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.
Students daily use
vocabulary from The
Leader in Me and Getting
Along curriculum to
resolve conflicts on their
own before they involve
an adult. They also
receive end of the day
activities on the 7 Habits
and core values of our
Evidence school. 9/20/22

I actively have visuals

around the classroom
about what a classroom
(reading, centers,
cafeteria, library, and
bathroom) looks like,
sounds like, and feels like.
Students created with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their own writing a
classroom mission
statement. All month
long we read stories, have
class council meetings,
and role play what
respect, empathy,
responsibility, and
honesty are. 9/20/22
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.
Students have different Students are active Students have leveled
assignments displayed in participants of math and reading
a neat and creative
fashion to be part of our
designing the door groups. Within their
classroom culture. décor for all to see. groups they can
Students also choose 5/2023 choose to be
Evidence
other students to work challenged or stay in
with that they feel can Students have 3 small a less challenging
help them complete
activities. groups. They have group and work with
9/20/22 personalized others to show
technology, carpet mastery by teaching
I utilize different time, and writing on others.
environments to help
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students engage in
lessons with one another.
(small group on carpet,
partner work at desk, or
outside activity)9/20/22
the kidney table. I create challenging
5.2023 task cards that are
leveled where
students need to
problem solve and
work together to get
to an answer. If they
choose to work in a
lowered group, it is
with the purpose to
show mastery by
teaching other the
concept and not
giving the answer.
8/2024
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.
Students have the power Students and teacher
of yet! The class culture have class meetings.
is thriving because they
are not required to show
We discuss what has
perfection rather a spirit been going well with
of trying their best. our behavior in class
9/20/22 and out. When
students discuss
Evidence I provide students
issues, I ask how can
opportunities to share I help support?
without judgement. To Students will let talk
begin students, start with about how a situation
slate work. Students then made them feel. I
share on the board how
they arrived to their
will step in if they
answer. Other student’s feel they need
self-reflect and correct support. 4/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their work. 9/20/22

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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students have freedom of Students are
choice to have teacher provided models of
review on assignments.
They can ask questions,
writing to compare
get feedback, and and contrast their
brainstorm with support. own within a genre.
9/21/22 They can conference
with a teacher or a
In class I provide “I can” tutor on tutor.com to
statements so that
students can reflect on if have personalized
they met the goal for the feedback on what
lesson. Students are also they can do to write a
Evidence given opportunities to proficient paper.
become aware of what
they need to achieve in
order to become The teacher provides
proficient. 9/21/22 models of writing,
provides I do we do
of writing, and sets
up tutoring sessions
with an online tutor
to give them writing
feedback.
09/2023

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
Developing, and explains expectations high standards for individual and group role in monitoring and
communicating, and for individual and group individual and group behavior within and maintaining high
maintaining behavior. behavior. across learning activities. standards for individual
high standards for Refers to standards for and group behaviors.
individual and group behavior and applies Reviews standards for Utilizes routine Guides and supports
behavior consequences as needed. behavior with students in references to standards students to self-assess,
single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
Students are aware of reinforcement. participation.
classroom rules and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences. Students know Students follow behavior Students respond to Students demonstrate
expectations for behavior expectations, accept individual and group positive behavior,
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.

Students themselves Students

create expectations for communicate with
centers, classroom,
turning in homework,
each other with “I
morning routines, end of message” and go
the day routines and through the peace
more. Posters that they path to resolve
have made are on walls to unwanted behaviors.
quickly reference when
an unexpected behavior
When unwanted
is modeled. 9/21/22 behaviors arise
students will give the
I have created a routine class feedback during
with students and when our morning meeting
students fall off of the
expected behavior we
and everyone has an
begin to practice it and opportunity to
Evidence refer back to their own problem solve the
words. In turn, I use PBIS matter.
to praise any behavior
that is expected as a class
and a grade level.
The teacher model’s
9/21/22 effective
communication and
how to voice when
we are displeased
with a friend. Time
and space is also
provided to allow
students to come up
with consequences
and expectations.
10/2023

Element 2.6 Emerging Exploring Applying Integrating Innovating

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

Substitutes are referred Students are chosen 1-2x

to our walls with a week. They are
expectations for students recognized for their
to follow. Classroom positive influence or
culture is safe and calm growth. The rest of the
which add and produces class listens to the call on
space to learn and listen speaker phone while the
to instruction. 9/21/22 chosen students sits and
listens to words of
Evidence The environment values affirmations.
each student. Students
are taught to The teacher calls a family
communicate through the member of the students
use of a Peace Pact and an choosing. Students pick 4
I message when peers friends to talk to their
show unwanted family member. All
behaviors. Students are students are beaming for
actively using said their peer who is getting
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
language and thriving in recognized. This creates
problem resolution on a positive atmosphere
their own. The room has that honors students’
various poster to refer to academic and social
when behaviors arise. emotional increase.
9/21/22 5/3/23

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
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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.
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are provided Students reflect on their
with opportunities to understanding through
have small groups with their exit slips. They then
the teacher. Students reflect against the
have the ability to retake proficiency scales.
tests or assessments and
reflect on previous work The teachers will slow
while talking out what down a lesson to give the
they changed or learned class more practice. We
to receive a better also base our
score.9/21/22 understanding for the
Evidence priority standard on the
Lessons are paced at a proficiency scale.
slower rate, if 80% of
students need a different 4/3/23
approach to grasp a
concept. Lessons are
tailored to meet the needs
of my own classroom and
different resources are
utilized to provide
differentiation for
success. 9/21/22