Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community 9/18/22
where each student Some students share in
is treated fairly and responsibility for the Students participate in
respectfully classroom community. occasional community
building activities,
designed to promote
caring, fairness, and
respect.5/2/23
Student and teacher co-
created a social contract at the
beginning of the year that I
refer to often. I reinforce that
all students are to be treated
with respect in the classroom.
There are signs reinforcing
that my classroom is a safe
space where everyone is
valued and respected.
9/18/22
Evidence
Students participate in
community building activities
for the entire first five days of
the year, and every time they
move seats. 9/18/22
Students participate in
activities but still struggle to
always treat each other with
respect and respect each
other’s differences. 5/2/23
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community. the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. Students take student’s home culture is
12/10/23 responsibility resolving included and valued.
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.
I have begun handing out
“Salamone Shoutouts”
and care cards to
highlight positive student
behaviors throughout the
week. During conflicts, I
have met with students in
small groups to resolve
misunderstandings or
disrespectful
communication. I
participated in a Safe
Schools Ambassadors
training with students to
begin more positive
behavior intervention
strategies in class. 5/2/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the importance of Experiments with and/or
the physical and/or virtual virtual learning
learning environments that environments that support
support student learning. student learning. 9/18/22
Is aware that structured
interaction between Structures for interaction are
Creating physical or
students can support taught in single lessons or
virtual learning learning. sequence of lessons to
environments that support student learning.
promote student 5/2/23
learning, reflect
diversity, and
encourage Students use resources
constructive and Some students use available provided in learning
productive resources in learning environments and interact
environments during with each other to
interactions among
instruction. understand and complete
students learning tasks in single
lessons or sequence of
lessons. 9/18/22
Students are sat in groups of
four to promote interaction
and collaboration. Group tests,
quizzes and activities are
included each Unit. Students
are sat with the ability to see
the board and alternate TV
screen. Students use individual
whiteboards daily to solve
problems on their own and in
Evidence groups. 9/18/22
Students are sat in
collaborative groups, but more
could be done to promote
effective group roles during
classtime. 5/2/23
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of resources provides a broad range of range of resources that
for learning. 5/2/23 resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Utilizes a variety of integral to instruction. enhance learning and reflect
structures for interaction diversity within and beyond
during learning activities Integrates a variety of the classroom.
that ensures a focus on and structures for interaction
completion of learning tasks. that engage students Selects from a repertoire of
constructively and structures for interaction to
productively in learning. ensure accelerated learning
for the full range of students.
Students use a variety of Students routinely use a Students participate in
resources in learning range of resources in monitoring and changing the
environments and interact in learning environments that design of learning
ways that deepen their relate to and enhance environments and structures
understanding of the content instruction and reflect their for interactions.
and develop constructive diversity.
social and academic Students share in monitoring
interactions. 5/2/23 and assessment of
interactions to improve
effectiveness and develop a
positive culture for learning.
The classroom is lit with
alternative lighting, there are
posters promoting events on
campus, our class social
contracts, positive reminders,
and posters students made for
Black History Month.
Students use provided fidget
toys, alternative seating, and
their individual computers to
follow along with lesson
series. 5/2/23
Teacher uses a Schoology
website to foster a positive
online learning presence.
Students submit assignments,
respond to discussion posts,
and can post their own links to
our common Schoology site.
12/10/23
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. 9/18/22
Classroom management
could be improved in
some cases. Students
aware that no throwing of
any kind is allowed, there
are instances of failure to
comply with this rule.
9/18/22
Evidence
Exploring
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the
learning environments.
9/18/22
Explores strategies to
establish intellectual and
emotional safety in the
classroom. 9/18/22
Students follow teacher
guidance regarding
potential safety issues for
self or others.
I have welcoming posters,
and posters that spread
inclusion throughout the
room. Our social contract
is organized to promote a
safe learning
environment. Students sit
in calm lighting (twinkle
lights) to promote safety
and comfort.
9/18/22
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
12/10/23 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Students are encouraged to
message me via Remind if
they are struggling or need a
mental health day. Multiple
forums are provided for
students to express their
opinions. We look for biases
in statistical data as a class
and consider source
material. 5/2/23
Students absolutely feel safe
to share their own thoughts
and opinions, maybe
sometimes overly so. It is a
balance between expressing
opinions and hearing other’s
thoughts respectfully.
5/2/23
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
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
maintaining high expectations for students
Creating a rigorous
expectations for students. while becoming aware of
learning 9/18/22 achievement patterns for
environment with
individuals and groups of
high expectations
students.5/2/23
and appropriate
support for all
students
Some individuals and
Some students ask for groups of students work
teacher support to with the teacher to
understand or complete support accuracy and
learning tasks. comprehension in their
learning. 9/18/22
Last year I was very I target groups of students to
focused on establishing come in for extra 1-1
learning targets and support or to recommend
retaking of assessments.
improving students’
Some students ask for
procedural fluency. This teacher support but not all
year I would like to put do without being prompted
more emphasis on by the teacher. 9/18/22
understanding and
mathematical reasoning. Learning Targets are
Evidence 9/18/22 rigorous and re-aligned with
the CA common core
standards. Students are
expected to express
mathematical ideas
computationally and
through modeling, while
receiving differentiated
support during class. 5/2/23
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Students engage in a
variety of differentiated Students actively use Students take
supports and challenges supports and challenges responsibility to fully
in ways that promote to complete critical utilize teacher and peer
their accuracy, analysis, reading, writing, higher support, to achieve
and problem solving in order thinking, and consistently high levels of
learning. 12/10/23 problem solving across factual and analytical
subject matter. learning.
ISTE Standard 2.6a:
Educator Facilitator: For
each statistics project
where students use
available online data from
espn.com or
sportsreference.com,
students are required to
cite their sources within
their final project. As a
class, we discuss the
importance of sources
and accurate data for
statistical research.
12/10/23
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
and explains expectations
for individual and group
behavior. 9/18/22
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
individual and group 9/18/22 sequence of lessons in
behavior anticipation of need for
reinforcement. 5/2/23
Students know
Students are aware of expectations for behavior
classroom rules and and consequences and
consequences. 9/18/22 respond to guidance in
following them.5/2/23
Standards for behavior Expectations were developed
are clear, I refer to with students involved during
our social contract. Students
standards and apply
were told what was expected
consequences such as by me (listening, respect) and
taking of phones, students were given
detentions, staying 5 opportunities to brainstorm
minutes after class, what they expect from their
coming in during break to teacher and from each other.
9/18/22
help. 9/18/22
Evidence Behavior standards for
Students are aware of language, and interaction with
rules and consequences other adults in the classroom
but do not always is set highly, but has needed to
be enforced several times
respond to guidance for
after sub days or instances in
following them. Some the classroom. Students have
students try to push been receptive to
boundaries of classroom consequences, especially in
rules and expectations. conjunction with
9/18/22 conversations with other
students and parents. 5/2/23
Applying Integrating Innovating
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. across learning activities. standards for individual
and group behaviors.
Utilizes routine Guides and supports
references to standards students to self-assess,
for behavior prior and monitor, and set goals for
during individual and individual and group
group work. behavior and
participation.
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. 12/10/23 make improvements. unique identities.
Teacher works closely
with PBIS coordinator,
intervention. coordinator,
and behavior AP at her
site to promote high
standards for group
behavior. Online, students
are encouraged to be
positive virtual citizens.
Students work in
collaborative online
environment (Desmos,
Blooket, Google slides)
and complete projects
involving online research.
12/10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior
to ensure a climate in
which all students
can learn
Students are aware of
procedures, routines, and
classroom norms.
Develops routines,
procedures, and norms in
single lessons or sequence of
lessons with some student
involvement. 9/18/22
Seeks to promote positive
behaviors and responds to
disruptive behavior.
9/18/22
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms. 9/18/22
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
5/2/23
Engages students in
monitoring and reflecting on
routines, procedures, and
norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths.
Promotes positive behaviors
and consistently prevents or
refocuses behaviors
disruptive to the learning
climate.
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
12/10/23
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate integrates
school standards and
culturally relevant norms.
Promotes positive behaviors
and establishes preventions
and a positive classroom
climate that eliminate most
disruptive behavior.
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.

