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.
At the beginning of the
school year, teachers
create ‘class charters,’ in
which students
contribute class rules and
responsibilities. These
are written on a poster
and displayed in the class
throughout the year. If
there are student
Evidence conflicts, we engage in
solving circles for all
students to share their
perspectives and create
resolutions. Students
often still need support in
resolving conflicts but are
able to be reflective
during the solving circle
process.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
We establish an inclusive
community through a
class charter, calm down
corners, frequent check-
ins, and solving circles as
needed. I also recently
submit a grant to create
sensory bags for each
classroom to support
diverse sensory needs.
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.
I do not have my own Now that we’ve been in
classroom, but classrooms school for a semester, my
I co-teach in always have co-teachers and I have
displays of student many displays of diverse
learning in each subject. student work and photos
There are also resource around the classroom. We
areas that include also integrate many
Evidence
materials for reading and anchor charts, objective
writing activities, and statements, and visual
manipulatives for math. supports for students to
Students are able to access in the classroom
access these resources as environment.
needed. Many classrooms
also have a ‘calm down
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
corner,’ in which students
can access if they need to
take a mental break.
During big units, we lead
lessons off by creating
anchor charts that are
hung up for students to
access with more
independence when
needed.

Students have become

familiarized with the
environment and where
to access learning
objectives, materials, and
curricular tools to
support their learning
and boost their
independence.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Many students on my
caseload still struggle
with perspective taking,
often due to challenges
with impulses or social
awareness. Although they
can share their
perspective, I am working
to build their
Evidence understanding in others’
perspectives, as well as
building their resiliency
when there’s a change of
routine or something they
don’t agree with.
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
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
My co-teachers and I
always help to model
mistakes and talk through
different coping
strategies. Some of the
students on my caseload
have modeling of coping
strategies as an
accommodation on their
IEPs, which we practice in
lessons and during role
playing social situations.
We have biweekly SEL
lessons co-taught by the
student counselor. Now
that students have
adjusted to their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
environment, they feel
more comfortable
amongst their teachers
and peers to offer their
opinions and
perspectives.

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
At my school, all teachers
embed universal gate
strategies (such as depth
and complexity icons)
into their lessons. During
co-planning we focus on
differentiation by
analyzing
accommodations,
modifications, and
extensions needed for
each lesson. So, students
have access to a range of
Evidence supports as they engage
in lessons and activities.

All students are held to

high standards with the
goal that they are meeting
the general or modified
achievement standards.
Differentiation is
discussed during co-
planning to incorporate
into lessons and ensure
IEP accommodations are
being implemented.

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
Developing,
and explains expectations high standards for individual and group role in monitoring and
communicating, and
for individual and group individual and group behavior within and maintaining high
maintaining
behavior. behavior. across learning activities. standards for individual
high standards for
and group behaviors.
individual and group
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.

Our school utilizes PBIS

to maintain high
standards for behavior.
Classrooms I co-teach in
also contain a ‘class
charter,’ that serves as a
visual of classroom and
behavior expectations.
For students with more
significant behavior
needs, I have co-
developed behavior
intervention plans in
their IEPs that include
goals for replacement
behaviors and tools such
as incentive charts and
tangible rewards.
In my experience,
Evidence students have responded
well to redirections by
following through and
reflecting on their
behavior. Students have
also displayed support
towards their peers by
providing verbal and
gestural cues that align
with behavior
expectations (i.e. quiet
signal on carpet)

Our school site utilizes

PBIS and a behavior
ladder to support and
maintain behavior.
Students are involved in
the reflection process of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
challenging behavior by
filling out reflecting
sheets and engaging in
solving circles with
teachers and peers.

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. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
Employing classroom builds on student integrates school
routines, procedures, strengths. standards and culturally
norms, and supports Seeks to promote positive Provides positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students to behaviors in ways that consistently prevents or behaviors and establishes
can learn 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.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.

An area I am looking to Students have adapted to

improve on is classroom classroom routines and
management. Having understand classroom
student taught fully procedures. With specific
online, it’s been a learning students, I will co-create
curve on how to manage individualized checklists
behaviors in the for them to engage in
classroom setting. I setting expectations for
follow through with themselves.
school-wide policies,
PBIS, and individual
behavior plans but am
continuing to work on
whole-class behaviors.
Students are provided
with verbal and gestural
prompts in regards to
feedback of their
Evidence behavior. We also make
sure to highlight students
engaging in target
behaviors as a means of
addressing challenging
behaviors.

Utilize PBIS and work to

quickly identify the
function of behaviors to
respond in an
appropriate matter.
Additionally work to
teach replacement
behaviors for student to
receive the desired
function in an effective
manner.

Element 2.7 Emerging Exploring Applying Integrating Innovating

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

Since many of the My co-teachers and I

students on my caseload
require re-teacing and
small group support, they
often have the
accommodation of
extended time to
complete their
assignments outside of
the given class time. Due
to this, sometimes the
priority of the lesson is to
just ensure they
understand the content,
Evidence rather than submitting a
worksheet they would
need significant support
with.
Many students still
benefit from extended
time on assignments as a
universal accommodation
as well as an IEP
accommodation. We
utilize unfinished work
folders for students to
access during catch up
time.
attempt to keep whole-
group lessons to 10-20
minute periods so there is
time to create small
groups for additional
support, as well as ample
time to complete
individual assignments.
Checks for understanding
range from gestural signs
on the carpet, sharing
work on a whiteboard,
pair-and-shares, small
group check-ins,
individual check-ins, and
summative informal
assessments or
worksheets to turn in.
My co-teachers and I
follow an ‘I do, we do, you
do’ approach to provide
instruction first, followed
by time for checks of
understanding and exit
tickets.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning