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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Evidence I teach in a multiage Students write apology I have had students begin
classroom. The first notes to take responsibility for
graders in the classroom -restorative practices their actions by creating a
are referred to as “4 square apology” when
“olders.” The olders are Students have been they hurt a classmate’s
considered the leaders of taking part in Second Step feelings.
the class. They assist their SEL lessons where they 12/2/22
younger (kindergarten) learn about conflict
peers with completing resolution. We read stories and
assignments and with 4/22/22 utilize turn and talk time
questions that might arise to discuss real life conflict
on the playground / lunch resolution
area. 5/1/23

I utilize Second Step as an

SEL resource. This
resource focuses on
student -student, student-
teacher interactions. I

I use multicultural
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
literature in the
classroom in order to
learn about different
cultures. I also invite
students to talk about
their family traditions.

9/22/21
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
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I utilize think-pair-share Flexible seating. Students are able to show This year there were
in the classroom. To Flexible grouping their work in a variety of many changes made to
encourage positive peer Write the room / solve ways. Students can meet the needs of a few
interactions. This also the room. demonstrate their students in my classroom.
helps the students make learning through the use This includes changes to
different text-text, text- Hands-on learning of apps, whiteboards, the way I taught and
self, text-world throughout the day. reading, or writing different tools to help
connections. journals. students be successful.
4/29/23
I use alphabet charts Students are encouraged
during writing time. This to work with one another
helps students problem by checking each others
solve with their peers work. I have a “table
when deciding which captain” at each table
letter corresponds with group to serve as a leader.
which sound. This student is an “older”
9/23/21 (first grader) at the table
group whose job it is to
help the youngers
(Kindergarteners) when
the teacher is not
available.
Evidence
My classroom has flexible
seating. This allows
students to work in an
environment where they
feel most comfortable.

I also have multicultural

books available in the
classroom for students. In
addition, the SEL posters
in my classroom reflect a
wide variety of cultures.
12.6.22

The students are able to

choose what they practice
on during ELA time. This
could be reading, writing,
word work or journal
writing.
4/29/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Evidence Materials are kept in
designated areas.
Students know that they
are not allowed to walk
with sharp materials, like
scissors. I have bins in the
classroom that students
use to transport scissors
and other materials to
their desks.
Students created a
classroom constitution in
order to display our
classroom expectations.
The students were the
ones who thought of
which rules would keep
us safe and keep a
Applying Integrating
Anticipates and reduces Integrates support for
risks to physical, students to take risks and
intellectual, and offer respectful opinions
emotional safety using about divergent
multiple strategies that viewpoints.
include examining biases
in the learning
environment and
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety.
Students develop and
Students take risks, offer practice resiliency skills
opinions, and share and strategies to strive
alternative perspectives for academic
achievement, and
establish intellectual and
emotional safety in the
classroom.
Read alouds and role I utilize a resource called
playing. Second Step. This year I
have really allowed
SEL -Second Step students to take part
curriculum within these lessons,
since I am now more
Journal writing prompts comfortable with the
curriculum. I have
students role play
different scenarios to
show them different
problem solving skills.
In addition, we have been
asked to utilize the
resource: Character
Counts. This website
provides many SEL
strategies to use in the
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Students demonstrate
resiliency in
perseverance for
academic achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
I focus on utilizing PBIS in
my classroom. I pride
myself on creating a
welcoming environment
for all students with the
idea that each day is a
fresh start.
The students in my class
are all on their own
learning path. Each
student receives an
individual learning plan
which allows me to focus
on their individual needs.
4/29/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
positive learning classroom.
environment. 12.6.22
9/23/21

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
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. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I use assessment data and -Students receive This school year, students
checks for understanding Individualized Learning were asked to participate
throughout the lesson to Plans twice within the in a student-led
provide students with school year. This is based conference where they
appropriate leveled work. on NWEA test scores in were able to choose a
addition to classroom goal that they wanted to
Each student has an assessments. accomplish within the
individual learning plan semester. This goal was
Evidence
which is created each I utilize differentiation included within the
semester to give students provided within the math student’s ILP.
goals, based on data, that resource: Reveal 12.6.22
they will work towards
achieving. My school took part in a After the first year of
9/23/21 book study where we student-led conferences, I
dove into learning about have decided to make
comprehension strategies improvements to how I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for students. We were help students understand
asked to teach students the process of making
different comprehension goals and articulating
strategies monthly. what their goals are to
12.6.22 their parents.
4/29/23
In addition to creating an
individualized learning
plan, students work in
small groups that are
tailored to their specific
academic goals.
4/29/23

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
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

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

Evidence My class has created a Class Constitution Students work as a team

class constitution, which to earn table points. They
was student-led. Students Star tickets are constantly
brainstormed which class Class points encouraging one another
rules would be the most Silent reading to maintain a clean work
important to keep each expectations chart environment, work at a
other safe and focused. 5/4/22 whisper volume, and stay
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
on task.
I use Second Step as an
SEL resource. I have been
teaching the students We often talk about what
about whole-body it means to participate
listening. I have taught within each class,
this with pictures and whether it be a specialty
hand motions in order to class, P.E. or homeroom.
make it more accessible Students are responsible
for different learning for their own behavior
styles. but are also encouraged
9/23/21 to remind their peers to
make good choices.
12.6.22

This year students have

shown a greater need for
structure and consistency
in regards to what the
expectations are for
classroom, snack and
lunch behaviors. We have
made anchor charts to
learn and review what
the expectations are
across campus. Our
school has also invested
in expectation charts that
hang outside the
classroom so students are
always able to see what is
expected of them.
4/29/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

Evidence In my classroom, the daily Students help with the I utilize timers for my
schedule is consistent and schedule and calendar most disruptive student.
posted for all students to time This student started the
see. This includes We have a morning year with a 30 second
pictures so all students meeting each day where timer. This student has
can understand which students are able to share graduated to a 3 minute
activity is next. their goal for the day. timer. Our goal for this
semester is to go 5
Classroom rules and PBIS is used in the minutes without shouting
routines are reviewed classroom. I redirect out. This student receives
regularly. undesired behaviors and a sticker on his chart each
reward students often for time he finishes the timer
I utilize PBIS in the their behavior and effort. without shouting out.
classroom. This includes 5/4/22 When he reaches 10
handing out “star tickets” stickers, he is allowed to
which can be exchanged pick a reward.
for prizes. 12.6.22

-Utilize morning meetings This year I have been

in order to learn more heavily involved in
about each other in a working with the SPED
positive way. department to problem
9/23/21 solve around meeting the
needs of a few of my
special needs students.
One student in particular
is very involved in how he
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Evidence I am working on talking
less during instruction
time and providing more
time for independent and
partner work.
I am working on
providing students with
more transition time
between tasks.
9/23/21
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
receives rewards and
advocating for what those
rewards are.
4/29/23
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with options learning activities and are goals, and participate in
for extension and review. prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
I utilize a timer to help I utilize a lot of small
keep the students and group learning in the
myself on pace with each classroom. This allows
assignment. I project the me to constantly monitor
timer on the white board student growth. When
so students can easily see students are not in my
how much time is left for group for instruction,
a particular assignment. they are responsible for
completing other tasks
Students get their work within 15 minute
checked at the end of rotations. Students are
each assignment. This is responsible for managing
an opportunity for me to their time effectively. I
work individually with put a timer on the board
the student to see what so students are always
they need help with. aware of how much time
Students will get their they have left within a
work signed off once we given rotation.
have discussed and 12.6.22
worked through any
changes that need to be I structure my weeks so
made. that each lesson builds on
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/4/22 another. The students are
familiar with the routine
and know what to expect
on any given day.
4/29/23