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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
respectful behavior to commitment to fairness student interactions. students for resolving improvement of the caring
support social and respect in Assists students to resolve conflict and creating and community based on
development. communications with conflicts. maintaining a caring respect, fairness, and the
students about language Incorporates cultural classroom community.   value of all members.
and behavior. awareness to develop a Supports students in taking
Promoting social Seeks to understand positive classroom climate. leadership in developing a
Development and cultural perceptions of caring community that is
responsibility within a caring community. Students demonstrate responsive to the diverse Students take leadership in
caring community Some students share in efforts to be positive, cultural norms of identities resolving conflict and
where each student is responsibility for the Students participate in accepting, and respectful of all students. creating a fair and
treated fairly and classroom community. occasional community of differences. respectful classroom
respectfully building activities, Students take community where
designed to promote responsibility resolving student’s home culture is
caring, fairness, and conflicts and maintaining a included and valued.
respect. caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. another.

Evidence In each lesson I include Students have

social-emotional learning opportunities to share
activities as part of our their emotions with the
schoolwide goal to class which has helped to
facilitate a positive and create a positive and safe
nurturing learning learning environment for
environment. This allows students. The students in
students to feel that they my class have been very
have a voice in the welcoming and supportive
classroom and feel safe of other students. 12/7/22
with the other students 5/3/23
and myself. Students are
praised when they show
support for each other. If
there is a disagreement we
practice embracing our
differences and learning
about each other to
understand that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
differences make us
unique.9/26/21
Each day we have a
question of the day and
affirmation that students
read aloud and respond to.
This gives students a safe
space to share and
communicate with other
students that is not
pertaining to the lesson
itself. 5/6/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the importance Experiments with and/or
of the physical and/or virtual learning
virtual learning environments that support
environments that support student learning.
student learning.
Is aware that structured Structures for interaction
interaction between are taught in single lessons
Creating physical or
students can support or sequence of lessons to
virtual learning
learning. support student learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use Students use resources
productive
available resources in provided in learning
interactions among
learning environments environments and interact
students
during instruction. with each other to
understand and complete
learning tasks in single
lessons or sequence of
lessons.
Evidence Each day students will
have at least one 45-
minute live session
with me for math or
ELA. During our
session students are
allowed talk on the
mic or in the chat box
with others and
interact with others
that way. During our
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning
tasks.
Students use a variety of
resources in learning
environments and interact
in ways that deepen their
understanding of the
content and develop
constructive social and
academic interactions.
Being an online
academy I cannot
create ‘physical’
environments but we
do use bitmoji
classrooms which have
interactive links and
support for student
and families. 5/6/22
Students use sites
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in
artifacts that are current learning. Ensures that
and integral to instruction. environments enhance
learning and reflect
Integrates a variety of diversity within and
structures for interaction beyond the classroom.
that engage students
constructively and Selects from a repertoire of
productively in learning. structures for interaction
to ensure accelerated
learning for the full range
Students routinely use a of students.
range of resources in
learning environments that Students participate in
relate to and enhance monitoring and changing
instruction and reflect their the design of learning
diversity. environments and
Students share in structures for interactions.
monitoring and assessment
of interactions to improve
effectiveness and develop
a positive culture for
learning.
I have been using class
dojo to help motivate
students and deviate
from distractive
behaviors during class.
Using a positive
reinforcement helps
students stay focused
and motivated. 5/3/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons I often let such as gimkit and flip
students work grid which help to
together to solve build their social and
problems, and if a academic interactions
student is struggling, I with each other.
will assign another 12/7/22
student to support
them and explain how
to arrive at the
solution. 9/26/21
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 that organization of the
impact student safety as learning environments.
they arise.
Establishing and
maintaining learning Explores strategies to
environments that are establish intellectual and
physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety procedures Students follow teacher
and the school and guidance regarding
classroom rational for potential safety issues for
maintaining safety. self or others.
Evidence Being in an online
environment some of our
safety precautions include
making sure that students
do not share any personal
information with each
other. This means that I
must always monitor the
chat box and enforce the
rules so students do not
get carried away. 9/26/21
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 emotional offer respectful opinions establishment and
safety using multiple about divergent maintenance of a safe
strategies that include viewpoints. physical, intellectual, and
examining biases in the emotional environment
learning environment and focused on high quality
curriculum. and rigorous learning.
Engages in reflection on
Models and provides their own language and
instruction on skills that behavior that contributes
develop resiliency and to intellectual and
support intellectual and emotional safety in the
emotional safety. classroom.
Students demonstrate
resiliency in perseverance
Students take risks, offer Students develop and for academic achievement.
opinions, and share practice resiliency skills Students maintain
alternative perspectives and strategies to strive for intellectual and emotional
academic achievement, safety for themselves and
and establish intellectual others in the classroom.
and emotional safety in the
classroom.
We practice open and
honest communication in
my classroom. Students do
a great job at holding each
other accountable. In
google classroom and in
the class chat box I have
many students that will
hold others accountable
for chats they notice that
are not following the class
rules (sending links, game
tags, youtube) . 5/6/22
Overall the students are
very respectful and give
praise and support to
others regularly 12/7/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous
while becoming aware of
learning environment
achievement patterns for
with high expectations
individuals and groups of
and appropriate
students.
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to
support accuracy and
comprehension in their
learning.
My students all engage in
differentiated instruction,
however I feel that I could
include more rigor in my
lessons. I find myself
scaffolding almost too
much when I am trying to
reach higher order thinking
Evidence and I would like to improve
on how to challenge my
students without
discouraging them.
9/26/21
I am still working on
creating rigorous learning
environments that are
challenging but not
5/3/23
Applying
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps.
Students engage in a
variety of differentiated
supports and challenges in
ways that promote their
accuracy, analysis, and
problem solving in
learning.
I create lessons that I
can scaffold and
modify for the various
learners in my
classroom. I also
modify how I instruct
the lesson, how much
scaffolding, and visual
aids provided for
students. 12/7/22,
5/3/23
Integrating
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
Innovating
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take
responsibility to fully utilize
teacher and peer support,
to achieve consistently
high levels of factual and
analytical learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
overwhelming. 5/6/22
Element 2.5 Emerging Exploring
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.
Developing,
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 sequence
individual and group of lessons in anticipation of
behavior need for reinforcement.
Students know
Students are aware of expectations for behavior
classroom rules and and consequences and
consequences. respond to guidance in
following them.
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.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Integrating
Integrates equitable
expectations, positive
supports, and
consequences for
individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
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.
Students demonstrate
positive behavior,
consistent participation
and are valued for their
unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In our virtual During monthly check
environment students ins students are
come to class eager to shown their progress
learn and excited to and I guide them to
be with their peers. create goals for what
This is beneficial so they would like to
then students accomplish over the
Evidence understand the month, this helps
behavior expectations students be in charge
during our sessions. of their learning and
Students know to take responsibility.
share the board and 12/7/22 5/3/23
microphone while
working as a class.
9/26/21

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
norms, and supports single lessons to support single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting
for positive behavior to student learning. of lessons with some responsive and engage and norms in ways that are routines and procedures
ensure a climate in student involvement. students in the culturally responsive. focuses on maximizing
which all students can development and Maintains a quality learning.
learn monitoring of norms. learning climate that builds Classroom climate
on student strengths. integrates school
Seeks to promote positive standards and culturally
behaviors and responds to Provides positive behavior Promotes positive relevant norms.
Responds to disruptive disruptive behavior. supports. behaviors and consistently
behavior. Responds appropriately to prevents or refocuses Promotes positive
behaviors in ways that behaviors disruptive to the behaviors and establishes
lessen disruptions to the learning climate. preventions and a positive
learning climate. classroom climate that
Students participate in eliminate most disruptive
routines, procedures, and behavior.
norms and receive
Students receive reinforcement for positive Students are involved in
Students are aware of correction for behavior behaviors. assessment and
procedures, routines, and that interferes with monitoring of routines, Students share
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom norms.
Evidence
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.
learning, and positive
reinforcement in following
routines, procedures, and
norms.
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.
Students receive timely
and effective feedback and
consequences for
behaviors that interfere
with learning.
Each lesson we read our
learning target, discuss a
social-emotional goal, and
only a few students will
have the microphone to
participate during the
routine. I go based on
volunteer so I am able to
make sure students are
comfortable and prepared
to lead the routine.
9/26/21 5/6/22
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
procedures, and norms in responsibility with teacher
ways that improve the for managing and
learning climate. maintaining a positive
classroom climate that
promotes learning.
I have been using class
dojo to help motivate
students and deviate
from distractive
behaviors during class.
Using a positive
reinforcement helps
students stay focused
and motivated. 5/3/23
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to Students monitor their
engage in and complete own time, are engaged in
learning activities and are accomplishing learning
prepared for the next goals, and participate in
sequence of instruction. reflection, self-assessment,
and goal setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In the 45 minute session
students review the
learning target, activate
prior knowledge, are
introduced the task and
will collaboratively
complete practice
problems – usually all
students will have
participated in solving one
problem (or
Evidence reading/answer a
question) then the last 5-
10 minutes students will
independently complete
an exit slip to show
individual understanding of
the lesson. 9/26/21 5/6/22
Each quarter is
planned with our goal
to meet the interim
assessment. Each
week we focus on
certain standards to
meet those goals and
to create a sequence
of instruction. I work
with my grade level
team to modify and
create this plan so
that we are all in sync.
12/7/22 5/3/23