Standard
2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying
Models and communicates Models fair and respectful Reinforces positive,
expectations for fair and behavior. Demonstrates responsible, and respectful
respectful behavior to commitment to fairness and student interactions.
support social respect in communications Assists students to resolve
development. with students about con licts.
language and behavior. Incorporates cultural
Seeks to understand awareness to develop a
romoting social
P cultural perceptions of positive classroom climate.
Development and caring community.
responsibility within Students demonstrate
a caring community Some students share in Students participate in efforts to be positive,
where each student is responsibility for the occasional community accepting, and respectful of
treated fairly and classroom community. building activities, designed differences.
respectfully to promote caring, fairness,
and respect.
Reinforces positive:
Students are given quotes
for each RAP so that they
practice writing quotations
in the correct format, they
learn by paying close
attention to the words, they
are exposed to a variety of
writers and writing styles
and in order to reinforce
Evidence
respectful interactions.
Most of the quotes center
around kindness. This way
students are constantly
reminded of the bene its of
kindness whether it is to
others or themselves.
I am also very aware of my
interactions with students
and while trying to create a
Integrating
Develops shared
responsibility with
students for resolving
con lict and creating and
maintaining a caring
classroom community.
Supports students in taking
leadership in developing a
caring community that is
responsive to the diverse
cultural norms of identities
of all students.
Students take
responsibility for resolving
con licts and maintaining a
caring classroom
community. Students
promote respect and
appreciation for
differences.
Develops: I felt like I was
more prepared for the start
of the school year this year.
Last year, I didn’t know all
the rules because of covid
and I missed out on a few
activities for “getting to
know you”. The students
were also more
comfortable as they had
spent a year on the campus,
unlike last year's tenth
graders who were spending
their irst year on the
compass. The rules also
didn’t seem to change as
many days by day as they
had last year. That being
said with comfort other
issues arise, which is why
Innovating
Facilitates student self-
re lection and ongoing
improvement of the caring
community based on
respect, fairness, and the
value of all members.
Students take leadership in
resolving con lict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
For the midterm for
English 10 this year I had
students write a re lection
on what they learned
academically this year. I
spend so much time
listening to students
complain about
assignments it was nice to
hear about what students
were actually enjoying. The
privacy of re lection and
writing allowed students to
express themselves and
gave me valid feedback for
planning purposes. Giving
students a voice is also
effective classroom
management and
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
fun environment I model
kind respectful behavior to
them and other member of
the school. When there is
an issue I take the time to
work it out with the student
and if mediation is required
I request that a member of
staff or parents are
involved. I go into each day
with the understanding that
students are facing extreme
circumstances and I am
mindful of my interactions
with them.
We also establish rules for
reading and other
interaction for example if a
student is not being
attentive when another
student is reading I ask the
student who is reading to
stop and wait for the other
student to collect
themselves and reset to a
more respectful manner. I
am also very mindful of my
actions when reading and I
focus on either giving
students PBIS points or
reading along with the
student.
I focus on modeling a PBIS
approach to my
interactions with the
students. I create bonds
with my students so that
they feel safe and heard.
9/19/21
Reinforces positive:
Continue to expose students
to RAP which serves as
writing practice and
it was crucial to set up community building
rules and boundaries from activity. 3/15/23
the beginning of the class.
Last year I used the PBIS
app and student volunteers
ot make sure that the tables
were clean with wipes for
each class. This year we
switched from block
schedule which was 3
classes per day to to
periods per day. 8 classes
per week. This meant more
transitions but it was
needed to accommodate
students who had struggled
during online learner and
need the opportunity to
make up class credits. It
made it more dif icult to
clean the tables between
each class but I feel like the
result has other positive
effects. Student build a
community of caring for
one another by taking turns
to wipe down the table. It
also shows them that I care
for them and all the
student’s health by making
that a requirement. Other
routines that we put in
place are waiting for
respect. Iask students to
wait when reading to the
class to make sure that
everyone is respecting
them and what they have to
say. This is dif icult for
some students because it
means that they have less
anonymity when they are
reading or talking but it is
important for them to hear
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
exposure to vocabulary and
positive mindset. Continue
to respond to students in a
respectful manner, using
please and thank you, with
the underlying
understanding that I
appreciate the work that
they do even though it is
expected I still appreciate
their work.
I have still consistently
used the PBIS app and
refresh my PBIS class store
with little trinkets and
goodies. We have created a
formal wear closet through
the Book Club that I
facilitate and we collect
formal wear for students to
get things out of as they
need. We are fostering
growth and an environment
of philanthropy and good
will.
and be heard.
Students; Students have
taken on well to the
routines and norms of the
classroom. They are
working in groups and they
have learned to collaborate
much better this year.
WThey also practice using
respectful language and
professional demeanor
when dealing with con licts
or differences. Overall
most students are
exceptionally inclusive in
their actions and with their
words. 10/2022

I continue to create bonds

with my students so that
they feel safe and heard.
5/10/22

Students:
This cohort of students are
very mindful this year,
many of then are actively
practicing growth mindset
and empathetic behaviors.
Students are close knit and
protective of one another.
We have had open
discussion in each class
about the experiences we
have faced and we have all
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
agreed that we need to be
supportive of one another.
Students are very receptive
to this. Students visibly
make positive, responsible
and respectful choices and
when they stumble they
self correct or accept
guidance on how to correct
their behavior. 9/19/21

I am very proud of the leaps

and bounds that students
have made this year. As
their irst year back from
distance learning students
came into the class shy and
unsure. Students have
created strong bonds with
each other and staff and
have shown immense
growth in their social
emotional skills. Students
have learned the
boundaries and rules and
are settling into happy
cohorts. Students show
more knowledge about
growth mindset and are
emerging with
understanding of how their
brain contributes to their
feelings and therefore are
much more mindful of their
choices and actions.
5/10/2022
 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 re lect environments that re lect environments lexibly 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 provides a broad range of range of resources that
student learning. resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction Utilizes a variety of and integral to instruction. environments enhance
interaction between are taught in single lessons structures for interaction learning and re lect
reating physical or
C
students can support or sequence of lessons to during learning activities Integrates a variety of diversity within and
virtual learning
learning. support student learning. that ensures a focus on and structures for interaction beyond the classroom.
environments that
completion of learning that engage students
promote student
tasks. constructively and Selects from a repertoire of
learning, re lect
productively in learning. structures for interaction
diversity, and
to ensure accelerated
encourage
learning for the full range
constructive and
Some students use Students use resources Students routinely use a of students.
productive
available resources in provided in learning Students use a variety of range of resources in
interactions among
learning environments environments and interact resources in learning learning environments that Students participate in
students
during instruction. with each other to environments and interact relate to and enhance monitoring and changing
understand and complete in ways that deepen their instruction and re lect the design of learning
learning tasks in single understanding of the their diversity. environments and
lessons or sequence of content and develop Students share in structures for interactions.
lessons. constructive social and monitoring and
academic interactions. assessment of interactions
to improve effectiveness
and develop a positive
culture for learning.
Students: Students have This year it has been Develops: Students began Maintains & Integrates
chromebooks and Savvas dif icult to work within the the year with a number of This year I was able to do
textbook( digital and social distancing obstacles to this CSTP. It much more with my
physical copies) students guidelines to promote was their irst time on classroom. We moved our
use tools in the classroom student learning. Therefore campus, we have new desks so that they were in
such as highlighters, this year I feel like I am rules and restrictions pods and much more
pencils, scissors, experimenting. with my because of covid protocol, inclusive for group work
Evidence vocabulary notebook, physical learning and rules and restrictions and collaboration. In
folder and word wall. environment. Examples of were changing day by day. addition, I was able to do a
9/19/21 student work are posted Last week my school beginning-of-the-year
around the classroom and inally allowed students scavenger hunt so that
there are diverse posters and staff to stop wearing students were able to get
with quotes about masks which was at least a comfortable with the
education up. Although I couple of months after LA classroom environment
would normally have county lifted the and understand when they
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students seated in pods
this year we have to space
seating so that it looks like
a traditional classroom. In
addition due to the size of
my room alternative
seating arrangements had
to be removed. Students
are encouraged to get
supplies from speci ic
places around the
classroom and I try to keep
a wide variety of tools for
the students to use.
9/19/21
Students are using their
graphic organizers with
more understanding. They
are exploring ways to use
technology to assist in
their education. They are
using Chromebooks much
more frequently than
trying to use their phone
for work. Students usually
know where to get the
materials that they need,
however, they still rely on
me to tell them where their
tools are a little more than
I would like. 5/10/22
restriction. My school has who should move freely
been very cautious. As a (get up and get the
result our setting has been materials they need) and
in chaos. This is about the when they needed to stay
level that I feel I would in their seats (when
have started the school someone is preventing
year in an alternate information). In the
dimension that wasn’t classroom, we actively use
returning from distance the local library online app
learning. Although it is not as well as google
quite where I want to be, I classroom, edpuzzle, no
have experienced growth red ink, and talking points.
and I know that I will make I have also made sure to be
changes to my original inclusive with posters and
setup for my classroom books in my classroom,
and rules and procedures focusing on the diversity
based on these of voices and
experiences. 5/10/2022 representations. 10/2022
Students use a variety of We use student work walls
resources in learning and word walls to display
environments.. The student work and help
primary difference this create belonging and pride
year is the ability to seat in student work and
students in pods and do learning..3/15/2023
group work. Students are
encouraged to use the
resources around them
when looking for
clari ication and to
research possible answers.
In addition, students are
encouraged to collaborate
as much as possible while
maintaining the integrity
and using their own words.
Students are also
encouraged to use and are
given academic and
professional language to
use in the classroom with
interactions and when
writing. I have had much
success with students
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
understanding that cell
phones are not allowed
even for work in the
class10/2022.
 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.
stablishing and
E Engages in re lection on
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
emotionally safe emotional safety.
Students are aware of
required safety procedures Students follow teacher
and the school and guidance regarding
classroom rational for potential safety issues for
maintaining safety. self or others.
Students are respectful and
follow the guidelines that I
set in order to make the
learning environment
emotionally safe for
students. When I hear
inappropriate discussions
I ask them to change the
topic and they make the
Evidence changes I ask. Students
follow the guidelines for
reading(being attentive
and respectful) with
occasional reminders.
When reminded of the
expectations they change
their behavior. I would like
all students to feel safe
sharing their thoughts and
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and emotional offer respectful opinions establishment and
safety using multiple about divergent maintenance of a safe
strategies that include viewpoints. physical, intellectual, and
examining biases in the emotional environment
learning environment and focused on high quality
curriculum. and rigorous learning.
Models and provides their own language and
instruction on skills that behavior that contributes
develop resiliency and to intellectual and
support intellectual and emotional safety in the
classroom.
Students demonstrate
resiliency in perseverance
Students take risks, offer Students develop and for academic achievement.
opinions, and share practice resiliency skills Students maintain
alternative perspectives and strategies to strive for intellectual and emotional
academic achievement, safety for themselves and
and establish intellectual others in the classroom.
and emotional safety in the
classroom.
Anticipates: I anticipate the
needs of the students when
having open discussion, I
set rules and boundaries
for the students when
discussing topics, I
recognize students who
are responding
appropriately using the
PBIS app and verbally
thanking them for their
actions/ behaviors. When
a student responded with
an “incorrect” answer I do
not tell them that they are
wrong, rather I seek to
validate their response
while eliciting responses
for what I am looking for. I
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
answers. When I use
random (in the PBIS app,)
students will read or
respond to prompts except
for a couple of resources
students. 9/19/21
Students are continuing to
be respectful and follow
the guidelines that I set in
order to make the learning
environment emotionally
safe for students. When I
hear inappropriate
discussions I ask them to
change the topic and they
make the changes I ask. I
often ask them to re lect
upon whether what they
are talking about is
relevant and appropriate.
Students follow the
guidelines for reading
(being attentive and
respectful) with
occasional
reminders.Students are
learning to work in peer
groups. When reminded of
the expectations they
change their behavior. I
would like all students to
feel safe sharing their
thoughts and answers.
When I use random (in the
PBIS app,) students will
read or respond to
prompts except for a
couple of resources
students. 5/10/2022
make mistakes and I point
them out when I see them.
When students “catch” my
academic mistakes such as
a typo on a worksheet or a
spelling mistake I thank
them for the correction
and give them a PBIS point
for inding it. I have a
mood board. This is a fun
way for the students to see
that I re lect upon how I
feel and if I am tired I tell
them, I am tired today, I
might not have a lot of
patience. I am very upfront
with my feelings so that
the students know how to
recognize and evaluate
their own feelings.
9/19/2021
Anticipates: I continue to
anticipate the needs of the
students when having
open discussion, am
constantly reminding and
upholding rules and
boundaries for the
students when discussing
topics, I recognize
students who are
responding appropriately
using the PBIS app and
verbally thanking them for
their actions/ behaviors.
When a student responded
with an “incorrect” answer
I do not tell them that they
are wrong, rather I seek to
validate their response
while eliciting responses
for what I am looking for. I
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
make mistakes and I point
them out when I see them.
When students “catch” my
academic mistakes such as
a typo on a worksheet or a
spelling mistake I thank
them for the correction
and give them a PBIS point
for inding it. I have added
a social-emotional
curriculum and sprinkled
worksheets throughout
lessons. This offers a short
deviation from academic
work and allows students
to direct their focus to
their social emotional
condition and needs. We
have displaced their work
on a wall that reads:
Feelings aren’t good or
bad, they just are.” This
has had an interesting off
shot of academic
questions from the
students because they
think that the sentence is
grammatically incorrect so
we have the opportunity to
discuss it from an
emotional and academic
stand point. :) 5/10/2022

Students have been more

open to expressing
different opinions and
sharing their perspectives
this year. I believe that this
is due to a school-wide
initiative in order to help
students acclimate to the
in-school learning
environment. Leadership
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
realized that the switch
from online to in-person
offered our school the to
construct new norms
school-wide. We tried to
treat it as a sort of reset
button. A direct result of
this work is an
environment that is safer
for students to offer
thoughts, ideas, and
opinions that may be
outside the “norm”.
10/2022

Students write in a
Writer’s Notebook and we
have a section in the
notebook devoted to
social-emotional work.
Thus far we have primarily
used this area for brain
dumps or free-writes
where students literally
"dump" their thoughts
feelings whatever into
their notebook so that they
can process and let it go.
This activity serves as an
academic endeavor to help
students build writing
stamina and give students
the opportunity to practice
writing. 3/15/23

.
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
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
reating a rigorous
C
expectations for students. expectations for students
learning
while becoming aware of
environment with
achievement patterns for
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.
Strives: In some ways I feel
like my grading is too
lexible, and I offer
assistance too much. I am
concerned about offering
the appropriate rigor to my
lessons. When my mentor
came to observe she
suggested that we read
straight through the text
Evidence this was the third Personal
Narrative that I had
assigned and it made
sense. The students should
have been doing the
assessment questions on
their own at that point. I
would really like to work
on this aspect of this CSTP.
9/25/21
Applying
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.
Students engage in a
variety of differentiated
supports and challenges in
ways that promote their
accuracy, analysis, and
problem solving in
learning.
Develops: I have added
more rubrics to my
assignments and used this
as a teaching tool as well
as a way for me to really
think about what I want
students to learn. Although
right now it is very time
consuming I am beginning
to reap some of the
rewards of the time that I
have put in as creation has
become easier for me and
it is helping me with
grading. I am still able to
be lexible and grade based
on improvement. I am also
giving less explicit
instruction and guiding
students to read the
instructions and I am
Integrating Innovating
Integrates rigor throughout Facilitates a rigorous
the learning environment learning environment in
that values accuracy, which students take
analysis, and critical leadership in learning.
reading, writing and Fosters extended studies,
thinking. research, analysis and
Integrates strategic purposeful use of learning.
scaffolds and technologies Supports students to
throughout instruction that utilize an extensive
support the full range of repertoire of differentiated
learners in meeting high strategies to meet high
expectations for expectations.
achievement.
Students take
Students actively use responsibility to fully
supports and challenges to utilize teacher and peer
complete critical reading, support, to achieve
writing, higher order consistently high levels of
thinking, and problem factual and analytical
solving across subject learning.
matter.
Integrate: This year I have
worked hard to use a
variety of instructional
tools to ensure student
learning. I have used
several technology based
tools such as No Red Ink,
Google Classroom, Savaas
Students are using the No
Red Ink Program well. It is
adapted to each student
and it works based on
Mastery of a skill rather
than the traditional
grading. Advanced
students will spend less
time on skill mastery and
can work on learning new
skills. 10/2022.
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
adding and gathering Students have been
student samples to help progressing very well with
students understand No Red Ink. It really helps
assignments. because when students
understand they are done.
I feel like I am This program allows
experiencing a lot of students who don’t quite
growth in this CSTP. understand it to get extra
5/10/2022 practice and students who
are doing really well to
Students: engage in various spend their time
activities in order to help appropriately. 3/15/23
grow their vocabulary
acquisition including the
use of Wordly Wise
packets and checks for
understanding. Students
also have vocabulary
practice for the stories
and media that we read.
The vocabulary words are
cultivated from the word
list in the text but also
direct questions to the
students to create a list
that is based on their
needs. 9/19/21

