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 Reinforces positive, Develops shared Facilitates student self-
expectations for fair and respectful behavior. responsible, and responsibility with re lection and ongoing
respectful behavior to Demonstrates respectful student students for resolving improvement of the caring
support social commitment to fairness interactions. Assists con lict and creating and community based on
development. and respect in students to resolve maintaining a caring respect, fairness, and the
communications with con licts. classroom community. value of all members.
students about language Incorporates cultural Supports students in
Promoting social and behavior. awareness to develop a taking leadership in
Development and Seeks to understand positive classroom developing a caring
responsibility within cultural perceptions of climate. community that is Students take leadership in
a caring community Some students share in caring community. responsive to the diverse resolving con lict and
where each student is responsibility for the Students demonstrate cultural norms of creating a fair and
treated fairly and classroom community. Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and con licts and maintaining Students communicate
respect. a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
First week of school I read
the book “kindness is my
superpower”. We made a
bubble map of different
ways we can be kind to
people. Since then, the
students and I will point
out when someone is kind
to someone else in class.
When students need a
reminder, I make sure to
Evidence
reference the kindness
book and offer solutions
to the problem. 9/18/22
Throughout the year I
have continued to
promote positive
behaviors and to create a
welcoming and
encouraging classroom.
5/5/23
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We have class meetings
where we talk issues that
may be happening in the
classroom or at recess and
how to resolve them. I also
facilitate a good
conversation between
students when they have a
con lict.
Students use the tools we
talk about to resolve
issues on the playground
or in the classroom.
I continue to support and
facilitate when my
students have con lict. Our
class environment is like a
family and we work
together to create good
space for us all. 4/29/24
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 re lect environments that re lect environments lexibly to
virtual learning environments that 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
support 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 structures for interaction learning and re lect
Creating physical or
students can support lessons or sequence of during learning activities Integrates a variety of diversity within and
virtual learning
learning. lessons to support student that ensures a focus on structures for interaction beyond the classroom.
environments that
learning. and completion of that engage students
promote student
learning tasks. constructively and Selects from a repertoire
learning, re lect
productively in learning. of structures for
diversity, and
interaction to ensure
encourage
accelerated learning for
constructive and
Some students use Students routinely use a the full range of students.
productive
available resources in Students use resources Students use a variety of range of resources in
interactions among
learning environments provided in learning resources in learning learning environments Students participate in
students
during instruction. environments and interact environments and interact that relate to and enhance monitoring and changing
with each other to in ways that deepen their instruction and re lect the design of learning
understand and complete understanding of the their diversity. environments and
learning tasks in single content and develop Students share in structures for interactions.
lessons or sequence of constructive social and monitoring and
lessons. academic interactions. assessment of interactions
to improve effectiveness
and develop a positive
culture for learning.
My classroom environment I switch my displays
allows my students to learn
with visuals, audio,
and resources to it
movements, and what we are currently
manipulatives. I introduce learning about.
material in multiple ways so Students monitor
Evidence that I serve all students in my
room. I have learning centers
their progress and
where students can work as a engage in multiple
group to explore various age appropriate
topics while developing resources. 4/29/24
social interactions. 9/18/22
5/5 12/6/23
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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
laws regarding safety addresses safety issues risks to physical, students to take risks
with the students for
that are required by the regarding materials, intellectual, and and offer respectful
the establishment and
site, district, and state. student interactions, emotional safety using opinions about maintenance of a safe
Responds to behaviors and the organization of multiple strategies that divergent viewpoints.
physical, intellectual,
that impact student the learning include examining and emotional
safety as they arise. environments. biases in the learning environment focused
environment and on high quality and
Establishing and curriculum. Engages in re lection on rigorous learning.
maintaining their own language and
learning Explores strategies to Models and provides behavior that
environments that establish intellectual instruction on skills contributes to
are physically, and emotional safety in that develop resiliency intellectual and
intellectually, and the classroom. and support intellectual emotional safety in the
emotionally safe and emotional safety. classroom.
Students are aware of Students demonstrate
required safety resiliency in
procedures and the Students follow teacher Students take risks, Students develop and perseverance for
school and classroom guidance regarding offer opinions, and practice resiliency skills academic achievement.
rational for maintaining potential safety issues share alternative and strategies to strive Students maintain
safety. for self or others. perspectives for academic intellectual and
achievement, and emotional safety for
establish intellectual themselves and others
and emotional safety in in the classroom.
the classroom.
Before using scissors Throughout this year I I have been re lecting a
for any activity, we have learned how to lot on my own tone and
review our scissor better anticipate risks behavior in class to
rules. Daily we review in the classroom and make sure my
our classroom and how to best approach frustration or “bad
playground rules. situations. I make sure days” are not made
Students know the to model things for my evident to students or
Evidence expectations and keep students, I also model ever impacting their
themselves and others how they should speak learning. I give students
safe. 9/18/22 to their friends. a safe space to express
5/5/23 12/6/23 opinions. 4/29/24
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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 that learning environment that throughout the learning learning environment in
accuracy of answers and includes accuracy, 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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning environment expectations for students. while becoming aware of understanding of throughout instruction Supports students to
with high achievement patterns for achievement patterns, and that support the full range utilize an extensive
expectations and individuals and groups of uses scaffolds to address of learners in meeting repertoire of
appropriate support students. achievement gaps. high expectations for differentiated strategies to
for all students achievement. meet high expectations.
Students engage in a
Some students ask for Some individuals and variety of differentiated Students actively use Students take
teacher support to groups of students work supports and challenges supports and challenges responsibility to fully
understand or complete with the teacher to in ways that promote to complete critical utilize teacher and peer
learning tasks. support accuracy and their accuracy, analysis, reading, writing, higher support, to achieve
comprehension in their and problem solving in order thinking, and consistently high levels of
learning. learning. problem solving across factual and analytical
subject matter. learning.

Before introducing a new I have introduced more When students do not

topic, I make sure the problem solving and complete something
students understand our higher order thinking correctly or it is sloppy
learning goals and questions for my students. they know I will make
expectations. I support I scaffold to help my them re do the work.
accuracy by working with students who are Students use critical
small groups of students struggling and I challenge thinking skills when we
to give them more support my students who are high do our reading
Evidence and guidance to achieve achieving. 5/5/23 comprehension lessons.
their goals. 9/18/22
Students know my
expectations and are
frequently reminded that
this half of the year is
about preparing for irst
grade. 4/29/24
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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 references Guides and supports
maintaining behavior and applies behavior with students in to standards for behavior students to self-assess,
high standards for consequences as needed. single lessons or sequence prior and during monitor, and set goals for
individual and group of lessons in anticipation individual and group individual and group
behavior of need for reinforcement. work. behavior and
participation.
Students know
Students are aware of expectations for behavior Students follow behavior Students respond to Students demonstrate
classroom rules and and consequences and expectations, accept individual and group positive behavior,
consequences. respond to guidance in consequences and behaviors and encourage consistent participation
following them. increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Referencing my behavior I meet with parents to
expectations is part of my create individual behavior
routine before doing plans to best help their
anything with my students be successful.
students. Students follow Students know my
the expectations and are expectations and what
all aware of the happens when they
consequences if they do individually or as a group
not meet them. Having do not meet them. Each
clear expectations and student may require a
Evidence understanding makes the different approach for
classroom a safe and consequences and I take
comfortable space. For the time to talk with
example, on the rug parents to igure that out.
students are quiet, sit 4/29/24
criss-cross apple sauce,
and raise their hand to
speak. 9/18/22

5/5/23 12/6/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

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

When a student is being I am constantly promoting

disruptive or positive behavior in class
misbehaving, I do my and actually have a chart
best to avoid it where they get stickers
disrupting the learning for positive behavior. I
environment. I go to refocus behavior quickly
them and talk to them that is not bene icial to
Evidence quietly or bring them to learning. 4/29/24
my desk to talk. This
leaves the other students
out of it and allows them
to focus. 9/18/22

5/5/23. 12/6/23
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 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on
curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for suf icient 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.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to Paces, adjusts, and luidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to Students monitor their
engage in and complete own time, are engaged in
learning activities and are accomplishing learning
prepared for the next goals, and participate in
sequence of instruction. re lection, self-
assessment, and goal
setting.

Many of my students I make sure to give myself I make sure to include

inish at different times.
Some of them are stronger
in certain skills or areas
that allow them to inish
quickly. I make sure to
allow for enough time for
all my students to inish.
For my early inishers I
have a packet of extra
worksheets and activities
Evidence they can do in their desk.
This way I can give extra
time and help to those
who need it. 9/18/22
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and my students plenty of
time to complete a lesson
and be able to review and
check for understanding. I
do set timers though to
keep us focused and on
task. When students are
done I offer opportunities
for small groups to receive
more review or
reinforcement. 5/5/23
assessments throughout
lessons and do quick
informal assessments
whenever possible.
Students engage in
learning activities that get
them ready for the next
step. For example learning
number order before
learning what numbers
are greater or less than.
12/6/23
4/29/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning