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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
respectful behavior to commitment to fairness student interactions. students for resolving improvement of the caring
support social and respect in Assists students to resolve conflict and creating and community based on
development. communications with conflicts. maintaining a caring respect, fairness, and the
students about language Incorporates cultural classroom community. value of all members
and behavior. awareness to develop a Supports students in taking 7/16/23. 12/10.23.4/27/24
Seeks to understand positive classroom climate. leadership in developing a
Promoting social
cultural perceptions of caring community that is
Development and
caring community. Students demonstrate responsive to the diverse
responsibility within a
Some students share in efforts to be positive, cultural norms of identities Students take leadership in
caring community
responsibility for the Students participate in accepting, and respectful of all students. resolving conflict and
where each student is
classroom community. occasional community of differences. 7/16/23. creating a fair and
treated fairly and
building activities, Students take respectful classroom
respectfully
designed to promote responsibility resolving community where
caring, fairness, and conflicts and maintaining a student’s home culture is
respect. 7/16/23 caring classroom included and valued.
community. Students Students communicate
promote respect and with empathy and
appreciation for understanding in
differences. 12/10/23. interactions with one
another. 4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students do their best to
treat one another with
respect and kindness.
Students know the
expectations and do their
best to be positive and
respectful despite their
differences. For example, a
student will turn down the
lights if they notice that
another student is having a
reaction to it. Or another
student will ask to assist
another student in tying
their shoes or helping with
a jacket zipper. 7/16/23
Evidence
As we get further into the
school year, students are
more aware of what is
expected and how we
should treat others.
Students are more willing
to take responsibility for
their actions as well as
have an understanding
that all students within the
classroom have different
challenges. 12/10/23
My classroom along with
my entire campus focus on
positive character traits
throughout the year. We
strive to help students
understand how important
these trains are including
respect and kindness.
Students receive rewards
for displaying these traits,
i.e. choosing something
out of the prize box or
getting extra free time
with a friend within the
classroom. 7/16/23.
12/10/23.
Most every morning, my
class has circle time which
provides a space for
students to check in and
openly share how they are
feeling. Over time,
students have grown more
at ease in expressing their
emotions and taking risks
in sharing their thoughts.
Classmates actively
participate by asking
questions, making
statements or connections,
or offering helpful
suggestions to support
their peers. Their support
for one another goes
beyond circle time, as
students apply these
communication and
problem-solving skills to
resolve conflicts both in
and outside of the
classroom. Frequently,
they are able to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
independently resolve a
problem without adult
intervention. This is growth
that is amazing to witness.
4/27/24.

I continue to find
opportunities to promote
empathy among my
students. Through class
discussions, we explore
topics related to our
differences, similarities,
strengths, and challenges.
These conversations not
only deepen students'
understanding of
themselves but also
enhances their ability to
empathize with others.
Students learn not only to
appreciate their own
unique qualities but also to
respect and support others
and that it is okay to be
different. 4/27/24.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
student learning. resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction Utilizes a variety of and integral to instruction. environments enhance
interaction between are taught in single lessons structures for interaction learning and reflect
Creating physical or
students can support or sequence of lessons to during learning activities Integrates a variety of diversity within and
virtual learning
learning. support student learning. that ensures a focus on and structures for interaction beyond the classroom.
environments that
completion of learning that engage students 7/16/23. 12/10/234/27/24.
promote student
tasks. constructively and
learning, reflect
productively in learning. Selects from a repertoire of
diversity, and
structures for interaction
encourage
to ensure accelerated
constructive and
Some students use Students use resources Students routinely use a learning for the full range
productive
available resources in provided in learning Students use a variety of range of resources in of students.
interactions among
learning environments environments and interact resources in learning learning environments that
students
during instruction. with each other to environments and interact relate to and enhance Students participate in
understand and complete in ways that deepen their instruction and reflect their monitoring and changing
learning tasks in single understanding of the diversity. the design of learning
lessons or sequence of content and develop Students share in environments and
lessons. 7/16/23 constructive social and monitoring and assessment structures for interactions.
academic interactions. of interactions to improve
12/10/23. effectiveness and develop
a positive culture for
learning. 4/27/24.
Students use many Students use and engage Students have shown their My classroom is set up so
resources within their with technology for various ability to use a diverse that all students have
environment throughout parts of the day including range of resources within access to learning in their
the day. The participate in morning meeting. students their learning environment own unique way and
conversation circles, take understand the routine of to develop their learning needs. My classroom has
turns during interactive the classroom an are able and foster growth. By this several sections that
lessons, and work together to participate in a variety point in the school year, promote flexibility in
Evidence
in small group team of ways using digital tools. students have developed learning including a small
building activities like STEM Students work together to an awareness of their desk area for seat work, a
bins. 7/16/23 click through the slides and individual learning rug for floor time including
activities. Here is an preferences and have also morning meeting,
example of a few slides gained insights into how movement areas, play area
from our November their peers learn best. including a kitchen, art
morning meeting slide Consequently, it is area, tech area, light table
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
deck. 12/10/23. common to observe peer
interactions where
students readily assist one
another when support is
needed. This collaborative
atmosphere not only
promotes mutual
understanding and
cooperation but also
strengthens students'
academic and social skills
as they work together
towards common goals.
4/27/24.
math, library, and centers.
7/16/23.
Flexibility in a classroom
set up is key. These areas
of the classroom are
important so that all
students, no matter their
disability or current level of
engagement, are able to
find a way to be involved
with the lesson. 12/10.23.
As students advance in
their educational journey,
their needs for learning
environments evolve as
well. It's crucial for me to
recognize that the
classroom setup should not
remain static, but instead
should adapt to meet the
changing needs of
students. Continuously
assessing these needs and
making adjustments
accordingly is essential to
promoting their success. By
remaining flexible and
responsive to student
requirements, I can create
an environment that is
conducive to learning and
supportive of each
student's individual growth
and development. 4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors that organization of the
impact student safety as learning environments.
they arise.
Establishing and
maintaining learning Explores strategies to
environments that are establish intellectual and
physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety procedures Students follow teacher
and the school and guidance regarding
classroom rational for potential safety issues for
maintaining safety. self or others. 7/16/2023
Students understand the
rules of safety and why
they are important. There
are times when the entire
classroom will need to
clear the room if a student
is having an emotional
outburst. Many students
understand the need for
Evidence
this procedure, to stay
safe. 7/16/23
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.
12/10/23.
Students participate in a
circle time. All students
and staff report their
feelings check-in by sharing
how they feel. Students
have a choice as to how
they express themselves.
They can choose an
emotional card, choose a
type of weather that they
are feeling (sunny, rainy,
stormy, etc.), choose a
color of how they are
feeling (blue, red, yellow),
or choose a number of
how they are feeling with 1
feeling happy and 10
feeling mad. Once they
Integrating
Integrates support for
students to take risks and
offer respectful opinions
about divergent
viewpoints.
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom.
Students develop and
practice resiliency skills
and strategies to strive for
academic achievement and
establish intellectual and
emotional safety in the
classroom. 4/27/24
Students have gained
greater resilience as they
improve their problem-
solving skills and develop
strategies for managing
conflicts. Through this
process, they are also
becoming more self-aware,
both in understanding
themselves and
empathizing with others.
This self-awareness fosters
a sense of safety and
security within the
classroom environment, as
students feel empowered
to navigate challenges and
interact positively with
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
7/16/23. 12/10.23.4/27/24
Students demonstrate
resiliency in perseverance
for academic achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
Teacher and the Para
educators are primarily
responsible for the safety
of the students. Classroom
safety is well taught and
rehearsed. My classroom is
a safe space for students of
a levels of disability and all
staff are focused on safety,
classroom management
which creates a positive
learning environment.
7/16/23.12/10/23.
After years of refining
classroom management
strategies, procedures, and
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 that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous while becoming aware of
learning environment achievement patterns for
with high expectations individuals and groups of
and appropriate students.
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning. 7/16/23.
12/10/23.
make their choice, they will
then share with the group
why they are feeling that
way. This activity helps the
student feel heard as well
as helps the teacher/staff
and students have a better
understanding of how their
classmates are feeling and
why. Students feel safe in
this environment and are
willing to take risks in their
sharing. There have been
many times when the
students really show their
emotions 12/10/23.
Applying
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps. 7/16/23
Students engage in a
variety of differentiated
supports and challenges in
ways that promote their
accuracy, analysis, and
problem solving in
learning. 4/27/24.
their peers. 4/27/24.
Integrating
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking. 7/16/23.
Integrates strategic
scaffolds and technologies
throughout instruction
that support the full range
of learners in meeting high
expectations for
achievement. 12/10/23.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
the physical layout of my
classroom, I have honed
the skill of creating a safe
and secure environment
where my students thrive.
Through consistent
structure and clear rules,
students have learned to
take ownership of their
space. They demonstrate
responsibility by self-
monitoring and holding
themselves and others
accountable to maintain
the desired environment.
4/27/24.
Innovating
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis, and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high
expectations.4/27/24
Students take
responsibility to fully
utilize teacher and peer
support, to achieve
consistently high levels of
factual and analytical
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are able to work
in small groups with the
teacher and/or with other
students if those students
have similar levels of
engagement, focus, and
ability. Some students are
able to engage with one
another using the
interactive whiteboard, for
example, taking turns at a
word memory game on
pinkcatgames.com.7/16/23.
Evidence
12/10/23.
Element 2.5 Emerging Exploring
Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
Developing,
and explains expectations
communicating, and
for individual and group
maintaining
behavior.
high standards for
individual and group
Refers to standards for Reviews standards for
behavior
behavior and applies behavior with students in
consequences as needed. single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students understand that
while expectations are set
high, they receive the
needed support that is
meets their individual
needs. With their
emotional maturity,
they've developed a
willingness to take risks,
whether it's trying new
tasks or tackling
challenging problems. This
growth mindset empowers
them to confront obstacles
head-on and persist in
problem-solving.
Additionally, they've made
progress on improving
their analytical skills..
4/27/24.
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
Although independent
reading and writing is not
always possible with my
student population, I work
hard to challenge my
students to be creative
with their thinking and
writing. For example,
students work on writing
pieces on a topic they are
familiar with or is of
interest to them. This helps
with the process of
thinking about what they
want to say and how to
write to express their
thoughts. Students are also
able to listen to read
alouds and answer
comprehension questions.
It is important to gently
challenge them while not
pushing too hard which
might lead to a ding to self-
confidence 7/16/23.
12/10/23.
Integrating
Integrates equitable
expectations, positive
supports, and
consequences for
individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students have shown
marked improvement in
their approach to topics,
demonstrating enhanced
listening skills and
producing higher-quality
project outputs. Their
enthusiasm for learning is
apparent as they excitedly
dig deeper into topics,
taking initiative to explore
further. Students actively
engage in the learning
process by asking follow up
questions to clarify their
understanding and
conducting research to find
answers. They use a variety
of resources, including
asking questions,
consulting classroom
books, and searching the
internet. 4/27/24.
Innovating
Facilitates a positive
environment using systems
that ensure students take
an active role in monitoring
and maintaining high
standards for individual
and group behaviors.
7/16/23.
12/10/23.4/27/24.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students know expectations, accept Students respond to
Students are aware of expectations for behavior consequences and increase individual and group
classroom rules and and consequences and positive behaviors. behaviors and encourage Students demonstrate
consequences. respond to guidance in 7/16/23 and support each other to positive behavior,
following them. make improvements. consistent participation
12/10/23. and are valued for their
unique identities. 4/27/24

