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
communicates respectful behavior. responsible, and responsibility with self- reflection and
expectations for fair Demonstrates respectful student students for ongoing
and respectful commitment to interactions. Assists resolving conflict and improvement of the
behavior to support fairness and respect students to resolve creating and caring community
social development. in communications conflicts. 9/20/18 maintaining a caring based on respect,
with students about Incorporates cultural classroom fairness, and the
language and awareness to develop community. value of all members.
behavior. a positive classroom Supports students in 3/2020
Promoting social
Seeks to understand climate. 5/5/19 taking leadership in
Development and
cultural perceptions developing a caring
responsibility
Some students share of caring community. Students community that is
within a caring
in responsibility for 9/20/18 demonstrate efforts responsive to the Students take
community
the classroom to be positive, diverse cultural leadership in
where each
community. Students participate accepting, and norms of identities of resolving conflict and
student is treated
in occasional respectful of all students. 10/2019 creating a fair and
fairly and
community building differences. 5/5/19 respectful classroom
respectfully
activities, designed to Students take community where
promote caring, responsibility student’s home
fairness, and resolving conflicts culture is included
respect.9/20/18 and maintaining a and valued. Students
caring classroom communicate with
community. Students empathy and
promote respect and understanding in
appreciation for interactions with one
differences. 10/2019 another. 3/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/20/18 9/20/18 10/2019 Students 3/2020 Students do
I seek to understand When conflicts come have responsibilities monthly reflections
and incorporate a up, I support such as class jobs. on a character
caring community in students by giving Cultivate a sense of development activity.
the classroom them the language to community with We also have student
communicate with morning meeting and learning expectations
9/20/18 their classmate to afternoon closure. that students reflect
Students participate resolve the issue. Students resolve on daily. Students try
in group discussion conflicts at recess by to catch each other
that works on 5/5/19 The using performing or acting
listening skills, taking classroom climate communication, within these
turns, using manners revolves around often facilitated by character traits and
and promote fairness positive teacher. Both learning expectations
through role playing reinforcement and students have an throughout each day.
or discussions. encouragement of opportunity to talk Students are
the students. The and say what is rewarded a necklace
theme of the year is bothering them to wear. Students
kindness and before coming up then reflect on their
Evidence: manners. Students with a solution actions and discuss
review this daily and together. how they can do it
are praised for again or how they
efforts to reinforce can help a classmate
this during learning achieve it next time.
time or recess.
3/2020 Students
5/5/19 Students have been reflecting
demonstrate respect on empathy over the
toward each other. last trimester. They
We have students of have watched videos,
varied abilities and role play, listened to
students help others stories and had
to find page numbers explicit instruction
in workbooks, clean on empathy toward
work areas, and give classmates and
think time to others at school.
classmates. Students show
respect for others
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and often intervene
with their classmates
to ensure all are
acting as
peacemakers.
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 Develops physical Maintains physical Adapts physical
importance of the and/or virtual environments that environments that and/or environments
physical and/or learning reflect student reflect student flexibly to facilitate
virtual learning environments that diversity and provide diversity and access to a wide
environments that support student a range of resources provides a broad range of resources
support student learning. 9/20/18 for learning. 5/5/19 range of resources, that engage students
learning. displays, and artifacts in learning. Ensures
Utilizes a variety of that are current and that environments
Is aware that Structures for structures for integral to enhance learning and
structured interaction are taught interaction during instruction. 10/2019 reflect diversity
interaction between in single lessons or learning activities within and beyond
Creating students can support sequence of lessons that ensures a focus Integrates a variety of the classroom.
physical or learning. to support student on and completion of structures for 3/2020
virtual learning learning. 9/20/18 learning tasks. interaction that
environments 5/5/19 engage students Selects from a
that promote constructively and repertoire of
student productively in structures for
learning, reflect Students use Students use a learning. 10/2019 interaction to ensure
diversity, and Some students use resources provided in variety of resources 3/3030 accelerated learning
encourage available resources in learning in learning for the full range of
constructive and learning environments and environments and students.
productive environments during interact with each interact in ways that Students routinely
interactions instruction. other to understand deepen their use a range of Students participate
among students and complete understanding of the resources in learning in monitoring and
learning tasks in content and develop environments that changing the design
single lessons or constructive social relate to and enhance of learning
sequence of lessons. and academic instruction and environments and
9/20/18 interactions. 5/5/19 reflect their diversity. structures for
Students share in interactions. 3/2020
monitoring and
assessment of
interactions to
improve effectiveness
and develop a
positive culture for
learning. 10.2019
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/20/18 5/5/19 The 10/2019 there is a 3/2020 The
I create learning classroom classroom library classroom has
environments that environment is that is stocked with instructional
support student learning focused- stories of diverse materials on the
learning. anchor charts, word learners, unique bulletin boards,
walls, examples of lessons, communities minimally spaced out,
9/20/18 strong work different than ours, students have desks,
Models for examples- and the and virtue practice. but seating options
interaction are done expectation is to have Students are read a range from chair,
in small groups in a quiet work story once a week using a rubber band
from of the class. environment when and are able to read for kicking, core
Then the class needed. Student these stories every wobble chairs,
discusses and interaction and day after lunch. stability chairs, and
analyzes the discourse is critical sensory seat
interaction prior to for productive group 10/2019 Flexible cushions.
trying it themselves. work. Often times, for grouping allows for
this time to be interaction between 3/2020 Student
9/20/18 productive, there are students that is interactions include
Evidence Students work task cards so that meaningful and whole group
together to complete group learning is diverse. discussion, small
learning tasks guided and group work, partner
structured. 10/2019 Progress work, and
monitoring happens independent work.
at least 3 times per There is technology
year and progress use with the iPads.
and effort are Students use white
praised. boards to show
answers.

