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. 05/08/22
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 07/18/21 caring community that is
caring community Some students share in caring community. responsive to the diverse Students take leadership in
where each student is responsibility for the Students demonstrate cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in efforts to be positive, of all students. 12/10/21 creating a fair and respectful
respectfully occasional community accepting, and respectful of classroom community where
building activities, differences. 12/10/21 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. 07/18/21 classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences. 05/08/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students participate in I reinforce positive and
lessons that review respectful interactions using
classroom rules and PBIS. PBIS provides
routines that promote behavioral support for
good behavior and a sense students to achieve
of community. Students academic, emotional, and
know they need to respect social success. I use two
each other and their forms of PBIS: whole class
classroom. Students enjoy and individual. When
being rewarded with a students do something kind
“warm fuzzy” or DOJO to one another or use good
point in which recognize manners, we earn a “warm
their behavioral progress. fuzzy” for our class jar. One
07/18/21 full, we get a dance party. I
also use Class Dojo to
reward students with points
Evidence for their individual
behavior.At the end of the
month, students can get a
prize. 07/18/21
Students demonstrate
efforts to be positive and
accepting by using manners
and sentence frames such
as, “It’s okay, try again" or
“you can go first”. Students
are recognized and
rewarded for their positive
interactions with a “Good
Manners” Dojo point.
12/10/21
I develop responsibility I facilitate student self-
with students in terms of reflection and ongoing
resolving conflicts and improvement of the caring
creating a caring classroom community based on respect,
by setting concise rules/ fairness, and the value of all
expectations. For example, I members. I teach Second
read the story, ”Be Kind,” Step lessons each week to
by Pat Zietlow and create a teach students how to be
correlating poster with my respectful, kind, and helpful
students. I encourage to others. These lessons have
students to come up with visuals and conversation
words or ideas of how we starters about how to
can be kind and respectful maintain a positive and
to our peers. 12/10/21 encouraging community.
05/08/22
Students take responsibility
resolving conflicts and
maintaining a caring
classroom community.
Students use words like,
“how can 

I help?” and “are you
okay?’ when there is a
problem both in- or outside
of the classroom. Students
promote respect and
appreciation for differences.
Students notice that we are
each unique and special.
Students acknowledge
differences and know that it
is okay to be different.
05/08/22
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. for learning. 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 07/18/21, 12/10/21 diversity within and beyond
can support learning. or sequence of lessons to during learning activities the classroom. 05/08/22
Creating physical or support student learning. that ensures a focus on and Integrates a variety of
virtual learning completion of learning structures for interaction Selects from a repertoire of
environments that tasks. 07/18/21 that engage students structures for interaction to
promote student constructively and ensure accelerated learning
learning, reflect productively in learning. for the full range of
diversity, and Some students use available 12/10/21 students. 05/08/22
encourage resources in learning Students use resources
constructive and environments during provided in learning Students use a variety of Students participate in
productive instruction. environments and interact resources in learning Students routinely use a monitoring and changing
interactions among with each other to environments and interact range of resources in the design of learning
students understand and complete in ways that deepen their learning environments that environments and structures
learning tasks in single understanding of the relate to and enhance for interactions. 05/08/22
lessons or sequence of content and develop instruction and reflect their
lessons. constructive social and diversity.
academic interactions. Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for learning.
12/10/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I utilize a variety of
structures for interacting
during learning activities
including whiteboards,
having students raise their
hands to answer or ask
questions, using thumbs up/
thumbs down to check for
understanding, using
popsicle sticks to select
random student to answer,
and incorporating partner or
whole-class discussions.
07/18/21.
Students use resources to
deepen their understanding
and develop constructive
social and academic
interactions, daily. For
example, students use
sentence frames to answer
questions or guide them in
Evidence peer discussions such as “In
the beginning of the story,
________”. 07/18/21
I maintain physical and
virtual environments that
reflect student diversity and
provides broad range for
resources. For example, I
have a calendar, thinking
maps, anchor charts, student
work, a focus wall, a word
wall, the alphabet, counting
charts, progress charts, a
small-group chart, and rules
displayed in the classroom.
Online, I kept a “Zoom
Rules “chart in the
background of my video
and went over resources
charts on a PowerPoint
Presentation each morning.
07/18/21, 12/10/21
I integrate a variety of
structures to engage
students in constructively
by integrating "Second
Step” lessons each week.
These lessons teach
students how to positively
interact with the peers and
encourage them using kind
terms and feedback.
12/10/21
Students have a variety of
resources to reflect
instruction and reflect on
diversity. An example we
use routinely, is
incorporating “think-pair-
shares” during carpet time.
Students can express their
own thoughts on a subject
and listen to their partner
They can choose to agree or
disagree with their partner.
Then, they can share with
the class. 12/10/21
I adapt physical and/or
environments flexibly to
facilitate access to a wide
range of resources that
engage students in learning.
I use resources from a
specialist at my school,
including small pencils,
pencil grips, cushioned
seating, visual token boards,
and fidget toys. I ensure that
environments enhance
learning and reflect
diversity within and beyond
the classroom. I provide
students with “Take-home”
puzzles that coordinate with
our puzzles in class to
promote their academic
growth and success.
05/08/22
I select from a repertoire of
structures for interaction to
ensure accelerated learning
for the full range of
students. I use a multitude
of teaching strategies to
teach a concept. I use
technology, hands-on
manipulatives, audio books,
worksheets, puzzles, and
leveled readers.05/08/22
Students participate in
monitoring and changing
the design of learning
environments and structures
for interactions.For
example, students adapt to a
change in routine and
classrooms. Students have
experienced learning in the
STEM center and
Technology Lab. 05/08/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include 12/10/21 physical, intellectual, and
impact student safety as environments. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. 07/18/21 rigorous learning. 05/08/22
Establishing and Engages in reflection on
maintaining learning Explores strategies to Models and provides their own language and
environments that are establish intellectual and instruction on skills that behavior that contributes to
physically, emotional safety in the develop resiliency and intellectual and emotional
intellectually, and classroom. support intellectual and safety in the classroom.
emotionally safe emotional safety. 07/18/21 12/10/21
Students demonstrate
Students are aware of resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer Students develop and for academic achievement.
and the school and guidance regarding opinions, and share practice resiliency skills Students maintain
classroom rational for potential safety issues for alternative perspectives. and strategies to strive for intellectual and emotional
maintaining safety. self or others. 07/18/21 12/10/21 academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 05/08/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students follow safety rules
and know what is expected
of them. Students will listen
to teacher directions and act
accordingly. For example,
students know that they
cannot run with scissors in
their hand. Students
remember what is expected
of them, carry their scissors
in the appropriate grip, and
walk slowly to their
destination. 07/18/21
Evidence
I anticipate and reduce risks
to physical, intellectual, and
emotional safety of my
students to promote their
academic success and
social well-being. I ensure
that students know rules
about classroom and
material safety. I remind
students to respect each
other in order to maintain
their physical and emotion
safety. For example, I tell
students that it is okay if
they do not know the
answer. They can say, “I
don’t know yet,” and
remind peers to respect that
response. 07/18/21
I model and provide
instruction on skills that
develop resiliency by
encouraging students to
stand up for themselves.
For example, I tell students
that if something is wrong
or someone is being mean
to them, they need to say
“please stop,” and then, tell
an adult. 07/18/21
Students take risks and
share alternate perspectives
by raising their hands
during whole-class
instruction and coming up
the the whiteboard/
document camera to display
their knowledge. 12/10/21
I support a safe learning I share responsibility with
environment by the students for the
incorporating classroom establishment and
rules posters in the front of maintenance of a safe
the class. This year, I took physical, intellectual, and
initiative to consistently emotional environment
promote safety in the focused on high quality and
classroom because of rigorous learning. I take
COVID-19. I set up a students on a PRIDE walk
bulletin board called around school to go over
"Health Heroes". I have the appropriate rules,
displayed visual posters and behaviors, and
reminders of how we can expectations. For example,
stay safe at school. Students I created a Playground
are often reminded of these Rules video with students
rules and hold themselves to watch the appropriate
accountable, too.12/10/21 behavior on the playground.
05/08/22
I engage students in
classroom safety using
visuals and language that is
comprehensible to ELL
students. 12/10/21
Students develop and
practice resiliency skills
and strategies to strive for
academic achievement, and
establish intellectual and
emotional safety in the
classroom. Students follow
our Whole Brain Teaching
rules to ensure that our
classroom is a safe,
positive, and productive
environment. 05/08/22
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
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous while becoming aware of
learning environment achievement patterns for
with high expectations individuals and groups of
and appropriate students.
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning. 07/18/21
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps. 07/18/21
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.
12/10/21
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement. 12/10/21
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter. 05/08/22
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
05/08/22
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students that need more
support will gather at my
desk to get scaffolding or
use appropriate resources.
For example, students
might have the teacher
check their work after each
problem and get extra
guidance on problem-
solving strategies. If a
student does not understand
that 2+2=4, then the student
will be reminded that “two
plus two means to put
together”. Student will
circle both groups of two
and count with their finger
to 4 with teacher
monitoring. 07/18/21
Evidence
I promote an environment
that includes accuracy,
analysis, problem solving,
and appropriate levels of
challenge by checking for
understanding, collecting
data, and creating resources
that align with diverse
learners. I set clear
expectations for learners
and provide appropriate
resources to aid
achievement gaps. For
example, I may give
directions for students to
write about their weekend
on their own. I’ll remind
students to use the word
wall, sight words, and their
5-Star Writing Rubric to
check their work (these are
the expectations). Based on
prior data, I might have
higher expectations for
higher students and ask
them to write 3 sentences
and then, read it to a friend.
On the other hand, I might
provide my lower-leveled
learners with a sentence
template and provide
support by creating a
thinking map to pull words/
ideas from. 07/18/21
Students engage in a variety
of different supports and
challenges each day. An
example, is during our
Daily 5 workshop. Students
are given leveled activities
(such as letter identification
puzzles versus CVC
puzzles). Some students are
given extra support with an
aide or small-group
instruction during Husky
Time. 12/10/21
I integrate rigor throughout I facilitates a rigorous
the learning environment learning environment in
by using leveled-small which students take
groups, modified resources, leadership in learning.
accommodating learning Students set goals for their
needs, providing support, learning and use a goal-
and setting clear setting sheet to track their
expectations during progress. I foster cross-
activities. Students have curricular learning by
different learning needs, incorporating STEM and
hence they have different science into our writing. 

learning goals. I encourage I support students in
students to do their personal utilizing an extensive
best. 12/10/21 repertoire of differentiated
strategies to meet high
Students actively use expectations by keeping
supports and challenges to students accountable by
complete critical reading, checking their work and
writing, higher order rewarding them with DOJO
thinking, and problem points. 05/08/22
solving across subject
matter. Students are
challenged during STEM
centers and write about it.
For example. I asked
students to engineer a
balancing candy-heart
popsicle stick. Students had
to write their idea and build
it. Students could make
adjustments to their
construction and then
explain it in a SeeSaw
video online. 05/08/22
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.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
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. 07/18/21
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
07/18/21
Integrating
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
07/18/21, 12/10/21
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
Innovating
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors. 05/08/22
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities. 05/08/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I utilize routine references
to behavior expectations by
giving explicit directions,
determining student voice
levels during activity, and
rewarding students on task
with DOJO points. For
example, before students
begin their independent
work in their math
workbook, I tell them to
complete problems 1-5 by
counting all the counter and
writing it down. I will ask
students to work quietly at
level 1 volume. I will tell
students I am checking to
see who is following
directions to give a DOJO
point to. 07/18/21
Evidence Students follow rules for
behavior. Students are
rewarded for positive
behavior, talked to for
negative behavior, and
provide a solution to avoid
repeated negative behavior.
07/18/21
I integrate equitable I facilitate a positive
expectations, positive environment using systems
supports, and consequences to maintaining high
for individual and group standards for individual and
behavior, daily. I teach the group behaviors. I’ve
instructions and incorporated second step
expectations before each lessons to teach students
lesson or activity. I repeat about appropriate behavior
the directions to select in and outside of the
students to ensure they classroom, including how
know what to do. I have to treat others. 05/08/22
developed a routine that
sets clear and consistent
expectations. I recognize
and reward students on
task. For example, I might
say “I like the way ______
cleaned up nicely and is
waiting with a bubble in her Students demonstrate
mouth. She earned a DOJO positive behavior,
point. Thank you ____. consistent participation and
Let’s see who else is on are valued for their unique
task.” 07/18/21, 12/10/21 identities. Students applaud
others, use kind words like
I guide students to self- “it’s okay, try again” and
assess and monitor goals are encouraged to include
for participation by others in group settings
rewarding table group both in- and outside of the
points. 12/10/21 classroom. 05/08/22
Students respond to whole-
group and individual
behaviors by using
feedback like, “Good job”
or “I agree”. Students give
high-fives to each other
when getting a Dojo Point
or warm fuzzy. 12/10/21
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 Responds to disruptive
routines, procedures, behavior.
norms, and supports
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
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.
07/18/21
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.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
07/18/21
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. 12/10/21
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 07/18/21,
12/10/21
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
12/10/21
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. 05/08/22
Promotes positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior. 05/08/22
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.
05/08/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I enforce clear and
consistent routines each
day. I maintain these
procedures by providing
visual reminders/posters,
going over expectations,
and rewarding students for
their behavior. For
example, I have set out a
visual list of steps students
need to complete each
morning. 07/18/21
Students revive immediate
feedback on behaviors
through DOJO points or
reminders from teacher. For
example, if a student is
chatting with a peer and not
completing their work, they
will be reminded to stay on
Evidence task or have a DOJO point
taken. 07/18/21
Element 2.7 Emerging Exploring Applying
I engage students in
monitoring and reflecting
on routines, procedures,
and norms in ways that are
culturally responsive by
going over daily schedule,
activity expectations, and
classroom rules. An
example is having a visual
schedule with task cards
posted on the whiteboard
each day. 12/10/21
I promote positive behavior
through PBIS and prevent
negative behavior by
reviewing rules and setting
expectations. For example,
I might have students
complete a word-work
puzzle in a small groups.
I’ll prevent negative
behavior by showing them
what to do and what not to
do when working in a
group. I’ll reward groups
that act appropriately with
DOJO points. 07/18/21,
12/10/21
Students are involved in
monitoring routines and
procedures by repeating
instructions during a “call
and repeat” activity and use
a timer to pace themselves.
12/10/21
Integrating
I facilitate student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning. I notice when
strategies are not working
or too easy, and incorporate
new learning activities and
ways to engage students.
My classroom climate
integrates school standards
and culturally relevant
norms. I use standard-
aligned posters for each
bulletin board. 05/08/22
I promote positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior. I reward students
with treasure box prizes and
affirm good behavior with
appraisal and a point-
system. 05/08/22
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.Students
hold themselves and each
other responsible for their
behavior both in and
outside of the classroom.
05/08/22
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 lessons.
Using instructional
time to optimize Some students complete
learning 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. 07/18/21
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
07/18/21
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
12/10/21, 05/08/22
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 12/10/21,
05/08/22
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
I pace instruction to provide
time for instruction,
checking for understanding,
learning activities, and
closure. I use this schedule
for every ELA and math
lesson. For example, I start
each phonics lesson with a
PowerPoint Presentation. I
have students respond to
questions using their
whiteboard. I will monitor
and scaffold as students
complete a correlating
phonics worksheet. Finally,
I will check for
Evidence understanding by directing
a relevant phonics thumbs
up/thumbs down game for
closure. 07/18/21
I pace instruction using a
visual schedule and timer.
We have a routine each day
that the students are
familiar with. I display our
daily schedule with time
frames and visuals on the
whiteboard to maintain
instructional pacing.
12/10/21, 05/08/22
Students can use the clock
display and subject pictures
to stay on track, without
asking me "What's next?".
This helps us stay
organized and pace our
daily instruction. 12/10/21,
05/08/22

Students participate and

complete various activities
with time for extension and
review. After ELA lessons,
students can review
concepts during reading
centers using a variety of
materials. After math
lessons, students can review
concepts during STEM
centers. 07/18/21