Students understand the Students are becoming My classroom is set up in a

classroom rules and very aware of their
expectations. They are individual strengths and
receptive to positive challenges. Because of this,
reinforcement and strive they know when a student
to make good decisions. who has been struggling
Many students are on a with an activity has success
token economy program and will then communicate
which helps them maintain by telling the student,
any unwanted behaviors. “great job!” or “look you
7/16/23 did it!”. Students show a
lot of excitement when
supporting successes of
one another. 12/10/23.
way in which positive
reinforcement is practiced
throughout the day. We
use whole classroom star
chart to receive rewards as
well as many students have
a token economy system
which helps them stay on
track with their behaviors.
We use timers, token
charts, first-then, and
many other types of
behavior strategies.
7/26/23.

Many times students are

Evidence grouped together in small
groups as they work on the
same activity. One of the
ways in which I encourage
students to make good
choices is to offer them a
reward as a group for
demonstrating positive
target behavior. I use a fun
group incentive activity
that the kids love. The kids
build a fish bowl by earning
items to put in the tank.
Once each student in the
group earns an item to put
into the fish bowl, the
group has earned their
reward. This helps students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
take ownership of their
behavior as well as hold
one another accountable in
a fun way. 12/10/23.

This aligns with Proposition

1: Teachers are committed
to students and learning.
EVIDENCE: an excerpt from
my self-assessment: I treat
each student as an
individual assessing
their needs and adjusting
my teaching
practice and their learning
experiences
accordingly.
I adjust my teaching
practices to ensure all
students feel supported
and safe within their
learning environments. i.e.
some students

Students have made

significant progress in
various aspects,
demonstrating enthusiasm
for participation,
maintaining positive
attitudes, and respecting
their unique identities.
Their sense of ownership in
these areas has led to a
noticeable improvement in
creating a safe and
enjoyable learning
environment. This positive
shift enhances the overall
learning experience,
allowing students to thrive
academically and
personally.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In my classroom, I
implement a highly
structured and systematic
environment to support
student success. A visual
schedule clearly outlines
the day's activities and
timing, providing students
with a clear understanding
of what to expect.
Additionally, I utilize
markers throughout the
classroom to guide
students in approaching
tasks effectively. For
instance, designated spots
on the carpet ensure
organized seating
arrangements, while tape
markers on the floor
facilitate orderly
transitions, such as lining
up or accessing resources
like books and computers.
This regimented structure
empowers students to take
ownership of their learning
by self-monitoring and
adhering to established
classroom routines. By
providing clear
expectations and
consistent procedures,
students feel confident and
supported in navigating
their learning environment.
4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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 on participating in developing,
single lessons to support single lessons or sequence that are culturally routines, procedures, and monitoring, and adjusting
student learning. of lessons with some responsive and engage norms in ways that are routines and procedures
student involvement. students in the culturally responsive. focuses on maximizing
development and Maintains a quality learning learning.
monitoring of norms. climate that builds on student Classroom climate
Employing classroom
strengths. integrates school
routines, procedures,
Seeks to promote positive standards and culturally
norms, and supports
behaviors and responds to Provides positive behavior Promotes positive behaviors relevant norms.
for positive behavior to
Responds to disruptive disruptive behavior. supports. and consistently prevents or
ensure a climate in
behavior. Responds appropriately to refocuses behaviors Promotes positive
which all students can
behaviors in ways that disruptive to the learning behaviors and establishes
learn
lessen disruptions to the climate. 7/16/23. preventions and a positive
learning climate. classroom climate that
Students participate in eliminate most disruptive
routines, procedures, and behavior.
norms and receive 12/10/23.4/27/24
Students receive reinforcement for positive Students are involved in
Students are aware of correction for behavior behaviors. assessment and monitoring of
procedures, routines, and that interferes with routines, procedures, and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom norms. learning, and positive Students receive timely norms in ways that improve
reinforcement in following and effective feedback and the learning climate.
routines, procedures, and consequences for 12/10/23.4/27/24
norms. behaviors that interfere
with learning 7/16/23
Students understand if Maintaining classroom
they are disrupting behaviors is one of the
learning that the behavior primary challenges within a
will be addressed either special education classroom
with positive and what most often will
reinforcement or with a disrupt learning. I, along with
consequence. 7/16/23 my staff, work continuously
with the students to create a
routine environment so each
student knows what to
expect, what is happening
now and what will be
happening next. I have a
visual classroom schedule
with picture support that
outlines each part of our day.
7/16/23.
Evidence
Students thrive on routines
and classroom procedures.
They take turns being in
charge of the classroom
schedule as well as what
student needs to go where
and at what time. They do a
great job of keeping the
routine of the day going
smoothly. 12/10/23.
This aligns with Proposition 1:
Teachers are committed to
students and learning.
Students are increasingly
proficient in monitoring and
assessing their behaviors,
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.
Students take part in
choosing new classroom
routines and procedures
when appropriate. For
example, when I want to
incorporate something
new into the classroom, I
will discuss the new
activity with the students.
During that discussion we
will talk about the purpose
of the activity and any
rules and/or procedures
that we should put into
place in order for the
students to be successful.
We will brainstorm about
helpful rules and then I'll
create an anchor chart
such as this example and
hang it up in the
classroom. This helps
students take ownership
of their learning
environment. 12/10/23.
I prioritize giving students
ownership of certain
aspects of our classroom
environment to foster a
sense of responsibility and
empowerment. For
instance, we regularly vote
on what special activity
we'll engage in for the day
or week. This approach
ensures that students feel
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
demonstrating growing self- their input is valued and
awareness and accountability. respected, which in turn
While they still require enhances their
assistance in evaluating their engagement and
academic skills, there have motivation to maintain
been noticeable positive behaviors.
improvements in their ability 4/27/24.
to cross-check their work with
an answer key in some
subjects like math. This
improvement shows that they
are developing independence
and critical thinking skills, as
they learn to identify errors
and make necessary
corrections.

The 4/27/24.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Using instructional 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. 4/27/24.
learning how transitions and for sufficient student work instruction, checking for learning. Supports
classroom management time and transitions to understanding, completion students in the monitoring
impact pacing and lessons. optimize learning. of learning activities and of instructional time.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students complete
learning activities in time
allotted. 7/16/23
Most often timers are
needed when working with
students with special
needs in order for them to
easily and safely transition
to another activity.
Students need a
forewarning/prompt of
how much time they will
have to complete a task
and then another prompt
hat their time is almost up.
7/16/23.
Evidence
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion. 12/10/23.
Students are given ample
amounts of time to
complete the activities.
The expectations are
different for each and
every student. Early
finishers know they have a
variety of options to
engage with after they
complete their lesson.
Other students require
redirection and positive
reinforcement to stay on
task. 12/10/23.
closure 7/16/23
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
4/27/24.
One of the special factors
needed within a special
education classroom is
giving students the extra
time to process and
understand what is being
asked of them. I continue
to monitor students during
times of instruction in
order to give them the
independence they
deserve but to also be
their when they need help
so they do not become
frustrated. This might
mean giving them ideas,
picture prompts, or verbal
prompts to help
them.7/16/23.
Students have grown
accustomed to the
personalized time
allotment given to
complete task. This
allotment is different for
each student. While there
may be occasions when
behaviors impede their
ability to finish within the
allocated time, students
understand the
12/10/23.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
Students with Autism
require various strategies
in order to optimize their
learning. Creating lessons
with the ability to assess
understanding throughout
the lesson is important. I
am able to do this by using
a variety of technological
like Seesaw. 12/10/23.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting.
My lessons have become
more fluid as student
behaviors have improved
over the school year. While
maintaining a steady pace
and fluidity remains to be
my goal, occasional
interruptions due to
behaviors or outside
disruptions may occur.
However, I feel that I have
developed effective
strategies to keep the
learning process moving
forward despite these
challenges. By promptly
addressing disruptions and
redirecting focus, I ensure
that they do not hinder the
learning of the entire class.
4/27/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectation, even if they
aren't able to meet it on a
particular day. 4/27/24.