Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared responsibility with students for resolving Facilitates student
communicates respectful responsible, and conflict and creating and maintaining a caring classroom self- reflection and
expectations for behavior. respectful student community. ongoing
fair and Demonstrates interactions. Assists Supports students in taking leadership in developing a improvement of the
respectful commitment to students to resolve caring community that is responsive to the diverse cultural caring community
behavior to fairness and conflicts. norms of identities of all students. 9/12/22 based on respect,
support social respect in Incorporates fairness, and the
development. communications cultural awareness Students take responsibility resolving conflicts and value of all
with students to develop a positive maintaining a caring classroom community. Students members.
Promoting about language classroom climate. promote respect and appreciation for differences. 5/1/23 5/1/23
social and behavior. 9/30/234/30/24
Development Seeks to Students
and understand demonstrate efforts
responsibility Some students cultural to be positive,
within a caring share in perceptions of accepting, and Students take
community responsibility caring respectful of leadership in
where each for the community. differences.9/12/22 resolving conflict
student is classroom and creating a fair
treated fairly community. Students and respectful
and participate in classroom
respectfully occasional community where
community student’s home
building culture is included
activities, and valued.
designed to Students
promote caring, communicate with
fairness, and empathy and
respect. understanding in
interactions with
one another.
9/30/23
4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Most students help We spent the first 21 days in the class, just going over rules, My students all
each other and work procedures, and good and bad choices for every place in the care about each
hard to stay safe, school. other and have
responsible, and made it clear in the
respectful (Our PBIS I always say please when asking students to do something. I fact that they all
main rules.)9/12/22 thank students for doing what they are supposed to be make sure
doing/doing what I asked/ and helping me. everyone is safe
and making good
I use their names when speaking to them. choices. Everyone
is concerned about
Each student has equal access to any material they will a friend when they
need- fall/get hurt.
whiteboards/clipboards/manipulatives/paper/supplies/etc. 5/1/23

I constantly ask about the students' cultures so I can be Students are

more mindful. An example is that in China, you do not write
someone's name in red unless they are dead, if you do before taking
they are dead it is like wishing death upon them. Once I responsibility
learned this, I stopped using my red pens just in for their
case.9/12/22
actions as well
Students are taking responsibility for their actions as well as as helping
Evidence helping others make good choices. They will sue my silent others make
corrections when I do not notice someone who needs
one.5/1/23 good choices.
They will use
my silent
corrections
when I do not
notice
someone who
needs one.
My students all
care about each
other and have
made it clear in the
fact that they all
make sure
everyone is safe
and making good
choices. Everyone
is concerned about
a friend when they
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
fall/get hurt. Our
school uses a PBIS
system. Every year
I teach this system
to the incoming
students. 9/30/23

4/30/24

I lead community
cirlces to buiold
respect amoung
each studnet in the
class. We disucss
things and I have
modeled respect
throughout the
whole school year.
I constantly ask
about the students'
cultures so I can be
more mindful. An
example is that in
China, you do not
write someone's
name in red unless
they are dead, if
you do before they
are dead it is like
wishing death upon
them. Once I
learned this, I
stopped using my
red pens just in
case.
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 instruction. environments enhance
Is aware that structured are taught in single structures for interaction 9/12/22 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 5/1/23 9/30/23
environments that learning tasks. 9/12/22 that engage students
promote student constructively and Selects from a repertoire
learning, reflect productively in learning. of structures for
diversity, and 5/1/23 interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources Students use a variety of the full range of students.
productive available resources in provided in learning resources in learning Students routinely use a
interactions among learning environments environments and environments and range of resources in Students participate in
students during instruction. interact with each other interact in ways that learning environments monitoring and changing
to understand and deepen their that relate to and enhance the design of learning
complete learning tasks understanding of the instruction and reflect environments and
in single lessons or content and develop their diversity. structures for
sequence of lessons. constructive social and Students share in interactions.
academic interactions. monitoring and 4/30/24
assessment of interactions
to improve effectiveness
and develop a positive
culture for
learning5/1/23. 9/12/22
Students' desks are My bulletin boards I have every
in groups of 4-6. reflect what I am manipulative I can
During almost any teaching, student think of, students are
lesson if no one is work is hung all allowed to pair talk,
talking to them, they around my room as and they can use
Evidence can ask table well. their clipboard to get
partners for help. closer during
I have all instruction.5/1/23
All supplies needed manipulatives
for the day are in a necessary; I also have I make sure my
communal bucket on the student work in lessons are a mixture
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the desk group. pairs if necessary. of direct, group talk,
9/12/22 They are also able to and independent
get up and use work time.
clipboards if they I have every
cannot see what we manipulative I can
are working on if I am think of, students are
projecting/writing on allowed to pair talk,
the and they can use
board.9/12/225/1/23 their clipboard to get
closer during
I make sure my instruction.
lessons are a mixture This connects to ISTE
of direct, group talk, 2.5a. The
and independent manipulatives
work time. 5/1/23 available help any
learner complete any
task. If I find out a
student needs a
different
manipulative to be
successful I will find
it for them. 9/30/23

Manipulatives are
available to help any
learner complete any
task. If I find out a
student needs a
different
manipulative to be
successful I will find
it for them.I also
make sure that they
know where rthey
are or hwo to get one
for each assignemtn.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
This ensures they
alwzys have whagt
they need.
My desk are arranged
in groups and
studnets know where
to find clip boards
and other resources
if they need to
change their seat
during work time.
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 Anticipates and reduces Integrates support for Shares responsibility with the
laws regarding safety addresses safety issues risks to physical, students to take risks students for the establishment and
that are required by regarding materials, intellectual, and and offer respectful maintenance of a safe physical,
the site, district, and student interactions, emotional safety using opinions about intellectual, and emotional
state. and the organization of multiple strategies that divergent viewpoints. environment focused on high
Responds to behaviors the learning include examining quality and rigorous learning.
that impact student environments. biases in the learning 5/1/23 9/30/23
safety as they arise. environment and
curriculum. Engages in reflection
Establishing and
on their own language
maintaining
Explores strategies to Models and provides and behavior that
learning
establish intellectual instruction on skills contributes to
environments that
and emotional safety in that develop resiliency intellectual and
are physically,
the classroom. and support intellectual emotional safety in the Students demonstrate resiliency in
intellectually, and
and emotional safety. classroom. perseverance for academic
emotionally safe
achievement.
Students are aware of Students maintain intellectual and
required safety Students follow teacher Students take risks, Students develop and emotional safety for themselves
procedures and the guidance regarding offer opinions, and practice resiliency and others in the classroom.
school and classroom potential safety issues share alternative skills and strategies to
rational for for self or others. perspectives strive for academic 4/30/24
maintaining safety. achievement, and
establish intellectual
and emotional safety in
the classroom. 5/1/23
Most of the class is Especially during I set expectations early on,
very shy and will writing, I make with multiple reminders. I
not take risks/ sure students get explain how to be safe,
oppose each other used to responsible, and respectful
with opinions. constructive daily in each environment in
They are incredibly criticism about the school. I held multiple
young and have not their work. I have conversations with the whole
Evidence been in school yet. them show me group about safety for
I am working on the before they can ourselves and others. This
community aspect turn it in and will could be emotionally,
to foster more give feedback for physically, or intellectually
participation. them to change safe depending on what has
9/12/22 certain things happened that has made me
about their writing. need to have this
This creates their conversation.9/12/225/1/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
best work when I
look over it later. I Especially during writing, I
do this with most make sure students get used
worksheets in the to constructive criticism
class as about their work. I have them
well.5/1/23 show me before they can
turn it in and will give
feedback for them to change
certain things about their
writing. This creates their
best work when I look over it
later. I do this with most
worksheets in the class as
well.
I set expectations early
on, with multiple
reminders. I explain how
to be safe, responsible,
and respectful daily in
each environment in the
school. I held multiple
conversations with the
whole group about safety
for ourselves and others.
This could be emotionally,
physically, or
intellectually safe
depending on what has
happened that has made
me need to have this
conversation.
On my walls are multiple
reminders of how to
behave in different places.
9/30/23
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 learning Integrates rigor Facilitates a rigorous
learning environment on learning environment environment that includes throughout the learning learning environment in
accuracy of answers and that includes accuracy, accuracy, analysis, problem environment that values which students take
completion of learning understanding, and the solving, and appropriate accuracy, analysis, and leadership in learning.
tasks. importance of meeting levels of challenge. critical reading, writing Fosters extended
Is aware of the targeted learning goals. Holds high expectations for and thinking. studies, research,
importance of Works to maintain high students. Has an Integrates strategic analysis and purposeful
maintaining high expectations for students understanding of scaffolds and use of learning.
Creating a rigorous expectations for while becoming aware of achievement patterns, and technologies throughout Supports students to
learning students. achievement patterns for uses scaffolds to address instruction that support utilize an extensive
environment with individuals and groups achievement gaps. 9/12/22 the full range of learners repertoire of
high expectations of students. in meeting high differentiated strategies
and appropriate Students engage in a variety expectations for to meet high
support for all of differentiated supports achievement. expectations.
students Some individuals and and challenges in ways that
Some students ask for groups of students work promote their accuracy, Students actively use Students take
teacher support to with the teacher to analysis, and problem supports and challenges responsibility to fully
understand or complete support accuracy and solving in learning. 9/12/22 to complete critical utilize teacher and peer
learning tasks. comprehension in their reading, writing, higher support, to achieve
learning. order thinking, and consistently high levels
problem solving across of factual and analytical
subject matter.5/1/23 learning. 4/30/24
9/30/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I challenge all my Throughout the year
students as much as I I am changing the
can. I have early requirements to
finisher activities, and grow with the
for my slower students, students. For
I find ways to help them example, writing
during each lesson. goes from sentence
frames and word
I use the integrated banks at the
method for my English beginning of the year
learners so each lesson to sounding out
can meet their specific words and writing
needs. I also have two sentences with
direct ELD lessons no help.
during small group
days. For my ELLs I will
give extra help
I also say my during lessons and
Evidence expectations before integrate ELD into
each every lesson. I also
lesson/activity.9/12/22 have small groups
twice a week where I
will work on ELD
with my ELLS.

