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 students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members. 10/22/18
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of caring community that is
caring community Some students share in caring community. Students demonstrate responsive to the diverse Students take leadership in
where each student is responsibility for the efforts to be positive, cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in accepting, and respectful of of all students. 7/8/18 creating a fair and respectful
respectfully occasional community differences. classroom community where
building activities, Students take responsibility student’s home culture is
designed to promote resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another. 10/22/18
differences. 7/8/18
When there are conflicts in Teachers teaches mini
my classroom, my students lessons on community once
know what steps to take to a month. Teacher uses Class
resolve it. First, they need Dojo community activities
to see if they can resolve and videos to facilitate
the issue on their own. If lessons and uses various
not, they schedule a private resources to teach about
meeting with me (during community, respect, fairness,
recess or after school) to and value of all members.
address the issue together. 10/22/18
7/8/18
Evidence Students participate in
Students take turns monthly activities based on
discussing why they are community. Students take
upset and what possible part in reading different
resolutions they have. I books about different
often take these situations cultures and empathy.
and address my entire class 10/22/18
about them (students are
anonymous) because they
become excellent teaching
moments. 7/8/18
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 resources provides a broad range of range of resources that
student learning. 7/8/18 for learning. 10/24/18 resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
interaction between students are taught in single lessons structures for interaction 5/3/19 diversity within and beyond
Creating physical or can support learning. 7/8/18 or sequence of lessons to during learning activities the classroom.
virtual learning support student learning. that ensures a focus on and Integrates a variety of
environments that completion of learning structures for interaction Selects from a repertoire of
promote student tasks. 10/24/18 that engage students structures for interaction to
learning, reflect constructively and ensure accelerated learning
diversity, and productively in learning. for the full range of
encourage Some students use available Students use a variety of 5/3/19 students.
constructive and resources in learning Students use resources resources in learning
productive environments during provided in learning environments and interact Students routinely use a Students participate in
interactions among instruction. 7/8/18 environments and interact in ways that deepen their range of resources in monitoring and changing
students with each other to understanding of the learning environments that the design of learning
understand and complete content and develop relate to and enhance environments and structures
learning tasks in single constructive social and instruction and reflect their for interactions.
lessons or sequence of academic interactions. diversity.
lessons. 10/24/18 Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for learning.
5/3/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I make sure the classroom is Teacher creates a physical Teacher makes sure that
a curriculum-rich learning classroom environment that students are able to interact
environment by using welcomes all students to in a variety of ways, such as
different forms of media in learn each day. Teacher also in small group and whole
my lessons, and I frequently creates a digital learning group. 5/3/19
display different bulletin environment with virtual
boards that are relevant to field-trips, study guides on Teacher also uses different
the learning objectives we the class website, and resources to reflect diversity
are focusing on during that various resources for in the classroom. This year,
unit. 7/8/18 students to use. 10/24/18 teacher used different
picture books to help
I try to group them in Students utilize a wide promote diversity in the
different ways for different range of resources both classroom. 5/3/19
activities and assignments while they're in the
to allow them the classroom and at home for
opportunity to learn from homework. 10/24/18
Evidence each other. Because I teach
a combination class with
two different grade levels, I
often group my younger
students with my older ones
and vice versa to allow
them the opportunity to
learn from each other with
structured interaction.
7/8/18

Students often gaze around

the classroom to look at the
bulletin boards, learning
objectives, or anchor charts
during lessons. 7/8/18
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 learning
impact student safety as environments. 7/9/18
they arise.
Establishing and Explores strategies to
maintaining learning establish intellectual and
environments that are emotional safety in the
physically, classroom. 7/9/18
intellectually, and
emotionally safe Students are aware of Students follow teacher
required safety procedures guidance regarding
and the school and potential safety issues for
classroom rational for self or others. 7/9/18
maintaining safety.
I keep an eye out for safety
concerns on the playground
during recess and lunch.
My students know to either
address myself or another
teacher when there is
something unsafe. 7/9/18
To make sure that all of my
students feel safe in my
Evidence classroom and at school, we
have monthly character
meetings. 7/9/18
Students follow the rules
we have for safety and
participate in restorative
practice meetings when
necessary. 7/9/18
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
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent viewpoints. maintenance of a safe
10/24/18 physical, intellectual, and
emotional environment
Engages in reflection on focused on high quality and
their own language and rigorous learning.
behavior that contributes to
intellectual and emotional
safety in the classroom.
10/24/18 Students demonstrate
resiliency in perseverance
Students develop and for academic achievement.
practice resiliency skills Students maintain
and strategies to strive for intellectual and emotional
academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 10/24/18
Teacher encourages
students to make mistakes
and taught a mini lesson on
how making mistakes helps
us grow (growth mindset).
Teacher engages students in
monthly discussions about
community, respect,
empathy, etc. Teacher also
addresses rules while using
technology to keep students
safe in all learning
environments. 10/24/18
Students practice these
safety skills while in the
classroom, outside at
recess, and at home while
using online resources.
10/24/18
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 throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take
completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning.
tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
Creating a rigorous while becoming aware of understanding of throughout instruction that an extensive repertoire of
learning environment achievement patterns for achievement patterns, and support the full range of differentiated strategies to
with high expectations individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
and appropriate students. achievement gaps. 7/9/18 expectations for
support for all students achievement. 10/24/18 Students take responsibility
Some students ask for Students engage in a variety to fully utilize teacher and
teacher support to Some individuals and of differentiated supports Students actively use peer support, to achieve
understand or complete groups of students work and challenges in ways that supports and challenges to consistently high levels of
learning tasks. with the teacher to support promote their accuracy, complete critical reading, factual and analytical
accuracy and analysis, and problem writing, higher order learning.
comprehension in their solving in learning. 7/9/18 thinking, and problem
learning. solving across subject
matter. 10/24/18
I make sure that my higher Teacher provides
achieving students are challenging work for
always challenged in their students who finish work
assignments and activities early. During lessons,
by giving them different teacher probes brain-
assignments or challenges building questions that
that go beyond the require problem solving
classwork at their grade skills and critical thinking.
level. 7/9/18 10/24/18
Evidence Many of my students often Students actively engage in
find ways to go beyond the challenges in whole-class,
assignments I give them. partner, small group, and
Using the resources I have, individual settings.
I try to help them explore 10/24/18
their curiosities, such as
finding 3-D volumes during
a lesson on areas. 7/9/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior. 7/9/18
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group 7/9/18
behavior
Students are aware of
classroom rules and
consequences. 7/9/18
Classroom rules are put on
the walls so students can
refer to them everyday.
7/9/18
Students are aware of their
expectations and know the
consequences if these rules
are broken. 7/9/18
Evidence
Exploring Applying Integrating Innovating
Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive
some student involvement. including culturally expectations, positive environment using systems
Communicates, models and responsive instruction to supports, and consequences that ensure students take an
explains expectations for develop and maintain high for individual and group active role in monitoring
individual and group standards for individual and behavior within and across and maintaining high
behavior. 10/24/18 group behavior. learning activities. standards for individual and
group behaviors.
Reviews standards for Utilizes routine references Guides and supports
behavior with students in to standards for behavior students to self-assess,
single lessons or sequence prior and during individual monitor, and set goals for
of lessons in anticipation of and group work. individual and group
need for reinforcement. behavior and participation.
10/24/18
Students follow behavior Students respond to
Students know expectations expectations, accept individual and group Students demonstrate
for behavior and consequences and increase behaviors and encourage positive behavior,
consequences and respond positive behaviors. and support each other to consistent participation and
to guidance in following make improvements. are valued for their unique
them. 10/24/18 identities.
Teacher provides classroom
rules on the wall so
students can refer to them
every day. Teacher always
establishes rules and
expectations before allow
students to work
independently or in small
groups. 10/24/18
Students know what is
expected of them during
each day by referring to the
projected check-list
provided to them at the
beginning of each day.
10/24/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
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.
Evidence
Exploring
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
7/9/18
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. 7/9/18
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
7/9/18
Students know when it is an
appropriate time to get up
to sharpen pencils, get
paper, etc. Each morning,
students sharpen their own
pencils and get ready for
the day and I provide
positive reinforcement with
points of praise. 7/9/18
Disruptions during class
result in consequences.
7/9/18
10/24/18 - No changes
Integrating
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.
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
Innovating
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing
Using instructional and lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Evidence
Exploring
Paces instruction with some
consideration of lesson
type, adjustments for
sufficient student work time
and transitions to optimize
learning.
Students complete learning
activities and, as needed,
may receive some
adjustments of time allotted
for tasks or expectations for
completion.
Applying
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.
Integrating Innovating
Paces instruction to include Paces, adjusts, and fluidly
ongoing assessment of facilitates instruction and
student learning. Supports daily activities. 10/24/18
students in the monitoring
of instructional time. 7/9/18
Students use their Students monitor their own
instructional time to engage time, are engaged in
in and complete learning accomplishing learning
activities and are prepared goals, and participate in
for the next sequence of reflection, self-assessment,
instruction. 7/9/18 and goal setting. 10/24/18
I frequently assess my class Teacher gives instruction
during and after lessons in that is adjusted to meet the
whole-group and individual needs of all students.
settings. 7/9/18 Students work on “I’m
Done” assignments when
Students complete activities completed with their lesson
that reinforce learning assignments.
objective and are aware of
their own scores/mastery of Students are able to monitor
the content before moving their own goals and
onto the next lesson. 7/9/18 assignments using their
academic portfolios. They
participate in reflection and
self-assessment on Fridays
and set goals with the
teacher at the beginning of
each unit. 10/24/18