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 responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in 12/7/19 4/23/20
and behavior. awareness to develop a taking leadership in
Promoting social Seeks to understand positive classroom developing a caring
Development and cultural perceptions of climate. community that is
responsibility within caring community. responsive to the diverse Students take leadership
a caring community Some students share in Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the Students participate in efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. occasional community accepting, and respectful 7/10/19 respectful classroom
respectfully building activities, of differences. community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 12/7/19
differences. 7/10/19 4/23/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I model fairness and
respect through my
interactions with my
students. I also
emphasize on the Bucket
Filler book as the core for
our behavior
management system.
I utilize a random name
selector on ClassDojo to
provide my students with
an opportunity to
respond during
classroom discussions.
Evidence
I provide all my students
with classroom jobs
(which is posted), so they
can feel like part of a
classroom community.
Each week, there is also a
star student. The star
student shares some
information about
themselves so their
classmates can get to
know them better.
7/10/19
I continue to model
fairness and respect
through my interactions
with my students.
I get to know all my
students. At the
beginning of the year, the
students create a heritage
doll with their families.
The students all shared a
little bit about their
culture and heritage to
help us learn more about
our classmates.
My students use their i-
voices when
communicating their
feelings with one another.
They also resolve
conflicts using the peace
corner to speak privately
to one another.
12/7/19 4/23/20
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. 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 7/10/19 12/7/19
environments that
learning tasks. that engage students 4/23/20
promote student
constructively and
learning, reflect
productively in learning. Selects from a repertoire
diversity, and
of structures for
encourage
interaction to ensure
constructive and
Some students use Students use resources Students use a variety of Students routinely use a accelerated learning for
productive
available resources in provided in learning resources in learning range of resources in the full range of students.
interactions among
learning environments environments and environments and learning environments 7/10/19 12/7/19
students
during instruction. interact with each other interact in ways that that relate to and enhance 4/23/20
to understand and deepen their instruction and reflect
complete learning tasks understanding of the their diversity. Students participate in
in single lessons or content and develop Students share in monitoring and changing
sequence of lessons. constructive social and monitoring and the design of learning
academic interactions. assessment of environments and
interactions to improve structures for
effectiveness and develop interactions. 7/10/19
a positive culture for 12/7/2019 4/23/20
learning.
I provide my students
with flexible seating
choices such as pillows,
wobble chairs, rocket
scoopers and traditional
seating. Students can
choose what works best
Evidence for their learning
environment during
independent or group
activities.

Students’ work is neatly

displayed by subjects
around the room.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have visual resources
such as word wall,
alphabet chart, and
number chart for
students to use if needed.
7/10/19 12/7/19
4/23/20
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 Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 7/10/19 12/7/19
Explores strategies to their own language and 4/23/20
Establishing and
establish intellectual and Models and provides behavior that contributes
maintaining learning
emotional safety in the instruction on skills that to intellectual and
environments that
classroom. develop resiliency and emotional safety in the
are physically,
support intellectual and classroom.
intellectually, and
emotional safety.
emotionally safe
Students are aware of
required safety Students follow teacher Students develop and Students demonstrate
procedures and the guidance regarding Students take risks, offer practice resiliency skills resiliency in
school and classroom potential safety issues for opinions, and share and strategies to strive perseverance for
rational for maintaining self or others. alternative perspectives for academic academic achievement.
safety. achievement, and Students maintain
establish intellectual and intellectual and
emotional safety in the emotional safety for
classroom. themselves and others in
the classroom. 7/10/19
12/7/19
I provide my students
with clear expectations
prior to an activity so
students know what is
expected of them.

My classroom is
organized and students
know where to find their
Evidence materials. Materials are
safely stored in the
classroom.

I also model how to use

the “I statement” for
example: “I feel sad when
you…can you please…”
This encourages students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to communicate how they
are feeling about a
certain action.

Students are encouraging

and supportive of their
classmates. 7/10/19
12/7/19 4/23/20

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. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. 7/10/19 expectations.
students
Some students ask for Some individuals and Students engage in a 12/7/19 4/23/20
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. order thinking, and factual and analytical
problem solving across learning.
subject matter. 7/10/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/7/19 4/23/20
I provide students
with an appropriate
level of challenge and
support based on
prior assessments.

I have high
Evidence expectations for my
students and express
daily that all my
students can learn
and grow if they
work hard. 7/10/19
12/7/19 4/23/20

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. across learning activities. standards for individual
7/10/19 and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine 12/7/19 4/23/20
communicating, and
behavior and applies behavior with students in references to standards Guides and supports
maintaining
consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for
sequence of lessons in during individual and monitor, and set goals for
individual and group
anticipation of need for group work. individual and group
behavior
reinforcement. behavior and
participation. 7/10/19
Students are aware of Students know Students follow behavior
classroom rules and expectations for behavior expectations, accept Students respond to Students demonstrate
consequences. and consequences and consequences and individual and group positive behavior,
respond to guidance in increase positive behaviors and encourage consistent participation
following them. behaviors. and support each other to and are valued for their
make improvements. unique identities.
7/10/19 12/7/19 4/23/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have clear expectations
for students during
individual and group
work. I provide students
with positive feedback if I
notice students are
working well together.
I have a class reward
system through
Evidence ClassDojo. Students earn
points through ClassDojo.
Students can also give
points to their classmates
if they see them helping
others or doing an
excellent job. 7/10/19
I continue to provide
clear expectations for my
students during
individual and group
work. I emphasize on
the growth mindset and
provide my students with
positive feedback.
My students give each
other "warm fuzzies" for
exhibiting bucket fillers
characteristics such as
sharing, helping
others...etc. The "warm
fuzzies" are exchanged
for points through
Classdojo to purchase
items from the
classroom. 12/7/19
4/23/20

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.
Employing
monitoring of norms. learning climate that Classroom climate
classroom routines,
7/10/19 builds on student integrates school
procedures, norms,
strengths. 12/7/19 standards and culturally
and supports for
Seeks to promote positive 4/23/20 relevant norms.
positive behavior to
Responds to disruptive behaviors and responds Provides positive
ensure a climate in
behavior. to disruptive behavior. behavior supports. Promotes positive Promotes positive
which all students
Responds appropriately behaviors and behaviors and establishes
can learn
to behaviors in ways that consistently prevents or preventions and a
lessen disruptions to the refocuses behaviors positive classroom
learning climate. disruptive to the learning climate that eliminate
Students participate in climate. 12/7/19 most disruptive behavior.
routines, procedures, and 4/23/20
norms and receive
Students are aware of Students receive reinforcement for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
procedures, routines, and correction for behavior positive behaviors. Students share
classroom norms. that interferes with 7/10/19 responsibility with
learning, and positive Students are involved in teacher for managing and
reinforcement in Students receive timely assessment and maintaining a positive
following routines, and effective feedback monitoring of routines, classroom climate that
procedures, and norms. and consequences for procedures, and norms in promotes learning.
behaviors that interfere ways that improve the
with learning. 7/10/19 learning climate.
12/7/19 4/23/20
Student Learning Classroom rules are
Expectations (SLEs) are reviewed every morning
posted in the classroom. during circle time.

Students know the Students know the

proper classroom morning procedures:
procedures. Students unpack, bring their
utilize finger signs for binder in, gather at the
restroom and water to rug, review our morning
minimize classroom calendar time, and then
disruption. 7/10/19 practice writing our sight
Evidence words.

Finger signs are

displayed for students to
use when they need to
use the restroom, drink
water, or grab a tissue to
minimize classroom
disruption. Students
know the proper
classroom procedures.
12/7/19 4/23/20

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
Using instructional
how transitions and for sufficient student instruction, checking for learning. Supports
time to optimize
classroom management work time and understanding, students in the
learning
impact pacing and transitions to optimize completion of learning monitoring of
lessons. learning. activities and closure. instructional time.
7/10/19 12/7/19 4/23/20
Some students complete Students monitor their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning activities in time Students complete Students participate in Students use their own time, are engaged in
allotted. learning activities and, as and complete a variety of instructional time to accomplishing learning
needed, may receive learning activities in the engage in and complete goals, and participate in
some adjustments of time time allotted with options learning activities and reflection, self-
allotted for tasks or for extension and review. are prepared for the next assessment, and goal
expectations for 7/10/19 sequence of instruction. setting.
completion. 12/7/19 4/23/20

I provide students with I utilize adaptive

the time necessary to programs for my math
complete the activities in and language art stations
their stations. which has ongoing
assessments and
I display a timer on the provides me with data
screen so students can daily.
monitor their time. If
students are not Students monitor their
complete with their progress during their
assignments, they have a stations and should
Evidence folder to hold their work complete at least 1 lesson
to complete at a later on their adaptive
time. 7/10/19 program. The students
put a sticker on their i-
Ready chart for every
lesson they complete.
12/7/19 4/23/20