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.
9/16/21 and behavior. Incorporates cultural Supports students in 3/25/23
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 4/25/22 responsive to the diverse in resolving conflict and
where each student Students demonstrate cultural norms of creating a fair and
is treated fairly and Some students share in efforts to be positive, identities of all students. respectful classroom
respectfully responsibility for the Students participate in accepting, and respectful 10/10/22 community where
classroom community. occasional community of differences. Students take student’s home culture is
building activities, 4/25/22 responsibility resolving included and valued.
designed to promote conflicts and maintaining Students communicate
caring, fairness, and a caring classroom with empathy and
respect. community. Students understanding in
9/16/21 promote respect and interactions with one
appreciation for another.
differences. 3/25/23
There are a variety of Each student has their I have been using PBIS I have implemented many The bucket filler readings,
ways I both communicate own pencil box filled with strategies this semester new classroom writing, and activities
and model classroom supplies such as Crayons, with my class and have management strategies have helped to improve
expectations. I have pencils, erasers, scissors, been seeing that I have adapted to my my classroom community.
posters in my classroom and glue. They are improvements in their new class. This class My students can
to promote a classroom responsible for keeping behavior. PBIS focuses on needs way more structure accurately identify
community. These signs these materials organized positive reinforcement than any other “bucket filler” type
help display classroom and operable. We also and focusing on your kindergarten class that I behaviors versus “bucket
rules and expectations have many toys in our emotions. have had before. This taker” behaviors. This has
between peer classroom. It is the 4/25/22 means that I have needed been very beneficial to
Evidence
interactions. I also have student’s responsibility to to create new strategies revisit prior to recess and
sticks in my classroom keep the toys clean and in My class has been to reach all learners in my lunch recess. I have found
with all of the student working order. Students accountable for their classroom. The best way if we talk about how to be
names so everyone has a work together to clean up actions. We have been that I have been able to do a “bucket filler” before
chance to participate. I their messes at the end of reading many SEL books this is by having my going out, my students
encourage students to the school day. Having the and my kids are students look at our have fewer issues when
help each other with students clean the toys apologizing to their classroom as a family and playing outside, where
different tasks around together creates a sense of classmates when they do that students should treat most of the behaviors
the classroom. community. something wrong. each other as such. occur.
9/16/21 9/16/21 4/25/22 10/10/22 3/25/23
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 9/16/21 resources for learning. resources, displays, and engage students in
learning. 4/25/22 10/11/22 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Utilizes a variety of instruction. learning and reflect
interaction between Structures for interaction structures for interaction diversity within and
Creating physical or
students can support are taught in single during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. lessons or sequence of that ensures a focus on structures for interaction 3/25/23
environments that
lessons to support and completion of that engage students
promote student
student learning. learning tasks. constructively and Selects from a repertoire
learning, reflect
9/16/21 productively in learning. of structures for
diversity, and
4/25/22 interaction to ensure
encourage
Students routinely use a accelerated learning for
constructive and
Some students use range of resources in the full range of students.
productive
available resources in Students use a variety of learning environments 3/25/23
interactions among
learning environments resources in learning that relate to and
students
during instruction. environments and enhance instruction and Students participate in
9/16/21 Students use resources interact in ways that reflect their diversity. monitoring and changing
provided in learning deepen their Students share in the design of learning
environments and understanding of the monitoring and environments and
interact with each other content and develop assessment of structures for
to understand and constructive social and interactions to improve interactions.
complete learning tasks academic interactions. effectiveness and develop 3/25/23
in single lessons or 4/25/22 a positive culture for
sequence of lessons. learning.
10/11/22
I have a variety of visual I use strategic desk This semester I created a I have a board up in my I adjust my instruction
resources displayed in arrangements and bulletin board to display classroom where I put and modify my daily
my room. I have a word seating charts to help student work. This helps pictures of students and schedule to ensure my
wall, number chart, create student groupings. to motivate students their families. As a class students are spending
alphabet chart, and I set up my classroom so because they know it will we complete projects and their best hours of focus
blending sounds posters that all students can see go up on the wall. I also activities that are completing meaningful
Evidence all available for the the board as well as put up clipboards along culturally relevant to my work. I have my
students to see. I also resources with ease. the back cabinets where students such as Tet. The afternoons set up for
make thinking maps and Students are sat next to student can go and put up students can look around students to play which is
anchor charts which are others who will promote their own work on the the classroom and see when they are the least
displayed with productivity and increase wall. This makes the kids their work, culture, and attentive. I also include
corresponding lessons. understanding. proud of their work. families represented. many breaks.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Adheres to policies and
laws regarding safety
that are required by the
site, district, and state.
Responds to behaviors
that impact student
safety as they arise.
Establishing and
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe
Students are aware of
required safety
procedures and the
school and classroom
rational for maintaining
safety.
9/16/21
I make class procedures
and rules a top priority
during the first week of
school. I try to explain to
students the importance
of following these rules.
Unfortunately, many
students continue to
violate the rules and put
Evidence themselves and others in
harm’s way. In
particular, I am having
students run to the
bathroom, roughhouse,
and put their hands on
each other.
9/16/21.
Exploring
Recognizes and
addresses safety issues
regarding materials,
student interactions, and
the organization of the
learning environments.
9/16/21
Explores strategies to
establish intellectual and
emotional safety in the
classroom.
Students follow teacher
guidance regarding
potential safety issues for
self or others.
I try to encourage
positive behaviors rather
than calling out all of the
negative behaviors. One
way that I do this is by
calling out students who
are following the
directions rather than
focusing on students who
are not. I also try to
promote safety in my
classroom through the
use of strategic parings
when sending kids to the
bathroom.
9/16/21
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility
risks to physical, students to take risks and with the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases 10/11/22 emotional environment
in the learning focused on high quality
environment and Engages in reflection on and rigorous learning.
curriculum. their own language and 3/25/23
4/25/22 behavior that contributes
to intellectual and
emotional safety in the
Models and provides classroom. Students demonstrate
instruction on skills that 10/11/22 resiliency in
develop resiliency and Students develop and perseverance for
support intellectual and practice resiliency skills academic achievement.
emotional safety. and strategies to strive Students maintain
4/25/22 for academic intellectual and
achievement, and emotional safety for
Students take risks, offer establish intellectual and themselves and others in
opinions, and share emotional safety in the the classroom.
alternative perspectives classroom. 3/25/23
4/25/22 10/11/22
I have been using PBIS I always encourage I have introduced the
strategies to help students to participate, book about being a
promote a safe classroom and ask questions if they “bucket filler” into my
learning environment. I do not understand or classroom management
wrote a grant and disagree. I speak with the routine. We regularly
received a handful of SEL school councelor on a complete bucket-filling
books that we read and regular basis on how to writing activities where
relate back to our improve my classroom students need to write
classroom. community. We practice how they can be a
4/25/22 the zones of regulation in “bucket filler” instead of
our classroom which a “bucket taker.” My
The students can “check encourages students to students seem to
in” with their emotions evaluate their own understand the idea of
by grabbing a sticky note feelings and assess their treating others the way
and placing it in the red, behavior. that they would want to
yellow, or green zone 10/11/22 be treated, and it has
which aligns with PBIS. improved our classroom.
4/25/22 3/25/23
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, accuracy, analysis, and leadership in learning.
tasks. importance of meeting problem-solving, and critical reading, writing, Fosters extended studies,
Is aware of the targeted learning goals. appropriate levels of and thinking. research, analysis, and
importance of Works to maintain high challenge. Integrates strategic purposeful use of
maintaining high expectations for students Holds high expectations scaffolds and learning.
Creating a rigorous
expectations for while becoming aware of for students. Has an technologies throughout Supports students to
learning
students. achievement patterns for understanding of instruction that support utilize an extensive
environment with
individuals and groups of achievement patterns, the full range of learners repertoire of
high expectations
students. and uses scaffolds to in meeting high differentiated strategies
and appropriate
9/16/21 address achievement expectations for to meet high
support for all
gaps. achievement. expectations.
students
Some individuals and 4/25/22 10/11/22
Some students ask for groups of students work Students engage in a Students take
teacher support to with the teacher to variety of differentiated Students actively use responsibility to fully
understand or complete support accuracy and supports and challenges supports and challenges utilize teacher and peer
learning tasks. comprehension in their in ways that promote to complete critical support, to achieve
learning. their accuracy, analysis, reading, writing, consistently high levels of
9/16/21 and problem-solving in higher-order thinking, factual and analytical
4/25/22 learning. and problem-solving learning.
10/11/22 across subject matter. 3/25/23
I try to set high I set high expectations I am now creating two I have many strategies
expectations for students for all of my students. I assignments that are the for making my work
by creating extensions to expect all of my same, but they have more rigorous for my
all of my activities. This kindergarten students to accommodations. Some high-achieving students.
can be done by having be writing complete of the accommodations I By splitting my students
students attempt to sentences. I have been add into an activity are a into leveled math groups,
sound out and spell praised by my principal reduction in workload, I I am able to challenge as
words based on their for my student's writing. will write out the activity well as reteach different
drawings. I scaffold this I hold them to these myself in highlighter for concepts. I will also have
Evidence to EL students by having standards by scaffolding the student to trace, or students work on
them focus on beginning all of their writing they may only be extending their writing
letter sounds. I also assignments. I provide focusing on a singular or complete an activity
encourage students to visuals with charts, part of the assignment. with limited support. My
begin writing sentences sentence frames, and Students are working on students are responsible
through the use of pictures. Some students problem solving by for checking for
sentence frames. are even just tracing actively engaging in completion by including
9/16/21 parts of a sentence. critical thinking. checklists on the board.
4/25/22 10/11/22 3/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring
Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
9/16/21 and explains
expectations for
individual and group
behavior.
Developing,
4/25/22
communicating, and
Refers to standards for Reviews standards for
maintaining
behavior and applies behavior with students in
high standards for
consequences as needed. single lessons or
individual and group
sequence of lessons in
behavior
anticipation of need for
reinforcement.
9/16/21
Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
9/16/21
I have set expectations My school promotes
for both rules and behavior expectations
consequences. I am throughout the entire
unsure of how to school year. As a grade
maintain these level kindergarten will
expectations across walk around the school
different student groups. campus for “PBIS”
in particular, when rotations. This is where
looking at students with students learn all of the
Evidence autism and ADHD I don’t rules of the school. I also
know how to have equal focus on expectations for
expectations of student work. In our
classroom rules. I often classroom, we have a
find that students think standard for the
they are held to different students’ coloring and
standards than those of writing. I also address
their peers. inappropriate student
9/16/21 behaviors.
9/16/21
Applying
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.
4/25/22
Students follow behavior
expectations, accept
consequences and
increase positive
behaviors.
4/25/22
We have created rules as
a class for playtime that
the class helps to
reinforce.
4/25/22
The class knows when I
say it’s reading time that
they need to grab a book
and find a place to sit and
read quietly. They also
know to “catch a bubble”
any time that the phone
rings. My class also
knows when they do
something wrong to
another student that they
need to apologize.
4/25/22
Integrating
Integrates equitable
expectations, positive
supports, and
consequences for
individual and group
behavior within and
across learning activities.
10/12/22
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and
participation.
10/12/22
Students respond to
individual and group
behaviors and encourage
and support each other
to make improvements.
10/12/22
This year I have had to
put a lot more focus on
SEL because I have a
much larger class and
many behavior issues.
This year I have been
focusing on talking about
keeping our hands to
ourselves before every
recess and lunch. I have
also created monthly
class behavior charts that
focus on positive
reinforcement. Students
can assess themselves
through the use of our
zones of regulation which
is color coded.
10/12/22
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.
3/25/23
Students demonstrate
positive behavior,
consistent participation
and are valued for their
unique identities.
3/25/23
At the beginning of this
school year, I had the
most difficult class I have
ever had. I had so many
different types of
behavior issues that it
was affecting my
students learning.
Through the use of a
positive behavior
enforcement classroom
management style, I was
able to turn my
classroom around. My
students can work
independently and work
in small groups, which
has helped them to learn.
3/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring
Establishes procedures, Develops routines,
routines or norms for procedures, and norms in
single lessons to support single lessons or
student learning. sequence of lessons with
some student
involvement.
Employing
Seeks to promote
classroom routines,
Responds to disruptive positive behaviors and
procedures, norms,
behavior. responds to disruptive
and supports for
behavior.
positive behavior to
9/16/21
ensure a climate in
which all students
can learn
Students receive
correction for behavior
Students are aware of that interferes with
procedures, routines, and learning, and positive
classroom norms. reinforcement in
following routines,
procedures, and norms.
9/16/21
We have classroom jobs
such as sharpening
pencils, distributing
material, bathroom
buddies and being an
office runner. I also
model appropriate
classroom behavior for
Evidence students to imitate. We
use both visual and
auditory signals to gain
student attention and
communicate to the kids
if they are being too loud.
9/16/21
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
9/16/21 builds on student integrates school
4/25/22 strengths. 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
lessen disruptions to the refocuses behaviors establishes preventions
learning climate. disruptive to the learning and a positive classroom
Students participate in climate. climate that eliminates
routines, procedures, and 4/25/22 most disruptive behavior.
norms and receive 10/12/22
reinforcement for Students are involved in Students share
positive behaviors. the assessment and responsibility with
monitoring of routines, teachers for managing
Students receive timely procedures, and norms in and maintaining a
and effective feedback ways that improve the positive classroom
and consequences for learning climate. climate that promotes
behaviors that interfere 4/25/22 learning.
with learning. 3/25/23
Starting on the first day I promote positive I have created a new
of school classroom behaviors through PBIS classroom management
procedures are being strategies. Rather than strategy called Clark the
used. Due to the fact that calling attention to shark. This is based off of
I teach Kindergarten negative behaviors, I a book that I read to
every aspect of our day point out the students students that talks about
has a procedure. I also who are following what happens when
use student numbers as a directions. For example, Clark gets too excited. I
way to help organize when we sit on the rug I put a fin to my head like
lining up, using the would call out Sophia and the dive sign for shark
restroom, and say what she is doing and say “keep it cool like
transitioning between correctly such as sitting Clark the shark”. The
activities. We also review criss-cross apple sauce students really enjoy it,
these procedures on a hands in her lap eyes on and it can be a nonverbal
daily basis. the teachers. cue by just showing a fin.
9/16/21 4/25/22 10/12/22
3/25/23
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.
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.
9/16/21
Although I try to pace all
of my students to
complete their activities
at the same time I have a
few students that cannot
remain on task. It is
always the same few
students who are left
with work to do at the
end of a lesson. I have
students place
uncompleted work under
their pencil boxes to
finish when they have
time. My school
promotes education
through play so at the
end of the day we give
students 35 minutes of
playtime. This is when I
have students complete
unfinished work.
9/16/21
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 10/11/22
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
9/16/21 4/25/22
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 learning activities and goals, and participate in
options for extension and are prepared for the next reflection,
review. sequence of instruction. self-assessment, and goal
4/25/22 setting.
3/25/23
I have always felt that I have focused this Lesson pace has always
one of my strengths as a semester on Formative been one of my strengths
teacher is my time assessments. I include as a teacher. This school
management. Through these assessments in my year I have many
the use of classroom lessons so I can adjust students who are on
procedures and lesson my teaching while the different levels
pacing, most of my students are still academically. Due to this
students complete their learning. I have also been my lesson pace is
activities around the including different types adjusted based on
same time. I also allot of scaffolds. One that my individual students. To
time for students who class has been ensure that everyone is
require extra time on responding to is turn and learning and engaged in
assignments. In addition, learn. my lessons I have had to
I have many activities for 4/25/22 create many extension
“fast finishers” to work activities. Students know
on while other students I have been providing what they need to do
are completing their students with extra time based on procedures that
work. This helps to create to complete their work I put in place during the
a distraction-free by having centers that first week of school. This
environment for the kids. they can go to when they has helped for the
I have both ELA and math finish their work. This students to know their
tubs set up for my allows other students expectations and holds
students to work on as who need extra time them accountable.
others are finishing. more time to work. 10/11/22
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning