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 4/8/23
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is
responsibility within responsive to the diverse Students take leadership
a caring community Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. building activities, accepting, and respectful 7.16.22 and 12/4/22 respectful classroom
respectfully designed to promote of differences. community where
caring, fairness, and Students take student’s home culture is
respect. responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 4/8/23
differences. 7.16.22 and
12/4/22
Our school has adapted a Students are asked to
program called Discipline complete an action plan
with Purpose where form if they demonstrate
students are given school and unkind or disruptive
wide rules for conduct. behavior. Students are
There are monthly asked to reflect on their
awards given for each behavior and draw or
rule. Teachers highlight a write what they could
single rule per month and have done differently.
Evidence students are asked to 4/8/23
focus on that rule and
identify when that rule Students are asked not to
has been followed or tattle on others and as a
broken. 7.16.22 and classroom policy you can
12/4/22 pick up the tattle phone
(a fake phone) and tell
Students will complete an the invisible person what
action plan when the you need to tattle about
have broken a rule. They instead of telling the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
will identify which rule it teacher. 4/8/23
was, what they did to
break that rule, and what
they could have done
instead. They are also
asked to draw a picture of
the situation if they are
too young to write
sentences. 7.16.22 and
12/4/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student 7/16/22
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
students can support lessons or sequence of
Creating physical or
learning. lessons to support
virtual learning
student learning.
environments that
promote student
learning, reflect
diversity, and
encourage
Some students use
constructive and
available resources in Students use resources
productive
learning environments provided in learning
interactions among
during instruction. environments and
students
interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
7.16.22
We use iPads in the
classroom and we include
a variety of different apps
such as Epic, Superkids
Online Fun Portal,
Scholastic Magazine
Evidence
Online, Mathletics, Lexia,
and Bible for Kids. 7.16.22
Students are grouped in
reading level groups to
work together to
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
structures for interaction instruction. learning and reflect
during learning activities 12/4/224/8/23 diversity within and
that ensures a focus on beyond the classroom.
and completion of Integrates a variety of
learning tasks. 7.16.22 structures for interaction Selects from a repertoire
that engage students of structures for
constructively and interaction to ensure
productively in learning. accelerated learning for
12/4/224/8/23 the full range of students.
Students use a variety of
resources in learning Students participate in
environments and Students routinely use a monitoring and changing
interact in ways that range of resources in the design of learning
deepen their learning environments environments and
understanding of the that relate to and enhance structures for
content and develop instruction and reflect interactions.
constructive social and their diversity.
academic interactions. Students share in
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 12/4/22
Mathletics allows Students use Seesaw in
students to play math the technology station
games with real kids and I can assign many
around the globe in real different types of
time. 7.16.22 activities to them such as
writing practice, phoneme
practice, and letter
recognition. 12/4/22
4/8/23
Student work is displayed
throughout the classroom
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
complete puzzles and and there are posters and
worksheets. 7.16.22 anchor charts that remind
the students of previous
lessons taught. 4/8/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise. 7.16.22
Establishing and
maintaining learning
Explores strategies to
environments that
establish intellectual and
are physically,
emotional safety in the
intellectually, and
classroom.
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others. 7.16.22
Evidence In the beginning of the
year, we go over all the
materials that we will use
in kindergarten. This
includes scissors. We
discuss, practice, and
demonstrate how to
correctly hold scissors
and what we should and
shouldn’t do with
scissors. 7.16.22
Students follow teacher’s
rules regarding usage of
school supplies and their
role in the learning
environment. 7.16.22
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. 12/4/22 physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 4/8/23
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom. 12/4/22
emotional safety. 7.16.22
Students demonstrate
Students develop and resiliency in
Students take risks, offer practice resiliency skills perseverance for
opinions, and share and strategies to strive academic achievement.
alternative perspectives for academic Students maintain
achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom. 12/4/22 4/8/23
Teacher teachers a socio- Teacher has written Students have the option
emotional program called sentence starters of ways to work on the rug with a
“Second Step” which gives students can give praise clipboard if they need to
students the language to to one another. We have work in a more relaxing
talk about feelings, also added sentence environment. Some
discuss differences of starters for students prefer to work
opinion, and how to stand disagreements. 12/4/22 at a table by themselves
up for themselves and and that is an option as
others. 7.16.22 Teacher has incorporated well. 4/8/23
a morning meeting every
day for students to share If students are
about how they are overwhelmed by emotion,
feeling prior to beginning they can visit the reading
work. 12/4/22 nook to calm down and
center themselves. The
Students are taught about nook has sensory toys,
the importance of growth headphones, a stuffed
mindset and the animal and art materials.
difference between not 4/8/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
knowing something and
not knowing something
‘yet.’ 12/4/22

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. 7.16.22 address achievement in meeting high differentiated strategies
and appropriate
gaps. 12/4/22 expectations for to meet high
support for all
achievement. 4/8/23 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. and problem solving in order thinking, and consistently high levels of
learning. 7.16.22 and problem solving across factual and analytical
12/4/22 subject matter.4/8/23 learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Learning outcomes are
taught at the beginning of
each lesson. I use
differentiated instruction,
specific and
individualized
assessments and
assignments depending
on the student. I can still
Evidence
monitor their individual
progress through these
assessments even though
they may not be identical
to the other students’
work products. 7.16.22
Teacher is able to scaffold
activities for students by
assigning different
activities for each student
on Seesaw. 12/4/22
Students are asked to
check their own work and
the work of their
neighbor after
completion. Students are
asked to self assess by
evaluating their own
work and circling their
best letter in writing
practice. 7.16.22 and
12/4/22
Teacher scaffolds
assignments for learners
by pairing them with high
achieving partners and
giving them extra time to
complete work. 4/8/23
A clear rubric is provided
for students and is
references throughout
the learning process.
4/8/23

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
and explains expectations
for individual and group
behavior. 7.16.22 and
12/4/22
Developing,
Refers to standards for
communicating, and
behavior and applies Reviews standards for
maintaining
consequences as needed. behavior with students in
high standards for
single lessons or
individual and group
sequence of lessons in
behavior
anticipation of need for
reinforcement.
Students are aware of
classroom rules and Students know
consequences. expectations for behavior
and consequences and
respond to guidance in
following them.
In the beginning of the
Evidence
kindergarten year, I lay
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain
high standards for
individual and group
behavior.
Utilizes routine
references to standards
for behavior prior and
during individual and
group work.
Students follow behavior
expectations, accept
consequences and
increase positive
behaviors. 7.16.22 and
12/4/22
When students do not
adhere to our classroom
Integrates equitable
expectations, positive
supports, and
consequences for
individual and group
behavior within and
across learning activities.
4/8/23
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and
participation. 7.16.22 and
12/4/22
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
Before we begin station
rotation or start a new
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. 4/8/23
Two students are
highlighted for their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
out our 5 classroom rules
and my expectations for
group and individual
conduct. For example, I
demonstrate what it
looks like to be an active
listener and what it looks
like to not be listening on
the rug when someone is
talking. 7.16.22 and
12/4/22
Element 2.6 Emerging Exploring
Employing classroom Establishes procedures, Develops routines,
routines, procedures, routines or norms for procedures, and norms in
norms, and supports single lessons to support single lessons or
for positive behavior student learning. sequence of lessons with
to ensure a climate in some student
which all students involvement. 7.16.22 and
can learn 12/4/22
Responds to disruptive Seeks to promote positive
behavior. behaviors and responds
to disruptive behavior.
Students are aware of
procedures, routines, and Students receive
classroom norms. correction for behavior
that interferes with
learning, and positive
rules, they are asked to activity I remind students accomplishments each
identify which rule they of our classroom goals month and celebrated for
had trouble with and and how we conduct their uniqueness and
explain how they could ourselves during that individuality with a look
have done better in an activity. I have them work back on photos, previous
action plan. 7.16.22 and as a team to gain points work, and a self portrait
12/4/22 and stickers for good drawing. 4/8/23
behavior. 7.16.22 and
12/4/22
I begin to ask students to
add more rules and
expectations to our
classroom rule list. We
have a meeting when we
feel that another rule
needs to be added.
4/8/23
Applying Integrating Innovating
Maintains regular use of Engages students in Facilitates student
routines and procedures monitoring and reflecting participating in
that are culturally on routines, procedures, developing, monitoring,
responsive and engage and norms in ways that and adjusting routines
students in the are culturally responsive. and procedures focuses
development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 4/8/23 standards and culturally
Provides positive relevant norms.
behavior supports. Promotes positive
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. 7/16/22 and climate that eliminate
routines, procedures, and 12/4/224/8/23 most disruptive behavior.
norms and receive
reinforcement for
positive behaviors.
Students share
Students receive timely Students are involved in responsibility with
and effective feedback assessment and teacher for managing and
and consequences for monitoring of routines, maintaining a positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement in behaviors that interfere procedures, and norms in classroom climate that
following routines, with learning. 7/16/22 ways that improve the promotes learning.
procedures, and norms. and 12/4/22 4/8/23 learning climate.

Before we begin a lesson, Students are asked to Positive behaviors are

we go over learning
outcomes, learning
expectations and our 5
classroom rules. We have
a clip chart that logs each
students behavior
throughout the day.
Evidence
Students are asked to
raise or lower their clip as
needed. 7.16.22 and
12/4/22
raise or lower their clip recognized and rewarded
immediately after their on the spot. Students will
action. 7.16.22 and be asked to raise their
12/4/22 card for the specific
action. A rewards system
is set in place so that
there is always an
opportunity to redeem
oneself or to get
accolades. 7.16.22 and
12/4/224/8/23

Students help teacher add

to classroom rules as
situations arise. 4/8/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
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. 7.16.22
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.
7.16.22 and 12/4/22 4/8/23
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and prepared for the next
review.12/4/22 sequence of instruction.
4/8/23
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are asked to At the end of each lesson, Students transition to
finish their academic I take some formative each station with help
work during play time if assessment from the from a 10 minute timer.
they did not use their students. For example, I Teacher rings one bell to
time wisely during the will ask them to write a signal that it is cleanup
time allotted. 7.16.22 letter for me and hold it time, 2 bells to signal that
up on their whiteboards. it is time to rotate and 3
7.16.22 and 12/4/22 bells to signal the end of
station rotation.4/8/23
Seesaw allows teachers to
send work back to Students prepare the area
Evidence students if it is not done for the next group for
correctly. 12/4/22 students to come in and
do their work. Each item
is placed in the exact
same area as it was found
originally. Students also
turn in their finished
work to the red bin at the
sound of the cleanup bell.
4/8/23