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 12/4/2021, 5/3/22
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. 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 7/18/2021 respectful classroom
respectfully designed to promote of differences. 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. 5/3/22
differences. 7/18/2021,
12/4/2021
At the beginning of the My students who need it
year, we create a class are provided tier 3
charter which is based on intervention to support
how we want to feel and positive behavior and a
be treated in the caring community, for
classroom, and it is example when a student
posted, referred-to, and of mine was having
revised throughout the trouble having a safe
year. Students are body with friends, we
Evidence explicitly taught age- involved the school
appropriate feeling words counselor, parents, and
and how to identify teachers to create a plan
feelings in our SEL and more support for that
curriculum. Students are student. 12/4/2021
taught through Council
sessions how to I use reflection sheets for
implement a solving students to reflect on
circle. I model and behavior that is repetitive
encourage accountable and harmful, dangerous,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
talk in the classroom. or unkind to facilitate a
7/18/2021 kind and safe community
5/3/22
Students advocate for
themselves and each Students in my class can
other and are encouraged ask for a solving circle to
to be upstanders (not help them resolve conflict
bystanders). Students if they need support
have classroom jobs and advocating and
responsibilities they care facilitating conversation. I
about to encourage a create a safe environment
positive community. to make mistakes and
7/18/2021 learn how to solve
problems 5/3/22
My students feel
empowered to check in
with me when the need
support for conflict
resolution. Many students
take advantage of check-
ins to resolve issues with
classmates. 12/4/2021
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. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. and completion of structures for interaction
virtual learning
learning tasks. that engage students Selects from a repertoire
environments that
7/18/2021 constructively and of structures for
promote student
productively in learning. interaction to ensure
learning, reflect
12/4/2021, 5/3/22 accelerated learning for
diversity, and
the full range of students.
encourage
Some students use Students use resources
constructive and
available resources in provided in learning Students use a variety of Students routinely use a Students participate in
productive
learning environments environments and resources in learning range of resources in monitoring and changing
interactions among
during instruction. interact with each other environments and learning environments the design of learning
students
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
constructive social and monitoring and
academic interactions. assessment of
7/18/2021 interactions to improve
effectiveness and develop
a positive culture for
learning. 12/4/2021,
5/3/22
I have clear expectations I celebrate diversity and
of how to be polite, different cultures in the
positive, and respectful classrooms and engage
and model ways to agree my students in culturally
and disagree. Classroom relevant lessons, for
library reflects example a Hispanic
Evidence
representation of diverse Heritage Month art lesson
authors, characters, and where my students
ideas. 7/18/2021 created art inspired by
Ines Alvidres. 12/4/2021
Students are encouraged
to build on each other’s Students are empowered
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
ideas and give stars and and encouraged to use
wishes when giving resources they need for
feedback on each other’s success. For example,
work. Students have manipulatives or white
access to materials that board for math concepts.
support their learning 12/4/2021
(manipulatives, word
wall, etc.). 7/18/2021 My classroom has
relevant displays like
anchor charts and
motivational and
inspirational quotes that I
refer to. My classroom
library features diverse
authors, topics, and
characters. 5/3/22

Students know they can

come to me with
problems but at this point
in the school year I am
also encouraging their
ability to tackle problems
themselves by talking
directly to peers, rather
than through me first
when appropriate.
5/3/22
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.
curriculum. Engages in reflection on 5/3/22
Establishing and Explores strategies to their own language and
maintaining learning establish intellectual and Models and provides behavior that contributes
environments that emotional safety in the instruction on skills that to intellectual and
are physically, classroom. develop resiliency and emotional safety in the
intellectually, and support intellectual and classroom. 7/18/2021,
emotionally safe emotional safety. 12/4/2021
Students are aware of Students demonstrate
required safety Students follow teacher resiliency in
procedures and the guidance regarding Students take risks, offer Students develop and perseverance for
school and classroom potential safety issues for opinions, and share practice resiliency skills academic achievement.
rational for maintaining self or others. alternative perspectives and strategies to strive Students maintain
safety. 7/18/2021 for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the 5/3/22
classroom. 12/4/2021
All students are included I give clear expectations I attended a RULER
in class activities and all for being a polite training to learn more
opinions are valued. audience before students about our school’s SEL
Students may share ideas present their work. I curriculum and create a
and opinions verbally model constructive ways more equitable
amongst the whole class, to agree and disagree. I environment that
one-on-one, or through facilitate discussions and supports student safety
their writing journals. lessons about different and success. 5/3/22
Evidence Students understand it is cultures, historical
okay to have a different figures, and current The school councelor and
perspective than their events with respect at the I have worked to teach
peers or teacher as long forefront. 7/18/2021 my students the power of
as they are respectful. “yet” and growth mindset.
7/18/2021 Students are taught Students understand that
respectful language to challenge is an
help support their opportunity for growth.
agreement or 5/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
disagreement with other
students’ viewpoints
12/4/2021

My students do solving
circles with teacher
support to problem solve
conflict with other
students 12/4/2021

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 that learning environment throughout the learning learning environment in
accuracy of answers and 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.
Creating a rigorous expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations students. address achievement in meeting high differentiated strategies
and appropriate gaps. 7/18/2021 expectations for to meet high
support for all achievement. 12/4/2021, expectations.
students Some students ask for Some individuals and Students engage in a 5/3/22
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. 7/18/2021 order thinking, and factual and analytical
problem solving across learning.
subject matter.
12/4/2021, 5/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I design lessons to
appropriately challenge I provide levels of
my students. Students are scaffolds for my students
pretested and then who need more support
offered supports in small than others, for example,
groups to help them sentence stems in writing
succeed. Students are projects for students who
provided extension and need them, or books with
passion projects as different amounts of
needed to deepen their lines/picture space.
learning. 7/18/2021 12/4/2021

Students are met where Students are given

they are in their learning options for supports and
and are supported by the challenges in their
teacher in completing classwork. In our digital
assignments and projects. math, students can select
Students have scaffolds to the level of challenge that
support their needs like feels appropriate for
graphic organizers, them. 12/4/2021
schedules, body breaks,
Evidence etc. 7/18/2021 All learners are held to
rigorous standards with
accommodations
appropriate to them.
Body breaks, pencil grips,
wiggle seats, testing one-
on-one etc. help support
students working in the
classroom. 5/3/22

Students use
manipulatives,
teachnology, and one-on-
one support
differentiated learning.
5/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports 5/3/22
communicating, and
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. 7/18/2021 behavior and
behavior
reinforcement. participation. 12/4/2021

Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group Students demonstrate
consequences. and consequences and consequences and behaviors and encourage positive behavior,
respond to guidance in increase positive and support each other to consistent participation
following them. behaviors. 7/18/2021 make improvements. and are valued for their
12/4/2021 unique identities. 5/3/22

Evidence I am clear about my I use a marble jar for I use two whole class
expectations during classroom positive behavior systems (marble
student work time and behavior rewards. jar and Friday free time
use the CHAMPS system Students earn marble minutes), one small group
(Conversation, Help, scoops for whole-class system (table points), and
Activity, Movement, positive behavior. When one individual system
Participation, Success) to the jar is full they get a (tickets that go in a raffle
verbally and visually party and they come up to be the daily superstar)
communicate with the ideas for the so students can work
expectations during work party and vote on the individually and as a
time. I use logical option they would like group for behavior and
consequences when best. 12/4/2021 kindness goals. 5/3/22
behavior issues arise and
use proximity to diffuse My students are Most of my students
behavior issues. encouraged to help each consistently participate
7/18/2021 other within their table and have a true
groups to earn table understanding of equity
Students understand points. They are only in the classroom- not
behavior expectations allowed to use kind everyone gets the same
and use reflection sheets words to support and thing, but everyone gets
to reflect on encourage each other. what they need. 5/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
inappropriate behavior 12/4/2021
and how they can make
different choices next
time. Students work as a
team toward individual,
group, and class rewards.
7/18/2021

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. 12/4/2021, climate that eliminate
can learn routines, procedures, and 5/3/22 most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 7/18/2021 Students share
classroom norms. that interferes with Students are involved in responsibility with
learning, and positive Students receive timely assessment and teacher for managing and
reinforcement in and effective feedback monitoring of routines, maintaining a positive
following routines, and consequences for procedures, and norms in classroom climate that
procedures, and norms. behaviors that interfere ways that improve the promotes learning.
with learning. 7/18/2021 learning climate.
12/4/2021, 5/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Class rules and charter
are posted in the
classroom, and I
frequently refer to them.
Students are part of
creating the class charter.
I use consistent visual
and auditory signals to
gain student attention. I
use class jobs as an
opportunity for
leadership from my
students. 7/18/2021
Students know important
classroom procedures
(how to transition
between activities, how to
line up, how to signal the
Evidence need to use the restroom,
etc.). Students use
reflection sheets to reflect
on inappropriate
behavior. 7/18/2021
Element 2.7 Emerging Exploring Applying
Using instructional Paces instruction based Paces instruction with Paces instruction with
time to optimize on curriculum guidelines. some consideration of students to provide
I maintain a consistent
schedule and routines
which is an important
feeling of safety and
security in the classroom.
When students have a
substitute, classroom
norms are explicitly
explained to keep
consistency and security
in the classroom.
12/4/2021
Students are responsible
for clean up and
maintaining our
classroom community.
They help each other
whenever someone needs
extra clean up or
organizational support.
12/4/2021
I emphasize student
reflection on their work
and teach students
strategies to manage
frustration (e.g. taking a
break, having a
courageous conversation,
breathing techniques,
etc.). 5/3/22
Students learn and
implement telling vs.
tattling to know how to
be an upstander and not
try to get people in
trouble. 5/3/22
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning
learning activities in time
allotted.
Evidence
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.
adequate time for assessment of student daily activities. 5/3/22
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
7/18/2021, 12/4/2021
Students participate in Students monitor their
and complete a variety of Students use their own time, are engaged in
learning activities in the instructional time to accomplishing learning
time allotted with options engage in and complete goals, and participate in
for extension and review. learning activities and are reflection, self-
7/18/2021 prepared for the next assessment, and goal
sequence of instruction. setting.
12/4/2021, 5/3/22
Students know they have I use formative I am very comfortable
“must dos” and “may dos” assessments like exit adjusting instructional
in any given subject time. tickets to regularly assess pacing to meet student
Students take advantage student understanding of needs, as well as
of review games or concepts. I visually reteaching and
extension opportunities if display the schedule and reassessing students
they complete their work a timer, so students know 5/3/22
for the time period. how much time they have
7/18/2021 to work. 7/18/2021
I write the schedule on
the board so students
know the daily plan and
what is coming, which we
also discuss in our
morning meeting.
12/4/2021
I use visual timers so
students know what is
coming up. For my high
need students with IEPs,
we go over the schedule
and create a first, then
schedule with
motivational breaks to
get through instructional
tasks. 12/4/2021
Students advocate for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
body breaks
appropriately in the
classroom. Sometimes
students ask if they can
have a body break and
that lets me know we
need to get up and move
5/3/22