Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging
Models and
communicates
expectations for fair and
respectful behavior to
support social
development.
Promoting social
Development and
responsibility within
a caring community
where each student Some students share in
is treated fairly and responsibility for the
respectfully classroom community.
I have been developing an
atmosphere where all
students are accountable
for the behavior of their
classmates. However,
usually it is the students
that do not care that do
not listen to their peers
anyway. I have started to
use class dojo and since
Evidence then I have seen an
improvement as a class.
9/30/2018,
I think that more students
share responsibility for
the classroom
community. I think there
are still students and still
some classes that need to
improve more in this
Exploring Applying Integrating Innovating
Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
behavior. Demonstrates responsible, and responsibility with reflection and ongoing
commitment to fairness respectful student students for resolving improvement of the
and respect in interactions. Assists conflict and creating and caring community based
communications with students to resolve maintaining a caring on respect, fairness, and
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
cultural perceptions of positive classroom developing a caring
caring community. climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students participate in Students demonstrate cultural norms of creating a fair and
occasional community efforts to be positive, identities of all students. respectful classroom
building activities, accepting, and respectful community where
designed to promote of differences. 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.
differences.
I think my students are I have been reinforcing
now exploring because I positive behaviors
started my year off through the use of class
differently. Instead of dojo and positive
focusing on just students feedback that I give my
working individually, I students. I have not had
had students work in to resolve conflict among
groups all the first week students. Students do not
of school. I focused on really argue in my class
group building activities about their assignments
and problem solving. or things like that. I do
Students were placed in have students argue
groups and had to solve when they all get caught
problems together. We doing something they are
also made our own group not supposed to. I tell
work Dos/Don’ts. them that they are
Students are sharing a lot responsible for their own
more math content wise actions and will receive
than before. Students consequences for them. I
argue with their partners have talked to students
about the correct work about how their behavior
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
aspect. Students are and reasoning. is not acceptable in my
better about their 12/13/2019 class nor outside of class.
behavior towards each 9/30/2018
other. Students return
classroom items and pick I think I have improved in
up after themselves. this aspect. I used to focus
There are still students more on punishments for
that need to work on inappropriate actions in
properly behaving in class. I try to focus now
class and engaging in on the root cause of the
lessons. I think students student misbehaving and
are getting closer to a try to talk with the
better community but student about changing
still need growth. Some their behavior. I try to
class periods have a great find out what led the
learning culture. student to make those
4/28/2019 decisions. I need to figure
out how to develop a
shared responsibility for
resolving conflict in class.
I have some students that
are good at this. I need to
figure out how to
improve the relationships
between my students to
make a better learning
community. 4/28/2019

I continue to reinforce
positive and responsible
actions. Instead of giving
students detentions, our
school has tried out
family engaged learning.
Students are sent home
with a task/prompt to
complete with their
parents/guardian. The
hope is the conversations
will help increase the role
of the parent/guardian in
their student’s life. I have
also just been having
conversations with
students to find a solution
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
together. I think the best
way to talk to students
about behavior is setting
expectations and
readdressing
expectations before each
activity if necessary. I also
think that building
relationships with
students where students
understand that I am
there to help them lead to
better understanding
between the students and
I. 12/13/2019

