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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully. classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 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.
09/19/23: As a student 04/26/2024: In this
council I have created semester of student
material that deal with council we had students
the respect towards take an Enneagram
oneself, out school, and personality trait. As part
how better we can of the lesson, students
support our community. created a presentation
that shared their results
Students in student and a little bit more about
Evidence council have attended themselves.
community service events
such as volunteering at Students were eager to
the local animal shelter, ask more questions about
donating blood during a their peers and were very
blood drive, and welcoming to feedback
gathering food for the from their peers on their
local homeless shelter. presentation skills.
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.
09/19/23: Students use 09/19/23: As a teacher I 04/26/2024: I have
material that is made use various online begun displaying
available during their resources such as google
daily lessons. classroom, google
student work in the
docs/powerpoints, classroom. This helps
peardeck, and Edpuzzle to students feel a sense
Evidence
help students connect to of pride in their work.
the material. I have seen an
04/26/2024: Students
increase in student
use guided templates and pride in their
teacher made material to assignments.
complete group and/or
individual assignments.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 emotional environment
as they arise. in the learning 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.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
09/19/23: In this work 04/26/2024: In this
setting, I am not in semester we had a
control of the student enrolled at our
arrangement of the desks center who is in a
or layout of the school. wheelchair. As a results, I
arranged my desk seating
Students are semi aware to ensure the student had
of the safety procedures easier access in and out of
and safety. the classrooms. I also
Evidence began using an emotional
chart to check in with
students at the start of
their appointment time.

04/26/2024: Students
are aware of the safety
protocols as we have
drills about 2-3 times per
semester.
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.

09/19/23: As an IS 04/26/2024: This

teacher, student semester, my student
council coach, and council co-teacher
small group and I made it a point
instruction teacher I to come together at
am very vocal of the least once a month to
high expectation. come up with
Evidence Students are in the assignments that
first quarter of this helped build
school year and leadership skills and
therefore I am critical thinking
learning what best skills.
practices work for
students. This semester
students were more
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Little to some open to ask
students ask teacher questions, request
for help or support. extra appointment
times, and ask their
peers for help.

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. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
09/19/23: Teacher 04/26/2024: At the
established routines, start of the semester,
communicates student council
expectations, and students and
rules/procedures teachers created a
during the first two- classroom set of
three weeks of class rules. Each student
and IS appointments. contributed at least
Evidence
one rule/expectation.
Students are aware of
expectations and Students signed
rules when they sign signed a behavioral
the class syllabus and and academic
master agreement. contract and are
aware of
rules/expectations.

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
Seeks to promote positive builds on student integrates school
behaviors and responds strengths. standards and culturally
to disruptive behavior. Provides positive relevant norms.
Responds to disruptive behavior supports. Promotes positive
behavior. Responds appropriately behaviors and Promotes positive
Students receive to behaviors in ways that consistently prevents or behaviors and establishes
correction for behavior lessen disruptions to the refocuses behaviors preventions and a
Students are aware of that interferes with learning climate. disruptive to the learning positive classroom
procedures, routines, and learning, and positive Students participate in climate. climate that eliminate
classroom norms. reinforcement in routines, procedures, and most disruptive behavior.
following routines, norms and receive
procedures, and norms. reinforcement for
positive behaviors.
Students are involved in Students share
Students receive timely assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. learning climate. promotes learning.

09/19/23: Teacher 04/26/2024: At the

uses the first two star of small group
weeks of class and instruction classes, as
appointments to a class we developed
establish rules and a classroom routine.
procedures. By the third week of
Evidence classes, students
Students are made knew the routine and
aware of procedures.
rules/procedures
and expectations of
program when they
enroll.
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
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Evidence 09/19/23: Students
have hard deadlines
that they need to
meet. Most of the
students complete
the work in the 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.
09/19/23: At the
start of every
semester, we,
teachers, are
provided with
academic calendars
and a pacing guide to
ensure that we are
getting through each
unit well within a
timely manner that
meets our programs
hard deadlines.
04/26/2024: At the
start of the new
semester, we had
more support with
students who have an
IEP or 504 plan.
Students are now
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.
04/26/2024: At the
start of the semester,
I developed a
routine began with
students in my US
history course. We
begin the class with
a warm up activity
that has questions
about previous
lessons, a small
teacher led lecture
with points to stop
and ask for
understanding, and
a class activity that
brings the entire
lesson together.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
able to attend added
support
appointments with
paraprofessionals,
tutors, and special
education specialist.