Students: Students have

been scaffolding their
knowledge they are now
using the Quote Journal
graphic organizer for their
essays.Most students are
at near mastery with their
Personal Choice Novel
Planners and have learned
how to budget their
reading and their time.
Students are working on
maintaining a professional
environment when
working in groups and
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
during independent study
time. 5/10/2022

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 high consequences for students take an active
and explains expectations standards for individual individual and group role in monitoring and
for individual and group and group behavior. behavior within and maintaining high
behavior. across learning activities. standards for individual
eveloping,
D Utilizes routine references and group behaviors.
communicating, and Refers to standards for Reviews standards for to standards for behavior Guides and supports
maintaining behavior and applies behavior with students in prior and during students to self-assess,
high standards for consequences as needed. single lessons or sequence individual and group monitor, and set goals for
individual and group of lessons in anticipation work. individual and group
behavior of need for reinforcement. behavior and participation.

Students know Students follow behavior Students respond to

Students are aware of expectations for behavior expectations, accept individual and group Students demonstrate
classroom rules and and consequences and consequences and increase behaviors and encourage positive behavior,
consequences. respond to guidance in positive behaviors. and support each other to consistent participation
following them. make improvements. and are valued for their
unique identities.
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I use the PBIS Rewards
App in my classroom. I am
very aware of treating
students with equanimity
as well as being a positive
role model. I have a store
in my classroom where
students can buy fun little
trinkets and snacks. When
a students’ behavior is
inappropriate I try irst to
be understanding and
respond in a positive way.
I usually let my students
pick their seats at the
beginning of the year and
create a seating chart when
it is needed. In my irst
period class I still haven’t
needed to create a seating
chart, in my 4th period
class we are on our 3rd. I
Evidence think it is important to be
lexible but also enforce
the rules consistently so
that students feel safe and
have boundaries. I also
believe that being every
social creatures
sometimes the best thing
you can do is just move
their seats. 9/25/21
Integrates: Students have
been working well with
the norms that we set up at
the beginning of the year.
They have adapted well to
the various changes set for
by constantly changing
covid protocol and
guidelines. I have
continued to enforce the
rules and students are
This year and since this
year and since we came
back from distance
learning due to the covid
pandemic we wipe down
the tables with clorox
wipes after each class. We
have come a long way
since I began this protocol
for my class but I really
believe that it is bene icial
for the students and
myself. It creates a certain
classroom culture and a
norm that I feel some of
the student's appreciate.
I've even had a student
thank you for doing it. We
use our PBIS rewards
platform to select people
to clean the desks. Or if a
student wants to get more
points they can volunteer
to do it. Students get 3
points if they get chosen
and 6 if they volunteer.
3/15/2023
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
displaying appropriate
behavior and respect for
one another and staff.
Students are generally
happy to be in our class
and most seem to be doing
well in the environment
that we have created
together. 5/10/2022.

Students discussed the

appropriate rules for the
classroom and created
their own behavior
standards during the irst
weeks of school. We also
laid the groundwork for
how to behave when a
student is reading and how
to respond appropriately
to one another. Because of
the need to wear masks in
the classroom we also
discussed how the
pandemic may have
affected people in the
classroom. Our area was
hit pretty hard with cases
and deaths. So not
respecting the mask
mandate can be very
offensive to someone who
says that they have had a
loved one pass away.
9/26/21

Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Overall students remain
respectful with one
another and the teacher.
Students in the 10th grade
cohort have had a few
minor incidents. The 11th
grade cohort is actually a
focus for our school right
now as they are disrupting
other classes including the
10th graders. Students
have had a ire drill and I
was very proud of their
behavior. We are working
on increasing student
attendance and compliance
with the dress code
through use of PBIS
rewards in the form of ice
cream that I get to hand out
each Friday. 5/10/2022

Integrates: This semester I

have had some wins and
some learning
opportunities. We have
been using the the PBIS
rewards program to write
referrals instead of our old
version of paper based
referrals. In addition I
created and implemented
the irst check in check
out. (Where high risk
students are given up to
three behavior goals and
students rate their
behavior with each teacher
each day. I have also had
the opportunity for growth
because i have had a group
of girls in my Senior
Seminar class that
constantly feel like they
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
are being picked on. I have
focused on making sure
that my treatment and
rules are unbiased and
equitable because of their
sensitivity and
voaclization of their
perceived unfair treatment.
It has been dif icult for all
of us but I am working to
make this experience into
something that is a
learning opportunity for
myself. 10/2022

Students: Students across

the board this year have
been a lot less volatile in
the classroom. They are
much more willing to give
their phones to me and I
haven’t had to send anyone
to the of ice this year.
Students still check
boundaries frequently
however they are
redirected easily. 10/2022
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying
Establishes procedures, Develops routines, Maintains regular use of
routines or norms for procedures, and norms in routines and procedures
single lessons to support single lessons or sequence that are culturally
student learning. of lessons with some responsive and engage
student involvement. students in the
development and
monitoring of norms.
Seeks to promote positive
behaviors and responds to Provides positive behavior
mploying classroom
E
Responds to disruptive disruptive behavior. supports.
routines, procedures,
behavior. Responds appropriately to
norms, and supports
behaviors in ways that
for positive behavior
lessen disruptions to the
to ensure a climate in
learning climate.
which all students
Students participate in
can learn
routines, procedures, and
norms and receive
Students receive reinforcement for positive
Students are aware of correction for behavior behaviors.
procedures, routines, and that interferes with
classroom norms. learning, and positive Students receive timely
reinforcement in following and effective feedback and
routines, procedures, and consequences for
norms. behaviors that interfere
with learning.
Students: During
instruction and individual
and group work I use the
PBIS app. to reward
students who are on task
and behaving
appropriately. I also
Evidence verbally tell them that I am
giving them a PBIS point
and thank them for the
speci ic behavior. When
students are behaving
inappropriately I ask them
to correct their behavior,,
the next time I ask them
Integrating Innovating
Engages students in Facilitates student
monitoring and re lecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that are and adjusting routines and
culturally responsive. procedures focuses on
Maintains a quality maximizing learning.
learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
relevant norms.
Promotes positive
behaviors and consistently Promotes positive
prevents or refocuses behaviors and establishes
behaviors disruptive to the preventions and a positive
learning climate. classroom climate that
eliminate most disruptive
behavior.
Students are involved in
assessment and Students share
monitoring of routines, responsibility with teacher
procedures, and norms in for managing and
ways that improve the maintaining a positive
learning climate. classroom climate that
promotes learning.
Engages: At the start of the
year I usually have a
scavenger hunt. This year I
wasn’t able to. During this
time we ind where
community items are,
where items are that
shouldn’t be touched, we
explore our boundaries
and create rules that
govern our behavior. We
focus on kindness and
empathy throughout the
school year. I am
constantly using the PBIS
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
again and let them know
the consequence if the
behavior continues (this is
a semi-private interaction
where I go up to the
student whenever possible
so that the student is not
embarrassed). The
behavior management
steps are posted in the
classroom. 9/19/21
We have maintained the
rules and boundaries that
we set at the beginning of
the year. Students work
well within these routines
and have been responding
well. I have had to remind
students less and less. My
senior class has been
experiencing senioritis and
I have been focusing on
getting them through this
inal push. We have
continued to use the PBIS
rewards and students
seem content with and we
have positive feedback for
the routines and rules that
we have for classroom
behavior. 5/10/2022
app to reward student
behavior. I rarely have to
correct student behavior
or if I do I usually do it by
Thanking another student
for doing it the right way.
Students respond very
well to this and I ind that I
rarely have to use the
negative to get a student to
act in an appropriate
manner. 9/25/21
Students feel that they can
talk to me when they have
an issue or concern. We
have discussed workload
and other factors. When
issues arise we discuss
them as needed. Students
have not acted resentful or
behaved as if they felt
something was unfair on
the few occasions when
students have had to be
sent to the of ice. Students
who have had to be sent to
the of ice seem to come
back without animosity.
We are currently focusing
on negating racist language
from our school. Although
pop culture, songs, and
media are illed with this
language we are building a
no-tolerance zone for this
sort of language. My
students speci ically are
going through a phase
where they want to use the
word gay as happy. As in
that’s so gay. But I meant
happy miss. I am working
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
with them to stop treating
this as a joke (my students
are less mature than
pre-pandemic students.)
5/10/2022

Engages: This semester I

have been focusing on a no
cell phone policy. It was a
bit dif icult to enforce at
irst but I have stuck with
it. I feel that I am teaching
students that they need to
be responsible with
technology and they can
survive without their
phones for a class period.
When students have free
time they should be
reading. One thing that I
need to do better at is their
reading time on
Wednesdays. Recently I
changed reading time to
reading or make-up work.
But students really need
the reading time. 10/2022

This semester I have had

to move students seats in
period 2 several times. I
have a group of boys who
are off task and disruptive
when they are near each
other. In another class, 6th
period Honors, I’ve had to
move students when their
grades drop. I make sure
not to present these seat
changes as a punishment.
This year I have been able
to allow all students to
chose their seats in the
classroom and then move
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them if their grades drop
below passing until they
bring their grades up. This
gives students agency and
incentive to have
privileges for having a
strong work ethic. Even
thought there is a group of
students in my English
honors class that are
constantly talking I have
been able to set
boundaries and they
respect them and quiet
down when I need to
instruct students. I am
very happy with the
seating arrangements for
this year. 3/15/2023

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on
curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and lessons.
sing instructional
U closure.
time to optimize Some students complete
learning learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for suf icient 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
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
Paces, adjusts, and luidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
re lection,
self-assessment, and goal
setting.
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I feel that I am very good
about allowing students
adequate time to process
and understand questions
and check for
understanding. In fact this
is an issue where I think
that I may have gone too
far and I am on the
precipice of the “hand
holding” realm. It was very
good that my mentor
mentioned the extra time
that I was spending on the
lesson because I was
pondering whether I gave
the students enough room
to fail. I need students to
feel comfortable failing
and not protect them from
it. I want my students to be
Evidence self-suf icient. and I don’t
want to hold them back by
codling them. 9/25/21
Using No Red Ink in the
classroom is very helpful
for imporviing this
element. Because the
program grades the
students as they work
through the assignments
and adjusts the questions
to the students’ needs it is
very easy to differentiate
learning. I assign a lesson
for a week and students
are able to work on the
assignments on their own
pace. Students enjoy the
autonomy that it gives
them and it helps when
they inish an assignment
early or if they need more
time on assignment they
can adjust their schedule
to suit their lives.
3/15/2023

Students are also given a

lot of time to complete
assignments. On one hand
they are given extensions
and the opportunity if not
the requirement of redoing
work that they are missing
or is incorrect on the other,
I am trying to balance this
and hold students to a
more rigorous
accountability especially
as we are a college
preparatory high school.
9/25/21

Paces: I have had success

with allowing and often
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
requiring that students
redo assignments for more
credit. Students have been
using this and the notes
that I write in google
classroom to fail and ix
their work. I have had a
few pacing issues this year
with my honors class and I
haven’t had a chance to
re lect on what happened. I
am going to take a look at
the pacing plan and re lect
on changes for next year
over the summer break.
The regular English 10
class is right where they
need to be to inish out the
semester. I am working on
ways to enforce and hyper
our summer reading
program as well as the
Summer book club.
5/10/2022

Students have been

working well with the late
work policy that I have
implemented in the second
semester. we have come up
with several ways for
students to make up for
the lost points if
something is late and the
point deduction for late
work seems to be working
well. It makes things more
equitable and allows
students the power of
ixing their own issues.
5/10/2022

Because I had to change

my anchor text this year I
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
have had to modify many
of my lessons. I am still
working on the pacing of
the assignment and I am
working on enforcing
student t=work time. They
really need to be
productive when they
inish early, 10/2022
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning