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. 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 I teach in a multi-age When a conflict arises, I I use restorative practices
classroom where my first encourage my students to to encourage students to
graders in the classroom come up with their own reflect on their actions
are referred to as my conflict resolutions. I and how they impact
‘olders’ and my encourage my ‘olders’ to others’ feelings when
kindergarteners are take on a leadership role conflicts arise. I have
referred to as my within the classroom by students with designated
‘youngers’. The ‘olders’ working with youngers jobs, including a job to be
are considered my throughout many lessons a class leader. Class
leaders and help my and projects. Students are leaders are encouraged to
‘youngers ‘with problems taught how to respect hold their peers
that may arise in the each other and show accountable for a
classroom and on the compassion through PBIS positive, respectful, and
playground. My school strategies. kind classroom
strongly encourages PBIS 5/4/22 community.
through the use of 5/1/23
positive reinforcements As a staff, we were
and rewards. I utilize trained in restorative
Second Step as an SEL practices to help solve
resource. conflicts between
9/23/21 students. We encourage
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students to use the same
restorative practice
questions to try to solve
minor conflicts on their
own before getting a
teacher involved.
12/6/22
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. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and productively in learning. interaction to ensure
encourage accelerated learning for
constructive and Students routinely use a the full range of students.
productive Some students use Students use resources Students use a variety of range of resources in
interactions among available resources in provided in learning resources in learning learning environments Students participate in
students learning environments environments and environments and that relate to and enhance monitoring and changing
during instruction. interact with each other interact in ways that instruction and reflect the design of learning
to understand and deepen their their diversity. environments and
complete learning tasks in understanding of the Students share in structures for
single lessons or content and develop monitoring and interactions.
sequence of lessons. constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I utilize think-pair-share My desks are grouped in I have posters and anchor
to encourage different ways that encourage charts that are posted
perspectives and positive collaboration. around the room with
connections with Each day, students are writing and visual cues to
learning. In my classroom, allowed to choose which aid in student learning.
I have a word wall and an desk they would like to sit Students are allowed to
alphabet chart put up at. I also provide students sit in a variety of different
around the room to aide with a range of resources spaces around the
in ELA instruction. I also in a writing station to classroom that
have a number line with assist in their learning. encourages positive
corresponding tens They are provided with collaboration. I have a
frames to aide in math writing checklists, writing station, math
instruction. alphabet charts, sight station, and materials
9/23/21 word lists, and spacers to station for students to
help assist my students in utilize throughout
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their writing. different lessons.
5/4/22 12/6/22

I utilize flexible seating to

allow students to choose
where they would like to
sit and make positive
choices about who they
sit next to. I maintain
relevant instructional
posters around the room
for students to reference
during activities.
5/1/23
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.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Evidence Materials are kept inside
of a designated cubby. I
worked with my students
to create a class
constitution to encourage
student interaction with
the rules they are expect
to follow.
9/23/21
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. 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
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.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Students have been Through restorative
specifically taught how to practices, students are
carry and work with encouraged to reflect on
sharp object such as how their words or
scissors. Students have actions may have affected
been taught how to be others.
persistent when working 12/6/22
on assignments to ensure
that their best work is I utilize restorative
produced. I have modeled practices to encourage
making mistakes and students to reflect on
correcting mistakes their behavior and take
several times to accountability to ensure
encourage a positive that all students feel
mindset around learning physically and
from mistakes and emotionally safe in the
failures. classroom. Students worl
5/4/22 to practice resiliency
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are encouraged skills and strive for
to take risks and make achievement while not
mistakes that they can being afraid of failure.
reflect on and learn from. Students understand that
Students are encouraged failure is an expected
to share their thoughts process of learning.
and ideas throughout 5/1/23
lessons to gain different
perspectives.
12/6/22
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, 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. 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. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

Evidence I use assessment data and I use multiple running

checks for understanding records to ensure that all
throughout the lesson to students are working at
provide students with an appropriate level of
appropriate leveled work. challenge in all subject
I may give some students areas. This gives me the
accommodations or data to determine which
extensions based on their students need additional
individual level. Each support and which
student has an Individual students need more
Learning Plan that is challenge. I provide
created each semester to students with a variety of
give each student writing prompts that
attainable goals that they encourage students to
will work towards analyze problems and
achieving. interpret data.
9/23/21 5/4/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Based on recent
assessment data, I have
created fluid small groups
of students to receive
additional supports in
math and ELA. I work
with specific student 1-
on-1 to provide
extensions and work with
additional rigor in ELA
and Math.
12/6/22

To ensure that all of my

students are working at
an appropriate level of
rigor, I utilize running
records and frequent
progress monitoring. I
use checks for
understanding, exit
tickets, fluency
assessments, and
independent work to
determine whether a
student needs additional
supports or extended
learning opportunities.
5/1/23
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 systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior 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. behaviors. make improvements. unique identities.

Evidence I have “Give Me 5” posted I use a social emotional At the beginning of our
in the classroom with learning curriculum to first group project, I had
pictures and hand help teach positive students create a set of
motions to remind classroom and social guidelines for how to
students of whole-body behaviors. I give out STAR behave while working in
listening skills. I have a tickets as positive a group. I created an
student-led class reinforcement to reward anchor chart with these
constitution posted in the positive behaviors that I rules and had my
classroom with rules they see inside and outside of students sign it. They set
designated were the classroom. I make personal goals for
important and had each sure to set my working in a group and
student sign it. expectations for positive self-assessed at the end of
9/23/21 behavior before each the project if they
lesson. accomplished that goal.
5/4/22 12/6/22

I encourage students to
be leaders within the
classroom and within any
group activities. These
leaders would take an
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
active role in monitoring
and maintaining high
standards for behavior. I
encourage individual
students and the whole
class to honestly self-
asses and monitor their
behavior. Students
positively encourage each
other to behave positively
to earn class rewards.
5/1/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying
Establishes procedures, Develops routines, Maintains regular use of
routines or norms for procedures, and norms in routines and procedures
single lessons to support single lessons or that are culturally
student learning. sequence of lessons with responsive and engage
some student students in the
involvement. development and
monitoring of norms.
Employing classroom Seeks to promote positive Provides positive
routines, procedures, Responds to disruptive behaviors and responds behavior supports.
norms, and supports behavior. to disruptive behavior. Responds appropriately
for positive behavior to behaviors in ways that
to ensure a climate in lessen disruptions to the
which all students learning climate.
can learn Students participate in
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
learning, and positive and effective feedback
reinforcement in and consequences for
following routines, behaviors that interfere
procedures, and norms. with learning.
Evidence The day-to-day schedule
of my class is consistent. I
start every day with a
morning meeting to
encourage a positive
classroom community so
that we can learn more
about each other. I use
PBIS to encourage
desired classroom
behaviors through the
use of STAR tickets which
can be exchanged for
prizes.
9/23/21
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
relevant norms.
Promotes positive
behaviors and Promotes positive
consistently prevents or behaviors and establishes
refocuses behaviors preventions and a
disruptive to the learning positive classroom
climate. climate that eliminate
most disruptive behavior.
Students share
Students are involved in responsibility with
assessment and teacher for managing and
monitoring of routines, maintaining a positive
procedures, and norms in classroom climate that
ways that improve the promotes learning.
learning climate.
I routinely give out STAR I utilize several student
tickets as a form of leaders within the
positive behavior classroom to ensure that
reinforcement. I will students are holding each
verbally thank students other accountable. This
for sitting nicely and allows me to focus on
being respectful to reinforcing positive
encourage positive behaviors through
behaviors. recognition and rewards.
5/5/22 If there is a specific day or
a specific time in the day
I utilize a whole class when the majority of
reward system, on top of students are disruptive or
the individual rewards. behaving negatively, we
We have an ongoing point will have a restorative
system where the class practice circle to review
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The day-to day schedule can earn a point when expectations and reflect
is posted on the board their behavior is good, or on the behaviors.
with pictures for each I can earn a point when Students also help me
time slot so that students their behavior is not reflect on different
are able to access the great. Students are routines or procedures to
schedule in an age- motivated to monitor help maximize positive
appropriate way. When each other’s behavior, bahaviors and learning.
there are negative reflect on behavior when 5/1/23
behaviors, I immediately they lose a point, and
conference with the maintain a positive
students and we discuss learning environment
what a better choice throughout the day.
would have been. If 12/6/22
warranted, parents will
be contacted to be
informed of their
student’s behavior.
5/5/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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
Using instructional lessons.
time to optimize
learning Some students complete
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.
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.
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 review. prepared for the next
sequence of instruction.
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.

I am working on talking If I notice that it is taking I keep a timer so that I

less during instruction
time and providing more
time for independent
work. I am also working
on providing longer
transition times between
tasks.
9/23/21
Evidence
longer than expected for
students to complete an
activity, I will rearrange
the schedule to provide
students with more time
to complete the task. I am
also working on
providing sufficient time
for transitions between
tasks so that we are not
rushed from one activity
to the other.
5/4/22
Only some students may
receive review or
extensions upon
completing independent
work.
12/6/22
can ensure instructional
time does not last longer
than planned. I ensure to
leave plenty of time for
completion of
independent work and/or
assigned activities.
12/6/22
I keep lessons as short as
possible to ensure that
students have plenty of
time to complete a variety
of activities including
possible extensions and
additional practice in
different formats and
learning styles.
5/1/23