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 9/26/19
where each student Some students share in
is treated fairly and responsibility for the Students participate in
respectfully classroom community. occasional community
building activities,
designed to promote
caring, fairness, and
respect. 9/26/19
I do my best to ensure my
classroom is a positive
learning environment that
respects all students. At
the beginning of the year, I
introduce the standards I
expect of students. When
students deviate from
these standards I take
appropriate action (one on
Evidence
one talk with the student,
communication with
parents, rarely detentions).
I use inclusive and
respectful language in the
classroom and respect all
the life experiences of my
students. I encourage
students to share about
their lives and cultures as
Applying
Reinforces positive,
responsible, and respectful
student interactions.
Assists students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom climate.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences. 5/7/20
I model the behavior that I
expect of my students by
respecting all students and
their backgrounds. I make
it a point to start each year
to give students the
opportunity to share and
celebrate their cultural
backgrounds with art
projects, journals, and
discussions.
I am fortunate that my
students are very
respectful and I don’t have
many conflicts. My school
has taken great steps in
being inclusive to students
with special needs, trying
to give a space to all
Integrating
Develops shared
responsibility with
students for resolving
conflict and creating and
maintaining a caring
classroom community.   value of all members.
Supports students in
taking leadership in
developing a caring
community that is
responsive to the diverse
cultural norms of
identities of all students.
Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences. 12/4/20
Last year I participated in
Restorative Practices
training and learned in
order to promote a more
just way to resolve
problems. The training I
received has helped me
promote an environment
in which we are able to
resolve conflicts and take
actions to prevent future
conflicts. For example, my
journalism students create
a code of conduct that we
hold each other
accountable to. We take
into account every
students needs, opinions,
ideas in order to create a
code that everyone has
Innovating
Facilitates student self-
reflection and ongoing
improvement of the caring
community based on
respect, fairness, and the
Students take leadership
in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another. 4/29/21
I make sure to empower
my students to take
ownership of their class
and to demonstrate the
values we seek. For
example, at the beginning
of every year my
journalism staff creates
guidelines for conduct,
communication,
deadlines, behavior, and
respect for each other. We
put these on a document
for everyone to see.
Students partake in
leadership opportunities
in my classroom. Aside
from the aforementioned
issue, I also challenge my
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
much as possible. I’ll students to make friends, been able to help create. other students to take
usually share information and promote a more All students sign this code roles in group projects.
about my culture in an inclusive environment. of conduct and agree to Students set standards for
attempts to break the ice. The students in my class use these practices communication and
9/26/19 demonstrate positive, throughout the year. In behavior that respects
respectful behavior on a this code of conduct everyone. 4/29/21
Students at the beginning daily basis. The fact that I students also create a
of the year engage in need to make so few system to resolve conflicts
icebreakers, getting to phone calls home with each other instead of
know you activities, and regarding behavior is going straight to me.
learn about classroom evidence that my students 12/4/2020
expectations. One of my are well behaved.
freshmen class’s first
readings is called “Quilt of
a Country” which
describes how our
diversity makes the
country like a quilt.
Students then make their
own quilt with patches
showcasing important
background information
about their lives. We then
put all the quilts together
to form one large quilt.
9/26/19
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 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. 9/24/19 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. that ensures a focus on structures for interaction
environments that
and completion of that engage students Selects from a repertoire
promote student
Some students use Students use resources learning tasks. 9/24/19 constructively and of structures for
learning, reflect
available resources in provided in learning productively in learning. interaction to ensure
diversity, and
learning environments environments and Students use a variety of accelerated learning for
encourage
during instruction. interact with each other resources in learning the full range of students.
constructive and
to understand and environments and Students routinely use a
productive
complete learning tasks in interact in ways that range of resources in Students participate in
interactions among
single lessons or sequence deepen their learning environments monitoring and changing
students
of lessons. understanding of the that relate to and enhance the design of learning
content and develop instruction and reflect environments and
constructive social and their diversity. structures for
academic interactions. Students share in interactions.
