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
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
caring community. climate. 09/25/22 community that is 10/22/23-Students take
responsive to the diverse leadership in resolving
Promoting social Some students share in Students participate in Students demonstrate cultural norms of conflict and creating a fair
Development and responsibility for the occasional community efforts to be positive, identities of all students. and respectful classroom
responsibility within classroom community. building activities, accepting, and respectful community where
a caring community designed to promote of differences. ISTE 2.3a Create students’ home culture is
where each student caring, fairness, and experiences for learners included and valued.
is treated fairly and respect.09/25/22 to make positive, socially Students communicate
respectfully responsible contributions with empathy and
and exhibit empathetic understanding in
behavior online that build interactions with one
relationships and another.
community.
ISTE 1.2b Engage in
Students take positive, safe, legal, and
responsibility resolving ethical behavior when
conflicts and maintaining using technology,
a caring classroom including social
community. Students interactions online or
promote respect and when using networked
appreciation for devices.
differences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students participate in The teacher restates and
social emotional learning posts community values at
that addresses kindness, the beginning of each
manners, differences, and week, sometimes more, as
respect. needed, and models the
Through dialogue and desired behavior.
consistently weaving
messages throughout all Students are assisted to
subjects, students draw resolve conflicts through
connections to actions and meeting 1:1, in a small
consequences and group, or whole class;
working in harmony. depending on what
Students have initiated method can be of greatest
apologies without teacher benefit.
prompting and
comfortably communicate Students are also
their concerns and front-loaded with conflict
suggestions to improve resolution strategies
our learning community. through the targeted
social-emotional learning
course (Morning Meet).
Cultural awareness is
Evidence directly instructed
through social studies and
social emotional learning
but also through
inclusiveness in learning
material. This is done by
acknowledging cultural
holidays and teaching
about historic figures from
various ethnicities,
genders, and backgrounds.
Students are encouraged
to share about their
culture. For example, a
recent question posed
was, “If you were asked to
describe your family
traditions through food,
what it be”
Careful consideration is
made when selecting
10/22/23
Students are encouraged
to casually interact with
each other prior to class
beginning and are
provided the opportunity
to use the online
chatroom under the
following guidelines.
Prior to class beginning
(approximately 5
minutes) students may
engage in non-academic
conversation that is
respectful, using school
appropriate language and
topics. There is no
tolerance for degrading
conversation. Those who
violate the rules will be
addressed based on the
appropriate level of
discipline per class and
school online usage rules.
During instruction,
students may continue to
use the chat room for
academic dialogue only.
This can include
questions and answers
and support for their
classmates, like “good job”
or “you can do it:.
Students also take
responsibility to
encourage their
classmates to S.O.T. (Stay
on Topic), if they observe
that someone is using the
chat room for off topic
discussions during the
instructional time.
10/22/23-
A tool used to address
social responsibility and a
caring environment while
dealing with blurting is
“coyotes up”.
We use the hand signal
for “coyotes up”
indicating keep mouths
quiet and ears open. It
demonstrates respect for
the speaker and is also a
reminder for students to
raise their hands and wait
to be called upon.
Students are empowered
to initiate the signal
themselves and once
noticed, other students
follow. This allows the
speaker to keep talking
without further
interruption.
Additionally, students are
encouraged through
modeling and SEL
instruction on how to be
empathetic toward
others. A recent English
language arts lesson on
comparing and
contrasting texts
introduced Filipino and
Peruvian cultures
(https://www.readworks.
org/article/Appreciating-
Differences-at-School/82
bd06cd-b876-40e1-8205-
a2c65767838b#!articleTa
b:content/contentSection
:92e0fee4-ba98-44d1-9f7
9-f503a0036a84/). This
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
literature and graphic art gave an opportunity for
to reflect the student body. the students to address
how the characters were
treated unfairly because
of their differences and
we tied it to our earlier
SEL lessons.

I allowed for a short

diversion for students to
share their ethnic
backgrounds and what
made them unique.
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
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. 9/2/22 and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
09/25/22 to understand and deepen their instruction and reflect environments and
complete learning tasks understanding of the their diversity. structures for
in single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Some students use Students are in the
available resources in process of learning to
learning work well in partner
environments during or small group
instruction and all activities. Not all
are encouraged to participate in the
Evidence
take and use class activity and leave the
notes when burden of the work
practicing. Additional to their classmates.
prompting and They need to learn
guidance may be how to communicate
needed from the in this type of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
teacher or learning learning
coach. environment.
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 Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety that addresses safety issues risks to physical, students to take risks and with the students for the
are required by the site, regarding materials, intellectual, and offer respectful opinions establishment and
district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and
safety. 09/25/22 achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
Students are
encouraged to ask
questions in the
learning
environment and are
meant to feel the
classroom is a safe
Evidence place to make a
mistake and get help.

When something if
difficult they ask for
help and their
knowledgeable peers
are invited to chime
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in and help clear any
misunderstandings.

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. 09/25/22 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. 09/25/22 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Weekly, some Rigor is developed
students are through students
scheduled for small learning history,
group or 1:1 targeted current assessments,
reteach sessions to and teacher ‘s
address learning observations.
misunderstandings.
Evidence Students are held to
high standards and
are praised when
trying their best.

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. 09/25/22 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. 09/25/22 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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Expectations have
been established for
behavior but not any
consequences
beyond what has
been addressed in
the parent catalog.

Rules and
consequences need
to be established for
groups and
individual’s behavior.
Or I could present
the school’s
guidelines for
behavior.
I am thinking I
Evidence
overlooked this
because we are in a
virtual environment,
but it is still just as
important to
maintain order.

Students are
somewhat aware of
behavior
expectations from
the Community
Values that are
reviewed once
weekly but are not
aware of
consequences as
none of have been
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
shared. This needs to
be addressed.

Element 2.6 Emerging Exploring Applying Integrating Innovating

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 reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. 09/25/22 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Employing Seeks to promote positive Provides positive relevant norms.
classroom routines, Responds to disruptive behaviors and responds behavior supports. Promotes positive
procedures, norms, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
and supports for to behaviors in ways that consistently prevents or behaviors and establishes
positive behavior to lessen disruptions to the refocuses behaviors preventions and a
ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence of a specific
norm in the class is
to respect the
speaker and to not
interrupt. Should the
class or a student
disrespect this, the
class uses the symbol
for quiet, which is
“coyotes up.” This
represents mouths
closed and ears open
Evidence
for listening.

The teacher and any

student may use this
silent symbol to
indicate the class is
noisy. We put our
symbols up in unison
and wait quietly until
the room is returned
to silence and all are
ready to listen.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
Using instructional classroom management
time to optimize impact pacing and
learning lessons.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and
transitions to optimize
learning. 09/25/22
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
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.

Some students complete Students participate in Students use their Students monitor their
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in
allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive time allotted with learning activities and are goals, and participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
some adjustments of time options for extension and prepared for the next reflection,
allotted for tasks or review. sequence of instruction. self-assessment, and goal
expectations for setting.
completion. 09/25/22

Consideration is
made for length of
instruction and
students’ hands on
activities. At times
instruction ends with
the “We Do” activity
and extended the
following day with
review and then
independent
practice.

A timer is used to
address the teacher’s
Evidence time management
and to give students
ample time to show
their understanding
of the topic.

When necessary,
additional time may
be provided for
students to complete
their assignments on
a subsequent day but
typically the length
of in-class work can
be completed in that
one session.