There are norms for
absences, turning in
homework, completing the
warm-up, classwork, and for
taking notes.
I regularly promote positive
behavior by thanking
students and expressing
praise, especially for those
who have struggled in the
Evidence past or been disruptive.
Disruptive students are
given a warning, may be
asked to speak with me
outside, or parent is
contacted. 9/18/22
Norms and routines within my
classroom have become much
stronger in my practice this
year. Students now place their
phone in a phone pocket at the
start of class each day to avoid
disruptions. Students know
the daily routine will always
be clear to them and what
their responsibilities are. I
would like to strengthen some
of these routines even more
next year, such as having a
warm-up routine
corresponding to the day of
the week. 5/2/23
Students are pulled out for 1-1
conversation and/or receive
calls home if they are
disrupting class. 5/2/23
ISTE Standard 2.3a:
Educator Citizen: For
each statistics project
where students use
available online data from
espn.com or
sportsreference.com,
students are required to
cite their sources within
their final project. As a
class, we discuss the
importance of sources
and accurate data for
statistical
research.12/10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction Paces instruction with Paces instruction with students Paces instruction to Paces, adjusts, and fluidly
based on curriculum some consideration of to provide adequate time for include ongoing facilitates instruction and
guidelines. lesson type, instruction, checking for assessment of student daily activities.
Develops awareness adjustments for understanding, completion of learning. Supports
of how transitions sufficient student work learning activities and closure. students in the
and classroom time and transitions to monitoring of
management impact optimize learning. Students participate in and instructional time.
Using instructional pacing and lessons. 9/18/22 complete a variety of learning
time to optimize activities in the time allotted Students use their Students monitor their
learning Some students with options for extension and instructional time to own time, are engaged in
complete learning Students complete review. engage in and complete accomplishing learning
activities in time learning activities and, 5/2/23 learning activities and are goals, and participate in
allotted. as needed, may receive prepared for the next reflection, self-
some adjustments of sequence of instruction. assessment, and goal
time allotted for tasks setting.
or expectations for
completion. 9/18/22

I will pace instruction My classroom pacing has

based on prior mastery become more effective to include
of past learning targets, time for adequate opening and
allotting more time for closing activities. The warm-up
complicated or and homework check leads into
comprehension-dense direct instruction, followed by
activities. group work and a closing
Class begins with a formative assessment (like an
homework check exit ticket.) Students can
(stamps) while complete enrichment activities
students work on the on Deltamath or Desmos for
Evidence warm-up problem, a extra practice outside of class,
period of direct but every student is given time
instruction followed by to complete all of their work in
an activity and practice class if they wish to. 5/2/23
(homework) time.
Time is adjusted for Teacher uses Classroom Screen
length of lesson, extra to post timers to keep students
time for practice, or on task, monitor noise levels,
period-long review and direct students on what to
activities. 9/18/22 work on next. 12/10/23