9/24/19 monitoring and 12/4/202020, 4/29/21
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 5/7/20
My classroom is an My classroom is designed I try to make my learning
inclusive setting that not only to showcase spaces a creative and
welcomes all students. diversity, but to promote dynamic environment
My freshmen create their inclusion. The displays in that welcomes all
own culture quilt that my classroom promote students and encourages
showcases and celebrates acceptance and respect of them to learn. Once we
Evidence the diversity of the others (LGBTQ+, Students are free of COVID-19, I can
classroom. We eventually with special needs, resume making my
hang this around the walls anti-bullying) as well as classroom that uses its
of the classroom and I written or artistic space to optimize
believe that creates a products created by learning. I am fortunate
more positive learning students that celebrates enough that my desks are
environment. My their backgrounds. able to easily move and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom is also The setup of my swivel around to allow
equipped with computers classroom also promotes students to work with
and print resources to constructive engagement each in a number of
help students learning. with students. Luckily my different configurations
9/26/19 desks are very easily Depending on the
movable so I can arrange assignment I or the
I build in times and ways desks in a number of students will determine
for me to interact with different ways to suit the the appropriate
students during lessons to task. My go to are groups structures for learning.
check on understanding. I of 4 that are preassigned 12/4/2020.
also regularly ask by me which has the
students if they have any students all face each I continue to highlight
questions regarding the other for open dialogue diversity and inclusion in
material. 9/26/19 with one another. 5/7/20 my classroom. Aside from
posters and pictures, I
Students are encouraged make sure we have
to use any resource they discussion around these
need in the classroom to topics frequently. My
help them achieve students continue to
learning goals. For maintain a positive
example, the other day a learning environment for
group was unsure about all students.
the meaning of the word
“zeugma.” One student To be honest, there wasn’t
Googled the term while much modification of
ther other used a structures this year due to
dictionary of literary covid restrictions.
terms on a bookshelf. However, I let students try
9/26/19 to adapt to the situations
the best that they could. I
let some students into a
quiet breakout room,
some students into
breakout rooms with their
peers, and did similar
things with my inperson
students. Without covid
restrictions, I do let my
students rearrange
themselves and the space
around them to whatever
suits them best.
4/20/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 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.
Establishing and curriculum. 9/24/19 Engages in reflection on 12/4/2020, 4/29/21
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes Students demonstrate
are physically, emotional safety in the instruction on skills that to intellectual and resiliency in perseverance
intellectually, and classroom. develop resiliency and emotional safety in the for academic
emotionally safe support intellectual and classroom. achievement.
emotional safety. 9/24/19 Students maintain
Students are aware of intellectual and emotional
required safety Students follow teacher Students develop and safety for themselves and
procedures and the guidance regarding Students take risks, offer practice resiliency skills others in the classroom.
school and classroom potential safety issues for opinions, and share and strategies to strive for 12/4/2020,, 4/29/21
rational for maintaining self or others. alternative perspectives academic achievement,
safety. 9/24/19 and establish intellectual
and emotional safety in
the classroom. 5/7/20
At the beginning of the
Respect is the foundation year my students and I
of my classroom and that discuss what it means to
includes divergent have a respectful class.
viewpoints. Students are We establish the norms
encouraged to voice other and procedures for
opinions just as long as ensuring safety.
they are respectful and
are meant to add the As my students are
Evidence academic discussion of involved in important
the classroom. Since conversations, they
argumentative writing is continue to show respect
a major component in and care for one another.
writing for all grade All my class discussions
levels, I encourage require students to show
students to argue for or each other respect. We
against issues that they create a system of rules
really care about. and behaviors at the
beginning of the year that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I often choose my words
very carefully when I
discuss sensitive things in
class since I don't want to
marginalize any student.
Lastly we use restorative
circles as a way to deal
with the stresses of
school. Every other
Friday we get into a circle
and students are given an
opportunity to express
what challenges they are
facing. Students are
comforted and feel
supported when they
hear their classmates also
express similar
challenges. 5/7/20
the students and I hold
each other accountable to.
12/4/2020
My students and I create
an environment that
promotes safety, respect,
and concern for one
another.. I make sure to
advertise and promote
events/groups that are
geared towards the total
wellness of our students.
I make appropriate
referrals for students who
are struggling. and
communicate issues with
parents. My students also
show each other respect,
kindness, and care. They
say “please” and “thank
you” to each other and
look out for one another.
Especially in this distance
learning year, I have had
students reach out to me
over concerns for their
friends when they are
having technical issues or
can’t make it it class.
4/29/21

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
Creating a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
learning
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
environment with
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
high expectations
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
and appropriate
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
support for all
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
students
maintaining high expectations for students for students. Has an scaffolds and technologies learning.
expectations for students. while becoming aware of understanding of throughout instruction Supports students to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
achievement patterns for
individuals and groups of
students. 9/26/19
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.
I try to make sure all the
materials are of a
rigorous standard or are
scaffolded to support
students to achieve my
rigorous standards. I
adapt or create materials
to best my students needs
as well as to hold them to
a high level of
achievement. For
example, I believe that the
figurative language
section in the first unit of
our 9th grade textbook is
Evidence not rigorous enough. I’ve
added to it and adapted it
to be more rigorous.
9/26/19
I check in on some
students to make sure
that they are progressing
to the unit goals. I will
offer assistance if I feel
they need the extra help.
9/26/19
achievement patterns,
and uses scaffolds to
address achievement
gaps.
Students engage in a
variety of differentiated
supports and challenges
in ways that promote
their accuracy, analysis,
and problem solving in
learning. 5/7/20
Students are held to a
high standard in my class.
As a well performing
school, it is expected that
I go above the regular
amounts of rigor in my
classes. However, I do
recognize that even the
brightest of students still
need support. That is
why I create appropriate
scaffolds (sentence
starters, visual aids,
modeling, targeted
practice) to allow
students to meet my
rigorous learning goals.
Students know to use the
different strategies they
have learned to
accomplish learning
tasks. Recently, my
freshmen students
completed a writing
assignment that
challenged them to use
the strategies and
resources that they find
most helpful to finish the
writing task. 5/7/20
that support the full range
of learners in meeting
high expectations for
achievement.
Students actively use
supports and challenges
to complete critical
reading, writing, higher
order thinking, and
problem solving across
subject matter.
12/4/2020
I continue to challenge my
students to high
expectations by challenging
them to apply their
knowledge through rigorous
assignments. I also make
sure to support them
through the process and
help them demonstrate their
learning. My artifact is a
writing assignment that I
gave to my freshmen that
requires them to think
critically about a text, but
also gives them a graphic
organizer to help them
answer the question.
12/4/2020
utilize an extensive
repertoire of
differentiated strategies
to meet high expectations.
Students take
responsibility to fully
utilize teacher and peer
support, to achieve
consistently high levels of
factual and analytical
learning.
I create a classroom
environment that
empowers students to
take ownership of their
learning. By using PBL
and inquiry driven
research assignments,
students develop their
English skills by focusing
on relevant and
purposeful learning. For
example, my freshmen
students learn how to
write a research paper
based on a topic of their
choice. Usually students
choose things that
interest them in terms of
the environment, public
health, LGBTQ rights, and
gun control.
When students do these
projects they access a
number of resources or
use strategies that are
appropriate for that
assignment. 4/29/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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. 9/26/19 Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
Refers to standards for for individual and group individual and group behavior within and maintaining high
behavior and applies behavior. behavior. across learning activities. standards for individual
consequences as needed. Reviews standards for Utilizes routine 12/4/2020 and group behaviors.
