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. 7/17/18 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. 7/17/18 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.
While moderating a Following an incident on
conflict, I provide both the playground the class
students with an discusses why they
opportunity to share should not resort to
what happened. 7/17/18 physical means to express
their needs. Students
I select students by were asked to provide
drawing craft sticks with alternatives to pushing
students names on them. and hitting. 12/9/18
Evidence 7/17/18
Students alert me when
Students volunteer to there is a disagreement or
share materials with their another student in
peers if there is not distress or with a
enough to go around. problem. 12/9/18
7/17/18
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 Develops physical Maintains physical Adapts physical and/or
importance of the physical and/or virtual environments that reflect environments that reflect environments flexibly to
physical and/or virtual learning environments student diversity and student diversity and facilitate access to a wide
learning environments that support student provide a range of provides a broad range of range of resources that
that support student learning. resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. learning and reflect
Creating physical or interaction between are taught in single during learning activities diversity within and
virtual learning students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. lessons to support and completion of structures for interaction
promote student student learning. learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and Students use a variety of productively in learning. interaction to ensure
encourage resources in learning accelerated learning for
constructive and environments and Students routinely use a the full range of students.
productive Some students use interact in ways that range of resources in
interactions among available resources in Students use resources deepen their learning environments Students participate in
students learning environments provided in learning understanding of the that relate to and enhance monitoring and changing
during instruction. environments and content and develop instruction and reflect the design of learning
interact with each other constructive social and their diversity. environments and
to understand and academic interactions. Students share in structures for
complete learning tasks in monitoring and interactions.
single lessons or sequence assessment of
of lessons. interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I place posters around the During our “food” theme
class that have books and posters with
information from various types of food are
previous lessons. If placed in the library and
needed both students and dramatic play center.
I can use them as a 12/9/18
reference or refresher of
past information.
7/17/18

Students sit at 4-chair

round tables during small
group and table time. This
allows them to share with
each other while
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
minimizing distractions to
other groups. 7/17/18

During small group and

table time students have
access to various
manipulatives, writing
tools, and activity folders
that they can use to
support their learning of a
concept or skill. 7/17/18
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.
Establishing and curriculum. 7/17/18 Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom. 5/9/19
emotional safety. Students demonstrate
Students are aware of 7/17/18 resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding practice resiliency skills achievement.
school and classroom potential safety issues for Students take risks, offer and strategies to strive for Students maintain
rational for maintaining self or others. opinions, and share academic achievement, intellectual and emotional
safety. alternative perspectives. and establish intellectual safety for themselves and
7/17/18 and emotional safety in others in the classroom.
the classroom.
Evidence I remind the class to give Books that display
their attention to differences in appearance,
students who when it is language, and culture are
their turn to speak. read to highlight diversity.
7/17/18 For example books
written in both English
When there is a and Spanish are read to
disagreement I read a demonstrate diversity in
story about two friends language. 12/9/18
who have an argument.
The students are invited
to share their feelings Props and stories are
about what they used to highlight social-
disagreed on. 7/17/18 emotional issues that
arise in the classroom
When presented with a and/or playground. After
situation where two an disagreement between
students have different two students I read a
ideas or opinions the story, My Friend and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
class responds to the
prompt, “Is one wrong
and one right?” by saying,
“No. There just different.”
7/17/18
I, about two friends who
have an argument. I then
used puppets to act out a
couple of situations and
asked the students to
think of ways to resolve
the problem. 5/9/19

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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. 7/17/18 and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students who observed to
be struggling with key
concepts of a lesson are
identified during both
large grou lessons and
small group practice. I sit
down with them as a
group or individually at a
separate table to review
those concepts and/or
Evidence practice with a supportive
method (e.g., using
manipulatives, using
visual aids). 7/17/18
Element 2.5 Emerging Exploring
Developing, Establishes expectations, Develops expectations
communicating, and rules, and consequences with some student
maintaining for individual and group involvement.
high standards for behavior. Communicates, models
individual and group and explains expectations
behavior for individual and group
behavior. 7/17/18
Refers to standards for Reviews standards for
behavior and applies behavior with students in
consequences as needed. single lessons or
sequence of lessons in
anticipation of need for
reinforcement. 7/17/18
Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them. 7/17/18
During lessons and small
groups students are
observed to check for
understanding. Students
who are struggling with
concepts are identified
and are brought over to
the teacher table for
group or individual
intervention. 7/17/18
Students use various
games, technologies, and
activities to promote
development of sertain
skills. For example
students who struggle
with writing use the Little
Writer app to develop
their pencil skills.
12/9/18
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.
Students are grouped
based on differing
abilities using both
formative and summative
assessments. Various
small group lessons are
used along with
appropriate technologies
such as writing and
literacy apps to address
the needs of the specific
groups. 12/9/18
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.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
At the beginning of the Prior to lessons students
school year I had students are asked to check their
think of some behaviors space on the carpet to
that we wanted to avoid. I ensure that distractions
picked three and had the are minimized. When
students think of rules we transitioning to small
could follow to avoid group students are asked
those behaviors. 7/17/18 to review the steps they
will have to take to
Prior to a lesson I ask complete their work (e.g.,
students to make sure get a sentence strip and
they are “ready to learn” writing crayon, write
by reviewing the proper their names, grab a
Evidence
sitting position. 7/17/18 journal sheet…). 12/9/18

When a student is not Students alert me if

following class another student is failing
expectations I may have to follow the rules.
sit in a quiet spot for a Students are able to
moment. When they identify the reason they
return they tell me what received a consequence
behavior resulted in them (e.g., I was talking during
receiving quiet time. the lesson, I didn’t put my
7/17/18 materials away, I was
playing during clean-up).
12/9/18

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
7/17/18 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
Responds appropriately consistently prevents or behaviors and establishes
to behaviors in ways that refocuses behaviors preventions and a positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of Students receive
procedures, routines, and correction for behavior
classroom norms. that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
7/17/18
Students who are
disruptive during lessons
are asked to sit next to the
aide. This allows her to
monitor their behavior
without excluding the
student from the lesson.
7/17/18
Evidence
Element 2.7 Emerging Exploring
lessen disruptions to the disruptive to the learning classroom climate that
learning climate. climate. eliminate most disruptive
Students participate in behavior.
routines, procedures, and
norms and receive
reinforcement for positive
behaviors. 7/17/18 Students are involved in Students share
assessment and responsibility with
Students receive timely monitoring of routines, teacher for managing and
and effective feedback procedures, and norms in maintaining a positive
and consequences for ways that improve the classroom climate that
behaviors that interfere learning climate. promotes learning.
with learning.
At the beginning of the During centers, library
school year I ask the time, or free choice,
students to help think of the "Too Noisy" app is
some behaviors we wish displayed so that students
to avoid and what rules are aware of when they
we can create to help us are, and are not, using
remember what to do. their "inside voice". This
7/17/18 allows them to adjust
their speaking voices
During class I use hand both individually and
signs to remind students collectively. 12/9/18
of appropriate behavior.
This minimizes
distractions to other
students during lessons
and worktime. 7/17/18
When students are
talkative during small
group work time I
relocate them to another
table or to the floor desk
so that they can continue
their work without
disrupting other students.
12/9/18
Applying Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
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
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
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.

If any students are unable Lessons are planned with

to finish an activity in
time, there is a basket
where they can place
their work and retrieve it
when they can work
independently. 7/17/18
a period of time when I
can check for
understanding. A
transition period to
provide instruction and
have students move to
their desk for small group
work is also built in to the
lesson. 7/17/18

Suring small group, when

Evidence students work on
activities related to the
lesson, I give time
reminders (usually at 5
and 1 minutes) so that
students know to finish
up any uncompleted
work. I remind them that
if they are not finished
they can put their work in
a basket that indicates
they need more time.
12/9/18