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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 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.
Evidence As a class community, we
create a class charter. In it As a fully inclusive school,
we have students vote on students are taught
ways they would like to through their teachers,
be treated and how we counselors and
should treat others in the community about
classroom. When inclusion and the model.
students have conflicts in We have student’s
the classroom we refer to complete an inclusion
the charter and write how project at the beginning
they can uphold it in the of each year.12/8/23
future. 7/15/23

Being at an all inclusive When disagreements

school, students are very
accepting of their peers
with differing abilities,
they are taught about
inclusion every year and
make efforts to include all
peers inside and outside
arise between students,
they participate in solving
circles, talking out their
disagreement, showing
respect to the other
person and working
towards a solution.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the classroom. . 7/15/23 12/8/23
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. 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
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
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.
At the beginning of the In my classrooms we
year we have students make sure to have books
bring in a show and tell to and posters showcasing
share about their culture. different races and
We also ask families who ethnicities as our
have parents or relatives classrooms are very
Evidence from different diverse. We also do a
nationalities to come give multicultural fair, where
presentations in the each grade chooses a
classroom. 12/8/23 country and learns about
that culture. 12/8/23
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.
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 emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Evidence When a student is not
using respectful language
or something they have
said has made another
student feel unsafe, they
are asked to fill out a
reflection sheet that helps
them to contemplate how
their words affect others
and how they themselves
would like to be treated. .
7/15/23

Students practice
accountable talk in the
classroom. This is when
students are actively
engaged in conversations
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
through listening,
responding, agreeing, and
disagreeing with each
other. They understand
that the classroom is a
safe space to share ideas
and viewpoints12/8/23

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. 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. 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
In reading instruction I
take a look at where my
students projected
growth and stretch
growth for their reading
levels are. I do data chats
to show them their
projectory and help hold
themselves to high
Evidence expectations. 12/8/23

During math rotations,

students are given the
option to use flashcards,
math puzzles, and or
challenge packets to
support problem solving.
12/8/23

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. 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. 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
. . 7/15/23 Before beginning
independent work, we go
Students also have the over CHAMPS
opportunity to earn dojo (conversation level, help,
points during a lesson for activity, movement,
participation and participation, and
listening. . 7/15/23 success) to set the
expectations for behavior.
Mid-year we have 12/8/23
students come up and set
Evidence champs themselves to Students work hard to
take ownership of their earn R’s (rewards) and
behavior. . 7/15/23 C’s (consequences) and
understand the classroom
expectations set up at the
beginning of the year.
12/8/23

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
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.

School wide we use R’s :

rewards, and C’s:
consequences.

Students earn R’s for

positive behavior
recognition, when they
earn n R2 they receive a
positive email home, and
R4, they are allowed to
choose a prize from the
principal’s office. .
Evidence 12/8/23

When a student receives

a C2 it is also an email
home, asking the parents
to talk to their students
about why they received
a c2, and a c4 is where
they must fill out a
reflection sheet and have
it signed by their parents.
12/8/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient 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
lessons. activities and closure. instructional time.

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

I plan out the pacing of With my co-teachers we

my lessons beforehand
and try to use timers as
much as possible to keep
myself on track. I also rely
on my co-teacher and vice
versa if we are going over.
7/15/23
plan out instruction
times, how much for a
mini-lesson and
independent work.
12/8/23

Students are told the

allotted time they have to
Evidence complete an activity at
the beginning. If a student
has extra time as an
accommodation they will
always receive that. If
they need to finish an
exam I will make sure I
find a time to visit their
classroom and give them
that support. 12/8/23