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 Reinforces positive, Develops shared Facilitates student self-
expectations for fair and respectful behavior. responsible, and responsibility with students re lection and ongoing
respectful behavior to Demonstrates respectful student for resolving con lict and improvement of the caring
support social commitment to fairness interactions. Assists creating and maintaining a community based on
caring classroom
development. and respect in students to resolve respect, fairness, and the
community. 07/17/21
communications with con licts. value of all members.
students about language
Promoting social Supports students in taking
and behavior. Incorporates cultural leadership in developing a
Development and
awareness to develop a caring community that is Students take leadership in
responsibility within
Seeks to understand positive classroom responsive to the diverse resolving con lict and
a caring community
where each student is Some students share in cultural perceptions of climate. cultural norms of identities creating a fair and
responsibility for the caring community. of all students. respectful classroom
treated fairly and
classroom community. 07/17/21 Students demonstrate community where
respectfully Students take responsibility
efforts to be positive, student’s home culture is
Students participate in accepting, and respectful resolving con licts and included and valued.
maintaining a caring
occasional community of differences. 07/17/21 Students communicate
classroom community.
building activities, with empathy and
Students promote respect
designed to promote and appreciation for understanding in
caring, fairness, and differences. interactions with one
respect. another.

Students are encouraged Students are encouraged Students work with me to Students work together to
to share personal to acknowledge others’ create and establish create a classroom
experiences from their accomplishments and classroom rules and environment that is
respectful and safe.
culture that connect demonstrate our class’ routines. 07/17/21 Students self-regulate
with lessons and learn kindness theme each day. respectful behavior and
about others. 07/17/21 07/17/21 Through Second Step encourage peers to do the
curriculum, novel studies, same. 12/9/21
and class discussions,
Students complete a weekly
students are taught to journal prompt reflecting on ways
I incorporate supportive handle their emotions and they were kind throughout the
Evidence texts and materials that week, and on possible
treat others with respect. improvements they can make in
educate students on a Students practice these the next week. 04/25/2022
variety of backgrounds skills daily. 12/9/21
and cultures. 12/9/21
Through weekly “family
meetings,” teacher and students
have created a safe space in
which students can share positive
experiences or concerns. Students
problem-solve together,
suggesting solutions to each
other. 04/25/2022
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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 re lect environments that re lect environments lexibly to
virtual learning environments that student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
support student learning. resources for learning. resources, displays, and engage students in
07/17/21 artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction and integral to instruction. environments enhance
interaction between are taught in single Utilizes a variety of learning and re lect
Creating physical or students can support lessons or sequence of structures for interaction Integrates a variety of diversity within and
virtual learning learning. lessons to support student during learning activities structures for interaction beyond the classroom.
environments that learning. that ensures a focus on that engage students
promote student and completion of constructively and Selects from a repertoire
learning, re lect learning tasks. productively in learning. of structures for
diversity, and 07/17/21 interaction to ensure
encourage accelerated learning for
constructive and Some students use the full range of students.
productive available resources in Students use resources Students routinely use a
interactions among learning environments provided in learning Students use a variety of range of resources in Students participate in
students during instruction. environments and interact resources in learning learning environments monitoring and changing
with each other to environments and interact that relate to and enhance the design of learning
understand and complete in ways that deepen their instruction and re lect environments and
learning tasks in single understanding of the their diversity. structures for interactions.
lessons or sequence of content and develop Students share in
Students collaborate in a variety of
lessons. 07/17/21 constructive social and monitoring and ways each day across content areas.
academic interactions. assessment of interactions Students are strategically seated so
that higher level students can
to improve effectiveness reinforce their own understanding to
struggling learners. 12/9/21
and develop a positive
culture for learning.
Students’ seating is arranged so that
students can comfortably work
Students use Students are Students consistently independently or collaboratively.
Students’ levels are considered when
provided curriculum strategically seated to participate in each student is given an assigned seat. All
and materials to facilitate the best collaborative learning anchor charts from previously taught
skills are displayed for reference.
complete guided, working environment to be able to share 04/25/2022

Evidence
independent, and considering proximity and hear perspectives Students have choice to work
independently or with a partner on
collaborative practice. to teacher, materials, on new content. particular assignments. Students also
have the option to move to the support
07/17/21 and others. 07/17/21 07/17/21 table for additional instruction.
04/25/2022
Students routinely Students work with
participate in students of varying levels Within reason, students can select where
collaborative discussions, and similar levels each they are seated to complete independent
tasks, choosing spaces they are conducive
using respectful sentence day in either pair-shares, to completing their best work.
starters and frames to partner work, or group 04/25/2022
facilitate. 12/9/21 work. 12/9/21

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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. 07/17/21 Engages in re lection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of 07/17/21 resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the school guidance regarding Students take risks, offer practice resiliency skills achievement.
and classroom rational for potential safety issues for opinions, and share and strategies to strive for Students maintain
maintaining safety. self or others. 07/17/21 alternative perspectives academic achievement, intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.

Students follow my Students are Students take responsibility for

strategically seated and Students are provided and their belongings, ensuring that
example and refer to use sentence starters and their workspace is organized for
materials around the both themselves and peers seated
class rules regarding frames to respectfully near them. Students routinely
room are appropriately respond to peers with engage in respectful discussion
how to behave safely placed to be most regarding content, presenting
differing opinions or
in the classroom. conducive to our understandings. 12/9/21
their varying perspectives and
ideas. 04/25/2022
07/17/21 learning environment.
07/17/21
Evidence As needed, students are
I model appropriate given time to reflect on
and encouraging behavior and provide
alternative future
intellectual and solutions to
emotional skills when disagreements. 12/9/21
interacting with Students communicate questions
teachers and students. regarding content being taught.
07/17/21 Students offer help when needed
and encourage each other when
reaching set goals. 04/25/2022

 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 learning Integrates rigor Facilitates a rigorous
learning environment on learning environment that environment that includes throughout the learning learning environment in
accuracy of answers and includes accuracy, accuracy, analysis, problem environment that values which students take
completion of learning understanding, and the solving, and appropriate accuracy, analysis, and leadership in learning.
levels of challenge. 07/17/21 Fosters extended studies,
tasks. importance of meeting critical reading, writing
research, analysis and
targeted learning goals. and thinking.
Holds high expectations for purposeful use of learning.
Is aware of the students. Has an
Creating a rigorous importance of Works to maintain high understanding of Integrates strategic Supports students to utilize
learning maintaining high expectations for students achievement patterns, and scaffolds and technologies an extensive repertoire of
environment with expectations for students. while becoming aware of uses scaffolds to address throughout instruction differentiated strategies to
high expectations achievement patterns for achievement gaps. 07/17/21 that support the full range meet high expectations.
and appropriate individuals and groups of of learners in meeting
support for all students. Students engage in a variety high expectations for Students take responsibility
students of differentiated supports achievement. to fully utilize teacher and
and challenges in ways that peer support, to achieve
promote their accuracy, consistently high levels of
Some students ask for Some individuals and Students actively use
analysis, and problem factual and analytical
teacher support to groups of students work supports and challenges
solving in learning. learning.
understand or complete with the teacher to 07/17/21 to complete critical
learning tasks. support accuracy and reading, writing, higher
comprehension in their order thinking, and
learning. problem solving across
subject matter.
I follow district provided Students are provided Teacher incorporates inquiry-
curriculum and integrate leveled instruction in based lessons, allowing students
supplemental challenges for small groups, being to grapple with new material and
students has needed. challenged as needed. develop new perspectives in
Scaffolding and support conjunction with teacher-
07/17/21 facilitation. 04/25/2022
provided as needed.
Students are expected to 12/9/21 Students use a variety of
strategies to complete tasks,
engage and ask questions; I Visual supports, academic including but not limited to:
monitor understanding to language instruction, and teacher assistance, tech-based
Evidence scaffold as needed. 07/17/21 small group instruction is support (apps), peer
provided to meet the collaboration, use of rubrics.
Students engage in a variety needs of all learners. 04/25/2022
of activities both 12/9/21
independently and Students use sentence Students often have the choice to
collaboratively to practice frames, checklists, work independently,
new skills. Students work in rubrics, and number collaboratively, or at the teacher-
small groups to receive charts as needed to support table as needed.
differentiated instruction. support their 04/25/2022
07/17/21 performance. 12/9/21

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 consequences systems that ensure
behavior. Communicates, models develop and maintain high for individual and group students take an active
standards for individual and behavior within and across
and explains expectations role in monitoring and
group behavior. learning activities. 07/17/21
for individual and group maintaining high
behavior. Guides and supports standards for individual
Developing,
Utilizes routine references to students to self-assess, and group behaviors.
communicating, and
Refers to standards for Reviews standards for standards for behavior prior monitor, and set goals for
maintaining
behavior and applies behavior with students in and during individual and individual and group
high standards for
consequences as needed. single lessons or sequence group work. 07/17/21 behavior and participation.
individual and group
of lessons in anticipation
behavior Students respond to
of need for reinforcement.
Students follow behavior individual and group Students demonstrate
Students know expectations, accept behaviors and encourage and positive behavior,
consequences and increase support each other to make
Students are aware of expectations for behavior consistent participation
positive behaviors. 07/17/21 improvements.
classroom rules and and consequences and and are valued for their
consequences. respond to guidance in unique identities.
following them.

I review standards and Students thoroughly Students track their

essential questions progress toward goals,
understand focusing more on
prior to lessons and
classroom improving their scores
refer to throughout. versus beating another
07/17/21 expectations; rewards
student or reaching a
and consequences are particular letter grade.
Students help create implemented 12/9/21
classroom expectations consistently across
Students track iReady progress,
and therefore have the classroom (as
Evidence explicit understanding;
setting goals to incrementally
warranted). beat their own previous scores.
students are aware of 04/25/2022
consequences for 07/17/21
inappropriate Students participate in Students collaboratively work
behaviors. 07/17/21 reviewing and setting through centers each day,
academic goals and tracking completing various tasks that
their progress toward set follow up on core skills being
goals. I.e. Accelerated Reader. taught. 04/25/2022

 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 routines Engages students in Facilitates student
routines or norms for procedures, and norms in and procedures that are monitoring and re lecting on participating in developing,
culturally responsive and engage routines, procedures, and monitoring, and adjusting
single lessons to support single lessons or sequence students in the development and
student learning. of lessons with some norms in ways that are routines and procedures
monitoring of norms.
culturally responsive. focuses on maximizing
student involvement.
Provides positive behavior
Maintains a quality learning learning.
supports. climate that builds on Classroom climate integrates
Employing classroom student strengths. 07/17/21 school standards and
Responds appropriately to
routines, procedures, Seeks to promote positive behaviors in ways that lessen culturally relevant norms.
norms, and supports behaviors and responds to disruptions to the learning Promotes positive behaviors
for positive behavior disruptive behavior. climate. and consistently prevents or Promotes positive behaviors
to ensure a climate in Responds to disruptive Students participate in routines, refocuses behaviors and establishes preventions
which all students behavior. Students receive procedures, and norms and disruptive to the learning and a positive classroom
receive reinforcement for climate. 07/17/21 climate that eliminate most
can learn correction for behavior positive behaviors.
that interferes with disruptive behavior.
learning, and positive Students receive timely and
Students are involved in
assessment and monitoring Students share responsibility
reinforcement in effective feedback and
consequences for behaviors that of routines, procedures, and with teacher for managing
Students are aware of following routines,
interfere with learning. norms in ways that improve and maintaining a positive
procedures, routines, and procedures, and norms. the learning climate. classroom climate that
classroom norms. 07/17/21 promotes learning.

Students are expected to Students are very aware

show respect to myself and of school’s honor code.
others at all times; students Students adhere to our
are encouraged to share honor code and encourage
thoughts and feelings as others to do the same.
04/25/2022
challenges arise. 07/17/21
Students understand and
Students understand consistently used
classroom rules and signals; nonverbal signals to
nonverbal cues are used to communicate needs
Evidence redirect behavior without during class to avoid
interrupting learning. disrupting instruction.
07/17/21 04/25/2022

Students understand Students understand

classroom rules and may teacher’s signals to self-
receive verbal or nonverbal check and quickly
redirection to self-assess and respond to correction
adjust behavior as needed. when needed. 04/25/2022
07/17/21

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

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and luidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for suf icient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive some learning activities in the engage in and complete accomplishing learning
adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next re lection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.

Instruction is
Instruction is implemented according to
Instruction is planned weekly to
reflect pacing guides as well as
implemented within a district pacing guides with adjust to any students’ needs. A
timeframe that allows flexibility around time to class schedule is posted and
allow for reteaching as adhered to daily to ensure that
for teacher modeling, needed. Daily instruction there is time to complete
guided practice, and is implemented with planned lessons each day.
sufficient time for 04/25/2022
independent practice.
modeling, group and
07/17/21 independent practice.
12/9/21
Students participate
Evidence in both guided Through the use of timers and
practice with the checklists, students are able to
move through their tasks,
teacher and each referring to time allowed, to
other; I visually complete and reflect on their
work. 04/25/2022
assess their practice
and reteach as
needed. 07/17/21
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning