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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community. value of all members.
and behavior. awareness to develop a Supports students in
Seeks to understand positive classroom climate. taking leadership in
Promoting social cultural perceptions of 7/13/23 developing a caring
Development and caring community. 11/27/23 community that is Students take leadership
responsibility within Students demonstrate responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in efforts to be positive, cultural norms of creating a fair and
where each student responsibility for the occasional community accepting, and respectful identities of all students. respectful classroom
is treated fairly and classroom community. building activities, of differences. 7/13/23 04/22/24 community where
respectfully designed to promote 11/27/23 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.
appreciation for
differences.
04/22/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I utilize a store in my Fairness and respect are
classroom. Students are modeled daily in my
given class rules and classroom. I am aware and
brainstorm how these
knowledgeable about
rules are displayed in the
classroom. We practice cultural diversity and
these behaviors. Students differences. I mention and
can earn class money for ask questions about
following rules which can specific cultural norms in
be spent in our store. their communities.
7/13/23 Pre-reading activities and
warm ups access students
Most of the students are
motivated by the rewards prior knowledge of the
system and make an effort cultural aspects seen in
to be positive and our reading/lesson
respectful 7/13/23 04/22/24

In my English class, Students are explicitly

students are given taught about how to
opportunities to interact interact with others
with each other in a respectfully. I provide
Evidence variety of ways such as opportunities for all
class discussions, public students to participate in
speaking, and online activities and discussions.
discussion boards. I use strategies that
provide equity for all
I have also required students.
students to use the 04/22/24
internet to complete
assignments showing what
they have learned.
11/27/23

Before I have students

participate in online
discussions or online
assignments,we go over
appropriateinternetetique
tte and ourclassrulesfor
creatingapositiveonline
communitywithinour
classroom.
11/27/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 7/13/23 resources for learning. resources, displays, and engage students in
learning. 11/27/23 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Structures for interaction Utilizes a variety of instruction. learning and reflect
interaction between are taught in single structures for interaction 4/22/24 diversity within and
students can support lessons or sequence of during learning activities beyond the classroom.
Creating physical or learning. lessons to support that ensures a focus on Integrates a variety of
virtual learning student learning. and completion of structures for interaction Selects from a repertoire
environments that learning tasks. that engage students of structures for
promote student constructively and interaction to ensure
learning, reflect productively in learning. accelerated learning for
diversity, and 11/27/23 the full range of students.
encourage Some students use 4/22/24
constructive and available resources in Students use resources Students use a variety of Students participate in
productive learning environments provided in learning resources in learning Students routinely use a monitoring and changing
interactions among during instruction. environments and environments and range of resources in the design of learning
students interact with each other interact in ways that learning environments environments and
to understand and deepen their that relate to and enhance structures for
complete learning tasks in understanding of the instruction and reflect interactions.
single lessons or sequence content and develop their diversity.
of lessons. 7/13/23 constructive social and Students share in
academic interactions. monitoring and
11/27/23 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
4/22/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
All of our students have
Chromebooks and are given
opportunities to use them to
complete assignments and use
apps. Over the past two years,
we have been doing more things
on paper because students often
get distracted by their
technology and were overall
“burnt out” on technology after
the 2020 school year. I would
like to be able to incorporate
technology more without it
being a distraction. 7/13/23
Evidence
I have began to
incorporate more
technology for the
2023-2024 school year.
OnewayIamdoingthisis by
utilizing Google
Classroom in all of my
classes. My Google
Classroom is organized by
weekandincludes links to
all material used in class,
all assignments, and links
to frequently used online
programs. 11/27/23
Students are given
frequent opportunities to
work with a partner or in
small groups. We model
expected behavior
frequently and rules are
posted. Visuals are hung
around the classroom.
7/13/23
I also use the "Question"
feature on Google
Classroom as an online
discussion form which
allows students to answer
various questions and
respond to one another. I
also use Google Slides and
Jamboard to allow
students to work
collaboratively on a
variety of topics.
11/27/23
Visual resources are
displayed to support
student learning. This
includes displays from a
variety of cultures.
Student work is
displayed. Anchor charts
and images that support
the current unit are
displayed. My classroom
is arranged in a way that
allows different types of
grouping (partner work,
small group, ect.).
Students are encouraged
to share their ideas and
build upon the ideas
presented by their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classmates during class
discussions. I provide
students with activities
and opportunities to work
independently, in
partners, and in small
groups. This helps
develop their willingness
and ability to work with
others in different
settings
04/22/24
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 11/27/23 emotional environment
as they arise. in the learning 04/22/24 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. 7/13/23
emotionally safe emotional safety. 11/27/23 Students demonstrate
Students are aware of 04/22/24 resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. alternative perspectives academic achievement, intellectual and emotional
safety. 7/13/23 and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
11/27/23
04/22/24
Although clear Clear expectations
expectations are set and are set for classroom
appropriate behavior is
modeled and practiced,
discussions. I model
some students are still correct ways to agree
hesitant to share in class. or disagree with each
Some students have other and we practice
difficulty regulating their periodically. All
Evidence emotions when they feel
strongly about a topic and
materials are stored
some are not accepting of so that students are
other’s opinions. 7/13/23 safe in my room
7/13/23

Imodelandteach
constructivewaystoagree
anddisagree.Iprovide
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
sentencestartersfor
studentstouse 11/27/23
I model constructive
ways to agree or
disagree with each other.
Students are
encouraged to offer
opinions. The
importance of
respectfully listening to
one another is explicitly
taught. Clear
expectations for behavior
is set and modeled.
04/27/24

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 technologies learning.
Creating a rigorous expectations for students. while becoming aware of understanding of throughout instruction Supports students to
learning achievement patterns for achievement patterns, that support the full range utilize an extensive
environment with individuals and groups of and uses scaffolds to of learners in meeting repertoire of
high expectations students. address achievement high expectations for differentiated strategies
and appropriate gaps. 7/13/23 achievement. to meet high expectations.
support for all 11/27/23
students Some students ask for Some individuals and Students engage in a 04/22/24 Students take
teacher support to groups of students work variety of differentiated responsibility to fully
understand or complete with the teacher to supports and challenges Students actively use utilize teacher and peer
learning tasks. support accuracy and in ways that promote supports and challenges support, to achieve
comprehension in their their accuracy, analysis, to complete critical consistently high levels of
learning. and problem solving in reading, writing, higher factual and analytical
learning. 7/13/23 order thinking, and learning.
problem solving across
subject matter.
11/27/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
04/22/24
I strive to create I am one of two remedial English
teachers on our campus. Last
activities that year, we noticed that many of
challenge my our students had trouble with
basic reading skills that
students; however, aren'tasfrequentlytaughtin
this is an area I hope highschool.Webroughtour
concernstotheremedial
to improve in. teachersatotherschools
I have high withinourdistrictto
determineiftheywere
expectations of my experiencingthisissueand
students and provide howitwasbeingaddressed.
Theyrecommendeda
them the scaffolding programcalledLexia.We
necessary due to advocatedfortraininginthis
programandtobeableto
their disabilities or useitwithourstudentsto
language need. ouradministrationandthe
district.Wealsorealizedthat
7/13/23 someofourstudentsneeded
morechallengingwork.For
this,wereachedouttothe
generaleducationteachers
onourcampustoseeifwe
couldutilizetheonline
programsusedbythe
Evidence studentsingeneral
educationclassroom.This
allowedthesestudentsto
haveaccesstoNoRedInk
andMembeam.These
websitesallowstudentsto
practicelanguageskillsand
vocabulary.11/27/23
I maintain high
expectations for all
students while providing
them the necessary
scaffolding and
accommodations for
each of them to access
the content. Because the
levels in my SAI classes
vary, many of the
assignments are
modified to meet the
needs of specific
students while still
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
making sure the
standards are met. Long
term assignments and
projects are chunked
appropriately
04/22/24

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. 7/13/23 across learning activities. standards for individual
11/27/23 04/22/24 and group behaviors.
Developing, Refers to standards for Reviews standards for Guides and supports
communicating, and behavior and applies behavior with students in Utilizes routine students to self-assess,
maintaining consequences as needed. single lessons or references to standards monitor, and set goals for
high standards for sequence of lessons in for behavior prior and individual and group
individual and group anticipation of need for during individual and behavior and
behavior reinforcement. group work. 7/13/23 participation.
11/27/23 04/22/24
Students are aware of Students know Students respond to Students demonstrate
classroom rules and expectations for behavior individual and group positive behavior,
consequences. and consequences and Students follow behavior behaviors and encourage consistent participation
respond to guidance in expectations, accept and support each other to and are valued for their
following them. 7/13/23 consequences and make improvements. unique identities.
increase positive 04/22/24
behaviors. 11/27/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
We talk about We talk about expectations I establish clear roles
for behavior daily at the and expectations for all
expectations for beginning of the school year
behavior daily at the and periodically as the group work. Social skills
beginning of the school year progresses. are are modeled at all
Whenever students are times and explicitly
school year and required to work with a taught when needed.
periodically as the partner or groups, we
review the expectations. Inappropriate behavior is
school year
Before group work is addressed and
progresses. While completed, an example is responded to in an
students are aware of always displayed and the immediate and
the expectations and expectations reviewed. consistant manner.
Evidence Behavior is always a area
consequences, there 04/22/24
that I feel can be improved
are times they choose upon. 7/13/23
to not follow the
rules. 7/13/23 Iestablishclearrolesand
expectationsforeffective
groupwork.Imodeland
teachappropriatesocial
skillsingroupsituations.
Positivebehavioris
rewarded11/27/23

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
Employing classroom
involvement. development and Maintains a quality on maximizing learning.
routines, procedures,
monitoring of norms. learning climate that Classroom climate
norms, and supports
7/13/23 builds on student integrates school
for positive behavior
strengths. standards and culturally
to ensure a climate in
Seeks to promote positive 11/27/23 relevant norms.
which all students
Responds to disruptive behaviors and responds Provides positive 04/22/24
can learn
behavior. to disruptive behavior. behavior supports. Promotes positive
Responds appropriately Promotes positive behaviors and establishes
to behaviors in ways that behaviors and preventions and a
lessen disruptions to the consistently prevents or positive classroom
learning climate. refocuses behaviors climate that eliminate
Students participate in disruptive to the learning most disruptive behavior.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for positive
procedures, routines, and correction for behavior behaviors.
classroom norms. that interferes with
learning, and positive Students receive timely
reinforcement in and effective feedback
following routines, and consequences for
procedures, and norms. behaviors that interfere
with learning. 7/13/23
We talk about expectations
for behavior daily at the
beginning of the school year
and periodically as the
school year progresses.
Whenever students are
required to work with a
partner or groups, we
review the expectations.
Before group work is
completed, an example is
always displayed and the
expectations reviewed.
Behavior is always a area
that I feel can be improved
upon. 7/13/23
Evidence
climate. 7/13/23
11/27/23
04/22/24
Students share
responsibility with
teacher for managing and
Students are involved in maintaining a positive
assessment and classroom climate that
monitoring of routines, promotes learning.
procedures, and norms in
ways that improve the
learning climate.
11/27/23
04/22/24
Positive behavior is
rewarded using
either our classroom
money system or
verbally. Disruptive
behavior is always
addressed as soon as
possible in a discreet
manner. 7/13/23
I have set rules and
routines in place so that
my kids knowexactly
what to do and expect
when I amnotthere. I
found that after I was
gone, numerous students
would want to let me
knowhow their time with
the substitute went
(either by email or in
person). Some tattled on
other students that did
not follow the rules but
manywantedtotell me
howwelltheydidfollowing
theclassroomexpectations
inmyabsence.Toaddress
thisneed,Istartedhaving
studentscompletea
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
Using instructional how transitions and
time to optimize classroom management
learning impact pacing and
lessons.
Some students complete
learning activities in time
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
SubstituteTeacher
ReflectionformIfoundon
TeachersPayTeachers.It
allowsstudentstoratetheir
behaviorandtheclass
behavioronascaleofoneto
ten.Itthenallowsthemto
reflectononethingtheydid
wellwhileIwasawayand
onethingtheywillimprove
onthenexttimethereisa
substitute.Iftheyfollow
throughandimproveinthat
areathenexttimethereisa
substitute,theygetmoney
forourclassstore.After
doingthisformanumberof
timesIhavefoundthatmy
class'behaviorwith
substituteshasimproved.
11/27/23
I use visual and auditory
cues to get my students
attention. My students
are aware of the
classroom procedures
which increases
efficiency.
4/22/24
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.
11/27/23 4/22/24
Students monitor their
Students participate in Students use their own time, are engaged in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted. needed, may receive some and complete a variety of instructional time to accomplishing learning
adjustments of time learning activities in the engage in and complete goals, and participate in
allotted for tasks or time allotted with options learning activities and are reflection,
expectations for for extension and review. prepared for the next self-assessment, and goal
completion. 11/27/23 sequence of instruction. setting.
4/22/24
Many of my students I pace my lessons to My lessons are adjusted
have executive meet the needs of my to meet the needs of my
processing issues students. I monitor students. Classroom
which often causes task completion to routines increase my
classes efficiency.
assignments to take determine if
Meaningful and relevant
longer than more/less time is
activities are provided for
anticipated necessary.
students that work more
(especially more Procedures are in quickly or need more of
complex projects). place to ensure that a challenge. Brain
7/13/23 the classroom is ran breaks are built into my
Evidence without distractions. lessons to help limit the
7/13/23 amount of time students
Small group instruction is
incorporated into my English
are off task.
class every Tuesday. This allows 04/22/24
me to meet with students to
provide additional support for
students struggling with certain
concepts. I also use this time
complete goal work with
mystudents. Lexia, the program
mystudents use independently
is able to identify when a
student needs small group
instruction on a topic. 11/27/23