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
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
caring community. climate. community that is Students take leadership
Promoting social responsive to the diverse in resolving conflict and
Development and Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
responsibility within responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
a caring community classroom community. building activities, accepting, and respectful (7/21/19) (12/14/19) community where
where each student designed to promote of differences. (4/12/2020) student’s home culture is
is treated fairly and caring, fairness, and included and valued.
respectfully respect. Students communicate
Students take with empathy and
responsibility resolving understanding in
conflicts and maintaining interactions with one
a caring classroom another.
community. Students
promote respect and
appreciation for
differences. (7/21/19)
(12/14/19)
(4/12/2020)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are given
opportunity to resolve
conflicts among
themselves through
classroom discussions.
Student jobs and
leadership positions are
given through student
elections. There is
dedicated time for
instruction on what is
responsibility,
community, and respect.
Teacher makes use of
teachable moments.
(7/21/19) (4/12/2020)

Teacher spends time

giving students time to
point out and reward
other students that were
showing positive,
Evidence
respectful, and kind
traits. Teacher spends
time going over countries
and talking about cultural
differences between
countries (Kinder SS
standard as well as our
school goal). Students
participate in voting for
classroom leader and
helping out in the
classroom with various
classroom jobs. Students
help other students when
they are finished and are
encouraged to locate,
seek out, and help
students in need of
assistance both social and
academic. (12/14/19)
(4/12/2020)
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. (7/21/19) artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. (12/14/19) learning and reflect
interaction between lessons or sequence of structures for interaction (4/12/2020) diversity within and
students can support lessons to support during learning activities beyond the classroom.
learning. student learning. that ensures a focus on
Creating physical or and completion of Integrates a variety of Selects from a repertoire
virtual learning learning tasks. (7/21/19) structures for interaction of structures for
environments that that engage students interaction to ensure
promote student constructively and accelerated learning for
learning, reflect productively in learning. the full range of students.
diversity, and Some students use Students use resources (12/14/19) (4/12/2020)
encourage available resources in provided in learning Students use a variety of Students participate in
constructive and learning environments environments and resources in learning monitoring and changing
productive during instruction. interact with each other environments and Students routinely use a the design of learning
interactions among to understand and interact in ways that range of resources in environments and
students complete learning tasks in deepen their learning environments structures for
single lessons or understanding of the that relate to and enhance interactions.
sequence of lessons. content and develop instruction and reflect
constructive social and their diversity.
academic interactions. Students share in
(7/21/19) monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. (12/14/19)
(4/12/2020)

Students are seated Teacher uses anchor

strategically so they charts and vocab
may learn and are word walls that are
Evidence given learning aids tiered and
such as anchor charts grammatically
and word walls that structured to help
aid them in their students learn.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning process. Teacher reorders the
Students are given classroom and
opportunities to talk removes items in
quietly during most order to create a
assignments. environment that is
(7/21/19) easier for the teacher
to access the students
and the students to
access the teacher.
Teacher places
students in groups
and in buddies, such
as giving students
their writing buddies,
so they can have
productive
interactions. Students
are taught how to
clap for others, say
positive things for
others, and
encourage when
others are having a
hard time answering
the question through
teacher modeling and
direct instruction.
(12/14/19) (4/12/2020)
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. (12/14/19) physical, intellectual, and
that impact student safety learning environments. include examining biases (4/12/2020) emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. (7/21/19)
Explores strategies to
establish intellectual and Models and provides Engages in reflection on
emotional safety in the instruction on skills that their own language and
Establishing and
classroom. develop resiliency and behavior that contributes
maintaining learning
support intellectual and to intellectual and
environments that
emotional safety. emotional safety in the Students demonstrate
are physically,
Students are aware of (7/21/19) classroom. (12/14/19) resiliency in perseverance
intellectually, and
required safety Students follow teacher (4/12/2020) for academic
emotionally safe
procedures and the guidance regarding achievement.
school and classroom potential safety issues for Students take risks, offer Students maintain
rational for maintaining self or others. opinions, and share intellectual and emotional
safety. alternative perspectives Students develop and safety for themselves and
(7/21/19) practice resiliency skills others in the classroom.
and strategies to strive
for academic
achievement, and
establish intellectual and
emotional safety in the
classroom. (12/14/19)
(4/12/2020)

Students are given Teacher reminds

opportunities to students after every
share and ask break and at the start
questions during and of ever classroom on
after lessons. They classroom rules
Evidence are taught and which focus on
reminded to speak creating a safe
respectfully and classroom, physically,
reminders are visible intellectually, and
on classroom wall. emotionally safe.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher uses various Teacher encourages
strategies, such as and does call on
using writing and students who have
giving think time to speech disabilities,
accommodate for all and models positive
students to safely feedback to the
participate. Teacher students. Teacher
makes sure the uses redirection in
classroom is helping students that
organized in a way uses unsafe language.
that students can Example, teacher
safely transition from redirected a student
one activity to using the phrase
another. (7/21/19) “what the f!#@” and
“what the s#%t” with
“what the love” and
“ma ma mia” noticing
the student is
probably using it
because saying those
words felt good in his
mouth. Student that
spat, swore, and hit
other students
stopped after 3
months of consistent
teacher reminder and
behavior plans.
Students can manage
conflicts by using
words to talk to each
other. Students can
manage challenging
problems by seeking
help and trying again.
Students are able to
seek and ask for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
breaks when they are
too tired to learn, and
they are able to go
wash their face when
they are having a
hard time focusing.
(12/14/19) (4/12/2020)

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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Creating a rigorous
achievement patterns for achievement patterns, instruction that support utilize an extensive
learning
individuals and groups of and uses scaffolds to the full range of learners repertoire of
environment with
students. address achievement in meeting high differentiated strategies
high expectations
gaps. (7/21/19) expectations for to meet high expectations.
and appropriate
achievement. (12/14/19)
support for all
Some students ask for Some individuals and Students engage in a (4/12/2020) Students take
students
teacher support to groups of students work variety of differentiated responsibility to fully
understand or complete with the teacher to supports and challenges Students actively use utilize teacher and peer
learning tasks. support accuracy and in ways that promote supports and challenges support, to achieve
comprehension in their their accuracy, analysis, to complete critical consistently high levels of
learning. and problem solving in reading, writing, higher factual and analytical
learning. (7/21/19) order thinking, and learning.
problem solving across
subject matter.
(12/14/19) (4/12/2020)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are Teacher uses real
rewarded with more problems and
challenging problems demands full
and are expected to sentences for
create weekly responses and
projects. Students are answers, as well as
expected to showing of evidence
deconstruct and through drawing or
reconstruct any other strategies
questions and are students have in their
expected to be more toolbox. Teacher uses
independent in academic language
solving problems. and clarifies words
(7/21/19) through teacher
Evidence modeling and
inquiry.
Students respond in
full sentences, refers
to evidences in text,
and is able to show
evidence through
drawing. Students
are asked and able to
create problems
through partner
sharing and
independently on
paper. (12/14/19)
(4/12/2020)

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behavior. behavior. across learning activities. standards for individual
(7/21/19) (12/14/19) and group behaviors.
Refers to standards for Reviews standards for Utilizes routine (4/12/2020)
behavior and applies behavior with students in references to standards
consequences as needed. single lessons or for behavior prior and
sequence of lessons in during individual and Guides and supports
anticipation of need for group work. (7/21/19) students to self-assess,
reinforcement. monitor, and set goals for
individual and group
Students are aware of Students know Students follow behavior behavior and Students demonstrate
classroom rules and expectations for behavior expectations, accept participation. (12/14/19) positive behavior,
consequences. and consequences and consequences and (4/12/2020) consistent participation
respond to guidance in increase positive and are valued for their
following them. behaviors. unique identities.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
(7/21/19) (12/14/19)
(4/12/2020)

Evidence Teacher has a reward

system both intrinsic
and extrinsic that
promotes good
learning behavior for
individual and group
activities. Teacher
uses classdojo, group
tickets, positive
feedback, and
discussion time to
keep students on
track. Teacher
provides clear
reminders before and
in between to keep
students on track.
(7/21/19) (4/12/2020)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher demands
100% attention,
provides ample
rewards for positive
behavior through
classdojo points,
awards classdojo
points to both
individual and group
positive behaviors,
and also provides
specific feedback to
positive behavior.
(12/14/19) (4/12/2020)

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
(7/21/19) builds on student integrates school
strengths. (12/14/19) standards and culturally
Seeks to promote positive (4/12/2020) relevant norms.
Responds to disruptive behaviors and responds Provides positive
behavior. to disruptive behavior. behavior supports. Promotes positive
Responds appropriately Promotes positive behaviors and establishes
to behaviors in ways that behaviors and preventions and a
lessen disruptions to the consistently prevents or positive classroom
learning climate. refocuses behaviors climate that eliminate
Students participate in disruptive to the learning most disruptive behavior.
routines, procedures, and climate. (12/14/19)
norms and receive (4/12/2020)
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students share
classroom norms. that interferes with (7/21/19) responsibility with
learning, and positive teacher for managing and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement in Students receive timely maintaining a positive
following routines, and effective feedback Students are involved in classroom climate that
procedures, and norms. and consequences for assessment and promotes learning.
behaviors that interfere monitoring of routines,
with learning. (7/21/19) procedures, and norms in
ways that improve the
learning climate.
(12/14/19) (4/12/2020)

Evidence Students are given Teacher uses daily

clear jobs to they routines that help
must complete and student behavior.
the classroom Teacher modifies
routine is easily routines slightly to
accessible on the increase efficiency.
classroom wall. Teacher uses
Teacher remains classroom dojo to
consistent with the encourage positive
giving of behavior. Teacher
consequences and uses specific positive
positive feedback for comments to
good behavior. encourage behavior
Students are given and student work.
sticker and verbal Teacher uses gives
praise. (7/21/19) out stickers to
students who brings
back their homework
to encourage
homework
completion in a
positive way.
Students are taught
that they have both
an active role and a
passive role in the
classroom by being
responsible for
reminding their
peers to focus and
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 and
lessons.
Using instructional
Some students complete
time to optimize
learning activities in time
learning
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.
keep classroom rules.
Students have an
active role in helping
other students and
keeping the
classroom clean.
(12/14/19)
(4/12/2020)
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
(7/21/19) (12/14/19) (4/12/2020)
Students monitor their
Students participate in own time, are engaged in
and complete a variety of Students use their accomplishing learning
learning activities in the instructional time to goals, and participate in
time allotted with options engage in and complete reflection, self-
for extension and review. learning activities and are assessment, and goal
(7/21/19) prepared for the next setting.
sequence of instruction.
(12/14/19) (4/12/2020)
Students transition Teacher changes
quickly between instruction based on
direct instruction and weekly and daily
learning activities. assessments.
Classroom has well Instruction, daily
understood routines. activities, and
Teacher spends time transitions are fluid,
reviewing material. and all students are
Students who finish able to work
early have additional independently,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
tasks that increased produce work, and
in rigor. Teacher uses transition quickly
prior knowledge to and safely.
give harder tasks to Students show
some students over they’re ready using
others. (7/21/19)a their bodies by
waiting for their next
set of directions.
They clam their
hands and they await,
and all students are
ready within 10
seconds of transition
time. All students are
able to produce work
of varying degrees,
and if not completed
due to time
constraint, are giving
additional time later
in the day to finish
their work. (12/14/19)
(4/12/2020)