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 Reinforces positive, Develops shared Facilitates student self-
expectations for fair and respectful behavior. responsible, and responsibility with re lection and ongoing
respectful behavior to Demonstrates respectful student students for resolving improvement of the caring
support social commitment to fairness interactions. Assists con lict and creating and community based on
development. and respect in students to resolve maintaining a caring respect, fairness, and the
communications with con licts. classroom community. value of all members.
students about language Incorporates cultural Supports students in 12/6/22
and behavior. awareness to develop a taking leadership in
Promoting social
Seeks to understand positive classroom developing a caring
Development and
cultural perceptions of climate. community that is
responsibility within
Some students share in caring community. responsive to the diverse Students take leadership in
a caring community
where each student is responsibility for the Students demonstrate cultural norms of resolving con lict and
classroom community. Students participate in efforts to be positive, identities of all students. creating a fair and
treated fairly and
occasional community accepting, and respectful 7/16/22 respectful classroom
respectfully
building activities, of differences. 7/16/22 community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. con licts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 5/6/23
differences. 12/6/22
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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In Kindergarten, students I assign student classroom I strive to build a
are learning the jobs that rotate weekly classroom climate where
fundamentals of how to be which gives students all students feel welcomed
social while trying to responsibility and and appreciated.
control impulsive leadership while creating Throughout the year we
behaviors. My students a positive classroom focus on the 6 main
make efforts to be climate 7/16/22 character traits of
positive, accepting, and Character Counts which
respectful and we review By the middle of the year are responsibility, respect,
Evidence it every day as it is an in Kindergarten, students caring, fairness,
essential part of start to take more trustworthiness, and
Kindergarten. 7/16/22 responsibility resolving citizenship. 12/6/22
con licts. Being caring and
respectful are main In kindergarten the main
character traits we work social skills students learn
on throughout the whole is how to problem solve,
year. 12/6/22 and be able to
communicate with
empathy and
understanding. 5/6/23
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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that re lect environments that re lect environments lexibly to
virtual learning environments that student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
support student learning. resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction Utilizes a variety of and integral to instruction. environments enhance
interaction between are taught in single structures for interaction learning and re lect
students can support lessons or sequence of during learning activities Integrates a variety of diversity within and
Creating physical or learning. lessons to support student that ensures a focus on structures for interaction beyond the classroom.
virtual learning learning. and completion of that engage students
environments that learning tasks. 7/16/22 constructively and Selects from a repertoire
promote student productively in learning. of structures for
learning, re lect 12/6/22 interaction to ensure
diversity, and accelerated learning for
encourage Some students use the full range of students.
constructive and available resources in Students use resources Students use a variety of Students routinely use a 5/6/23
productive learning environments provided in learning resources in learning range of resources in
interactions among during instruction. environments and interact environments and interact learning environments Students participate in
students with each other to in ways that deepen their that relate to and enhance monitoring and changing
understand and complete understanding of the instruction and re lect the design of learning
learning tasks in single content and develop their diversity. environments and
lessons or sequence of constructive social and structures for interactions.
lessons. 7/16/22 academic interactions. Students share in
12/6/22 monitoring and
assessment of interactions
to improve effectiveness
and develop a positive
culture for learning.
5/6/23

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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In this particular grade I arrange desks in groups During carpet time each The environment that we
level, students are where students can morning we do a morning create in our classroom
learning how to interact collaborate and meeting circle where enhances learning and
with one another every participate in think-pair- students can share a re lects diversity and
day. The environment that share opportunities. I also response to the question students’ differences. In
I provide for them and have student sit on the of the day. This allows my classroom my students
that we build as a class carpet and go back and students to learn from one learn not only how to be
family sets them up for forth throughout the day another in a safe and good students, but a good
success. 7/16/22 to keep students’ comfortable environment. individual and citizen.
Evidence engagement. 7/16/22 5/6/23
Students routinely use a
Students are constantly range of resources in our
grouped in ways that push classroom that relate to
them socially and and enhance instruction
academically whether it and re lect their diversity.
be their desk groups, 5/6/23
sitting on the carpet, or
during small group
intervention. 12/6/22
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 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 addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in re lection on 5/6/23
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom. 12/6/22 Students demonstrate
emotional safety. 7/16/22 resiliency in perseverance
Students are aware of for academic
required safety Students follow teacher Students develop and achievement.
procedures and the school guidance regarding Students take risks, offer practice resiliency skills Students maintain
and classroom rational for potential safety issues for opinions, and share and strategies to strive for intellectual and emotional
maintaining safety. self or others. 7/16/22 alternative perspectives. academic achievement, safety for themselves and
12/6/22 and establish intellectual others in the classroom.
and emotional safety in
the classroom. 5/6/23

 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In the beginning of I always model skills and At my school teachers like At this age level students
kindergarten, students use appropriate language to model taking risks in often have a hard time
depend on my lead and such as ways to agree or hopes that will inspire our regulating their emotions.
guidance much more than disagree as it is essential students to as well. We To create an effective
towards the end of the to do with this age group. also do weekly re lections environment for student
year they are more I also set very clear on our teaching and learning, I teach my
independent and are able expectations and review re lect on our own students zones of
to take more risks. them daily. 7/16/22 language and behavior regulation to help them
7/16/22 which helps build know what to do when
After many ELA activities I intellectual and emotional certain emotions arise.
Evidence have students share with safety in our classrooms. This helps our classroom
a partner their opinion 12/6/22 run smoothly and fosters
and also offer a a physically,
opportunities for students Zones of regulations helps intellectually, and
to share perspectives on a students develop and emotionally safe
variety of topics with the practice resiliency skills environment. 5/6/23
class. 12/6/22 and strategies to strive for
academic achievement,
and establish intellectual
and emotional safety in
our classroom. 5/6/23

Element 2.4 Emerging Exploring Applying Integrating Innovating

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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment that learning environment that throughout the learning learning environment in
accuracy of answers and includes accuracy, 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
Is aware of the targeted learning goals. challenge. and thinking. Fosters extended studies,
importance of Works to maintain high Holds high expectations Integrates strategic research, analysis and
maintaining high expectations for students for students. Has an scaffolds and technologies purposeful use of
expectations for students. while becoming aware of understanding of throughout instruction learning.
Creating a rigorous
achievement patterns for achievement patterns, and that support the full range
learning environment
individuals and groups of uses scaffolds to address of learners in meeting Supports students to
with high
students. 7/16/22 achievement gaps. high expectations for utilize an extensive
expectations and
achievement. 12/6/22 repertoire of
appropriate support
Students engage in a differentiated strategies to
for all students
Some students ask for Some individuals and variety of differentiated Students actively use meet high expectations.
teacher support to groups of students work supports and challenges supports and challenges 5/6/23
understand or complete with the teacher to in ways that promote to complete critical
learning tasks. support accuracy and their accuracy, analysis, reading, writing, higher Students take
comprehension in their and problem solving in order thinking, and responsibility to fully
learning. learning. 7/16/22 problem solving across utilize teacher and peer
subject matter. 12/6/22 support, to achieve
consistently high levels of
factual and analytical
learning. 5/6/23

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I strive for a rigorous Students participate in During small group My grade level team and I
learning environment, but small group ELA instruction there are 4 organize a year-at-a-
also try to keep in mind instruction 2 to 3 times a different stations: glance document where
my students’ age and how week that encourages and instruction with me, we link subjects together
they cannot be pushed too challenges them to make iReady reading, Seesaw, and overlap units to make
hard as they are only ive strides in their learning. and reading on Epic. the curriculum
years old. I try my best to 7/16/22 Students are split into understandable across
get all students to meet groups based off their multiple subjects. 5/6/23
learning goals as well as level ensuring when they
maintain high meet with me, I can Students in my classroom
expectations to ensure differentiate based off the take responsibility to fully
student success. 7/16/22 groups' speci ic needs. utilize teacher and peer
Before instruction, I use a support, to achieve
recording sheet to plan for consistently high levels of
each group. The groups factual and analytical
that are not meeting with learning. 5/6/23
me are working
independently on their
iPads using programs that
also differentiate
instruction
(iReady), engaging and
Evidence interactive technology
activities (Seesaw), and
choosing digital books
based on student
interest (Epic). These
groups are designed to
cater to students' learning
needs and styles in a
variety of ways. 12/6/22

My students are actively

challenged with reading
and writing skills during
reading intervention
groups and writers
workshop. They are also
challenged with higher
order thinking and
problem solving skills by
completing coding
activities on code.org .
12/6/22
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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. 7/16/22 behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine references Guides and supports
maintaining behavior and applies behavior with students in to standards for behavior students to self-assess,
high standards for consequences as needed. single lessons or sequence prior and during monitor, and set goals for
individual and group of lessons in anticipation individual and group individual and group
behavior of need for reinforcement. work. 12/6/22 behavior and
participation. 5/6/23
Students know
Students are aware of expectations for behavior Students follow behavior Students respond to Students demonstrate
classroom rules and and consequences and expectations, accept individual and group positive behavior,
consequences. respond to guidance in consequences and behaviors and encourage consistent participation
following them. 7/16/22 increase positive and support each other to and are valued for their
behaviors. 12/6/22 make improvements. unique identities. 5/6/23

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I use a variety of I use Class Dojo as a I have several classroom Students demonstrate
classroom management classroom management management systems positive behavior,
techniques that model technique as well as embedded in our daily consistent participation
behavior expectations parent communication of routine/schedule which and are valued for their
such as collecting behaviors. I create a allows for equitable unique identities in our
“fuzzies” and turning monthly printout of expectations, positive classroom. 5/6/23
them in for prizes at the behavior data from Class supports, and
end of the week. 7/16/22 Dojo to send home to consequences for
parents and communicate individual and group
Students know my student behavior in the behavior. 5/6/23
expectations and follow classroom.To manage
them for the most part, group behavior and
but at this age level they regulate emotions, I refer
are very impulsive and to the four zones of
often have behaviors that regulation to help
are hard to control. students understand their
7/16/22 emotions and learn
strategies to manage
them. 12/6/22
Evidence
Students follow our
school wide SPOT PBIS
system by Striving for
success, Persevering,
Owning their actions, and
Treating all with kindness.
By having this in place
throughout our whole
school it increases
positive behaviors by
providing positive
reinforcement. Students
understand if they don’t
follow our school rules
they accept the
consequence of not
receiving a SPOT ticket
and being entered into a
drawing to win prizes.
12/6/22

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and re lecting participating in
single lessons to support single lessons or sequence that are culturally on routines, procedures, developing, monitoring,
student learning. of lessons with some responsive and engage and norms in ways that and adjusting routines
student involvement. students in the are culturally responsive. and procedures focuses
development and on maximizing learning.
monitoring of norms. Maintains a quality
7/16/22 learning climate that Classroom climate
Seeks to promote positive builds on student integrates school
behaviors and responds to strengths. standards and culturally
Employing classroom Responds to disruptive disruptive behavior. Provides positive relevant norms.
routines, procedures, behavior. behavior supports. Promotes positive
norms, and supports Responds appropriately to behaviors and Promotes positive
for positive behavior behaviors in ways that consistently prevents or behaviors and establishes
to ensure a climate in lessen disruptions to the refocuses behaviors preventions and a positive
which all students learning climate. disruptive to the learning classroom climate that
can learn Students participate in climate. 12/6/22 eliminate most disruptive
routines, procedures, and behavior. 5/6/23
Students receive norms and receive
Students are aware of correction for behavior reinforcement for positive
procedures, routines, and that interferes with behaviors.
classroom norms. learning, and positive Students are involved in Students share
reinforcement in Students receive timely assessment and responsibility with
following routines, and effective feedback and monitoring of routines, teacher for managing and
procedures, and norms. consequences for procedures, and norms in maintaining a positive
7/16/22 behaviors that interfere ways that improve the classroom climate that
with learning. 12/6/22 learning climate. 5/6/23 promotes learning.

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
If a student behaves in a Kindergarten students Kindergarten students My classroom climate is
negative way, I strive to thrive on structure, thrive on structure, very positive, integrates
correct it right away to therefore I set up our therefore I strive to build school standards, and
ensure they understand daily routine in a a structured routine that culturally relevant norms.
that behavior is not repetitive and organized students are familiar with. What I have found that
acceptable. 7/16/22 way that sets students up Each day is the same with makes my classroom run
for success. 7/16/22 small changes. We review so smoothly is our
our visual schedule each repetitive routine and
Students that have morning after calendar to schedule. Students know
negative behaviors that ensure that students our weekly routine
interfere with learning know what is coming because of my consistent
Evidence receive immediate next. I also promote instruction and they are
feedback from me and positive behavior by also involved and given
also a message home to giving SPOT tickets, table responsibility such as
parents that day. 12/6/22 points, and “fuzzies” classroom jobs and
12/6/22 assisting in updating the
visual schedule for the
Students are involved in day. 5/6/23
assessment and
monitoring of routines,
procedures, and norms in
ways that improve the
learning climate in my
classroom. 5/6/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and luidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities. 5/6/23
how transitions and for suf icient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize 7/16/22 12/6/22
learning Some students complete Students complete Students monitor their
learning activities in time learning activities and, as Students participate in Students use their own time, are engaged in
allotted. needed, may receive some and complete a variety of instructional time to accomplishing learning
adjustments of time learning activities in the engage in and complete goals, and participate in
allotted for tasks or time allotted with options learning activities and are re lection, self-
expectations for for extension and review. prepared for the next assessment, and goal
completion. 7/16/22 12/6/22 sequence of instruction. setting.
5/6/23

Due to their grade level, I strive to pace my I strive to pace my lessons My students engage in
my students often need instruction in a way that based off of ongoing active instruction/daily
more time with activities aims students in assessment of learning. If activities and how I teach
in which I create time for managing their time to students are not them prepares them in
when needed. Yet I make complete tasks and try to understanding material as the best way possible for
an effort to train my minimize time spent on planned, I will go slower 1st grade. 5/6/23
students to stick to our non-instructional tasks and review. Kindergarten
schedule to ensure that such as getting materials students do best when
we stay on track with our from cubbies, lining up, they have a visual of how
progress. 7/16/22 etc. 7/16/22 much time they have to
complete their work. I
Students are given always put up a visual
Evidence opportunities for a variety timer for students to be
of actives such as whole able to monitor their
group instruction, hands- instructional time.
on centers, or 12/6/22
independent time with
technology tools. Students Students use their
who have met learning instructional time to
goals are given extension engage in and complete
activities and students learning activities and are
who have not yet met prepared for the next
learning goals are pulled sequence of instruction in
for a small group reteach our classroom. 5/6/23
with me. 12/6/22
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