Developing,
9/26/19 behavior with students in references to standards
communicating, and
single lessons or for behavior prior and Guides and supports Students demonstrate
maintaining
Students are aware of sequence of lessons in during individual and students to self-assess, positive behavior,
high standards for
classroom rules and anticipation of need for group work. monitor, and set goals for consistent participation
individual and group
consequences. reinforcement. individual and group and are valued for their
behavior
Students follow behavior behavior and unique identities.
Students know expectations, accept participation. 12/4/2020 4/29/21
expectations for behavior consequences and
and consequences and increase positive Students respond to
respond to guidance in behaviors. 5/7/20 individual and group
following them. 9/26/19 behaviors and encourage
and support each other to
make improvements.
12/4/2020
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
At the beginning of the Students in my class do The students in my class Student accountability At the beginning of the
year I explain all not present a problem in know that I expect them plays a major role in my year for each of my
behavioral expectations regards to management. to behave in a way that classroom, especially in classes we create a set of
and classroom rules. I So far this year I’ve yet to promotes maximizing my journalism class. At classroom expectations
also explain the make a phone call home their learning in my the end of each edition, and norms. We
consequences for those or had to give a detention. classroom. That means my students reflect on the collaborate together to
who break these rules. I So far my students either they know when it is time choices that they made, create a definition of
also outline all this follow classroom rules or to speak, talk, listen, or evaluate their editor, and respect that we all hold
information in my course will do so when reminded move around. I have think about how they will each other accountable to.
syllabus. However, I’ve by me. 9/26/19 many strategies for improve the next cycle. Students also do this
never asked for students’ encouraging the behavior When my other classes do when they work on group
input in creating rules I would like, mostly PBIS. group projects they have projects by using
and that is something I I believe by encouraging an accountability sheet accountability sheets and
should reconsider. positive behavior, and assign each other creating group standards
9/26/19 students will respond to roles for the group with each other. 4/29/21
that better than negative project. 12/4/2020
Evidence If I feel students do not reinforcement. My
follow classroom rules students are well behaved
and expectations, I will and demonstrate respect
review them and their for me and others on a
consequences. Recently, I daily basis. The fact that I
have had students take have had so few behavior
out their phones when problems is evidence that
instructed to do so. When my students come to class
I remind students that I ready to learn and to
will take them away, respect others.
students will either put
them away or have them *Troy High School has a
confiscated by me. very small discipline
9/26/19 problem as a whole

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. 926/19 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
builds on student integrates school
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Responds to disruptive Seeks to promote positive
behavior. behaviors and responds
to disruptive behavior
Students are aware of 9/26/19.
procedures, routines, and
classroom norms. Students receive
correction for behavior
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms
9/26/19.
I establish routines, I generally try to promote
procedures, and norms in positive behavior in my
my lessons to create a classroom. For example I
positive learning will thank students who
environment. Students are on task or are
know that when the bell behaving appropriately.
rings they are to be This will generally get my
seated with their students to want to be
appropriate materials on thanked and get them to
their desk. I also have behave in the desired way.
routines for collecting I try to respond to
homework and getting disruptive behavior as
Evidence into groups. The students discreetly as possible. In
know these expectations the case of the chatty
and generally complete student, I’ll walk over to
without much trouble. their area which usually
9/26/19 quiets them down. If a
student is still disruptive I
will utilize other
strategies to ensure they
are not disrupting the
learning process. Ways I
deal with disruptive
students is to confront
their behavior in a
Provides positive
behavior supports.
Responds appropriately
to behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors.
Students receive timely
and effective feedback
and consequences for
behaviors that interfere
with learning. 5/7/20
Establishing and sticking
to routines is essential for
classroom management.
I’ve done a better job this
semester at sticking to
routines. For example,
my students would pass
up their homework
immediately when it was
due or have their
chromebooks out and
cleared when taking
quizzes on them. I make
sure to praise students
who are sticking to the
routine and to remind
students who are not.
Students are aware of the
consequences of not
following routines. For
example students know if
they do not have their
chromebooks cleared and
ready for a test, I’ll deduct
time from their quiz. After
strengths.
Promotes positive
behaviors and
consistently prevents or
refocuses behaviors
disruptive to the learning
climate.
Students are involved in
assessment and
monitoring of routines,
procedures, and norms in
ways that improve the
learning climate.
12/4/2020
When handling classroom
management issues, I
make sure to respect the
student’s needs and
background when we
have conversations
regarding their behavior.
For example, I have a
student who is on the
autism spectrum who can
occasionally say things
that may be perceived as
rude or disrespectful. I
make sure to encourage
him to think more
carefully and not try to
shame him too much
because he does have a
hard time understanding
social cues. In addition, I
make sure to focus on
praising students for
demonstrating positive
behaviors. I have noticed
that when I praise a
standards and culturally
relevant norms.
Promotes positive
behaviors and establishes
preventions and a
positive classroom
climate that eliminate
most disruptive behavior.
Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
4/29/21
Luckily classroom
management is generally
not an issue for me. I am
blessed to work at a
school that has relatively
few problems in regards
to discipline. I have a
“super star” board that I
choose to highlight
students who are well
behaved and/or make
positive contributions to
class. Students also
create behavior contacts
that often showcase and
demand respect for
others and school
property. 4/29/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
discreet way, pull the
student in the hallway to
chat with them, remind
them of the consequences
of continued behavior,
and finally take
appropriate disciplinary
methods. I also try to
minimize factors that may
cause a student to act up
such as a poor seating
choice or unengaging
classroom material.
9/26/19
Exploring
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. 9/26/19
the first couple of times student for following
this usually isn’t a directions, others tend to
problem. 5/7/20 follow. Lastly, we as a
class will make a code of
conduct that we use to
hold each other
accountable to. The code
of conduct is posted
somewhere visible for all
students to see and I
remind students of the
rules we created when I
need to . 12/4/2020
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports 12/4/2020
understanding, students in the
completion of learning monitoring of Students monitor their
activities and closure. instructional time. own time, are engaged in
9/26/19 accomplishing learning
Students use their goals, and participate in
instructional time to reflection,
Students participate in engage in and complete self-assessment, and goal
and complete a variety of learning activities and are setting. 12/4/2020
learning activities in the prepared for the next
time allotted with options sequence of instruction.
for extension and review. 5/7/20,
9/26/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students complete several
activities that require
them to manage time
effectively. I may adjust
the times of the lesson if I
feel they are warranted.
9/26/19
Evidence
In my lessons, I always Every day I explain to
make sure to put a time students what they will be
allotment for every aspect learning that day, why
of the day’s lesson. This they are learning it, and
helps me make sure the how will they know they
pacing of the lesson is have learned it. I also
appropriate. The use of a detail the activities of the
timer also helps me make day that will get them to
sure that too much time is master the content. I
not being spent on one make regular use of
aspect of the lesson. timers and reminders to
However, I do adjust my keep students on task
lessons if I do find that throughout the lesson.
more time is needed.
9/26/19 Students use the time in
my class wisely to
complete their
assignments or to prepare
for future assessments.
5/7/20
When I lesson plan I
make sure to account for
every minute of the day in
order to make sure I am
effectively using time.
During my lessons I will
adapt my plans if I notice
the students need more
time. For example, the
other day I when we were
looking at sample essays,
I noticed that my
freshmen we’re having a
really productive
conversation about what
made each essay good or
bad. Since students were
benefiting from this, I
gave them extra time and
readjusted the rest of my
week to accommodate for
this activity taking longer.
Distance learning has
challenged me to give
students more time and
flexibility in completing
lessons and assignments.
My students usually have
one project, essay, or
reading assignment that
they must complete on
their own time. I usually
give students a graphic
organizer so they can
plan accordingly.
12/4/2020
With the power of
technology I have been
assigning more
independent/self guided
assignments that allow
students to work at their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
own pace. With the use of
my planner, students can
see where we are going
and can plan accordingly.
4/29/21