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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community 9/16/21 responsive to the diverse in resolving conflict and
where each student Some students share in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. 9/16/21 a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
9/16/21: For the first two
weeks of the school year, we
went over our school and
classroom expectations. We
played lots of classroom
community building games
so the students were able to
get to know each other
better. Some students had
spent the whole last year
Evidence virtual, so this was a great
opportunity for them to
engage with other
classmates.
Students also participate in
weekly SEL lessons, from the
Second Step program. We
are currently working on
setting and achieving a goal
in our classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance of Experiments with and/or Develops physical Maintains physical Adapts physical and/or
the physical and/or virtual virtual learning environments that reflect environments that reflect environments flexibly to
learning environments that environments that support student diversity and student diversity and facilitate access to a wide
support student learning. student learning. 9/16/21 provide a range of resources provides a broad range of range of resources that
for learning. resources, displays, and engage students in learning.
Is aware that structured artifacts that are current and Ensures that environments
Creating physical or interaction between Structures for interaction are Utilizes a variety of integral to instruction. enhance learning and reflect
virtual learning students can support taught in single lessons or structures for interaction diversity within and beyond
environments that learning. sequence of lessons to during learning activities Integrates a variety of the classroom.
promote student support student learning. that ensures a focus on and structures for interaction
learning, reflect 9/16/21 completion of learning tasks. that engage students Selects from a repertoire of
constructively and structures for interaction to
diversity, and
productively in learning. ensure accelerated learning
encourage Students use resources for the full range of students.
constructive and Some students use available provided in learning Students routinely use a
productive resources in learning environments and interact Students use a variety of range of resources in Students participate in
interactions among environments during with each other to resources in learning learning environments that monitoring and changing the
students instruction. understand and complete environments and interact in relate to and enhance design of learning
learning tasks in single ways that deepen their instruction and reflect their environments and structures
lessons or sequence of understanding of the content diversity. for interactions.
lessons. 9/16/21 and develop constructive Students share in monitoring
social and academic and assessment of
interactions. interactions to improve
effectiveness and develop a
positive culture for learning.
9/16/21: Students all have
their own Chromebooks and
are able to engage in a
variety of activities on their
Chromebooks to review
material in a different way.
We use iReady for math and
students are able to watch
video and play math games
Evidence to review weekly concepts.
Students can also play
review games on our ELA
website. For Math and ELA
each lesson/unit takes one
week to complete. Students
are placed in table groups so
they can collaborate on what
we are 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. 9/16/21 in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning
Models and provides behavior that contributes
environments that
Explores strategies to instruction on skills that to intellectual and
are physically,
establish intellectual and develop resiliency and emotional safety in the
intellectually, and
emotional safety in the support intellectual and classroom.
emotionally safe
classroom. 9/16/21 emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students develop and for academic
procedures and the Students take risks, offer practice resiliency skills achievement.
school and classroom opinions, and share and strategies to strive Students maintain
rational for maintaining Students follow teacher alternative perspectives for academic intellectual and emotional
safety. guidance regarding achievement, and safety for themselves and
potential safety issues for establish intellectual and others in the classroom.
self or others. 9/16/21 emotional safety in the
classroom.
9/16/21: Since my students
are in 4th grade and have
been in school for a couple
of years now, I have high
expectations that my
students are aware of what
is okay and not okay to do at
school. I do keep in mind
that some students have
been virtual for the last 18
Evidence months, so they need a
reminder on the rules. We
also went over the
classroom and school rules
the first two weeks of school.
When incidents do occur, I
like to ask students to reflect
on the situation and what we
could do next time to make a
better choice.
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 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. 9/16/21 address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high expectations.
support for all
achievement.
students
Some students ask for Students engage in a Students take
teacher support to Some individuals and variety of differentiated Students actively use responsibility to fully
understand or complete groups of students work supports and challenges supports and challenges utilize teacher and peer
learning tasks. with the teacher to in ways that promote to complete critical support, to achieve
support accuracy and their accuracy, analysis, reading, writing, higher consistently high levels of
comprehension in their and problem solving in order thinking, and factual and analytical
learning. 9/16/21 learning. problem solving across learning.
subject matter.

9/16/21: I have high

expectations for my
students when we are
transitioning from one
activity to another. I have
a cash reward system in
class, so I am able to
reward students that are
meeting those
Evidence expectations that are set.
I also work with students
who need extra support
in reading/writing. We
are currently meeting
individually for our
narrative writing so I am
able to support all my
students.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and
maintaining Refers to standards for
behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
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.
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior. 9/16/21
Utilizes routine references to
standards for behavior prior
and during individual and
group work. 9/16/21
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 9/16/21
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.
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.

9/16/21:
Our classroom/schools
rules and expectations
are discussed in the first
couple weeks of school. I
also go over with parents
at “Back to School Night”
what my expectations for
students are. Students are
Evidence rewarded for positive
behavior with our
classroom class. If
students do not follow the
rules or expectations we
have a discussion about
it, and if needed, a phone
call/email sent home.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. 9/16/21 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
9/16/21 to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
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.
9/16/21
9/16/21: They way that I
promote positive behavior
inside my classroom is
through positive verbal
praise, our cash reward
system, and the schoolwide
PBIS program. With our
classroom cash reward
Evidence system, students are able to
use their cash to buy items
from our class prize box.
Also, our school has their
own prize box students can
use their PBIS points for.
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
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Evidence
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 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
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
9/16/21
Students use their Students monitor their
instructional time to own time, are engaged in
Students participate in engage in and complete accomplishing learning
and complete a variety of learning activities and are goals, and participate in
learning activities in the prepared for the next reflection, self-
time allotted with options sequence of instruction. assessment, and goal
for extension and review. setting.
9/16/21
9/16/21: I collaborate with
my 4th grade team so we can
all make sure we are on the
same pacing. We also check
in with each other at the end
of the day to see if we need
to extend any time on
lessons. During my lessons, I
walk around the room to see
if students are
understanding the
assignment. If I see that a
majority of students are
unsure, I make sure I
provide more time to go
over the concept. Students
take weekly math and ELA
quizzes to show me what
they have learned
throughout the week. This
also helps me to see if I need
to review any concepts.