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
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. community that is Students take leadership
responsibility within
responsive to the diverse in resolving conflict and
a caring community
Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and
classroom community. building activities, accepting, and respectful 7/15/23, 10/21/23 community where
respectfully
designed to promote of differences. student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another. 7/15/23,
appreciation for 10/21/23
differences.
Evidence After a discussion about With the emphasis on our
virtues and classroom class being a family and
environment, the discussion on virtues, I
students came up with a encourage students to
class charter that is take responsibility for the
posted in the classroom. classroom and their
Since it was student peers. The students know
created, they are also that I am there to support
responsible for keeping them whenever they need
each other accountable in me but I strive to
their behaviors and demonstrate how
responsibilities. powerful courage and
10/21/23 honesty can be in conflict
resolution. However, this
Our school focuses on six can only be done after I
pillars of virtue: courage, model it for them and
honesty, respect, allow students to share
citizenship, openly when discussing
responsibility, and virtues. 7/15/23
courtesy. These pillars 10/21/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
naturally allow us to
discuss virtues when
discussing conflict
resolution. We also have
2-3 weekly community
circles where we can
discuss virtues or
respectfully share how
we are feeling about
certain things. 7/15/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning.
Structures for interaction
Is aware that structured are taught in single
interaction between lessons or sequence of
Creating physical or students can support lessons to support
virtual learning learning. student learning. 7/15/23
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and Some students use Students use resources
productive available resources in provided in learning
interactions among learning environments environments and
students during instruction. interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
7/15/23
10/21/23
Evidence Students are given
opportunities for work
with partners using TPS
(think-pair-share) along
with collaborative small
group activities.
Sometimes, students are
assigned roles in order to
give everyone
responsibilities/goals to
follow. For all activities,
students are given
expectations for
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
7/15/23
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on
and completion of
learning tasks.
10/21/23
Students use a variety of
resources in learning
environments and
interact in ways that
deepen their
understanding of the
content and develop
constructive social and
academic interactions.
There is a lot of thought
that goes into the layout
of my classroom. Student
work can be found on the
walls. There are also
areas on the wall
dedicated to anchor
charts and labels, with
pictures, for EL students
to find different resources
around the classroom.
There are also materials
and manipulatives that
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in
artifacts that are current learning. Ensures that
and integral to environments enhance
instruction. learning and reflect
10/21/23 diversity within and
beyond the classroom.
Integrates a variety of
structures for interaction Selects from a repertoire
that engage students of structures for
constructively and interaction to ensure
productively in learning. accelerated learning for
the full range of students.
Students routinely use a Students participate in
range of resources in monitoring and changing
learning environments the design of learning
that relate to and enhance environments and
instruction and reflect structures for
their diversity. interactions.
Students share in
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Teacher places
anchor charts and
visuals that reflect
the curriculum and
the community.
10/21/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
interactions. 7/15/23 are easily accessible for
students who would like
For Math, we have math to use them. 7/15/23
games and materials that
students can use during Teacher uses various
their study hall that help strategies to allow for
students to compete or student interaction in
collaborate with their lessons. These include
peers. Students also use group activities, think-
their whiteboards to pair-share, and whole
share their thoughts and class discussions.
explain their thinking 10/21/23
with partners. 7/15/23
10/21/23
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. 7/15/23 physical, intellectual, and
that impact student safety learning environments. include examining biases 10/21/23 emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum.
Explores strategies to Engages in reflection on
Establishing and
establish intellectual and Models and provides their own language and
maintaining learning
emotional safety in the instruction on skills that behavior that contributes
environments that
classroom. develop resiliency and to intellectual and
are physically,
support intellectual and emotional safety in the
intellectually, and
emotional safety. classroom. Students demonstrate
emotionally safe
Students are aware of 7/15/23 10/21/23 resiliency in
required safety Students follow teacher perseverance for
procedures and the guidance regarding academic achievement.
school and classroom potential safety issues for Students take risks, offer Students develop and Students maintain
rational for maintaining self or others. opinions, and share practice resiliency skills intellectual and emotional
safety. alternative perspectives and strategies to strive safety for themselves and
7/15/23 for academic achievement others in the classroom.
and establish intellectual
and emotional safety in
the classroom.
10/21/23
When I notice students It’s important for me to
are not sharing or are shy model how I respond to
during collaborative divergent viewpoints.
work, I will come into the During lessons, there may
group and discuss with be students who disagree
the students just to get with a strategy I use or a
them to start talking. The viewpoint that is shared
goal is always to have and I love to use that
Evidence students feel comfortable opportunity to model
and that what they share how to respond with
will not be ridiculed or respect. When students
judged. 7/15/23 may share strategies, they
think are more efficient, I
During our Socratic Style invite them up to share
discussions, students are their strategy with the
encouraged to listen to class. When different
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
each other and share in a viewpoints are shared, I
respectful manner. highlight what I may have
Everyone is guaranteed also learned from the
time to share their discussion to show that
thoughts and drive the we can all learn from
discussion. This is not a differing viewpoints.
time to debate but have 7/15/23
students take ownership 10/21/23
of their learning
demonstrate respect for Students engage in
each other. 7/15/23 community circles that
encourage students to
share about their cultural
backgrounds, interests,
and reflections.
10/21/23

