Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect.
8/20/18: From the start
of the school year I like to
go over class
expectations. One of the
first lessons I do is How
Full is your Bucket. Our
class is a Bucket filling
classroom and bucket
tickets are given to
Evidence students who do nice
things for others. One
exercise I do is a
compliment circle.
Where students learn
what a compliment is and
how to compliment
someone. I also use this
lesson to go over feelings.
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community.   the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. Students take student’s home culture is
responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
4/2019 5/2020
I continue to have a Students take
Bucket Filling classroom responsibility for
and have incorporated resolving their conflicts
PBIS into my classroom by filling out a think sheet
as well. I assist students and discussing why the
to resolve their conflicts behavior was wrong and
and we talk about what they should have
feelings. done instead. They bring
the think sheet home and
10/2019 discuss it with their
Went to a PBIS training parents and bring it back
this year and have signed.
incorporated PBIS into
my classroom. Our class
made their very own PBIS
grid.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning.
Structures for interaction
Is aware that structured are taught in single
interaction between lessons or sequence of
Creating physical or
students can support lessons to support
virtual learning
learning. student learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use Students use resources
productive
available resources in provided in learning
interactions among
learning environments environments and
students
during instruction. interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
Evidence 9/24/18: I like to do
centers with my students.
I do a math, reading,
writing, art and an
activity center that is all
related to the same topic.
This last week we learned
about Johnny Appleseed
and each center was
based off that story. At the
end of the week, we made
applesauce and the
students had so much fun!
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
structures for interaction instruction. learning and reflect
during learning activities diversity within and
that ensures a focus on Integrates a variety of beyond the classroom.
and completion of structures for interaction
learning tasks. that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Students use a variety of Students routinely use a
resources in learning range of resources in Students participate in
environments and learning environments monitoring and changing
interact in ways that that relate to and enhance the design of learning
deepen their instruction and reflect environments and
understanding of the their diversity. structures for
content and develop Students share in interactions.
constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
3/2019 5/2020
While studying the This semester, we
different biomes, I have had to change to
changed my virtual learning
classroom to match environments and
that biome. My have done this
favorite was changing through google
it into the woodlands. classroom, zoom
I had woodland meetings, and having
décor, crickets as small group
background music instruction sessions
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and pine smells. All online. We have all
our centers were had to adjust but it
focus on the has definitely made
woodlands. The us improve our use of
students got to technology.
receive that whole
experience.
10/2019
Have themed centers
that all focus on the
same topic or book.
This week’s book was
“How to Catch a
Monster.” So for
math we had Monster
Math, reading we had
Monster Sight Word
Go Fish, Art was
create a monster, for
writing they write
how they would catch
a monster, and
activity was monster
book.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Evidence 8/20/2018: From the
start of the school year I
like to go over class
expectations. One of the
first lessons I do is How
Full is your Bucket. Our
class is a Bucket filling
classroom and bucket
tickets are given to
students who do nice
things for others.
4/2019 One exercise I do
is a compliment circle.
Where students learn
what a compliment is and
how to compliment
someone. I also use this
lesson to go over feelings.
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in perseverance
Students develop and for academic
Students take risks, offer practice resiliency skills achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
10/2019 5/2020
My students this year In my classroom, we
were very shy. So to look at mistakes as
take attendance lessons. My students
everyday, I ask a know that it’s ok to
question and the make mistakes so
students are to long as we learn from
answer to question them. Students are
instead of saying rewarded for good
here. This gives each behavior by getting
student a chance to bucket slips for filling
share, get used to my bucket. They can
answering questions turn bucket slips into
and talking in front of the bucket for a
the class, and learn chance to go in the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
Creating a rigorous maintaining high expectations for students
learning expectations for students. while becoming aware of
environment with achievement patterns for
high expectations individuals and groups of
and appropriate students.
support for all
students
Some students ask for Some individuals and
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning.
Evidence 9/4/18: During centers, I
sit with the writing center
and help them with their
writing. We go over
proper sentence
structure. I have a parent
run the reading center.
Where they are able to
provide guided reading
instruction.
about their prize bin.
classmates. I’ve
noticed a huge
improvement in
confidence and
particicpation.
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. expectations for to meet high expectations.
achievement.
Students engage in a Students take
variety of differentiated Students actively use responsibility to fully
supports and challenges supports and challenges utilize teacher and peer
in ways that promote to complete critical support, to achieve
their accuracy, analysis, reading, writing, higher consistently high levels of
and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
4/2019 5/2020
I run reading centers Since transitioning to
which includes multiple
remote learning,
different strategies in my
students have
instruction. My reading
centers are:
learned how to do
Reading Center: With everything online.
teacher using leveled What has been nice is
readers
that our programs
Story Sequencing: monitor our
Sequencing Timeline
student’s progress
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Writing: Writing using a with assessments
prompt and with teacher and won’t let them
or parent volunteer
guidance.
move on until
Spelling: Practicing passing the lesson.
spelling words using
stamps and stamping out
their spelling words in
playdough.
Technology: Playing a
phonics game that
focuses on phonics
concept being taught that
week.
10/2019
This year I’ve added other
apps for the students to
use. For example,
Flipgrid so students could
answer questions and
video themselves and
share their answers with
their class through the
app.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom rules and expectations for behavior expectations, accept
consequences. and consequences and consequences and
respond to guidance in increase positive
following them. behaviors.
8/20-8/24: For the first
week of school I go over
classroom rules and
expectations as well as
the consequences that
follow if they aren’t
following those rules. At
back to school night I go
over classroom rules and
expectations.
4/2019The rules are
posted in my classroom
and the making better
choices slip that gets sent
Evidence home if they break the
rules, has the child
evaluate their behavior
and has them write what
they should have done
instead.
Element 2.6 Emerging Exploring Applying
Employing classroom Establishes procedures, Develops routines, Maintains regular use of
routines, procedures, routines or norms for procedures, and norms in routines and procedures
norms, and supports single lessons to support single lessons or that are culturally
for positive behavior student learning. sequence of lessons with responsive and engage
to ensure a climate in some student students in the
which all students involvement. development and
can learn monitoring of norms.
individual and group positive behavior,
behaviors and encourage consistent participation
and support each other to and are valued for their
make improvements. unique identities.
10/2019
This year I got to go
to a PBIS training and
learn how to
incorporate PBIS into
my classroom.
Although I’ve always
used PBIS strategies,
this year it was a lot
of fun making our
own PBIS Grid of
expectations with my
students.
5/2020
Students have
responded very well
to the new PBIS
strategies that were
implemented this
year. Classroom
expectations are
clear and students
encourage each other
to follow the rules.
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Seeks to promote positive Provides positive
Responds to disruptive behaviors and responds behavior supports.
behavior. to disruptive behavior. Responds appropriately
to behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
learning, and positive and effective feedback
reinforcement in and consequences for
following routines, behaviors that interfere
procedures, and norms. with learning.
Evidence 9/4/2018: While
teaching, I give out bucket
slips to students that are
on task and listening.
This motivates others to
do the same. I also use
clips. Instead of a chart, I
use a home base and the
lanyard I wear around my
neck. If students are
following rules, I ask
them to get me their clip
and I put it on my
necklace. This way I’m
only displaying positive
behavior. Students that
aren’t following the rules
are sent home with a
making better choices
slip. They are to evaluate
their behavior and write
what they should do next
time instead.
builds on student integrates school
strengths. standards and culturally
relevant norms.
Promotes positive
behaviors and Promotes positive
consistently prevents or behaviors and establishes
refocuses behaviors preventions and a
disruptive to the learning positive classroom
climate. climate that eliminate
most disruptive behavior.
Students are involved in Students share
assessment and responsibility with
monitoring of routines, teacher for managing and
procedures, and norms in maintaining a positive
ways that improve the classroom climate that
learning climate. promotes learning.
4/2019 5/2020
Having the students Students can manage
earn their clips on my their behavior by
necklace has been a keeping track of
great way for them to where their clip is. If
self monitor their it’s on my necklace,
behavior. From the they are having a
clips on my necklace, great day. If it’s on
I choose a bear of the my desk, they need to
day. This student fix their behavior to
gets to choose a stuff earn it back onto the
animal from my tree.
basket and keep it on
their desk for the
day. This has been a
great reward for
positive behavior.
10/2019
I’m a part of the PBIS
team for our school
and not only
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
incorporate PBIS into
my classroom but I
also help other
teachers incorporate
it into their
classrooms. For
example, helping
them make a PBIS
grid of expectations
and sharing
classroom
management
strategies.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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
completion.
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.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/10/18: When doing 4/2019 5/2020
activities, I usually I have a daily Now that we are
observe the students pace
and then plan
schedule posted on teaching remotely, it
accordingly. For my early the white board. This has put a lot of
finishers, I have another helps students and responsibility on the
activity for them to do myself monitor our students to set goals,
that builds off the prior instruction time. reflect, and manage
activity. When the
activity is done we go
10/2019 their time wisely. I
over it and I ask I monitor my have had to do the
questions about the students same. Working from
assignment to check for understanding home is a lot tougher
Evidence understanding. through observations to stay on track.
and assessments and
plan my instruction
accordingly. For
example, if my
students do poorly
on the assessment, I
plan a mini lesson to
review lesson and
increase
understanding.