Before every lesson I

set my expectations
and explain how to
get the best grade
possible. 5/1/23

Throughout the year

I am changing the
requirements to
grow with the
students. For
example, writing
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
goes from sentence
frames and word
banks at the
beginning of the year
to sounding out
words and writing
two sentences with
no help.
For my ELLs I will
give extra help
during lessons and
integrate ELD into
every lesson. I also
have small groups
twice a week where I
will work on ELD
with my ELLS.
Before every lesson I
set my expectations
and explain how to
get the best grade
possible. 9/30/23

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
Developing, and explains expectations high standards for individual and group role in monitoring and
communicating, and for individual and group individual and group behavior within and maintaining high
maintaining behavior. behavior. across learning activities. standards for individual
high standards for 9/12/22 and group
individual and group Refers to standards for Reviews standards for Utilizes routine behaviors.5/1/23
behavior behavior and applies behavior with students in references to standards Guides and supports 9/30/234/30/24
consequences as needed. single lessons or for behavior prior and students to self-assess,
sequence of lessons in during individual and monitor, and set goals for
anticipation of need for group work. 9/12/22 individual and group
reinforcement. behavior and
participation. 5/1/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of Students know Students follow behavior 9/30/23
classroom rules and expectations for behavior expectations, accept
consequences. and consequences and consequences and Students respond to Students demonstrate
respond to guidance in increase positive individual and group positive behavior,
following them. behaviors. 9/12/22 behaviors and encourage consistent participation
and support each other to and are valued for their
make improvements. unique identities.
9/12/22 4/30/24

I explicitly taught my I use dojo points for The dojo points along
rules, expectations, behavior. I also have with the school wide
and routines for the a clip chart that I use ticket system have
first 21 days of only after multiple created a positive
school. On the carpet warnings for clipping environment for
I say give me 5(eyes down and clipping up assessing behaviors.
watching, ears for good I have noticed the
listening, lips are behavior.9/12/22 clip chart was not
zipped, calm body, working for most
and Crisscross I have worked on my students so I stopped
applesauce. We have students assessing using that and only
hand motions and do group behavior and use the dojo points
the chant every day. self assessing. this and whole school
has resulted in the tickets. The students
Evidence Most students students being able also keep each other
understand the to self correct, along in check.5/1/23
consequences and with use my silent
follow the reminders for what
expectations since correct behavior I have worked on my
we spent so much should be. They have students assessing
time going over all of taken responsibility group behavior and
these.9/12/22 for their behaviors self assessing. this
and I have noticed has resulted in the
most students students being able
working really to self correct, along
well.5/1/23 with use my silent
reminders for what
I have worked on my correct behavior
students assessing should be. They have
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
group behavior and taken responsibility
self assessing. this for their behaviors
has resulted in the and I have noticed
students being able most students
to self correct, along working really
with use my silent well.9/30/23
reminders for what
correct behavior I make sure to call on
should be. They have studnets using
taken responsibility different meathods.
for their behaviors this ensures that
and I have noticed each studnet has
most students equal oportunity to
working really talk and participate.
well.9/30/23 Some emathods
include, cold calling,
pulling sticks, and
using a random
selector on Class
Dojo.

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
Employing some student students in the are culturally responsive. and procedures focuses
classroom routines, involvement. development and Maintains a quality on maximizing learning.
procedures, norms, monitoring of learning climate that Classroom climate
and supports for norms.9/12/22 builds on student integrates school
positive behavior to strengths. 5/1/23 standards and culturally
ensure a climate in Seeks to promote positive 9/30/23 relevant norms. 4/30/24
which all students Responds to disruptive behaviors and responds Provides positive
can learn behavior. to disruptive behavior. behavior supports. Promotes positive
Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate.9/12/22 climate that eliminate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
routines, procedures, and most disruptive behavior.
norms and receive 5/1/23
Students are aware of Students receive reinforcement for 9/30/23
procedures, routines, and correction for behavior positive behaviors.
classroom norms. that interferes with Students are involved in
learning, and positive Students receive timely assessment and
reinforcement in and effective feedback monitoring of routines, Students share
following routines, and consequences for procedures, and norms in responsibility with
procedures, and norms. behaviors that interfere ways that improve the teacher for managing and
with learning. 9/12/22 learning climate 5/1/23 maintaining a positive
9/30/23 classroom climate that
promotes learning.
4/30/24

I practice my I am always praising My main classroom

attention calls daily my students who are management is
right now. I make doing exactly what I positive
sure to explain what asked. They will reinforcement. I will
each one means and usually get to clip continually thank
when we do it. up/ or receive a dojo students and give
point. good call outs when I
I use the exact same see the expected
words for each I also have points behaviors. I also give
transition, beginning given for good points for great
of lesson, and asking reports for PE, behavior and
them to remember STEAM Lab, and announce it loudly
my expectation. At Music.9/12/22 for everyone to
Evidence
this point I have hear.5/1/23
some students who My routines stay the
know what I am same all year. The My main classroom
going to say before I students know what management is
say it. to expect at all times positive
during the day. reinforcement. I will
An example is “give continually thank
me 5” on the carpet, When students are students and give
or “how do we walk not following good call outs when I
in the hallway?” directions, I redirect see the expected
"Level one voices and immediately. I have behaviors. I also give
calm bodies” is the many silent points for great
response. behavior and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
corrections as announce it loudly
If a student is not well.5/1/23 for everyone to hear.
following my I explain this system
expectations, then I to the parents and
immediately do a students so we are all
silent correction. If on the same
that does not work page.9/30/23
and the behavior is
very disruptive, I will Students in my class
try positive konw what the
reinforcement. If expectations are for
that does not work, I each assignemtn and
will ask them to see lesson. They also use
me during the quiet signal
independent remidners to help
time/partner talk each other make
time.9/12/22 better choices. This
is done without
judgement or mal
intent. We discussed
how we are a team
and need to help
eachother out.
Students are very
aware of all routines
and procedures so
they are able to teach
any substitute
teacher them.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Using instructional on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
time to optimize Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
learning how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons.
Some students complete
learning activities in time
allotted.
learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
activities and instructional time.
closure.9/12/22
Students use their
Students participate in instructional time to
and complete a variety of engage in and complete
learning activities in the learning activities and are
time allotted with options prepared for the next
for extension and sequence of instruction.
review.9/12/22 5/1/23
9/30/23
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting. 4/30/24

I will ask for I will check for I use digital timers

understanding understanding
during lessons during a lesson and
multiple times. 2 change the pace of
fingers up mean they the lesson
get it, 1 finger is that accordingly. I will
they think they walk around to
understand, and no monitor along with
fingers means they using informal
do not get what we assessments such as
are saying. If most of thumbs up or down,
the class has two and fingers to gauge
fingers, I move on to their understanding
independent work of the lesson.5/1/23
Evidence
and call the small
amount of one finger I will check for
and no finger understanding
students to a small during a lesson and
group. If most do not change the pace of
get it, I will give more the lesson
instruction.9/12/22 accordingly. I will
walk around to
monitor along with
using informal
assessments such as
thumbs up or down,
and fingers to gauge
their understanding
as well as a count
down clock when
necessary. Studnets
are aware how much
time is left for each
asignemtn and will
oftne remind me to
set timers so they
know. They all have
learned how to read
a clock and are
aware of what the
times for snack,
lunch, and specials
classes looks like so
they are aware of
when we are going to
each of these.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of the lesson. I used
this article, on
Informal
Assessments to
guide how I
assess.9/30/23