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. 9/17/22 ; community that is Students take leadership
responsibility within 4/23/23 responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in cultural norms of creating a fair and
where each student responsibility for the occasional community Students demonstrate identities of all students. respectful classroom
is treated fairly and classroom community. building activities, efforts to be positive, 11/7/23. 04/30/24. community where
respectfully designed to promote accepting, and respectful student’s home culture is
caring, fairness, and of differences. 9/17/22 ; Students take included and valued.
respect. 4/23/23 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. 11/7/23.
04/30/24.
Evidence I always provide I have begun
modeling and praise for implementing a more
student behavior and flexible and classroom-
interactions that follow based approach to
our school guidelines and classroom management
reflect our students’ challenges. I now have my
diverse cultures. When students take leadership
student conflicts arise, I in creating our classroom
redirect their behavior norms, developing
toward vocalizing instead behavior policies, and
of actions, and meet with determining what
them individually to help behaviors are acceptable
them solve their based on school policies.
problems in a culturally My students are able to
responsive manner to feel belonged knowing
reduce future problems. that they created these
9/17/22 policies to keep their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classmates responsible.
I continue to model 11/7/23.
student interactions and
praise positive behavior I continue to share
in the classroom. I ensure responsibilities to
that my classroom classroom management
policies are and community to engage
representative of school my students and allow
policies, cultural values, them to have a voice in
and student differences to their environment. I
enact a safe environment allow my students to take
for all students. As a charge of daily tasks,
result, my students rules creation, and the
demonstrate a strong weekly polls and surveys.
commitment to 04/30/24.
respecting each other and
the classroom My students continue to
environment. 4/23/23 promote respect and a
safe environment by
holding their peers
accountable, contributing
to the safety of our
classroom, and providing
input and feedback when
needed. 04/30/24.
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. 9/17/22 ; 4/23/23 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. 11/7/23. learning and reflect
interaction between lessons or sequence of structures for interaction 04/30/24. diversity within and
students can support lessons to support during learning activities beyond the classroom.
Creating physical or learning. student learning. that ensures a focus on Integrates a variety of
virtual learning and completion of structures for interaction Selects from a repertoire
environments that learning tasks. 9/17/22 ; that engage students of structures for
promote student 4/23/23 constructively and interaction to ensure
learning, reflect productively in learning. accelerated learning for
diversity, and 11/7/23 . 04/30/24. the full range of students.
encourage Some students use Students use resources Students use a variety of
constructive and available resources in provided in learning resources in learning Students participate in
productive learning environments environments and environments and Students routinely use a monitoring and changing
interactions among during instruction. interact with each other interact in ways that range of resources in the design of learning
students to understand and deepen their learning environments environments and
complete learning tasks in understanding of the that relate to and enhance structures for
single lessons or sequence content and develop instruction and reflect interactions.
of lessons. constructive social and their diversity.
academic interactions. Students share in
9/17/22 ; 4/23/23 monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 11/7/23.
04/30/24.
Student diversity is I have begun using regalia
evident in our school and realia with my
students that represents a
as we are fully broad range of cultures
inclusive and do not and ethnic groups. I
Evidence
have separate always make sure to
settings based on include images and
academics or examples that all students
can connect to in my
behaviors. Our range
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of resources include curriculum. This allows
traditional resources, my students to feel
connected to the content,
science materials, encouraging their voice in
virtual reality, and a the classroom. For
3D printer. student interaction, my
Interaction structures students use
are varied to provide accountability talk
response starters to
students with ensure productive
individual and small conversations are evident.
group tasks to meet Additionally, my students
learning goals. These occasionally self-assess
various resources their communicative and
collaborative skills,
and interactions help furthering their self-
deepen students’ monitoring of their
academic and social contributions to a positive
skills. 9/17/22 learning culture. 11/7/23

The physical environment I continue to provide a

of my classroom utilizes a broad range of resources
multitude of resources and constructive
listed previously, such as interactive learning
science materials and the experiences to help foster
3D printer. Other an environment in which
resources, such as multiple perspectives are
computers, textbooks, and valued and expected. My
whiteboards provide my incorporation of multiple
students with a diverse perspectives and varied
and effective learning resources allow each
experience that engages student to feel belonged
them in knowledge and valued, while also
construction. 4/23/23 serving as critical
historical lessons and
fostering real-world
collaborative skills. My
students contribute by
engaging in self-
reflection, providing
feedback, and engaging in
rich discussions on
fostering positive cultures
and environments
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
through reflective
assignments and core
lessons. 04/30/24.
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. 9/17/22 ; 4/23/23
Establishing and
maintaining learning
Explores strategies to
environments that
establish intellectual and
are physically,
emotional safety in the
intellectually, and
classroom. 9/17/22 ;
emotionally safe
4/23/23
Students are aware of
required safety
procedures and the
school and classroom Students follow teacher
rational for maintaining guidance regarding
safety. potential safety issues for
self or others. 9/17/22 ;
4/23/23
I address safety
issues with our
school safety
ambassador. I have
been researching
different strategies to
make the classroom
Evidence even safer for my
students who suffer
from emotional
distress. My students
know the proper
safety precautions
through our
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum. 11/7/23
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
11/7/23
Students take risks, offer
opinions, and share
alternative perspectives.
11/7/23
I have begun to effectively
examine biases in the
curriculum to ensure
students are provided
with a safe learning
environment. For my
students with trauma and
emotional challenges, I
ensure that I remove any
harmful content that
could trigged my
students. As a school, we
also hold resiliency
workshops and webinars
for students to learn how
to build these skills. My
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent maintenance of a safe
viewpoints. 04/30/24. physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom. 04/30/24.
Students demonstrate
resiliency in perseverance
Students develop and for academic
practice resiliency skills achievement.
and strategies to strive Students maintain
for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 04/30/24.
I allow my students to
take risks and offer
respectful opinions
through reflective course
assignments, the
personalized nature of
our program, choice
board activities, and
essay assignments that
support critical thinking
and multiple
perspectives. 04/30/24.
My students engage in
reflective conversations
on improving classroom
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
conversations and students are also community, safety, and
drills. 9/17/22 provided with conflict resolution and
accountability talk resiliency skills. My
response starters when students engage in annual
I have conducted recent engaging in classroom sessions designed to
drills with my students discussions and debates teach positive behaviors,
and reinforced the rules to ensure all students feel safe environments, and
and procedures if an welcomed and that their academic success
event occurred. I have opinion is valued. strategies that teach them
continued to explore a 11/7/23 valuable skills to foster
variety of resources that positive learning
will establish emotional environments and
safety in my classroom to communities. 04/30/24.
ensure that all students
are provided with a safe
learning environment. I
have allowed my students
to share their thoughts
regarding certain
procedures to provide
them with buy-in and
autonomy. 4/23/23

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. 04/30/24.
expectations for students. while becoming aware of understanding of technologies throughout
achievement patterns for achievement patterns, instruction that support Supports students to
individuals and groups of and uses scaffolds to the full range of learners utilize an extensive
students. address achievement in meeting high repertoire of
gaps. 9/17/22 expectations for differentiated strategies
achievement. 4/23/23; to meet high expectations.
Some students ask for Some individuals and Students engage in a 11/7/23 04/30/24.
teacher support to groups of students work variety of differentiated
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
understand or complete with the teacher to supports and challenges Students actively use
learning tasks. support accuracy and in ways that promote supports and challenges
comprehension in their their accuracy, analysis, to complete critical
learning. and problem solving in reading, writing, higher
learning. 9/17/22 order thinking, and
problem solving across
subject matter. 4/23/23;
11/7/23
My targeted The learning
adjustments to environment is rigorous
in terms of requiring
curriculum and critical thinking and
instruction writing skills throughout
differentiate our curriculum. Through
appropriate levels of interdisciplinary
challenge based on connections, my students
are constantly engaged
students’ needs and with technologies and
skills to hold high scaffolds that support
expectations. I use individual student needs
assessment data to through differentiated
understand assignments that engage
students in problem
achievement patterns solving. 4/23/23
Evidence to scaffold
instruction to I continue to ensure that
address gaps in the learning environment
learning. These is focused on critical
thinking skills that
differentiated
support interdisciplinary
supports help to connections. Since most
further improve my of my students focus on
students’ analytical 1-2 classes at a time, it is
and problem-solving very easy to help them
see connections between
skills. 9/17/22
current and prior content.
This also helps with
differentiation as I have
much flexibility to
customize curriculum.
11/7/23
Students take
responsibility to fully
utilize teacher and peer
support, to achieve
consistently high levels of
factual and analytical
learning. 04/30/24.
I have tremendously
grown in my ability to
help my students take
leadership of their
learning in our
independent study setting
by having students
advocate for themselves
to engage with extension
activities, VR technology,
and course planning
input. I support my
students in their selection
in choosing activities,
resources to use, and
assessments they would
like to complete to
demonstrate their
comprehension. Also, my
students take
responsibility for their
learning by creating their
own study groups,
seeking online resources,
engaging with their peers
to develop projects, and
providing insight in
annual progress
meetings. 04/30/24.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 9/17/22 ; behavior. across learning activities. standards for individual
4/23/23 11/7/23 and group behaviors.
Developing,
Refers to standards for Utilizes routine 04/30/24.
communicating, and
behavior and applies Reviews standards for references to standards Guides and supports
maintaining
consequences as needed. behavior with students in for behavior prior and students to self-assess,
high standards for
single lessons or during individual and monitor, and set goals for
individual and group
sequence of lessons in group work. 4/23/23 individual and group Students demonstrate
behavior
anticipation of need for behavior and positive behavior,
reinforcement. 9/17/22 participation. 11/7/23 consistent participation
Students are aware of Students follow behavior and are valued for their
classroom rules and Students know expectations, accept Students respond to unique identities.
consequences. expectations for behavior consequences and individual and group 04/30/24.
and consequences and increase positive behaviors and encourage
respond to guidance in behaviors. 9/17/22 ; and support each other to
following them. 4/23/23 make improvements.
