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

Element 2.1 Emerging Exploring Applying Integra ng Innova ng

Models and Models fair and Reinforces posi ve, Develops shared Facilitates student
communicates respec ul responsible, and responsibility with self- re ec on and
expecta ons for fair behavior. respec ul student students for ongoing
and respec ul Demonstrates interac ons. Assists resolving con ict improvement of the
behavior to support commitment to students to resolve and crea ng and caring community
social development. fairness and con icts. maintaining a caring based on respect,
respect in Incorporates cultural classroom fairness, and the
communica ons awareness to community. value of all members.
Promo ng social
with students develop a posi ve Supports students in
Development and
about language classroom climate. taking leadership in
responsibility
and behavior. developing a caring
within a caring
Some students share Seeks to Students community that is Students take
community
in responsibility for understand demonstrate e orts responsive to the leadership in
where each
the classroom cultural to be posi ve, diverse cultural resolving con ict and
student is treated
community. percep ons of accep ng, and norms of iden es crea ng a fair and
fairly and
caring community. respec ul of of all students. respec ul classroom
respec ully
di erences. community where
Students Students take student’s home
par cipate in responsibility culture is included
occasional resolving con icts and valued. Students
community and maintaining a communicate with
building ac vi es, caring classroom empathy and
designed to community. understanding in
promote caring, Students promote interac ons with one
fairness, and respect and another.
respect. apprecia on for
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 9/22/22 5/5/23 10/21/23 Students
We use Second I used Second step, are working on
Step curriculum as calm classroom, and iden fying
our SEL program. breathing strategies similari es and
These lessons during circle me to di erences in
promote posi ve maintaining a themselves and
social and posi ve and others. Students
emo onal respec ul learning regularly state
learning. I also environment. classroom rules and
conduct restora ve Read aloud are norms and are
circles regularly diverse and provide e ec ve in their self
and when con icts opportuni es for regula on
happen. discussion and strategies. They are
communica on ac vely working on
Evidence about social resolving social
con icts. con icts and only
ask for teacher
assistance when
they can't come up
with a reasonable
solu on. I u lize
strategies from
Second step to
communicate
acceptable
resolu ons. Songs,
calming zone, and
puppet plays help us
to work through our
emo ons and show
Element 2.2 Emerging Exploring Applying Integra ng Innova ng
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 Is aware of the Experiments with Develops physical Maintains physical Adapts physical and/
importance of the and/or virtual environments that environments that or environments
physical and/or learning re ect student re ect student exibly to facilitate
virtual learning environments that diversity and provide diversity and access to a wide
environments that support student a range of resources provides a broad range of resources
support student learning. for learning. range of resources, that engage
learning. displays, and students in learning.
U lizes a variety of ar facts that are Ensures that
Is aware that Structures for structures for current and integral environments
structured interac on are interac on during to instruc on. enhance learning
Crea ng physical
interac on between taught in single learning ac vi es and re ect diversity
or virtual
students can lessons or sequence that ensures a focus Integrates a variety within and beyond
learning
support learning. of lessons to support on and comple on of structures for the classroom.
environments
student learning. of learning tasks. interac on that
that promote
engage students Selects from a
student learning,
construc vely and repertoire of
re ect diversity,
produc vely in structures for
and encourage
learning. interac on to ensure
construc ve and
Some students use Students use a accelerated learning
produc ve
available resources Students use variety of resources for the full range of
interac ons
in learning resources provided in learning Students rou nely students.
among students
environments during in learning environments and use a range of
instruc on. environments and interact in ways that resources in learning Students par cipate
interact with each deepen their environments that in monitoring and
other to understand understanding of the relate to and changing the design
and complete content and develop enhance instruc on of learning
learning tasks in construc ve social and re ect their environments and
single lessons or and academic diversity. structures for
sequence of lessons. interac ons. Students share in interac ons.
monitoring and
assessment of
interac ons to
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 9/22/22 5/5/23
Since my classroom I have students who
is extremely have been put on
culturally diverse, it 504 plans and IEPS, I
is important that all use a variety of
of my students are techniques to
represented. This mo vate students
includes my physical with visuals, if and
environment I use then boards, and
the ECERS model in technology. ‘
my classroom
se ng. This
incorporates family Classroom space is
pictures, images, created to maintain a
Evidence posters, and library calm, creative, and
books that productive
environment for my
encourage and students. Play centers
discuss culture, are available for
diversity and students to engage in
inclusivity . safe social and
developmentally
appropriate learning.
