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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
Promoting social and behavior. awareness to develop a taking leadership in
Development and Seeks to understand positive classroom developing a caring
responsibility within cultural perceptions of climate.7/14/22 community that is Students take leadership
a caring community caring community. 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. 7/14/22 Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
I am always looking for
ways to increase student
interactions through the
PBIS framework. Before I
open the class up to
larger or more sensitive
conversations I assure
that we have developed a
safe class community. I
always model respect and
Evidence immediately address and
discuss any conflict that
may arise. The class
agreements are created
and adopted by my
students, it creates a safe
and accepting
environment. Due to the
time that is constantly
being committed to
creating healthy
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom climate I rarely
have any issues with
negativity or respect. I do
not feel that students are
quite prepared to
appreciate their
differences though. I plan
on having more student
interaction this school
year and plan to scaffold
our ability to effectively
communicate with one
another so we can get to
that point. 7/14/22
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. 7/14/22 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. 7/14/22 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 deepen their their diversity. structures for
in single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
7/14/22 constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
Students do not always I have explored many
fully engage with lessons tools over the years and
that are designed with now I almost exclusively
collaboration in mind, use tools that provide me
they do not always use all with data about each
of the tools designed to individual student and
deepen their also allow students to see
Evidence understanding of content. other responses from
I’m always working on their peers. Using a
building additional variety of customizable
opportunities for this to tools allows for students
occur but occasionally I to use resources that best
have a hard time with meet their needs and
student engagement and preferences. Active
interaction. 7/14/22 participation in majority
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of my lessons means that
students are working
with one another and
building on top of their
ideas or the ideas of a
classmate. Another
inclusive practice is the
SEL-based introduction
lesson at the start of each
unit. I feel reflects our
diversity and promotes
healthy interaction
among students. 7/14/22
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 Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. 7/14/22 Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of 7/14/22 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 intellectual and
safety. 7/14/22 achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
This is a goal from day
one in my class. Without
the space being
physically, intellectually
and emotionally safe,
learning will never
happen. Additionally, we
are an online platform so
assuring there are not
these risks in recordings
Evidence or during lessons is
important. My students
know that my room is a
safe place to share and
ask questions though the
agreement and PBIS
strategies established day
one. I feel have had many
students open up to me
leading a first
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
conversation with a
parent or deeper
conversation with the
student. Students are
able to be themselves and
offer opinions, they
would not do so without
feeling comfortable. I do
not feel that students
collaborate at a level that
builds their resiliency
skills quite yet but I have
goals to scaffold and
increase collaboration so
we can get to that point.
7/14/22

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. address achievement in meeting high differentiated strategies
and appropriate
gaps. 7/14/22 expectations for to meet high
support for all
achievement. expectations.
students
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
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 7/14/22 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students do not always I believe our curriculum
use all of the resources is rigorous and
that are available to challenging. It meets and
them. As an online school exceeds the standards in
I have a wide student the amount of content
population. Some that is covered. Created
students use all of the assignments have many
resources provided and scaffolds in place for
need additional small students that need a little
group and 1:1 support, extra help, there are also
others use some opportunities for
resources and also students to deepen their
complete all extra credit understanding on
opportunities to extend concept and dive deeper
Evidence their learning. Students into questions and
have access to projects. For example,
differentiated supports our portfolios have tiered
but simply do not take supports in place
advantage of them. This depending on the amount
is skill I attempt to of help they need to
develop in my students as complete the project. I
independent learners on have high expectations
an online platform, it when meeting with my
often takes time to truly students 1:1, I always ask
engage. 7/14/22 individualized questions
them to uncover their
depth of knowledge
about a particular topic.
7/14/22

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
Developing,
behavior. Communicates, models develop and maintain consequences for students take an active
communicating, and
and explains expectations high standards for individual and group role in monitoring and
maintaining
for individual and group individual and group behavior within and maintaining high
high standards for
behavior. behavior. across learning activities. standards for individual
individual and group
and group behaviors.
behavior
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. 7/14/22 behaviors. make improvements. unique identities.

This is a goal of mine

from day one in our class.
We spend a significant
amount of time at the
start of the semester
reviewing and practicing
standards. We revisit our
class expectation and
agreements at the start of
each lesson. I scored
myself at this level
because this is such a
challenge when you are
not face to face with
Evidence students, I feel it is
difficult to say that all
students accept
consequences of their
behavior. Students
occasionally respond to
individual and group
behavior and support
each other to make
improvements but it is a
challenge when not all
lessons are mandatory
and those positive role
models are not in
attendance. 7/14/22

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
classroom routines, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
procedures, norms, single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and supports for student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
positive behavior to some student students in the are culturally responsive. and procedures focuses
ensure a climate in involvement. development and Maintains a quality on maximizing learning.
which all students monitoring of norms. learning climate that Classroom climate
can learn builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
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. 7/14/22 learning climate. promotes learning.

My classroom routine is
consistent. In an online
platform negative
behavior needs to be
immediately stopped and
turned into a learning
opportunity for the class.
There are already many
distractions so there is
not room for behavior
Evidence distractions. Positive
behavior and active
participation is always
positively. Negative
behavior is immediately
address and I always
reach out to the student
individually after the
class to assure they know
there are still part of our
community and we
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. 7/14/22
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
establish new norms
moving forward. 7/14/22
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.
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with options learning activities and goals, and participate in
for extension and review. are prepared for the next reflection, self-
7/14/22 sequence of instruction. assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I feel that I do well and
have trained students to
do well with transition
time. However, I often
struggle with pacing.
There is a lot of content
to over and I will catch
myself going too fast to
assure all student are
following along. There
are resources in place for
students to review
Evidence concepts they may have
missed during the lesson,
but I do feel I run into the
issue of too much to
cover in too little time.
This year I’m planning on
offering more supports
and refining a flipped
classroom model so our
time together in lessons
can be better utilized.
7/14/22
Students that are active
participants in class
typically complete all of
the learning objectives in
each lesson. My lessons
are structured so that
they can have additional
time to review the
recording of the lessons
or finish the Nearpod
activities at their own
pace, as needed. UDL is
considered in the
creation of all my
resources each unit.
Reports from the tools
used in class (Nearpod,
Blooket, Classkick) allow
for extension and review.
I also offer corrections so
if students do not do well
on their first attempt we
can meet and revisit the
topics they struggled
with. 7/14/22