11/7/23
Evidence I ask for student I have had very few I facilitate positive
input when it comes behavioral challenges I ensure that my learning environments by
environment is set up ensuring my students are
to behavioral in my classroom due actively monitoring their
with clear behavioral
expectations while to the expectations, guidelines, own behaviors through
also making sure all acknowledgement and consequences to check-ins, conversations,
school policies are and voice in create a safe learning contribution to classroom
upheld. I then make behavioral environment. This is done rules and norms, and by
through collaboration of having them hold their
sure that I expectations. The peers accountable
norms, expectations, and
communicate and consequences used rules in my classroom. through our tiered system
model these have led to increased Also, each day I have my of consequences and
standards for my positive behaviors, in students set individual support. My students
students who need addition to support goals for learning and demonstrate this positive
help them self-assess behavior through their
additional reminders from the school social interactions,
their progress at the end
in the moment. counselor and of each day. 11/7/23 following of directions,
9/17/22 Learning Lead. and through classroom
9/17/22 conversations. My
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have continued to students’ identities,
communicate and model I continuously reinforce beliefs, and thoughts are
expectations with my the behavioral valued through consistent
students, along with expectations with my affirmation of varied
having them provide students, resulting in my ideas and contributions to
input on how classroom students following these the classroom
behaviors should look. I expectations and environment. 04/30/24.
will continue to improve upholding the values of
this part of my teaching, our school and classroom.
as I know I can further 4/23/23
maintain high standards
for student learning.
4/23/23

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
9/17/22 ; 4/23/23 builds on student integrates school
strengths. 11/7/23. standards and culturally
Seeks to promote positive 04/30/24. relevant norms.
Responds to disruptive behaviors and responds Provides positive
behavior. to disruptive behavior. behavior supports. Promotes positive Promotes positive
Responds appropriately behaviors and behaviors and establishes
to behaviors in ways that consistently prevents or preventions and a
lessen disruptions to the refocuses behaviors positive classroom
learning climate. disruptive to the learning climate that eliminate
Students participate in climate. 11/7/23. most disruptive behavior.
routines, procedures, and 04/30/24.
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 9/17/22 ; 4/23/23 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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
procedures, and norms. and consequences for
behaviors that interfere
with learning. 9/17/22 ;
4/23/23
Evidence Our school and
classroom routines
and procedures place
cultural differences
and student input at
the forefront. Our
positive behavior
support system
focuses on MTSS and
counselor
engagement to
reduce disruptions
and help reinforce
positive behaviors.
All behaviors are
immediately
addressed in proper
manners. 9/17/22
I have not grown much in
these areas, but I still
effectively maintain rules
and procedures that place
student needs and values
at the forefront. I use our
MTSS system frequently
to provide my students
with support from our
counselor and assistant
principal if my
interventions are not
successful. Students who
need additional support,
are provided with
necessary resources and
learning climate. promotes learning.
11/7/23. 04/30/24.
I have allowed my
students to add, remove,
or modify our classroom
routines and norms as
needed. This has helped
them make decisions as a
group based on positive
and negative experiences.
This has helped to
promote positive
behaviors in my students
to remove disruptions
and ensure that the
learning climate is valued,
respected, and
individualized. 11/7/23
I continue to have my
students contribute to the
learning environment to
increase student
engagement,
understanding of the
norms, and to increase
student buy-in to foster a
wider school culture. As a
result, very few
classroom management
challenges arise as all
students know the rules,
contribute to the rules,
and follow the rules.
Student constant input
and assessment allows
them to feel belonged and
accepted, while providing
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.
9/17/22
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9/17/22
The individualized
nature of our school
and program support
lesson adjustments
and time adjustments
based on students’
needs. Student
pacing is adjusted
based on student
course plans and
needs. All students
are expected to
complete their
coursework within
a contract that we use to the teachers with critical
support student information regarding
behavioral changes. environmental safety and
4/23/23 needs for improvement.
04/30/24.
Applying Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
4/23/23
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
prepared for the next
sequence of instruction.
4/23/23
My pacing of instruction
is mostly set by our
students’ individualized
pacing, goals, and needs.
Throughout each course,
my students are provided
with learning checks,
frequent quizzes,
assignments, and projects
that provide them with
immediate feedback,
which assists me with
providing targeted
interventions. 4/23/23
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 11/7/23.
04/30/24.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting. 11/7/23.
04/30/24.
Daily, I assist with pacing
and adjustments to
students’ coursework
based on formative
assessment results. Since
our courses are self-
paced, I help my students
monitor their learning,
pacing, and engagement. I
help my students
construct daily goals and
self-assessments to help
them build self-
monitoring skills.
11/7/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the adjusted time In the independent study
frame. 9/17/22 setting, I continue to
assist with course pacing,
adjustments, and
assessment
differentiation to improve
student learning and self-
monitoring. Students
always know where they
are at in their
coursework, and work
with me and their families
to stay on pace and adjust
their course plans
effectively. 04/30/24.