Classroom wall space
is reserved for
meaningful and
creative student
displays. Books,
activities, and sensory
materials are chosen
based on their content
and must
Element 2.2 Emerging Exploring Applying Integra ng Innova ng
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 Is aware of the Experiments with Develops physical Maintains physical Adapts physical and/
importance of the and/or virtual environments that environments that or environments
physical and/or learning re ect student re ect student exibly to facilitate
virtual learning environments that diversity and provide diversity and access to a wide
environments that support student a range of resources provides a broad range of resources
support student learning. for learning. range of resources, that engage
learning. displays, and students in learning.
U lizes a variety of ar facts that are Ensures that
Is aware that Structures for structures for current and integral environments
structured interac on are interac on during to instruc on. enhance learning
Crea ng physical
interac on between taught in single learning ac vi es and re ect diversity
or virtual
students can lessons or sequence that ensures a focus Integrates a variety within and beyond
learning
support learning. of lessons to support on and comple on of structures for the classroom.
environments
student learning. of learning tasks. interac on that
that promote
engage students Selects from a
student learning,
construc vely and repertoire of
re ect diversity,
produc vely in structures for
and encourage
learning. interac on to ensure
construc ve and
Some students use Students use a accelerated learning
produc ve
available resources Students use variety of resources for the full range of
interac ons
in learning resources provided in learning Students rou nely students.
among students
environments during in learning environments and use a range of
instruc on. environments and interact in ways that resources in learning Students par cipate
interact with each deepen their environments that in monitoring and
other to understand understanding of the relate to and changing the design
and complete content and develop enhance instruc on of learning
learning tasks in construc ve social and re ect their environments and
single lessons or and academic diversity. structures for
sequence of lessons. interac ons. Students share in interac ons.
monitoring and
assessment of
interac ons to
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 9/22/22 5/5/23
Since my classroom I have students who
is extremely have been put on
culturally diverse, it 504 plans and IEPS, I
is important that all use a variety of
of my students are techniques to
represented. This mo vate students
includes my physical with visuals, if and
environment I use then boards, and
the ECERS model in technology. ‘
my classroom
se ng. This
incorporates family Classroom space is
pictures, images, created to maintain a
Evidence posters, and library calm, creative, and
books that productive
environment for my
encourage and students. Play centers
discuss culture, are available for
diversity and students to engage in
inclusivity . safe social and
developmentally
appropriate learning.
Classroom wall space
is reserved for
meaningful and
creative student
displays. Books,
activities, and sensory
materials are chosen
based on their content
and must
Element 2.3 Emerging Exploring Applying Integra ng Innova ng
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 Adheres to policies Recognizes and An cipates and Integrates support Shares responsibility
and laws regarding addresses safety reduces risks to for students to takewith the students
safety that are issues regarding physical, risks and o er for the
required by the site, materials, student intellectual, and respec ul opinions establishment and
district, and state. interac ons, and the emo onal safety about divergent maintenance of a
Responds to organiza on of the using mul ple viewpoints. safe physical,
behaviors that learning strategies that intellectual, and
impact student environments. include examining emo onal
safety as they arise. biases in the environment
learning Engages in re ec on focused on high
Establishing and
environment and on their own quality and rigorous
maintaining
Explores strategies curriculum. language and learning.
learning
to establish behavior that
environments
intellectual and Models and contributes to
that are
emo onal safety in provides instruc on intellectual and
physically,
the classroom. on skills that emo onal safety in
intellectually, and
develop resiliency the classroom.
emo onally safe
Students are aware and support
of required safety intellectual and Students
procedures and the Students follow emo onal safety. Students develop demonstrate
school and teacher guidance and prac ce resiliency in
classroom ra onal regarding poten al resiliency skills and perseverance for
for maintaining safety issues for self Students take risks, strategies to strive academic
safety. or others. o er opinions, and for academic achievement.
share alterna ve achievement, and Students maintain
perspec ves establish intellectual intellectual and
and emo onal emo onal safety for
safety in the themselves and
classroom. others in the
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 9/22/22 5/5/23 Community 11/23/23 Connects
My students and I circles every to ISTE Standard:
have done several Monday to discuss 2.1.a Set
safety drills in the their opinions and Professional
classroom based on share stories and GoalsSet
school perspec ves. professional learning
requirements. My goals to explore and
students helped apply pedagogical
approaches made
create our
possible by
classroom rules and
technology and
consequences. They re ect on their
were a part of the effectiveness.Partici
process in crea ng pated in GATE and
their learning Diversity training
environment. this year. (GATE
lesson Linked) I am
Evidence
now the EL
Coordinator and on
our PBIS leadership
team which meets
monthly to discuss
school wide
objectives and
planning for social
and emotional
development of
students based on
MTSS training.
Class curriculum
includes Second
step, community
circles and monthly
Tier one student
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 Emerging Exploring Applying Integra ng Innova ng
Element 2.4
Focuses the rigor of Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
the learning learning learning throughout the learning
environment on environment that environment that learning environment in
accuracy of answers includes accuracy, includes accuracy, environment that which students take
and comple on of understanding, and analysis, problem values accuracy, leadership in
learning tasks. the importance of solving, and analysis, and cri cal learning.
Is aware of the mee ng targeted appropriate levels ofreading, wri ng and Fosters extended
importance of learning goals. challenge. thinking. studies, research,
maintaining high Works to maintain Holds high Integrates strategic analysis and
Crea ng a
expecta ons for high expecta ons expecta ons for sca olds and purposeful use of
rigorous learning
students. for students while students. Has an technologies learning.
environment with
becoming aware of understanding of throughout Supports students
high expecta ons
achievement achievement instruc on that to u lize an
and appropriate
pa erns for pa erns, and uses support the full extensive repertoire
support for all
individuals and sca olds to address range of learners in of di eren ated
students
groups of students. achievement gaps. mee ng high strategies to meet
Some students ask expecta ons for high expecta ons.
for teacher support Students engage in a achievement.
to understand or Some individuals variety of Students take
complete learning and groups of di eren ated Students ac vely responsibility to
tasks. students work with supports and use supports and fully u lize teacher
the teacher to challenges in ways challenges to and peer support, to
support accuracy that promote their complete cri cal achieve consistently
and comprehension accuracy, analysis, reading, wri ng, high levels of factual
in their learning. and problem solving higher order and analy cal
in learning. thinking, and learning.
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 9/22 Learning 5/5/23
groups, materials, Students in learning
and content are groups are given age
di eren ated and
depending on the developmentally
subject to support appropriate tasks
all of my learners. that challenge and
excite them. Centers
are sca olded for
independent
learning and small
group assistance

11/23/23Students
are given 1-1, small
Evidence group and whole
group learning
opportuni es.
During center
rota ons one on
one teacher
interven on is
available with help
of parent volunteers
and teacher aide
that assist in center
rota ons. SST
mee ngs are
formed for students
when I recognize
that a student needs
addi onal supports
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 Element 2.5 Emerging Exploring Applying Integra ng Innova ng
Establishes Develops Uses mul ple Integrates equitable Facilitates a posi ve
expecta ons, rules, expecta ons with strategies including expecta ons, environment using
and consequences some student culturally responsive posi ve supports, systems that ensure
for individual and involvement. instruc on to and consequences students take an
group behavior. Communicates, develop and for individual and ac ve role in
models and explains maintain high group behavior monitoring and
expecta ons for standards for within and across maintaining high
individual and group individual and group learning ac vi es. standards for
Developing, behavior. behavior. individual and group
communica ng, Refers to standards Guides and supports behaviors.
and maintaining for behavior and Reviews standards U lizes rou ne students to self-
high standards applies for behavior with references to assess, monitor, and
for individual and consequences as students in single standards for set goals for
group behavior needed. lessons or sequence behavior prior and individual and group
of lessons in during individual behavior and
an cipa on of need and group work. par cipa on.
for reinforcement.
Students respond to Students
Students are aware Students know Students follow individual and group demonstrate
of classroom rules expecta ons for behavior behaviors and posi ve behavior,
and consequences. behavior and expecta ons, accept encourage and consistent
consequences and consequences and support each other par cipa on and
respond to guidance increase posi ve to make are valued for their
in following them. behaviors. improvements. unique iden es.
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 9/22/22 5/5/23
Students were Classdojo points are
incorporated in the given for posi ve
process of crea ng reinforcement. We
our classroom rules. also have group
We spend the rst rewards and
three weeks going individual rewards
over the rules and for posi ve
appropriate behavior. Students
behavior. are redirected and
receive verbal
warnings before
further ac ons
occur.
Evidence 10/23/23 Classroom’s
daily structure is
created for minimal
"down" time or non
instructional time.
Procedures and
routines are
established early and
are consistent to
maintain classroom
ef ciency. Students
are aware of
classroom routines
and understand
consequences of not
following classroom
directions. Whole
Element 2.6 Emerging Exploring group rewards,
Applying Integra ng Innova ng
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 Establishes Develops rou nes, Maintains regular Engages students in Facilitates student
procedures, rou nes procedures, and use of rou nes and monitoring and par cipa ng in
or norms for single norms in single procedures that are re ec ng on developing,
lessons to support lessons or sequence culturally responsive rou nes, monitoring, and
student learning. of lessons with and engage students procedures, and adjus ng rou nes
some student in the development norms in ways that and procedures
involvement. and monitoring of are culturally focuses on
norms. responsive. maximizing learning.
Maintains a quality Classroom climate
learning climate that integrates school
Employing
Seeks to promote Provides posi ve builds on student standards and
classroom
Responds to posi ve behaviors behavior supports. strengths. culturally relevant
rou nes,
disrup ve behavior. and responds to Responds norms.
procedures,
disrup ve behavior. appropriately to Promotes posi ve
norms, and
behaviors in ways behaviors and Promotes posi ve
supports for
that lessen consistently behaviors and
posi ve behavior
disrup ons to the prevents or establishes
to ensure a
learning climate. refocuses behaviors preven ons and a
climate in which
Students par cipate disrup ve to the posi ve classroom
all students can
in rou nes, learning climate. climate that
learn
Students are aware procedures, and eliminate most
of procedures, Students receive norms and receive disrup ve behavior.
rou nes, and correc on for reinforcement for
classroom norms. behavior that posi ve behaviors.
interferes with Students are
learning, and Students receive involved in Students share
posi ve mely and e ec ve assessment and responsibility with
reinforcement in feedback and monitoring of teacher for
following rou nes, consequences for rou nes, managing and
procedures, and behaviors that procedures, and maintaining a
norms. interfere with norms in ways that posi ve classroom
learning. improve the climate that
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 9/22/22 I am very 5/5/23 10/ 11/23Classroom
rou ne myself and Classroom management
everyday we go over management strategies from
our classroom rules, strategies include previous year are
and rou nes. I use classdojo, blurt continued. I use
posi ve bu ons, posi ve classDojo, Eye Spy
reinforcement reinforcement Student, Calm down
techniques and strategies based on corner, PBIS
strategies to
classroom dojo for PBIS and MTSS
maintain a positive
rewards. I a empt conferences.
climate. Token
Evidence to prevent boards, whole
unwanted behaviors class rewards and
by crea ng a more individual praise are
organized whole also used. I have
group lesson me established
without classroom
unnecessary procedures for our
redirec ons. centers and learning
times. Visual
signals, timers, and
technology is
utilized for
additional forms of
Element 2.7 Emerging Exploring Applying Integra ng Innova ng
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 Paces instruc on Paces instruc on with Paces instruc on with Paces instruc on to Paces, adjusts, and
based on curriculum some considera on of students to provide include ongoing uidly facilitates
guidelines. lesson type, adequate me for assessment of student instruc on and daily
Develops awareness ofadjustments for instruc on, checking learning. Supports ac vi es.
how transi ons and su cient student workfor understanding, students in the
classroom me and transi ons tocomple on of learningmonitoring of
management impact op mize learning. ac vi es and closure. instruc onal me.
Using
pacing and lessons.
instruc onal me
Students par cipate inStudents use their
to op mize
Some students Students complete and complete a varietyinstruc onal me to Students monitor their
learning
complete learning learning ac vi es and,of learning ac vi es inengage in and own me, are engaged
ac vi es in me as needed, may the me allo ed with complete learning in accomplishing
allo ed. receive some op ons for extension ac vi es and are learning goals, and
adjustments of me and review. prepared for the next par cipate in
allo ed for tasks or sequence of re ec on, self-
expecta ons for instruc on. assessment, and goal
comple on. se ng.
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 9/22/22 Lessons 5/5/23 10/23/23 ILP lesson
during whole group Pace my One on one Lessons are planned
circle me are and small group with pre-assessment
extended based on instruc on a er post assessment in
par cipa on. My tablewhole group mind. I utilize multiple
me/small group learning. My center modalities to teach
learning me is rota ons are exible writing and letter
some mes cut short to give enough me identi cation and
based on student for students to numeral identi cation.
engagement and complete their Students also have
Evidence ability. work. access to a variety of
manipulatives for math
activities. Additional
time is given if
students are not
comprehending or if
students are
continuously engaged
in an activity
extensions are given to
provide more time for
learning.
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