Students encouraged to
discuss different virtues
taught at our school. They
also share how they
would resolve any types
of conflicts that they may
have. 10/21/23

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. 7/15/23 expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a 10/21/23
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning tasks. support accuracy and in ways that promote
comprehension in their their accuracy, analysis,
learning. 7/15/23 and problem solving in
learning.
10/21/23
Our school requires us to The classical curriculum
have a designated study holds high expectations
hall period throughout for all students while
the day. After observing emphasizing how to
and assessing students effectively use
during a lesson, this is differentiation and
usually the time when I support without
may pull small groups for compromising those
reteaching, literacy expectations. Along with
practice, or reading a rigorous learning
practice. 7/15/23 environment, scaffolding
and check-ins help to
Evidence close the achievement in
the class. 7/15/23
supports and challenges utilize teacher and peer
to complete critical support, to achieve
reading, writing, higher consistently high levels of
order thinking, and factual and analytical
problem solving across learning.
subject matter.
The teacher makes
lessons and activities
that are challenging
for all students. This
keeps the
expectations high but
students will have
necessary supports
provided. 10/21/23

Instructions for
assignments and rubrics
are made available to
students in different
forms. Students also use
exit tickets to meditate on
how they are doing in
that particular
subject/lesson.
10/21/23

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. 7/15/23 across learning activities. standards for individual
10/21/23 and group behaviors.
Refers to standards for Reviews standards for Utilizes routine
behavior and applies behavior with students in references to standards Guides and supports
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences as needed. single lessons or for behavior prior and
sequence of lessons in during individual and
anticipation of need for group work. 7/15/23
reinforcement.
Students are aware of Students know Students follow behavior
classroom rules and expectations for behavior expectations, accept
consequences. and consequences and consequences and
respond to guidance in increase positive
following them. behaviors. 7/15/23
The class rules (Class
Constitution) is placed
somewhere visible in the
classroom. Once the rules
are established, they are
associated with a
historical figure we will
be learning about in our
World History unit.
7/15/23
Aside from revisiting the
Constitution, I also review
expectations before each
Evidence lesson and what
behaviors can help the
group or class in learning.
7/15/23
Since the students work
together to create the
“Class Constitution,” they
are more willing to take
responsibility for their
actions. They usually
know what they did and
think about what other
choices they could have
made. 7/15/23
Element 2.6 Emerging Exploring Applying
students to self-assess,
monitor, and set goals for
individual and group
behavior and
participation. 10/21/23
Students demonstrate
Students respond to positive behavior,
individual and group consistent participation
behaviors and encourage and are valued for their
and support each other to unique identities.
make improvements.
10/21/23
Teacher gives explicit
instructions for
assignments and
behavior during
individual work and
group work. Teacher
chunks group
instructions into
manageable tasks and
checks in with groups
regularly. 10/21/23
Students are encouraged
to be participatory group
members and can kindly
remind group members
to stay on task. 10/21/23
Teacher monitors and
provides feedback to
students as they work in
cooperative groups;
rubric might be used for
evaluating how well a
group worked together.
10/21/23
Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
7/15/23 builds on student integrates school
strengths. 10/21/23 standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
Employing classroom behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
routines, procedures, Responds appropriately consistently prevents or behaviors and establishes
norms, and supports to behaviors in ways that refocuses behaviors preventions and a
for positive behavior lessen disruptions to the disruptive to the learning positive classroom
to ensure a climate in learning climate. climate. 10/21/23 climate that eliminate
which all students Students participate in most disruptive behavior.
can learn routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in Students share
classroom norms. that interferes with 7/15/23 assessment and responsibility with
learning, and positive monitoring of routines, teacher for managing and
reinforcement in Students receive timely procedures, and norms in maintaining a positive
following routines, and effective feedback ways that improve the classroom climate that
procedures, and norms. and consequences for learning climate. promotes learning.
behaviors that interfere
with learning.
7/15/23
10/21/23
At the beginning of the Teacher establishes
year, we discuss the routines and
pillars of virtue and why
it is important to follow
procedures at the
these pillars. Once the beginning of the year.
students understand the 10/21/23
importance, they are then
Evidence tasked to come up with a Students keep slips
“Class Constitution,”
which consists of 4-5
where they track
rules/expectations for the compliments (these
class to follow based on can be for being on
the pillars. Since the task, kindness,
students were the ones to following directions,
create the Constitution,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
they also have the etc.). 10/21/23
responsibility of keeping
each other accountable.
7/15/23

One way to provide

positive behavior support
is using ClassDojo and a
point system for a class
treasure box. Students
can earn points by being
on task, helping other out,
or taking care of our
community. I also use
class shoutouts for
students to shoutout a
peer for exemplifying
different pillars
throughout the day. This
usually doesn’t result
Dojo points but it
encourages students
know that someone
appreciated their act of
kindness. 7/15/23

I will always start with a

small, inconspicuous
warning when there is
disruptive behavior
during instruction. If it
goes beyond that, I will
follow up with a
discussion, then
eventually a consequence.
I hold conversations with
the students to help them
understand why they are
receiving the
consequence but the
focus on how we can
make better choices. I
never want the students
to feel like I am holding
their actions over them
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
Evidence
Exploring
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.
10/21/23
When students begin
their work, I provide
them with clear
expectations for the
timeline and the quality
of work. When needed,
students with IEP and
504s may need extra time
to finish different tasks.
Chunking assignments
may also be an option as
long as they are able to
demonstrate an
understanding of the
content. 7/15/23
but why it is important to
follow our class rules and
expectations for reach
our learning goals.
7/15/23
10/21/23
Applying Integrating Innovating
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.
7/15/23 10/21/23
Students monitor their
Students participate in Students use their own time, are engaged in
and complete a variety of instructional time to accomplishing learning
learning activities in the engage in and complete goals, and participate in
time allotted with options learning activities and are reflection, self-
for extension and review. prepared for the next assessment, and goal
10/21/23 sequence of instruction. setting.
Flexibility and Classroom pacing is
adaptability play an dependent on student
important role in pacing assessment data (both
in the classroom. We formal and informal).
usually have enough time Through use of timers,
for introduce the lesson, progress monitoring, and
teach the lesson, and check-ins, students tend to
check for understanding be on top of their work and
but things don’t always go engaged. A week-at-a-
as planned. This is when I glance is also sent out to
adjust the lesson students and parents in
according to what I
order to block learning
observed throughout the
units and get students
lesson. If I feel like we
mentally ready to move
need to spend more time
onto the next set of lesson
on the lesson, as a whole
class, I will split the materials. 10/21/23
lesson up and finish the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
following day. I may also
just pull a small group to
review the previous
concepts during study
hall to make sure they
have close in the lessons.
7/15/23

We have a secondary
Math block that is geared
towards remediation and
enrichment. These
include activities, games,
and review lessons to
promote learning.
10/21/.23