Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying
Models and Models fair and respectful Reinforces positive,
communicates behavior. Demonstrates responsible, and
expectations for fair and commitment to fairness respectful student
respectful behavior to and respect in interactions. Assists
support social communications with students to resolve
development. students about language conflicts.
and behavior. Incorporates cultural
Promoting social Seeks to understand awareness to develop a
Development and cultural perceptions of positive classroom
responsibility within caring community. climate.
a caring community
where each student Some students share in Students participate in Students demonstrate
is treated fairly and responsibility for the occasional community efforts to be positive,
respectfully. classroom community. building activities, accepting, and respectful
designed to promote of differences.
caring, fairness, and
respect.
Evidence Using a clip chart (only clip
ups), I constantly reinforce
positive behaviors that I see
between peers, whether it is
in the classroom or on the
playground. Students that
help each other out in the
classroom (explaining
instructions, helping clean
spilled supplies, good
sportsmanship, etc.) receive
clip ups and when they clip
up they receive gems that
can go on their clip for
decoration. During S.E.L
lessons we play a game
called "Actually Curious" and
we will pick a specific
question for the day-
students then share how that
question may relate to them.
This is a way that students
get to share their cultural
Integrating Innovating
Develops shared Facilitates student self-
responsibility with reflection and ongoing
students for resolving improvement of the
conflict and creating and caring community based
maintaining a caring on respect, fairness, and
classroom community. the value of all members.
Supports students in
taking leadership in
developing a caring
community that is Students take leadership
responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
identities of all students. respectful classroom
community where
Students take student’s home culture is
responsibility resolving included and valued.
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. 4.8.2024
Using a clip chart (only clip
ups), I constantly reinforce
positive behaviors that I see
between peers, whether it is
in the classroom or on the
playground. Students that
help each other out in the
classroom (explaining
instructions, helping clean
spilled supplies, good
sportsmanship, etc.) receive
clip ups and when they clip
up they receive gems that
can go on their clip for
decoration. We also do class
points that the students
work together to earn, and
this is a way for them to earn
their fun Friday free time.
This encourages them to
work together and hold each
other accountable. 4.8.2024
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
differences and we get to
learn and celebrate those
differences.
9/11/23
Students are encouraged to
share their differences and
experiences and other
students throughout the
class love to learn about
them and experience them
as well. We have discussed
Rosh Hashanah and what
that holiday looks like and
very shortly we will be
sharing a treat with students
that is shared during Rosh
Hashanah (apples and
honey).
9/11/2
Students are held to a
standard of kindness- if that
is not met they are required
to fill out a reflection form
with an adult. This helps
students take a pause and
reflect on why this behavior
was a problem, how we can
fix it, and how the adult can
help support them. This form
is shared with parents and
kept as a “contract” to be an
upstander. 4.8.2024
During S.E.L we created a
core values picture, and the
students chose the values
that they find most
important to them. They
then created a visual that
helps them and their peers
recognize the things that are
most important to them and
those values show us the
way that they would like to
be treated! 4.8.2024
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.
Evidence Students are grouped Students are grouped into
into pods for desks and pods for desks and this
this promotes a variety of promotes a variety of
different kinds of different kinds of
communication between communication between
peers. They do partner peers. They do partner
work in all subjects and work in all subjects and
are encouraged to work are encouraged to work
closely with peers when closely with peers when
stuck on their work and stuck on their work and
teacher may be working teacher may be working
with someone else. with someone else.
9/11/23 4.8.2024
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students utilize their Students are currently
spelling dictionaries that grouped in writing based
are provided to them on the topic that they
along with other pre- chose to write about- they
prepped resources that are collaborating with
are put in their work each other to discuss pros
folders to revisit when and cons of their
needed. Our classroom opinions. They
rule is "Ask 3 before me" collaborate respectfully,
to promote collaboration helping each other learn
with peers, helping and grow and improve
students get more their writing based off of
comfortable with the discussions they have
communicating. with each other. 4.8.2024
9/11/23
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.
Evidence Students join together in
morning meetings to
discuss how to make our
classroom a safe
environment for all to be
in. We created a class
charter and every student
signed it, like a contract
to confirm that they will
work to create a safe
community for
themselves and their
peers.
9/11/23
Students are given
reminders to think about
how they are treating
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
4.8.2024 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Each week we have SEL
lessons that help us
understand each other
better, what we like and
dislike, and how we can
connect as a classroom
community. We have a
wall that shares all of our
core values and what we
each find most important.
Ex: If I value kindness, it
can really hurt my
feelings if someone is
unkind to me. If I value
arts (dancing, visual arts,
sports) then problems
could arise when we are
competing at recess. By
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
others and materials
throughout the
classroom. After a
reminder, students
typically fix the behavior
or else they are pulled out
of the classroom to keep
other students safe.
9/11/23
having these values
displayed, we get a daily
reminder of what is most
important to us! 4.8.2024
Students are currently
grouped in writing based
on the topic that they
chose to write about- they
are collaborating with
each other to discuss pros
and cons of their
opinions. They
collaborate respectfully,
helping each other learn
and grow and improve
their writing based off of
the discussions they have
with each other. 4.8.2024
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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.

Evidence I have attended a Students engage in Students engage in small

variety of different small groups for all groups for all subjects
that are differentiated by
PD opportunities that subjects that are different skills. Small
expanded on our differentiated by groups are frequently
reading and writing different skills. Small changing as students
program (Lucy groups are frequently adapt and learn new
Calkins teacher changing as students material, their skills are
constantly growing and
college reading and adapt and learn new changing. They
writing project). material, their skills collaborate with peers to
Students are broken are constantly ask questions regarding
up into small groups growing and reading, and elaborate on
that support different changing. their understanding of
the texts. They are
areas that they could 9/11/23 currently in book clubs
work on. that are based on their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/11/23 I have attended a variety level, but they have to
of different PD discuss what is
opportunities that happening in these books
expanded on our reading and share their thinking
and writing program and what questions or
(Lucy Calkins teacher predictions they may
college reading and have.
writing project). Students 4.8.2024
are broken up into small
groups. Students are
often grouped to support
each other, but also
taught in these small
groups for areas that
need additional support.
Students are asked to use
a rubric during writing
that asks them to show
the evidence of their
work to keep them
responsible and held to a
high standard while
learning.
4.8.2024

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. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
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.

Together our class Students understand Students are held to high

created a class that when a behavior standards within our
classroom. If they are not
charter with a list of does not follow our treating classmates the
things that help charter that they may way that is expected of
create a healthy and be asked to fill out a them, they typically stay
fun learning reflection form in at recess to have a
community within and/or sit out of conference with me and
the friend, if that is what
our room. Each specific activities. is needed. Table pods
student provided These forms are filled work together to earn
different things to out with a teacher table points, and if they
include on the and reflect on what are not following
charter and each the student could expectations, they can
lose points. These points
student and the have done differently go towards earning Fun
Evidence teachers signed it, in this situation and Friday. 4.8.2024
like a contract. come up with
9/11/23 solutions for how to Students understand that
fix it. when a behavior does not
follow our charter that
9/11/23
they may be asked to fill
out a reflection form
and/or sit out of specific
activities. These forms
are filled out with a
teacher and reflect on
what the student could
have done differently in
this situation and come
up with solutions for how
to fix it. 4.8.2024

Element 2.6 Emerging Exploring Applying 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
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
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
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.

Evidence Students have the School-wide: students

Students are given same routine every work as a class to earn
Golden Scotties that are
verbal praise for morning and it is collected for a bigger
following directions always posted on the celebration once we hit
and routines. They board. They look for our goal. We set our goal
also receive clip ups those routines and as a class and earn those
to work for gems on know what is Golden Scotties from our
specials classes and other
their clip. We are a expected of them. teachers to ensure that
PBIS school, so using Our schedule is we are carrying our
positive always posted on the classroom rules,
reinforcement is a board with times that expectations and
big part of our they take place for a procedures with all adults
on campus. 4.8.2024
classroom visual for students to
management. look at. If there is a Students are aware of our
9/11/23 change in our normal routines and schedule, as
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
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.
routine it is discussed it is always posted on the
prior to it happening board. If we find that
something isn’t working
so that they are not for our class we have a
thrown off by our class vote, and work to
routine change. find something that
9/11/23 works for all of us. We are
always flexible in trying
something new! 4.8.2024
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 monitoring
completion of learning of instructional time.
activities and closure.
Students use their
Students participate in instructional time to Students monitor their
and complete a variety of engage in and complete own time, are engaged in
learning activities in the learning activities and are accomplishing learning
time allotted with prepared for the next goals, and participate in
options for extension sequence of instruction. reflection, self-
and review. assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Lessons are typically given a
5-10 minute window to
adjust as needed, but there
are times when more time
may be needed for
instruction and it cuts into
student work time. Some
lessons end up taking longer
in Phonics when there are
multiple steps that are
required through each
lesson. If time gets cut short,
we typically bump to the
next day to review and finish
the discussion.
9/11/23
Students are given the time
allotted for assignments and
if I notice that majority of
students are not finishing in
time allotted, the assignment
goes to their classwork
Evidence folder to work on as
unfinished work without
punishment for it not being
turned in.
9/11/23
For each subject, the
students are taught a
mini lesson and then
they are sent to do their
independent work,
applying what they just
learned. With writing,
students have
conferencing days,
where they are able to
dive into deeper
questions and share
what they are working
on. For math, they are
broken into groups
based on ability and
after they have
completed the days
work, they are given
extension packets or
pulled for small groups
for re-teaching. For
reading, students are
broken into groups
based on their reading
level which provides
them support from
peers. 4.8.2024
Students that finish work
early have packets for
extension or review.
They are able to pull it
from their classwork
folder if they have
finished early, but most
students use the
majority of the time
allotted to turn in their
best work or to make
corrections if needed.
4.8.2024