I have started to use

restorative questions I
learned from a
restorative practices
professional development
I attended by IIRP. I ask
students the questions
when they are exhibiting
challenging behavior and
ask the other questions to
students to reflect on
situations where they feel
they have been harmed.
Students have been given
the questions to reflect on
and some have started to
use these ideas for
themselves. The
restorative questions
have helped students
understand each other's
point of view better.
05/06/2020
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. 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
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students have not been I have worked on
using the virtual developing physical
environment. I have set environments that
up currently. They will be provide students with
using them more in Unit different resources to
2. 9/30/2018 I structure help their learning. I have
interactions among individual student white
Evidence
students with questions boards. Students have
or sentence starters. access to scratch paper.
Students use the Students have access to
resources I give them in previous handouts.
their conversations and in Students are able to look
their work. 9/30/2018 at my classroom walls for
content we are learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Student use the resources
I give them such as
foldables, notes, and
videos to help themselves
completing learning tasks
in lessons. Students are
still working on having
better constructive
academic interactions. In
some class periods,
students are better able to
work with each other
than other class periods.
4/28/2019
Students are still
interacting through Pear
decks, pair work, or group
work I give them. In all
my periods, students are
better able to work with
each other and be more
productive than in past
classes. There are
different resources I have
provided for students. For
my Algebra Foundations 2
students, when learning
factoring, I provided
students with factor pair
papers and a template of
work to show when
solving a factoring
problem. Students use
this daily to help them
factor quadratics.
12/13/2019
.4/28/2019
I incorporate a variety of
structured interactions. I
have student pair-share. I
have students work in
pairs/groups to create
posters. I also use a timer
to provide students with
time frames to complete
tasks. I like to mostly pair
work because I want
students to check their
work with their partners.
I like to do partner pair
worksheets where each
student in the pair has a
different similar problem
that has the same result. If
the students do not have
the same results, then
they have made a mistake
and need to find it.
ISTE STANDARD 6b:
Students did a desmos
activity in pairs. Students
looked for the pattern for
each rotation. I stopped
the class to have
discussion between each
one. Students worked on
the activity as pairs for 5
minutes each. I shared
students’ responses with
the class. We had
discussions over student
work and responses.
12/13/2019
I create around the world
activities where I have
students shift partners for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
each problem. Students
will start at a problem
written on one of the
whiteboards in my
classroom. I have initial
partners switch by having
one partner move one
problem to the left and
the other partner move
two problems to the right.
I do this so that students
work with a variety of
students. This way they
are exposed to students
that are "experts" in a
skill and so that they
learn to communicate
with a variety of people.
While students worked on
the around the world
activity, they had an
activity handout to help
guide them through their
conversations and to
record their work. For
each problem they did
with a person, they wrote
their team number and
problem number. They
also needed to write a
least a sentence to justify
their answers.
05/06/2020
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
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
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.
I have talked to students
about appropriate
behaviors in class. I have
given students
appropriate
consequences for not
following the class rules.
9/30/2018,
Evidence Before I have students
work on activity or use
items, I think pose a
safety issue, I have a talk
with the students and
model my expectations.
Sometimes for certain
students I will prepare
items ahead of time for
them to reduce the
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
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic achievement intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
I engage in conversations
with my colleagues
before doing activities I
feel can impact students
negatively. I have the
most concerns when I
have students work as
partners or in groups. I
group students based on
level of skill at times and
will mix students with
different levels of
understanding. I group
students that struggle
with understanding a skill
or concept with students
that are stronger in the
skill we are learning.
Students engage in group
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
chance of the student activities like Jeopardy
doing something they that require students to
should not. 4/28/2019 offer their opinion and
solutions to their team.
There are still students Students often work in
that think throwing items teams of 4-5 students.
in class is ok. I have been Students work together
working with those to answer the questions
students and their and they all risk being
parents to get the student wrong. Students are able
to understand that those to recover from mistakes
behaviors are not ok. and are kind to their
9/30/2018, peers when this happens.
05/06/2020
Most of my students
follow my guidance
regarding safety issues. I
would say there are only
few that break rules such
as throwing items into
the trash instead of
walking them over. I
think the students have
come to understand what
is ok and what is safe to
do in class. 4/28/2019

I had a social and

emotional learning
professional development
at my school. I learned
that anger is a secondary
emotion to other
emotions. I have been
addressing how students
feel by asking students
how they are doing at the
beginning of class. I
check in with students
when I see that they are
tired or not participating.
I talk to parents,
counselors, or school
psychologists when I
notice a student needs an
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
immediate intervention
or needs someone to talk
to. Another way I simplify
transition time is by
creating routines. My
Algebra Foundations 2
students always start
class with ALEKS, so they
are used to doing that at
the beginning of class.
12/13/2019

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. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students all have learning I created an assignment
goals that they must where students were
meet. They are given 6 graphs of
recognizing what they quadratic equations
need to do to reach them. called Match Quadratic
Students that are Equations with Graphs
struggling are asked to go that was given at the end
to tutoring in order to of Topic 9. This activity
received specialized shows students how to
attention and help. problem solve and work
9/30/2018, in groups. Students
worked with a partner to
I am still working on match each parabola with
making the learning its equation. Students
environment more needed to identify the key
rigorous. Students have features of a parabola. On
learning goals and reflect a separate paper, they
on their progress towards needed to show they
achievement of the factored and solved to
learning goals. I use justify matching their
scaffolds to help students quadratic equations with
and close the their graphs. This activity
Evidence achievement gap. combines all the major
4/28/2019 concepts from Topic 9:
Solving Quadratics in the
Some students and Pearson Textbook that is
groups work with me to based on the mathematics
help them improve. I also common core standards.
have students that work Students completed this
on their own because assignments as partners.
they are ahead and do not Students were then asked
need my help as often as to check their results with
other students. other partners. In order
9/30/2018, for this activity to be
completed, students need
Students are separated to have mastered the
into groups and are different ways to factor
helped based on what and solve quadratics.
they need. I have students Students need to know
that are ahead working how to graph quadratics
on new content. and how to identify the
4/28/2019 major characteristics and
landmarks of a parabola.
Last year I tried to Students need to be able
personalize learning a lot to justify their thinking
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
more while students and answers.
worked at their own pace. 05/06/2020
This year I address
common issues all
students have. I also
provide individual
supports or help students
in class/out of class to
reach the learning goals.
My expectation for all
students is to reach the
learning goal. Some
students are given
resources or aids to help
them reach their learning
goal as needed.
I have been using
assessment results to
group students. I grouped
successful students into
small groups to work on
problems. Students that
were struggling practiced
factoring with me. I
showed them examples
and had each student in
the group attempt one.

ISTE Standard 3a: I want

students to work their
best when in groups. I
provide students with a
group rubric on google
docs. Students are
evaluated based on that 4
point scale. This rubric
was created by a teacher I
collaborated with for
professional development
with Elevated
Achievement Group,
Ayana Peters. I use this to
evaluate group work to
develop better
groups' work habits. I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
provide feedback on a
group google doc so that
students can improve the
next day or for the next
group.
12/13/2019

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
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The expectations, rules, My students know the
and consequences my expectations and try to
students have were improve. However, I do
developed by me. I was have some repeat
suggested to have my offenders that I am now
students create them with getting through to. I just
me, but as a new teacher I need to continue being
wanted to stick with what consistent. 9/30/2018
I know. I think in the I have talked with student
future if I need to make about rules in place and
any new rules or why they are in place. I
procedures, I will try to ask students for feedback
incorporate the students on certain rules and what
in the process. I remind can be changed. I review
students of my rules or rules with students and
ask them to tell me the try to find out why they
rule and give them the displayed inappropriate
consequence for not behavior in class. I try to
following the rule. get students to
9/30/2018 understand what the
behavior was, what was
wrong, and what they
Evidence need to change for the
future. 4/28/2019
Students and I created
group work expectations.
We talk about what made
good groups and things
we did not like groups to
do. Whenever a student
misbehaves, I refer to the
group rules or talk to
them about their thought
process and actions. I also
noticed that my students
need the expectations to
be frontloaded each time
even thought we do the
same routine. Whenever,
I remind the class of the
expectations, students are
better behaved and
participate better. I also
continuously review
Students in all my classes
are better about following
behavior expectations,
accepting consequences,
and are displaying more
positive behaviors than
not. I think students are
understanding that class
is meant to help them
learn content and their
behavior needs to be
good to create a good
learning environment.
4/28/2019
Students in my classes
this year follow the
expectations, accept
consequences, and
exhibit more positive
behaviors. I think this is
because I created group
expectations with them
and set the expectations
for activities each time. I
also think that students
and I have reached a level
of understanding where
they trust I will do my
best to help them learn
and they try their best to
learn as well.
12/13/2019
I have created class
interactive presentation
norms. Whenever I have
a whole class lesson, I
start my lessons with the
learning goals and what I
will be doing during the
lesson. I let students
know my goal for the
lesson as well. I also
discuss with students the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations throughout
a lesson. I think this is the
most helpful because I
recenter students that
need it. 12/13/2019
expectations for
individual behavior and
pair-share behavior. The
phrase I say most often
before and after asking a
questions is "Take a
moment to think about
this. Don't say the answer
out loud. Think about it in
your head." I had many
students that would blurt
answers but after I was
consistent with providing
expectations for behavior,
whole class lessons
improved.
Students have been
consistently following
behavior expectations.
Students are quick to
recognize when they are
not following
expectations and correct
their behavior. I have
students now that will let
me know after class or
during class what is
preventing them from
behaving appropriately
and let me know what
they will do for the better.
Students and I talk about
how they can improve.
05/06/2020

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 some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
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. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

I established my I do promote positive I encourage students

procedures, routines or behavior and provide when they are displaying
norms without my consequences for positive behavior after
students. I did this disruptive behavior. I having displayed negative
because I wanted to be have conversations with behavior. I have
consistent with my rules. the student about the improved in how I handle
I am still changing and disruptive behavior and behaviors. I do not give
developing some of my set goals with the student the student an audience
rules after seeing some to improve. Students and have the student
not work out. 9/30/2018 receive correction for reflect on their behavior.
behavior that interferes 4/28/2019
with learning. The type of
Evidence correction depends on I keep up with the
how severe and how routines that I set. Instead
many times the behavior of putting students under
has occurred. 9/30/2018 a spotlight, I talk to
students individually
I have had students while the other students
revisit rules in my class. are working on a task. I
One of the rules was will also give students the
bathroom passes. I had opportunity to recollect
students going to the themselves outside if they
restroom excessively and need to. I talk to more
we discussed a way to students after class to
improve this. I decided to address issues and to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
provide students with
bathroom passes and this
has improved. We have
gone over other rules and
talked about ways to
improve. 4/28/2019
prevent them from
happening again.
12/13/2019
I have been focusing on
student conversation. I let
students cool off and take
a break from class by
letting students take a
walk. If a conversation
cannot be had the same
period, I seek out
students during
conferences periods to
talk to them to resolve
issues the same day.
05/06/2020

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
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
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
All students are given Since students are
adjustments because they working at their own
are learning at their own pace, I take into account
pace. Students that are time, their understanding,
wasting time or working and completion of
below their level are activities. Students
giving tutoring to receive cannot move on to assess
help or make up time lost. on a topic without
9/30/2018 completion of the
necessary activities.
9/30/2018

I continue to pace
instruction based on the
needs of my students. I
check for their
understanding daily and
continuously and adjust
instruction based on
these observations.
4/28/2019. Students
participate and complete
Evidence a variety of activities.
Students always have the
option to receive more
time to complete
activities to demonstrate
learning.4/28/2019

There are multiple ways

that I check for
understanding such as
warmups, conversations,
and assessments.
Through these different
means of formal and
informal assessments, I
determine what students
need help in and at what
pace I am able to teach
the lessons at. My pacing
is determined by students
and I do not move on
until the majority of my
students have mastered
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the content we are on.

Students are given choice

boards for each topic.
Students choose how they
want to practice the
content. If students want
to extra review, they can
complete more of the
choice board activities for
more practice. I ask for
students’ feedback based
on the learning goals. I
adjust the
review/practice I need to
provide based on student
feedback. 12/13/2019

I have started to do
activities that mix math
with relaxing art. I will
have students practice
their skills while also
drawing pictures. I notice
that students are much
happier and engaged
when they have a
resulting product from a
worksheet. Some of the
assignments are pre-
made assignments from
facing math. 05/06/2020