
completion. (7/18/19)
My lessons begin with a
review of previous
concepts and then
introduce the lesson’s
objective to the students.
Students spend a small
amount of time
expressing the objective
in their own terms to
show understanding. The
lesson, activity, and time
for questions follows, and
then the students
complete a small check in
Evidence that allows them to
update how well they
have met the lesson’s
objective. (7/18/19)
Activities range from
discussion, group work,
games, challenges, and
reflection. If more time is
needed, they are allowed
to finish activity.
Extension and review can
sometimes be moved to
the next day/lesson time
as needed. (7/18/19)
prepared for the next assessment, and goal
sequence of instruction. setting.
10/24/19
4/7/2020
Classroom discussions Review videos help
are had with full students go over lessons
participation from the at any time in order to
class. Students desire ensure they are ready to
move to the next
to show understanding
sequence of instruction.
in order to self-assess 4/7/2020
what they need to  
know. Questions are
adjusted as discussion
continues. 10/24/19
Classwork enables
students to show their
understanding and
seek help as needed. I
support classwork time
by answering
questions, identifying
success, and pausing to
develop understanding.
10/24/19