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
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring climate. 5/2/19 community that is Students take leadership
responsibility within
community.9/22/18 responsive to the diverse in resolving conflict and
a caring community
Some students share in Students demonstrate cultural norms of creating a fair and
where each student
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
is treated fairly and
classroom occasional community accepting, and respectful 5/1/20 community where
respectfully
community.9/22/18 building activities, of differences. 5/2/19 student’s home culture is
designed to promote Students take included and valued.
caring, fairness, and responsibility resolving Students communicate
respect. conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 5/1/20
Some students remind In an incident where a Students have discussed I have called for a check-
others about the school’s student “hacked” a cultural appreciation vs in circles with different
Five Pillars 9/22/18 Kahoot game, I spoke to cultural appropriation classes to remind others
the class about how our when discussing holidays of what peer-to-peer
actions affect those celebrated to Spanish- interactions should be
around us. When I speaking countries 5/1/20
noticed I became 5/2/19
flustered, I verbally Students share out about Students can call to have
acknowledged that I how they’re feeling every a restorative circle to
Evidence needed to take a pause class with snaps as an repair harm. 5/1/20
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. 5/1/20 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 5/1/20 accelerated learning for
encourage the full range of students.
constructive and Some students use
productive available resources in Students use resources Students use a variety of Students routinely use a Students participate in
interactions among learning environments provided in learning resources in learning range of resources in monitoring and changing
students during instruction. environments and environments and learning environments the design of learning
interact with each other interact in ways that that relate to and enhance environments and
to understand and deepen their instruction and reflect structures for
complete learning tasks in understanding of the their diversity. interactions.
single lessons or content and develop Students share in
sequence of lessons. constructive social and monitoring and
9/22/18 academic interactions. assessment of
5/2/19 interactions to improve
effectiveness and develop
a positive culture for
learning. 5/1/20
Evidence I have provided students Students work in a variety Classroom is organized in
with online platforms of group settings with bright colors with anchor
(Quizlet, Duolingo, and their desks arranged to charts visible to all
Señ or Wooly) to support reflect their grouping: students 5/1/20
learning outside the partner, groups of 3-4
classroom. 9/22/18 5/2/19 Students are seated next
to a partner and four
As the class is instructed Students use PearDeck person activities are
predominately in Target and Google Classroom in common in the class
Language, interactions addition to face-to-face 5/1/20
(like asking “How are activities 5/2/19 Have
you?”) Are introduced started to have students Through advisory circles,
through modeling and use Quizlet more students have a chance to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
repetition on teacher’s regularly in class engage with topics related
end. 9/22/18 to diversity 5/1/20

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. 5/1/20 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 Students maintain
rational for maintaining self or others. Students take risks, offer for academic intellectual and emotional
safety. opinions, and share achievement, and safety for themselves and
alternative establish intellectual and others in the classroom.
perspectives9/22/18 emotional safety in the
5/2/19 classroom. 5/1/20
Evidence Students snap whenever
I am very honest when I a student takes an
am not feeling well, so I academic risk 5/1/20
model for students to
share that same I constantly check in with
information when they school counselors about
are not feeling well. students’ home lives and
5/2/19 As a language background to ensure
teacher that deals with that language and topics
students who have are inclusive5/1/20
affective filters, I have
Students have
incorporated a “Take opportunities to process
What you Need” Box silently and with partners
that provides students before sharing out
with lavender and 5/1/20
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. 5/1/20 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. 5/1/20 problem solving across learning.
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Reading assessments
have been the most
commonly used
assessment up until this
point, and students are
graded based on accuracy
of answers. 9/22/18
Students come into
Evidence optional office hours to
retest and ask further
clarifying questions. All
students who attend are
required to sign-in.
9/22/18
Element 2.5 Emerging
Establishes expectations,
rules, and consequences
for individual and group
behavior. 9/22/18
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as
individual and group needed.9/22/18
behavior
Students are aware of
classroom rules and
consequences. 9/22/18
I presented an initial set
Evidence of 5 rules at the beginning
Students view the
learning goals each class
as well as expectations
during each activitiy
5/2/19 I would like to be
able to track patterns in a
consistent way with data
that isn’t so
observationally based
Students have been
placed in reading groups
with one of the reading
groups working
specifically with me.
5/2/19
Exploring
Develops expectations
with some student
involvement.
Communicates, models
and explains expectations
for individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or
sequence of lessons in
anticipation of need for
reinforcement.
Students know
expectations for behavior
and consequences and
respond to guidance in
following them.
When working with
reading groups, students
Tracking patterns in a
consistent way with data
based both on
observation and student
performance 5/1/20
Students have access to
different supports for
learning 5/1/20
Applying Integrating Innovating
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. 5/1/20 across learning activities. standards for individual
and group behaviors.
Utilizes routine Guides and supports
references to standards students to self-assess,
for behavior prior and monitor, and set goals for
during individual and individual and group
group work. 5/1/20 behavior and
participation.
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. 5/1/20 make improvements. unique identities.
Relationships are at the
forefront of the classroom
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of the school year. participated in sharing 5/1/20
9/22/18 norms 5/2/19
Time limit and noise level
Consequences up until I project what’s allowed are established
now have been verbal during activities: noise throughout group
redirection from teacher level and access to activities 5/1/20
with no further technology 5/2/19
consequences, like Students will self-regulate
detention or a message Students complete a and occasionally regulate
home. 9/22/18 reflection log when others5/1/20

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. 5/1/20 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
learning climate. disruptive to the learning positive classroom
Students participate in climate. 5/1/20 climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
positive behaviors.
Students are aware of Students receive Students are involved in Students share
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 5/1/20 promotes learning.
procedures, and norms.
5/2/19
I have implemented a A student came up with Students have Activities are chosen
routine for each start the call and response to routines that are based on student interest
bring the whole class to and readiness, like
of class that engages attention 5/2/19
appropriate for Kahoot 5/1/20
students in Target teenagers, given the
Language, through I will acknowledge level of the content Anticipate issues by
the date and sharing students on task with a material. giving clear instructions
how they are. “gracias” followed by 5/1/20
their name 5/2/19
9/22/18 Students get a non- Students get to dictate
Physical proximity of verbal redirection additional time when
I bring the class to myself to them lets when off-task. needed 5/1/20
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.
5/2/19 5/1/20
Some students complete Students monitor their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning activities in time Students complete
allotted. 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
Evidence tasks. 9/22/18
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 own time, are engaged in
instructional time to accomplishing learning
engage in and complete goals, and participate in
learning activities and are reflection, self-
prepared for the next assessment, and goal
sequence of instruction. setting.
5/1/20
I overplan and adjust for
daily lessons just to
ensure students’ needs.
12/12/19 5/1/20
Students tasks are
measurable, accountable,
and when possible,
enjoyable. 5/1/20