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 5/7/21
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. 7/17/20 community that is
responsibility within
responsive to the diverse Students take leadership
a caring community
Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and
classroom community. building activities, accepting, and respectful 12/20/20 respectful classroom
respectfully
designed to promote of differences.7/17/20 community where
caring, fairness, and Students take student’s home culture is
respect. responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.5/7/21
differences. 12/20/20
Evidence I create class expectations
I continuously model, Students take and promises, rather than
promote and reinforces responsibly by creating a rules to show that we are
positive and respectful monthly class goal to in this together to create
behavior. Students like to meet. This allows our classroom as a happy
follow the teacher and be students to be and respectful
recognized by the teacher directly involved in place.5/7/21
to find that modeling the promoting a respectful
good behavior and and loving environment Students follow particular
praising when I see it in our expectations or guidelines
helps others value it as classroom.12/20/20 that promote and teach
well. I do assist in respect for one another,
resolving conflicts but the teacher, and
moreover, offer tools and classroom
strategies on how they materials.5/7/21
can resolve it themselves.
Although, it does not
work consistently.
7/17/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

With a classroom climate

centered around faith, I
find that students are
very receptive to the
promotion of positive
behavior and accepting
others. 7/17/20
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. 7/17/20 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. 12/20/20 learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. student learning. that ensures a focus on structures for interaction
environments that and completion of that engage students Selects from a repertoire
promote student learning tasks. 7/17/20 constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 12/20/20 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources
productive available resources in provided in learning Students use a variety of Students routinely use a Students participate in
interactions among learning environments environments and resources in learning range of resources in monitoring and changing
students during instruction. interact with each other environments and learning environments the design of learning
to understand and interact in ways that that relate to and enhance environments and
complete learning tasks in deepen their instruction and reflect structures for
single lessons or understanding of the their diversity. interactions.
sequence of lessons. content and develop Students share in
7/17/20 constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 12/20/20
Evidence Students are given My classroom is Along with the school’s
resources to help inviting and warm. Students choose from a curriculum books, I use
variety of books in multiple modalities such
them complete the The main attractions as supplemental videos,
our class library. The class
given task, whether are the library which library is displayed as an hands-on experiences,
they are learning celebrates diversity inviting area, and class discussions, and
tools for math, a and student choice, as students get to pick out visuals. 5/7/21
partner for pair well as the rug with new books to read
biweekly. 12/20/20 Many times students are
share, or vocabulary the daily morning involved in their own
theme words for tasks on the board learning by posing
writing tasks. which emphasize questions in which I will
research on the spot to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
7/17/20 community. keep students engaged
Resources for and in charge of their
learning. 5/7/21
learning are all
around the room for
students to explore-
manipulatives,
writing tools, ipads,
books, sight word
wall.7/17/20

During instruction, I
use multiple
modalities to support
the content standards
and the way the
content is being
displayed: video,
modeling,
experiment, read
aloud, group
discussion.7/17/20
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 organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.7/17/20
safety.
Evidence My students are like
sponges. They take in
everything their parents
say, and everything from
their teacher. I’ve found
that if they are taught
about any possibly
harmful physical,
intellectual, emotional
ideas, they disregard it
and resort to the golden
rule: treat others as you
want to be treated.
Though I want to push my
students to take more
risks, offer options and
know that their opinion
matters-and it’s okay to
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum. 7/17/20
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
7/17/20
Students take risks, offer
opinions, and share
alternative perspectives
With several autistic and
special needs students in
my experience, I have
accumulated many
strategies that allow me
to be proactive in the
classroom rather than
always reactive. I learn
about my students from
the start-learn about their
behaviors from their
previous teachers and
observe their behaviors
in the classroom during
the first few weeks of
school. I offer time for
them to be with peers and
do things that make them
Integrating
Integrates support for
students to take risks and
offer respectful opinions
about divergent
viewpoints. 12/10/20
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom. 12/10/20
Students develop and
practice resiliency skills
and strategies to strive
for academic
achievement, and
establish intellectual and
emotional safety in the
classroom. 12/10/20
In my classroom, we
work on creating an
environment of growth
mindset, and thinking
positively about
ourselves and others.
Class Dojo has videos my
class loves to watch. Last
week, I showed my class
the Positive Stories video-
where "Mojo learns how
positive thinking can help
fight the bad stories with
positive ones!" 12/20/20
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
5/7/21
Students demonstrate
resiliency in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
5/7/21
Students get three
warnings before there
is a consequence for
their behavior. This
allows students to
recognize that they
might be making a
choice that does not
reflecs the best version
of themselves.
Students are provided
one on one time for
when they are angry or
frustrated. I provide
students with the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
voice it. That is how my comfortable so that I can opportunity to talk to
students will develop see their behavior at their me rather than get
their own self-identity most comfortable state.
frustrated with the
and learn from each Then I take what I know
other.7/17/20 and react to a student’s student for their
behavior before the actions. 5/7/21
behavior becomes
dangerous. I also
consistently check and Students are allowed a
review my content before
teaching it to make sure it
calm down space.
is appropriate and 5/7/21
emotional safe. 7/17/20

I model for students how

to be our best selves-in
regards to reaching our
goals and being kind and
respectful to others.
Throughout the year we
have individual and class
goals as well as kindness
goals.7/17/20

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. 7/17/20 address achievement in meeting high differentiated strategies
gaps. expectations for to meet high expectations.
achievement.
Some students ask for Some individuals and Students engage in a 12/10/205/7/21 Students take
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
comprehension in their
learning.
Regular meetings with
students take place after
each STAR test, reviewing
scores and setting goals
for the next test. Based on
scores, I meet with
leveled groups weekly to
work on skills
recommended by star.
Evidence 7/17/20
their accuracy, analysis,
and problem solving in
learning. 7/17/20
All my lessons are
differentiated to some
extent. Scaffolding is my
main source of
differentiating, as it helps
students with the skill but
pushes them to self-
discover the answer.
Advanced students are
challenged with
additional prompts about
the content that push
them to think critically
and more meaningfully
about the content.
7/17/20
to complete critical consistently high levels of
reading, writing, higher factual and analytical
order thinking, and learning.
problem solving across
subject matter. 12/10/20
To pair with my Reading
Curriculum, students
have a Close Reading
Companion workbook.
Students are tasked to
complete critical thinking
questions that allows
them to find evidence,
key details, as well as
questions that encourage
them to think more
deeply about the text.
12/10/20 5/7/21

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and expectations, rules, and with some student including culturally expectations, positive supports, environment using
maintaining consequences for involvement. responsive instruction and consequences for individual systems that ensure
high standards for individual and group Communicates, models to develop and maintain and group behavior within and students take an active
individual and group behavior. and explains high standards for across learning role in monitoring and
behavior expectations for individual and group activities.12/10/20 5/7/21 maintaining high
individual and group behavior. standards for individual
behavior. 7/17/20 Guides and supports students to and group behaviors.
Utilizes routine self-assess, monitor, and set
Refers to standards for Reviews standards for references to standards goals for individual and group
behavior and applies behavior with students for behavior prior and behavior and participation.
consequences as needed. in single lessons or during individual and 12/10/20 5/7/21
sequence of lessons in group work.7/17/20
anticipation of need for Students respond to individual
reinforcement. and group behaviors and
Students follow encourage and support each Students demonstrate
Students are aware of Students know behavior expectations, other to make positive behavior,
classroom rules and expectations for accept consequences improvements.12/10/205/7/21 consistent participation
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences. behavior and
consequences and
respond to guidance in
following them.7/17/20
Expectations are made
as a class after
brainstorming what
would allow our
classroom to have a
positive environment.
We consistently review
our expectations daily
and model positive
behavior
(whether the teacher
models or a student
models). 7/17/20
Evidence
Students know the
expectations as we
constantly review them
and they participated in
making them. They
usually know what
expectation they
disregarded when
they’ve made a poor
choice. If not, I take time
to talk this through with
them so they
understand. 7/17/20
Element 2.6 Emerging Exploring
Employing classroom Establishes procedures, Develops routines,
routines, procedures, routines or norms for procedures, and norms in
norms, and supports single lessons to support single lessons or
for positive behavior student learning. sequence of lessons with
to ensure a climate in some student
which all students involvement.
can learn
and increase positive and are valued for their
behaviors. unique identities.
Expectations of behavior
are consistently Along with the use of a clip
reminded throughout chart, I use a whole-group
the day, before a task, (class) incentive with
group work, etc. a Kerplunk Game. The class has
Whatever we are doing, a set goal, and as they continue
the behavior to meet this goal, they get to
expectations are "pull a stick" which are keeping
reminded and students up a bunch of plastic balls. When
are fully engaged in all the balls fall, the class gets a
repeating after me, or reward. 12/10/20 5/7/21
saying the expectations
with me. Though, the
behaviors don’t always
follow through. I want to
try having students
physically practice the
expectation to try to
increase students
increase in positive
behaviors. 7/17/20
Applying Integrating Innovating
Maintains regular use of Engages students in Facilitates student
routines and procedures monitoring and reflecting participating in
that are culturally on routines, procedures, developing, monitoring,
responsive and engage and norms in ways that and adjusting routines
students in the are culturally responsive. and procedures focuses
development and Maintains a quality on maximizing learning.
monitoring of learning climate that Classroom climate
norms.7/17/20 builds on student integrates school
strengths. 12/10/20 standards and culturally
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Seeks to promote positive
Responds to disruptive behaviors and responds Provides positive
behavior. to disruptive behavior. behavior supports.
Responds appropriately
to behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors.
classroom norms. that interferes with 7/17/20
learning, and positive
reinforcement in Students receive timely
following routines, and effective feedback
procedures, and norms. and consequences for
behaviors that interfere
with learning. 7/17/20
My whole school day
consists of regular
routines. By the third
month into the year my
students are much more
familiar with our routines
and are catching onto
what we do when going
through our agenda. I also
begin to use students as
models to show what to
do for a daily regular
Evidence activity (modeling to
others). 7/17/20
When an issue arises, it is
dealt with right away. I
see no sense in waiting to
deal with it. The
consequence should be
immediate so learning
can continue without a
big disruption. 7/17/20
5/7/21 relevant norms.
Promotes positive Promotes positive
behaviors and behaviors and establishes
consistently prevents or preventions and a
refocuses behaviors positive classroom
disruptive to the learning climate that eliminate
climate. 12/10/20 most disruptive behavior.
5/7/21
Students share
responsibility with
Students are involved in teacher for managing and
assessment and maintaining a positive
monitoring of routines, classroom climate that
procedures, and norms in promotes learning.
ways that improve the
learning climate.
12/10/20 5/7/21
I have a daily agenda, or
"game plan" that I review
with the class daily. This
helps students see what
their tasks are for the day,
and feel responsible for
what is expected of them.
I also use a clip
chart for behavior. It is
visible to the students,
and I have students clip
up or down their own clip
as they make positive or
negative choices. This
way, students are self-
monitoring their choices,
and behavior throughout
the day. 12/10/20
5/7/21
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
time to optimize
Some students complete
learning
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.
I find that I feel like I am
often running out of time
to finish things, especially
in the beginning of the
week. Later in the week
we have more time to
check for understanding,
and review as needed
when we don’t have so
many interruptions with
our Special Classes.
Transitions take more
time than I would like in
my classroom. If I can get
transition time to be
quicker, than I would
have more time to spend
on the activities with the
kids so they don’t ever
feel too rushed.7/17/20
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.
12/10/20 5/7/21
Students monitor their
Students participate in Students use their own time, are engaged in
and complete a variety of instructional time to accomplishing learning
learning activities in the engage in and complete goals, and participate in
time allotted with options learning activities and are reflection, self-
for extension and review. prepared for the next assessment, and goal
12/10/20 sequence of instruction. setting.
5/7/21
 I use a pacing template Weekly, I choose the most
to pace my math important parts of
lessons weekly, and often curriculum, and do little
biweekly. As I see at a time so that students
difficulty with particular feel that
lessons, or students instruction was
picking up quickly, I will purposeful and not too
change my pace of the tedious or long that it
lessons and re-adjust to would allow them to
meet my class' needs. become disengaged.
12/10/20 5/7/21