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. 07/15/21 community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. 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.
Evidence 07/15/21 12/01/21

As a school, there is an In our class we complete

approach that we take in
order to respond to
trauma (i.e. AAPI Hate,
BLM response to George
Floyd,etc), and I believe
that it encompasses a
community of care that is
then seen in the classroom.
I try to reinforce language
that is positive, non-
offensive and that doesn’t
degrade an individual. I
start with modeling and
teaching the language
different activities where
we celebrate our
differences. One way that I
support students in taking
leadership in developing a
caring community that
responds to students’
diverse cultural norms is
by providing the language
for the students to discuss
differences. One book that
we use is, “This Book is
Anti-Racist”. It allows
students to discover how
to use language around
identity, race, culture and
much more. Another thing
we do as a community is
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
celebrate
accomplishments of BIPOC
leaders in history.

04/24/22

Students are a part of

advisories, and we meet
with advisors to discuss
plans/action steps that
the school counselor
recommends. Information
around language, race,
service learning, sex-ed,
etc. These topics
(excluding sex-ed because
that is done by different
professionals) are
reinforced in the
classroom.
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. 07/15/21 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
learning tasks. 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 routinely use a
productive
available resources in provided in learning Students use a variety of range of resources in Students participate in
interactions among
learning environments environments and resources in learning learning environments monitoring and changing
students
during instruction. interact with each other environments and that relate to and enhance the design of learning
to understand and interact in ways that instruction and reflect environments and
complete learning tasks in deepen their their diversity. structures for
single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence 07/15/21 12/01/21

I’ve shared classrooms Google classroom is our

with other teachers these
past few years, but I still
attempt to find a way to
make the classroom’s
physical environment to
promote student learning,
and diversity. When the
students are done with
their culture bags, I hang
the bags on the wall
alongside some extremely
home base for assignments
and updates. I regularly
provide the students with
daily updates with modern
history facts that
incorporate their history. I
collect data about the
student’s history through
their culture bag
presentations. For
example, if I know one of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
significant posters such as my students celebrate
the Universal Declaration Kwanza I would add an
of Human Rights and so article, video or quick
much more. Also, I tend to presentation to discuss the
post an activity on the wall holiday in order to bring
that signify all of the awareness and respect.
learners we have in the
class to ensue fairness. As
mentioned before success
looks different for each
student.
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. 07/15/21 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. Engages in reflection 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 resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic achievement intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
Evidence 07/15/21
When I gage students in
discussion, I attempt to use
a council style method to
ensure students feel like
they have a voice in the
class. This helps me to
monitor engagement
sometimes and to disrupt
language that is offensive
or mean. Sometimes I
disrupt language when
students may call a group
by an inappropriate racial
name, and we really spend
time reflecting on
moments like these.

12/01/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Since I teach history, I must
be very mindful and
objective the way I teach
the material to ensure my
viewpoints are not
reflective on my lessons.
However, in today’s
climate I must bring
awareness to social justice
topics. I use the following
books in my curriculum: A
People History of America
(The Young Readers
Edition), A Different Mirror,
Stamped and This Book is
Anti-Racist.

04/24/22
After winter and spring
break and as a class
community we revisit our
class constitution in make
improvements or alter the
information on there.

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. 07/15/21 expectations for to meet high
achievement. expectations.
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
understand or complete with the teacher to supports and challenges
learning tasks. support accuracy and in ways that promote
comprehension in their their accuracy, analysis,
learning. and problem solving in
learning.
07/15/21
This is something I am
trying to strive to get
better at. I attempt to use
guided practices that will
help all types of learners
that may need chunking,
or close readings for
students who may need a
closer lens on a prompt. I
Evidence believe that if I have
differentiation in my
lesson, it will not only
benefit the students I want
to reach, but it’ll also
benefit all students.
Audiobooks and tech tools
are offered to all students,
not only just my dyslexic
students or audio learners.
This is something I am
also trying to get better at.
Element 2.5 Emerging Exploring Applying
Developing, Establishes expectations, Develops expectations Uses multiple strategies
communicating, and rules, and consequences with some student including culturally
maintaining for individual and group involvement. responsive instruction to
high standards for behavior. Communicates, models develop and maintain
individual and group and explains expectations high standards for
behavior for individual and group individual and group
behavior. behavior.
07/15/21
Refers to standards for Reviews standards for
behavior and applies behavior with students in Utilizes routine
consequences as needed. single lessons or references to standards
supports and challenges
to complete critical
reading, writing, higher
order thinking, and
problem solving across
subject matter.
10/21/21
To promote critical
thinking, I create DBQs
and FRQs for students to
analyze and respond to
texts. This allows the
students to closely read
both primary and
secondary sources,
respond to text dependent
questions and write an
organized response once
the close reading is done. I
found this method to be
very meaningful rather
than reading an entire
text of something,
chunking it is helpful
especially for students
with executive functioning
skills.
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
responsibility to fully
utilize teacher and peer
support, to achieve
consistently high levels of
factual and analytical
learning.
04/24/22
Students are building the
end of the year portfolios
that will showcase and
allow students to reflect
on their learning and
practices. The portfolios
consist of all their
summative assessments
they completed
throughout the year with
a series of
reflection/metacognitive
questions to finalize their
portfolio.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
sequence of lessons in for behavior prior and individual and group
anticipation of need for during individual and behavior and
reinforcement. group work. participation.

Students are aware of Students know Students respond to Students demonstrate

classroom rules and expectations for behavior Students follow behavior individual and group positive behavior,
consequences. and consequences and expectations, accept behaviors and encourage consistent participation
respond to guidance in consequences and and support each other to and are valued for their
following them. increase positive make improvements. unique identities.
behaviors.

07/15/21 10/21/21 04/24/22

Positive reinforcement is
really one of the most To encourage positive I facilitate a positive
impactful ways to behavior especially during environment using
maintain high standards discussions I incorporated systems such as talking
with my students. the following: Socratic points, some of the talking
However, I’ve noted when formatted discussions, points include:
my students become more implicit bias talking Step 1: Repeat
energetic throughout the moves, and 5 step response Step 2: Feel
day and have class which is: step 1: repeat, 2 Step 3: Think
expectations that feel, 3 think, 4 breathe, 5 Step 4: Breathe
Evidence correspond with the connect. Step 5: Connect
period. We create them
together as a class, then I
inform them that I will
edit the expectations
accordingly. My students
in period one may not be
as chatty as my class after
lunch, so I would
emphasize certain
characteristics according
to the needs of the class.

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
07/15/21 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
Responds appropriately consistently prevents or behaviors and establishes
to behaviors in ways that refocuses behaviors preventions and a
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. climate that eliminate
Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
with learning.

Evidence 07/15/21
Since I have a class full of
different types of learners,
including students with
executive functioning, I
have maintained a climate
of consistency with a daily
agenda that lists are tasks
for the day, objectives, and
essential questions. Since
we do take a constructivist
approach and home in on
certain topics, I try to my
best to transition the
following day to the
students’ interest with an
ease. Typically, I would
verbally remind them of
the transition and why we
are pausing to focus in on
one thing or I ask the
students to create a mind
map to illustrate how we
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
got to that point.

12/01/21
At this point, with all of the
support I am getting from
the head and heart team,
and the spectrum program
along with school
administration it is safe to
say that I am maintaining a
culture of consistency and
routine. With both this will
allow students with
executive functioning
issues to lower their
anxiety.

04/24/22

One routine that I am

practicing with my
students is how to unpack
uncomfortable
conversations. We are
using a system where all
students voices are heard
even if its complimentary
or contradictory
perspectives.
The steps are as follows:
Step 1: Restate. Repeat
what you’ve heard in your
own words.
Step 2: Contemplate: Count
to ten and reflect on
community
Step 3: Breathe consider a
response
Step 4: Communicate and
speak with compassion and
thoughtfulness.
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.
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
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
07/15/21
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. 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.

Evidence 07/15/21 04/24/22

Our class time consist of 55 I pace my lessons/units

minutes, and I must make according to students
the best use of it. I typically needs. If my students
start with sharing the complete an exit ticket
agenda and a “do now” that may indicate, they
activity. Then, there is need more content or did
some direct instruction not get the lesson I revisit
followed by an in-class if necessary. Another thing
guided practice. It typically is I like at the
mode/average of
has that structure unless
assignments and if a lot of
we have Socratic seminars,
students scored 70-75%
discussions or if we are
collectively I revisit.
doing an activity. Those
usually would take place
during our guided practice
time.
The agenda is posted on
screen before the students
enter, and it houses the
same information they will
see on google classroom.

12/07/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As of today, I am still in
progress of optimizing
learning instruction to
ensure growth. This is
something that I am
striving to become better
at. I am adding timers to
ensure I transition well
while ensuring that all my
students’ voices are heard.
I also incorporated through
technology, silent
discussions to ensure all
voices are heard.