Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members.
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of 9/17/21 caring community that is
caring community Some students share in caring community. responsive to the diverse Students take leadership in
where each student is responsibility for the Students demonstrate cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in efforts to be positive, of all students. creating a fair and respectful
respectfully occasional community accepting, and respectful of classroom community where
building activities, differences. 9/17/21 Students take responsibility student’s home culture is
designed to promote resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences.
The school counselor and I
are working with students
to develop conflict
resolution skills by
practicing a variety of
strategies such as “win -
win”. 9/17/21

Evidence
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of resources provides a broad range of range of resources that
student learning. for learning. 9/17/21 resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
interaction between students are taught in single lessons structures for interaction diversity within and beyond
Creating physical or can support learning. or sequence of lessons to during learning activities Integrates a variety of the classroom.
virtual learning support student learning. that ensures a focus on and structures for interaction
environments that completion of learning that engage students Selects from a repertoire of
promote student tasks. 9/17/21 constructively and structures for interaction to
learning, reflect productively in learning. ensure accelerated learning
diversity, and for the full range of
encourage Some students use available students.
constructive and resources in learning Students use resources Students routinely use a
productive environments during provided in learning Students use a variety of range of resources in Students participate in
interactions among instruction. environments and interact resources in learning learning environments that monitoring and changing
students with each other to environments and interact relate to and enhance the design of learning
understand and complete in ways that deepen their instruction and reflect their environments and structures
learning tasks in single understanding of the diversity. for interactions.
lessons or sequence of content and develop Students share in
lessons. constructive social and monitoring and assessment
academic interactions. of interactions to improve
9/17/21 effectiveness and develop a
positive culture for learning.

I am actively examining and

trying to eliminate the
biases inherent in the
curriculum taught at my
school. I am beginning this
journey by culling the
Evidence books in my classroom
library. I am incorporating
books that reflect the
diversity of my classroom
so that students can see
themselves in the books that
they read. 9/17/21
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include physical, intellectual, and
impact student safety as environments. 9/17/21 examining biases in the emotional environment
they arise. learning environment and focused on high quality and
Establishing and curriculum. Engages in reflection on rigorous learning.
maintaining learning their own language and
environments that are Explores strategies to Models and provides behavior that contributes to
physically, establish intellectual and instruction on skills that intellectual and emotional
intellectually, and emotional safety in the develop resiliency and safety in the classroom.
emotionally safe classroom. 9/17/21 support intellectual and
emotional safety.
Students develop and Students demonstrate
Students are aware of practice resiliency skills resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer and strategies to strive for for academic achievement.
and the school and guidance regarding opinions, and share academic achievement, and Students maintain
classroom rational for potential safety issues for alternative perspectives establish intellectual and intellectual and emotional
maintaining safety. self or others. 9/17/21 emotional safety in the safety for themselves and
classroom. others in the classroom.
I am working with our
school counselor to
incorporate social
emotional learning into the
daily routine. 9/17/21

Evidence
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take
completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning.
tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
Creating a rigorous while becoming aware of understanding of throughout instruction that an extensive repertoire of
learning environment achievement patterns for achievement patterns, and support the full range of differentiated strategies to
with high expectations individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
and appropriate students. achievement gaps. 9//17/21 expectations for
support for all students achievement. Students take responsibility
Some students ask for Students engage in a variety to fully utilize teacher and
teacher support to Some individuals and of differentiated supports Students actively use peer support, to achieve
understand or complete groups of students work and challenges in ways that supports and challenges to consistently high levels of
learning tasks. with the teacher to support promote their accuracy, complete critical reading, factual and analytical
accuracy and analysis, and problem writing, higher order learning.
comprehension in their solving in learning. 9/17/21 thinking, and problem
learning. solving across subject
matter.
During Writer’s Workshop I
expect all students to
recognize that they are
writers. Some first grade
students are able to write
multiple sentences while
others may only be able to
illustrate a picture and
begin to write a sentence
Evidence using the first letter of a
word. I provide different
layers of scaffolding to
support writing including
sentence frames and word
walls. 9/17/21.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Evidence
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.
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior. 9/17/21
Utilizes routine references
to standards for behavior
prior and during individual
and group work. 9/17/21
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 9/17/21
I utilize multiple strategies
to develop and maintain a
high standard of group
behavior. I use “bucket
filling” parties to promote
positive collective behavior
of the class. I use
individual notes to each
student, calling attention to
their resilience, their
kindness, or one of their
other amazing gifts. 9.17.21
Integrating
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
Innovating
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors.
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Exploring
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
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.
Integrating
Engages students in
monitoring and reflecting
on routines, procedures,
and norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths. 9/17/21
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 9/17/21
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
9/17/21
Innovating
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate
integrates school 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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have a classroom schedule
clearly visible in the
classroom. We developed a
set of classroom
expectations together with
respect to how we treat one
another. I have students
share their thinking both
individually and in teams. I
Evidence have daily bucket filler
awards for students who
treat their classmates and
community with kindness
and empathy. The class also
earns “bucket filler” parties
when they work together as
a class to create a positive
environment. 9/17/21
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.
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.
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure. 9/17/21
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
9/17/21
Integrating
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.
Innovating
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.

I start each math lesson

with a connector from the
previous day so that I can
check for student
understanding. I then
present a mini lesson and
project and send students
off to work. I check in with
students and provide
“Spicy” math for my fast
finishers as well as
enrichment games so that I
Evidence can work with students one
on one who need more
support and time. I then call
all students back to the rug
for a closing activity.
9/17/21