3/2020 Students can

change their learning
environment when
needed. For example,
student seating is
flexible. Grouping is
flexible. And means of
demonstrating work
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
is also flexible (i.e.
whiteboard, orally,
digitally, written)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies Recognizes and Anticipates and Integrates support Shares responsibility
and laws regarding addresses safety reduces risks to for students to take with the students for
safety that are issues regarding physical, intellectual, risks and offer the establishment
required by the site, materials, student and emotional safety respectful opinions and maintenance of a
district, and state. interactions, and the using multiple about divergent safe physical,
Responds to organization of the strategies that viewpoints. 10/2019 intellectual, and
behaviors that learning include examining emotional
impact student safety environments. biases in the learning Engages in reflection environment focused
as they arise. 9/20/18 5/5/19 environment and on their own on high quality and
curriculum. language and rigorous learning.
Establishing and
Explores strategies to behavior that 3/2020
maintaining
establish intellectual Models and provides contributes to
learning
and emotional safety instruction on skills intellectual and
environments
Students are aware of in the classroom. that develop emotional safety in
that are
required safety 9/20/18 resiliency and the classroom.
physically,
procedures and the support intellectual 10/2019
intellectually,
school and classroom and emotional safety.
and emotionally
rational for Students follow 5/5/19 Students
safe
maintaining safety. teacher guidance Students develop and demonstrate
regarding potential practice resiliency resiliency in
safety issues for self Students take risks, skills and strategies perseverance for
or others. 9/20/18 offer opinions, and to strive for academic academic
share alternative achievement, and achievement.
perspectives 5/5/19 establish intellectual Students maintain
and emotional safety intellectual and
in the classroom. emotional safety for
10/2019 themselves and
others in the
classroom. 3/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/20/18 5/5/19 When a During morning 3/2020 Students
Safety is discussed challenging situation meeting or closing know the class norms
early on in the year. occurs between meeting, students for respect. Students
Model how to use students or in our take turns talking. review and focus on
items in the class thatschool, I take it as a When a speaker is specific character-
could pose safety learning experience talking, students are building traits every
hazards. Safe for the students. We expected to give day. Students also
interactions are discussed the MOMO them eye-contact and work toward school-
modeled. Students internet phenomena track the speaker. wide “student
analyze the actions. I this year as well as 10/2019 learning
model safety and the urgency for expectations”.
address hazards if practicing Lockdown Prior to conferences,
they arise. drills. We use these students reflect on 3/2020 Students are
issues as learning their learning and physically, mentally,
5/5/19 Students had and practicing behavior practices in and intellectually
Evidence
time to learn routines situations. Often a self-rating scale. safe at our school.
and procedures so times, I have students 10/2019 They persevere
that the classroom role play scenarios to though learning
environment is safe. work though bullying Using Accelerated struggles together
There are procedures or challenging peer reader, students and work to problem
for everything from interactions. This has establish reading solve with the
lining up, to turning been beneficial. goals and work to guidance of the
in work, to packing increase their goal teachers. If a larger
up and how to clean 5/5/19 Part of role and are praised for need arises, our
work stations. Each playing is for effort. 10/2019 school has a
of these helps students to take risks wonderful guidance
students feel safe and and share alternative counselor that is an
know the experiences. aide for students or
expectation. teachers to guild
students as well.

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a Focuses the rigor of Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
rigorous learning the learning learning learning throughout the learning
environment environment on environment that environment that learning environment in
with high accuracy of answers includes accuracy, includes accuracy, environment that which students take
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations and and completion of understanding, and analysis, problem values accuracy, leadership in
appropriate learning tasks. the importance of solving, and analysis, and critical learning.
support for all Is aware of the meeting targeted appropriate levels of reading, writing and Fosters extended
students importance of learning goals. challenge. thinking. studies, research,
maintaining high Works to maintain Holds high Integrates strategic analysis and
expectations for high expectations for expectations for scaffolds and purposeful use of
students. students while students. Has an technologies learning.
becoming aware of understanding of throughout Supports students to
achievement patterns achievement instruction that utilize an extensive
for individuals and patterns, and uses support the full range repertoire of
groups of students. scaffolds to address of learners in differentiated
9/20/18 achievement gaps. meeting high strategies to meet
Some students ask 5/5/19 expectations for high expectations.
for teacher support achievement.
to understand or 10/2019, 3/2020 Students take
complete learning Some individuals and Students engage in a responsibility to fully
tasks. groups of students variety of Students actively use utilize teacher and
work with the differentiated supports and peer support, to
teacher to support supports and challenges to achieve consistently
accuracy and challenges in ways complete critical high levels of factual
comprehension in that promote their reading, writing, and analytical
their learning. accuracy, analysis, higher order learning.
and problem solving thinking, and
in learning. 9/20/18 problem solving
5/5/19 across subject
matter. 10/2019,
3/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/20/18 9/20/18 10/2019 iPad games-
I have high Students engage in Splash Math-
expectations for all differentiated groups differentiated lessons
students regardless for reading for math concepts.
of their learning instruction. This has Students work at
goals. Their goals are helped so that I can their pace. With the
discussed and I more closely monitor same learning
support them in their individual objective, students
trying to reach their progress and complete worksheet
goals. provides support in a pages as well as have
smaller group small group work
environment. with teacher to
complete the
5/5/19 I utilize objective using
differentiation manipulatives or
everyday for review vocab.
language arts and Students write about
math. I also the progress and
Evidence differentiate within monitor their
writing activities. I understanding.
have high
expectations for 10/2019 Students
students and have a use Word Wall in
no ‘opt out’ policy. Al language arts, anchor
students have the charts, number lines,
opportunity and number charts that
access to the same are all consistently
learning, although visible to support
the means for learning.
achieving varies. For
example, I’ll provide 3/2020 I have high
scaffold sentences for expectation of
writing prompts or students in their
vary the number of learning. Students
sentences expected use technology, small
per student. But all group instruction,
students are required whole group
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to demonstrate their instruction and pair
level of mastery. learning. Students
can demonstrate
their learning a
variety of ways.
Lessons are
scaffolded and
modeled to ensure
mastery. Reteaching
and pacing is fluid.

3/2020 students use

choice boards to
complete some
assignments. This
allows for
differentiation. We
provide
opportunities for
cross-curricular
instruction,
especially with
language arts and
reading. Students
work on problem
solving through
collaboration with
classmates.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes Develops Uses multiple Integrates equitable Facilitates a positive
communicating, expectations, rules, expectations with strategies including expectations, positive environment using
and maintaining and consequences for some student culturally responsive supports, and systems that ensure
high standards individual and group involvement. instruction to consequences for students take an
for individual and behavior. Communicates, develop and maintain individual and group active role in
group behavior models and explains high standards for behavior within and monitoring and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations for individual and group across learning maintaining high
individual and group behavior. activities. 5/5/19 10/ standards for
behavior. 9/20/18 2019 individual and group
Refers to standards Utilizes routine behaviors. 3/2020
for behavior and references to Guides and supports
applies consequences Reviews standards standards for students to self-
as needed. for behavior with behavior prior and assess, monitor, and
students in single during individual and set goals for
lessons or sequence group work. 9/20/18 individual and group Students
of lessons in behavior and demonstrate positive
anticipation of need participation. 5/5/19 behavior, consistent
Students are aware of for reinforcement. 10/2019 participation and are
classroom rules and Students follow valued for their
consequences. Students know behavior Students respond to unique identities.
expectations for expectations, accept individual and group 3/2020
behavior and consequences and behaviors and
consequences and increase positive encourage and
respond to guidance behaviors. support each other to
in following them. make improvements.
9/20/18 5/5/19 10/2019
9/20/18 9/20/18 5/5/19 Students are 3/2020 Our class has
The expectation is Students are taught held to a high positive
discussed with the the classroom standard and reinforcement
whole group. Small routine in the first expectation for their expectations.
groups model. I weeks of school. I behavior at school. I Students receive
restate my monitor behavior offer positive praise praise or clip up or
expectations. and discuss with for desired behavior. praise based on
students when And try to ignore or to positive behavior.
Evidence Expectation for expectations are not decrease unwanted Students monitor
student behavior is being met. behavior. themselves and their
explicitly told and classmates by
modeled and restated 5/5/19 The class offering anecdotes
when needed. works toward a group for positive behavior.
goal to earn as a class. This can earn them a
This is earned by necklace indicating to
gaining letters in a themselves and
secret word. others of their good
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behavior.
5/5/19 Students are
supportive of each 3/2020 students are
other and praise one valued for their hard
another when work, positive
someone earns attitude and work
positive toward positive
reinforcement. behavior rewards.

10/2019 students are

praised for positive
behavior. Positive
teamwork/groupwork
yields a sticker at the
end of the day. Weekly
team effort is
rewarded with a VIP
bucket to use for the
day.

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes Develops routines, Maintains regular use Engages students in Facilitates student
procedures, routines procedures, and of routines and monitoring and participating in
Employing
or norms for single norms in single procedures that are reflecting on developing,
classroom
lessons to support lessons or sequence culturally responsive routines, procedures, monitoring, and
routines,
student learning. of lessons 9/20/18 and engage students and norms in ways adjusting routines
procedures,
with some student in the development that are culturally and procedures
norms, and
involvement. and monitoring of responsive. focuses on
supports for
norms. 9/20/18 Maintains a quality maximizing learning.
positive behavior
5/5/19 learning climate that Classroom climate
to ensure a
builds on student integrates school
climate in which
Seeks to promote strengths. 10/2019 standards and
all students can
Responds to positive behaviors Provides positive culturally relevant
learn
disruptive behavior. and responds to behavior supports. Promotes positive norms. 3/2020
disruptive behavior. Responds behaviors and
9/20/18 appropriately to consistently prevents Promotes positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behaviors in ways or refocuses behaviors and
that lessen behaviors disruptive establishes
Students receive disruptions to the to the learning preventions and a
correction for learning climate. climate. 5/5/19 positive classroom
behavior that 10/2019 climate that
Students are aware of interferes with Students participate eliminate most
procedures, routines, learning, and positive in routines, Students are involved disruptive behavior.
and classroom reinforcement in procedures, and in assessment and 3/2020
norms. following routines, norms and receive monitoring of
procedures, and reinforcement for routines, procedures,
norms. positive behaviors. and norms in ways
9/20/18 that improve the Students share
learning climate. responsibility with
10/2019 teacher for managing
Students receive and maintaining a
timely and effective positive classroom
feedback and climate that
consequences for promotes learning.
behaviors that 3/2020
interfere with
learning. 9/20/18
5/5/19

9/20/18 9/20/18 5/5/19 I praise 3/2020 Our

The class helped When students students with desired classroom has a daily
develop the norms participate in or positive behavior. agenda to maintain
for classroom routines as expected, Disruptive behaviors order. We adjust
behavior. they are praised with are refocused or routine if
I provide positive positive often ignored until engagement on a
Evidence feedback and reinforcement. When positive behavior is lesson is high or to
reinforcement when expectations are not achieved. allow for more
the norms are met, individual collaboration and
followed students receive 10/2019 students communication
feedback as soon as it practice group during a lesson.
is brought to my rotation routines. Students work well
attention. Those who follow in groups and follow
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
directions the first norms to endure
5/5/19 Daily time are rewarded their time together is
routines and with positive productive.
procedures are reinforcement.
followed to ensure 3/2020 Students clip
order and Negative behavior is up for positive
procedures and ignored to be classroom behavioral
student safety. extinguished. Students earn
Positive behavior is rewards (tangible
5/5/19 When modeled and and oral) for positive
students are focused rewarded with behavior and
on a learning task, I stickers or non- following school
redirect behavior or tangible praise. rules and classroom
have a talk with norms.
students who need When a routine does
reminders for the not work, Students 3/2020 Students
expectations. brainstorm hoe to fix share in the
the situation. responsibility for
Routines are maintaining a
practices until firm. positive classroom
environment and
actively work to keep
it that way.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction Paces instruction Paces instruction Paces instruction to Paces, adjusts, and
based on curriculum with some with students to include ongoing fluidly facilitates
guidelines. consideration of provide adequate assessment of instruction and daily
Using Develops awareness lesson type, time for instruction, student learning. activities. 3/2020
instructional of how transitions adjustments for checking for Supports students in
time to optimize and classroom sufficient student understanding, the monitoring of
learning management impact work time and completion of instructional time.
pacing and lessons. transitions to learning activities 10/2019
9/20/18 optimize learning. and closure. 5/5/19
Students use their Students monitor
Students participate instructional time to their own time, are
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students Students complete in and complete a engage in and engaged in
complete learning learning activities variety of learning complete learning accomplishing
activities in time and, as needed, may activities in the time activities and are learning goals, and
allotted. receive some allotted with options prepared for the next participate in
adjustments of time for extension and sequence of reflection, self-
allotted for tasks or review. instruction. 10/2019 assessment, and goal
expectations for setting.
completion. 9/20/18
5/5/19

9/20/18 9/20/18 5/5/19 I have 10/2019 students 3/2020 Follow a

Pacing is created Some students don’t become accustom to begin with a daily agenda, but
based on state complete activities in student needs and connection to prior adjusts to allow time
guidelines. I consider the allotted time. I try appropriate pacing knowledge. for reteaching or
when students need to give them time to for student Instructional time extension activities.
re-teaching or complete activities by instruction. I allot included review of
extended time and the end of the same ample time for the work sample that
modify lessons as school day, but I am instruction, is completed
needed on a case by working on modeling, practice independently to
case basis. determining if and independent or check for
students needs more collaborative work. I understanding.
Evidence time because of lack have grown the most
of understanding vs. this year in ensuring 3/2020 Students use
behavioral issues. there is ample time their instructional
for closure and a time to complete
5/5/19 wrap up. learning activities.
I make adjustment to Students can review
the times allotted sight words, or
during lessons to practice math facts,
ensure completion of read or complete
learning tasks. journal entries if
finished with
activities early.