Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community 9/18/22
where each student Some students share in
is treated fairly and responsibility for the Students participate in
respectfully classroom community. occasional community
building activities,
designed to promote
caring, fairness, and
respect.5/2/23
Student and teacher co-
created a social contract at the
beginning of the year that I
refer to often. I reinforce that
all students are to be treated
with respect in the classroom.
There are signs reinforcing
that my classroom is a safe
space where everyone is
valued and respected.
9/18/22
Evidence
Students participate in
community building activities
for the entire first five days of
the year, and every time they
move seats. 9/18/22
Students participate in
activities but still struggle to
always treat each other with
respect and respect each
other’s differences. 5/2/23
Applying
Reinforces positive,
responsible, and
respectful student
interactions. Assists
students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom
climate.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences.
12/10/23
I have begun handing out
“Salamone Shoutouts” and care
cards to highlight positive
student behaviors throughout
the week. During conflicts, I
have met with students in small
groups to resolve
misunderstandings or
disrespectful communication. I
participated in a Safe Schools
Ambassadors training with
students to begin more positive
behavior intervention strategies
in class. 5/2/23
Students demonstrate efforts to
respect each other by working
in groups but still have a way to
go in accepting all people and
being kind to everyone. Some
students still tend to focus on
the negative, teacher and other
students help to redirect.
4/30/24
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
4/30/24 community where
student’s home culture is
Students take included and valued.
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.
Teacher involves the
entire class or small
groups of students in
conflict-resolution within
the classroom and
establishes high
standards of student
conduct. Students will call
out each other if they are
not using
“mathematically
appropriate language” or
misbehaving in class.
4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the importance of
the physical and/or virtual
learning environments that
support student learning.
Is aware that structured
Creating physical or interaction between
virtual learning students can support
environments that learning.
promote student
learning, reflect
diversity, and
encourage
constructive and Some students use available
productive resources in learning
interactions among environments during
students instruction.
Exploring
Experiments with and/or
virtual learning
environments that support
student learning. 9/18/22
Structures for interaction are
taught in single lessons or
sequence of lessons to
support student learning.
5/2/23
Students use resources
provided in learning
environments and interact
with each other to
understand and complete
learning tasks in single
lessons or sequence of
lessons. 9/18/22
Applying
Develops physical
environments that reflect
student diversity and
provide a range of resources
for learning. 5/2/23
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning tasks.
Students use a variety of
resources in learning
environments and interact in
ways that deepen their
understanding of the content
and develop constructive
social and academic
interactions. 5/2/23
Integrating
Maintains physical
environments that reflect
student diversity and provides
a broad range of resources,
displays, and artifacts that are
current and integral to
instruction.
Integrates a variety of
structures for interaction that
engage students constructively
and productively in learning.
4/30/24
Students routinely use a range
of resources in learning
environments that relate to
and enhance instruction and
reflect their diversity.
Students share in monitoring
and assessment of interactions
to improve effectiveness and
develop a positive culture for
learning. 4/30/24
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide
range of resources that
engage students in learning.
Ensures that environments
enhance learning and reflect
diversity within and beyond
the classroom.
Selects from a repertoire of
structures for interaction to
ensure accelerated learning
for the full range of students.
Students participate in
monitoring and changing the
design of learning
environments and structures
for interactions.

Students are sat in groups of
four to promote interaction
and collaboration. Group tests,
quizzes and activities are
included each Unit. Students
are sat with the ability to see
the board and alternate TV
screen. Students use individual
whiteboards daily to solve
problems on their own and in
Evidence groups. 9/18/22
Students are sat in
collaborative groups, but more
could be done to promote
effective group roles during
classtime. 5/2/23
The classroom is lit with
alternative lighting, there are
posters promoting events on
campus, our class social
contracts, positive reminders,
and posters students made for
Black History Month.
Students use provided fidget
toys, alternative seating, and
their individual computers to
follow along with lesson
series. 5/2/23
Teacher uses a Schoology
website to foster a positive
online learning presence.
Students submit assignments,
respond to discussion posts,
and can post their own links to
our common Schoology site.
12/10/23
Teacher continues to add to the
environment of the classroom. A
phone pocket is used to
minimize distractions, but
phone chargers are provided.
Fidget toys are located within
reach of students, as well as
extension cords. College
pennants are hung up and plants
are in the room to promote
growth and fresh-air. 4/30/24
Students know where to access
materials to enhance their
learning and routinely use tools
at their disposal such as extra
supplies, chargers, enrichment
exercises, missing assignments,
calculators, whiteboards, etc.
4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Adheres to policies and
laws regarding safety that
are required by the site,
district, and state.
Responds to behaviors
that impact student safety
as they arise.
Establishing and
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe
Students are aware of
required safety
procedures and the
school and classroom
rational for maintaining
safety. 9/18/22
Classroom management
could be improved in
some cases. Students
aware that no throwing of
any kind is allowed, there
are instances of failure to
comply with this rule.
9/18/22
Evidence
Exploring
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the
learning environments.
9/18/22
Explores strategies to
establish intellectual and
emotional safety in the
classroom. 9/18/22
Students follow teacher
guidance regarding
potential safety issues for
self or others.
I have welcoming posters,
and posters that spread
inclusion throughout the
room. Our social contract
is organized to promote a
safe learning
environment. Students sit
in calm lighting (twinkle
lights) to promote safety
and comfort.
9/18/22
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum.
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
Students take risks, offer
opinions, and share
alternative perspectives.
12/10/234/30/24
Students are encouraged to
message me via Remind if they
are struggling or need a mental
health day. Multiple forums are
provided for students to express
their opinions. We look for
biases in statistical data as a
class and consider source
material. 5/2/23
Students absolutely feel safe to
share their own thoughts and
opinions, maybe sometimes
overly so. It is a balance
between expressing opinions
and hearing other’s thoughts
respectfully. 5/2/23
Students don’t yet show much
resiliency or perseverance in
completing assignments but
focus on their grades. 4/30/24
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. 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.4/30/24
Students demonstrate
resiliency in
Students develop and perseverance for
practice resiliency skills academic 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.
Teacher creates a space
where students can ask
questions and disucss
real-world topics without
feeling threatened, but
also ensuring that
discussions are help in a
respectful manner.
Students engage in
Socratic seminars and
math debates to practice
these skills.4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
maintaining high expectations for students
Creating a rigorous
expectations for students. while becoming aware of
learning 9/18/22 achievement patterns for
environment with
individuals and groups of
high expectations
students.5/2/23
and appropriate
support for all
students
Some individuals and
Some students ask for groups of students work
teacher support to with the teacher to
understand or complete support accuracy and
learning tasks. comprehension in their
learning. 9/18/22
Last year I was very I target groups of students to
come in for extra 1-1
focused on establishing
learning targets and support or to recommend
retaking of assessments.
improving students’
Some students ask for
procedural fluency. This teacher support but not all
year I would like to put do without being prompted
more emphasis on by the teacher. 9/18/22
understanding and
mathematical reasoning. Learning Targets are
Evidence 9/18/22 rigorous and re-aligned with
the CA common core
standards. Students are
expected to express
mathematical ideas
computationally and
through modeling, while
receiving differentiated
support during class. 5/2/23
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. 4/30/24 expectations for to meet high
achievement. expectations.
Students engage in a
variety of differentiated Students actively use Students take
supports and challenges supports and challenges responsibility to fully
in ways that promote to complete critical utilize teacher and peer
their accuracy, analysis, reading, writing, higher support, to achieve
and problem solving in order thinking, and consistently high levels of
learning. 12/10/23 problem solving across factual and analytical
4/30/24 subject matter. learning.
ISTE Standard 2.6a: Educator
Facilitator: For each statistics
project where students use
available online data from
espn.com or sportsreference.com,
students are required to cite their
sources within their final project.
As a class, we discuss the
importance of sources and
accurate data for statistical
research.
12/10/23
Teacher includes rigor in
assignments by teaching beyond
the standard, but still offers ample
supports through lesson scaffolds
and materials to help students
study/master the material.
Students can access material
through multiple modalities
(technology, paper, whiteboard) in
most cases as well. 4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring
Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
and explains expectations
for individual and group
behavior. 9/18/22
Developing,
Refers to standards for Reviews standards for
communicating, and
behavior and applies behavior with students in
maintaining
consequences as needed. single lessons or
high standards for
9/18/22 sequence of lessons in
individual and group
anticipation of need for
behavior
reinforcement. 5/2/23
Students know
Students are aware of expectations for behavior
classroom rules and and consequences and
consequences. 9/18/22 respond to guidance in
following them.5/2/23
Standards for behavior Expectations were developed
are clear, I refer to with students involved during
our social contract. Students
standards and apply
were told what was expected
consequences such as by me (listening, respect) and
taking of phones, students were given
detentions, staying 5 opportunities to brainstorm
minutes after class, what they expect from their
coming in during break to teacher and from each other.
9/18/22
help. 9/18/22
Evidence Behavior standards for
Students are aware of language, and interaction with
rules and consequences other adults in the classroom
but do not always is set highly, but has needed to
be enforced several times
respond to guidance for
after sub days or instances in
following them. Some the classroom. Students have
students try to push been receptive to
boundaries of classroom consequences, especially in
rules and expectations. conjunction with
9/18/22 conversations with other
students and parents. 5/2/23
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain
high standards for
individual and group
behavior.
Utilizes routine
references to standards
for behavior prior and
during individual and
group work.
Students follow behavior
expectations, accept
consequences and
increase positive
behaviors. 12/10/23
4/30/24
Teacher works closely with
PBIS coordinator,
intervention. coordinator, and
behavior AP at her site to
promote high standards for
group behavior. Online,
students are encouraged to be
positive virtual citizens.
Students work in collaborative
online environment (Desmos,
Blooket, Google slides) and
complete projects involving
online research. 12/10/23
Students follow expectations
set and are aware of
consequences when they do
not. Teacher works closely
with the administration and
parents to discipline students
accordingly. 4/30/24
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using
supports, and systems that ensure
consequences for students take an active
individual and group role in monitoring and
behavior within and maintaining high
across learning activities. standards for individual
and group behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and
participation. 4/30/24
Students respond to Students demonstrate
individual and group positive behavior,
behaviors and encourage consistent participation
and support each other to and are valued for their
make improvements. unique identities.
Teacher incorporates
collaborative structures
to help teach expectations
and offer positive peer
supports during learning
activities. Students
monitor and self-asses
behavior by identifying
the roles assigned
withing their group and
by filling out group
assessments. 4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior
to ensure a climate in
which all students
can learn
Students are aware of
procedures, routines, and
classroom norms.
Develops routines,
procedures, and norms in
single lessons or sequence of
lessons with some student
involvement. 9/18/22
Seeks to promote positive
behaviors and responds to
disruptive behavior.
9/18/22
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms. 9/18/22
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
5/2/23
Engages students in
monitoring and reflecting on
routines, procedures, and
norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths.
Promotes positive behaviors
and consistently prevents or
refocuses behaviors
disruptive to the learning
climate. 4/30/24
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
12/10/23 4/30/24
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate integrates
school standards and
culturally relevant norms.
Promotes positive behaviors
and establishes preventions
and a positive classroom
climate that eliminate most
disruptive behavior.
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.

There are norms for
absences, turning in
homework, completing the
warm-up, classwork, and for
taking notes.
I regularly promote positive
behavior by thanking
students and expressing
praise, especially for those
who have struggled in the
Evidence past or been disruptive.
Disruptive students are
given a warning, may be
asked to speak with me
outside, or parent is
contacted. 9/18/22
Norms and routines within my
classroom have become much
stronger in my practice this
year. Students now place their
phone in a phone pocket at the
start of class each day to avoid
disruptions. Students know
the daily routine will always
be clear to them and what
their responsibilities are. I
would like to strengthen some
of these routines even more
next year, such as having a
warm-up routine
corresponding to the day of
the week. 5/2/23
Students are pulled out for 1-1
conversation and/or receive
calls home if they are
disrupting class. 5/2/23
ISTE Standard 2.3a: Educator
Citizen: For each statistics
project where students use
available online data from
espn.com or
sportsreference.com, students
are required to cite their
sources within their final
project. As a class, we discuss
the importance of sources and
accurate data for statistical
research. 12/10/23
Students are involved in
assessment and monitoring of
routines during class
discussions of behavior and by
filling out a teacher report
card to give feedback.
4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction Paces instruction with Paces instruction with students Paces instruction to Paces, adjusts, and fluidly
based on curriculum some consideration of to provide adequate time for include ongoing facilitates instruction and
guidelines. lesson type, instruction, checking for assessment of student daily activities.
Develops awareness adjustments for understanding, completion of learning. Supports
of how transitions sufficient student work learning activities and closure. students in the
and classroom time and transitions to monitoring of
management impact optimize learning. Students participate in and instructional time.
Using instructional pacing and lessons. 9/18/22 complete a variety of learning
time to optimize activities in the time allotted Students use their Students monitor their
learning Some students with options for extension and instructional time to own time, are engaged in
complete learning Students complete review. engage in and complete accomplishing learning
activities in time learning activities and, 5/2/23 learning activities and are goals, and participate in
allotted. as needed, may receive prepared for the next reflection, self-
some adjustments of sequence of instruction. assessment, and goal
time allotted for tasks setting.
or expectations for
completion. 9/18/22

I will pace instruction My classroom pacing has Teacher is now able to

based on prior mastery become more effective to include pace effectively to include
of past learning targets, time for adequate opening and time for assessing and
allotting more time for closing activities. The warm-up even retesting in many
complicated or and homework check leads into cases. Teacher is also able
comprehension-dense direct instruction, followed by to cover all necessary
activities. group work and a closing state standards with the
Class begins with a formative assessment (like an new success criteria
homework check exit ticket.) Students can established by the
(stamps) while complete enrichment activities department and district.
students work on the on Deltamath or Desmos for
Evidence warm-up problem, a extra practice outside of class, Students use their time to
period of direct but every student is given time engage in activities and
complete work within the
instruction followed by to complete all of their work in
class period, that way they
an activity and practice class if they wish to. 5/2/23 don’t have to take work
(homework) time. home and are ready for the
Time is adjusted for Teacher uses Classroom Screen next instructional period.
length of lesson, extra to post timers to keep students 4/30/24
time for practice, or on task, monitor noise levels,
period-long review and direct students on what to
activities. 9/18/22 work on next. 12/10/23