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. Assists
2.1 Promoting support social development. respect in communications students to resolve conflicts.
with students about language Incorporates cultural
social and behavior. awareness to develop a
Development and Seeks to understand cultural positive classroom climate.
responsibility perceptions of caring 9/26/21
community. 5/3/22
within a caring Some students share in 12/8/22
community responsibility for the Students participate in
where each classroom community. occasional community Students demonstrate efforts
building activities, designed to be positive, accepting, and
student is treated to promote caring, fairness, respectful of differences
fairly and and respect. 9/26/21.
respectfully 5/3/22
I begin the year by having
students create their own
Group Norms. They decide
after having worked in
different groups the entire
first week how being in good
group can positively affect
you and how having a poor
group might negatively affect
you or your grade. I also have
them work with a partner to
complete their first few
quizzes. Working in these
table groups and as partners,
Evidence
fosters a team environment,
and promotes positive
learning behavior in the
classroom. 9/26/21
One thing I do to help
promote a growth mindset in
all students is to remind them
that we learn from our
mistakes. It is important to
try, fail and try again. This is
how we learn. I remind them
that I make mistakes too. In
order to demonstrate this, I
ask students to find and point
Integrating Innovating
Develops shared Facilitates student self-
responsibility with students reflection and ongoing
for resolving conflict and improvement of the caring
creating and maintaining a community based on respect,
caring classroom fairness, and the value of all
community.   members.
Supports students in taking
leadership in developing a
caring community that is
responsive to the diverse Students take leadership in
cultural norms of identities of resolving conflict and
all students. 5/4/23 creating a fair and respectful
classroom community where
Students take responsibility student’s home culture is
resolving conflicts and included and valued.
maintaining a caring Students communicate with
classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences.
When students are exhibiting
behaviors that are
inappropriate in class using
restorative questions. I
learned about restorative
practices from a colleague
who attended a professional
development by IIRP. I will
ask students the questions
when they are exhibiting
unwanted behavior in class. I
also use them to ask
questions of students to
reflect on situations where
they feel they have been
harmed. Students have been
given the questions, they are
asked to reflect on them.
Some students have started
to use these ideas on their
own. 5/4/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
out mistakes that I make, and
when they do, I bring donut
holes for the class. This has
really helped the students to
understand that it is ok to
make mistakes and learn
from them, thus promoting a
growth mindset. 5/3/22
I am continuing to utilize my
donut hole strategy to
encourage students to
understand that it is ok to
make mistakes and that is
how we learn. My classroom
is a safe place for all students
to feel that they can make a
mistake and not be ridiculed
for it and that this is the best
way for us to learn. 12//8/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance of Experiments with and/or Develops physical Maintains physical Adapts physical and/or
the physical and/or virtual virtual learning environments that reflect environments that reflect environments flexibly to
learning environments that environments that support student diversity and student diversity and facilitate access to a wide
support student learning. student learning. provide a range of resources provides a broad range of range of resources that
for learning.9/26/21 resources, displays, and engage students in learning.
2.2 Creating Is aware that structured 5/3/22 artifacts that are current and Ensures that environments
interaction between students Structures for interaction are integral to instruction. enhance learning and reflect
physical or can support learning. taught in single lessons or Utilizes a variety of diversity within and beyond
virtual learning sequence of lessons to structures for interaction Integrates a variety of the classroom.
environments support student learning. during learning activities structures for interaction
that ensures a focus on and that engage students Selects from a repertoire of
that promote completion of learning constructively and structures for interaction to
student tasks.9/26/21 productively in learning. ensure accelerated learning
learning, reflect Some students use available 5/3/22 5/4/23 for the full range of students.
resources in learning
diversity, and environments during Students use resources Students participate in
encourage instruction. provided in learning Students routinely use a monitoring and changing the
constructive and environments and interact range of resources in design of learning
with each other to Students use a variety of learning environments that environments and structures
productive understand and complete resources in learning relate to and enhance for interactions.
interactions learning tasks in single environments and interact in instruction and reflect their
among students lessons or sequence of ways that deepen their diversity.
lessons. 9/26/21 understanding of the content Students share in monitoring
and develop constructive and assessment of
social and academic interactions to improve
interactions.5/3/22 12/8/22 effectiveness and develop a
positive culture for learning.

My students are always I have begun to assign I create Wipebook (Giant

working in groups of 2, 3 or
6 to complete a variety of
activities. I often will have
them work to complete a
discovery activity in pairs
before getting started on the
lesson that follows the
activity. 9/26/21
Evidence
edpuzzle videos for my
students to watch prior to
teaching the concept. I am
trying to develop a flipped
classroom so we can spend
less time on the lesson and
more time in the classroom
working on practice while I
am present for the students
to get support on concepts
they are struggling with. On
a morning where they should
have watched the video, I ask
them to discuss and answer
a few questions from the
videos with their partners or
table members. 9/26/21
In my classroom I have 7
hexagon tables, which seat
whiteboards) activities for
students in which they work
with 4-5 group members. I
have students shift the role
of recording for each step of
the problem. Students will
start the problem written on
the wipebook, then person 1
will do the first step, person
2 the second step and so on.
Students are encouraged to
assist each other along the
way but only the assigned
recorder can write. I then
have initial group members
switch by having one
member move one problem
to the left and another
member move two problems
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
six students. The to the right. I do this so that
environment that I created at students work with a variety
the beginning of the year of students. This way they
really starts to pay off in the are exposed to students that
second semester. Whether it are "experts” in a skill and so
is during a lesson, exit ticket that they learn to
or classwork, the students communicate with a variety
are having great of people. Students do a
conversations about the gallery walk at the end of
math, teaching each other each problem to observe
and often debating over a other work and make
correct or incorrect answer. corrections if necessary.
This promotes a deeper 5/4/23
understanding of the
content, as well as social
academic
interactions.5/3/22
I am continuing to have my
students sit at tables of six
and begin the year with lots
of discussions to get them
comfortable with sharing.
Students are still encouraged
daily to discuss and work
together to solve problems,
creating a deeper
understanding of the
material. 12/8/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and laws Recognizes and addresses
regarding safety that are safety issues regarding
required by the site, district, materials, student
and state. interactions, and the
Responds to behaviors that organization of the learning
2.3 Establishing impact student safety as they environments.
and maintaining arise.
learning
environments Explores strategies to
that are establish intellectual and
emotional safety in the
physically, classroom.
intellectually, and
emotionally safe
Students are aware of
required safety procedures Students follow teacher
and the school and guidance regarding potential
classroom rational for safety issues for self or
maintaining safety. others.9/26/21
5/3/22
We have regular discussions
regarding potential safety
issues. I remind students
daily they should be wearing
their school id’s and
lanyards to promote a safer
campus. I also model this
behavior. 9/26/21
5/3/22
Evidence
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, intellectual, students to take risks and the students for the
and emotional safety using offer respectful opinions establishment and
multiple strategies that about divergent viewpoints. maintenance of a safe
include examining biases in physical, intellectual, and
the learning environment emotional environment
and curriculum. 9/26/21 focused on high quality and
5/3/22 Engages in reflection on rigorous learning.
their own language and
Models and provides behavior that contributes to
instruction on skills that intellectual and emotional
develop resiliency and safety in the classroom.
support intellectual and
emotional safety.9/26/21
5/3/22 5/4/23 Students develop and Students demonstrate
practice resiliency skills and resiliency in perseverance
strategies to strive for for academic achievement.
Students take risks, offer academic achievement, and Students maintain
opinions, and share establish intellectual and intellectual and emotional
alternative perspectives emotional safety in the safety for themselves and
classroom. others in the classroom.
I take notice of student
changes in behavior or
sudden changes in
attendance or tardiness. I
will have private
conversations with the
student to check in with
them. If they are not willing
to discuss what is going on
with them, I reach out to
their counselor, the
psychologist and/or their
other teachers to keep an
eye on them. I also have
conversations throughout
the year about being
resilient and asking for help
when necessary. 9/26/21
I ask students questions at
the beginning or end of a
homework assignment or on
assessments that check in
with their physical and
emotional well being. These
questions can provide
valuable information about
what a student might be
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
struggling with. I can then
reach out to the appropriate
resource or have
conversations with them and
provide advice. 5/3/22

When I go over a difficult

lesson I always warn my
students about the
challenge. I remind my
students that a concept is
difficult because you have
never seen it before or
learned it. Once you
understand how to do the
problem it becomes easier,
especially with practice.
My students have developed
resilience towards math by
understanding that they will
conquer content as long as
they are willing to give the
challenge a shot, believe in
themselves and give it their
best effort.5/4/23

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning tasks.
Is aware of the importance
2.4 Creating a of maintaining high
rigorous learning expectations for students.
environment
with high
expectations and
appropriate Some students ask for
support for all teacher support to
students understand or complete
learning tasks.
Strives for a rigorous
learning environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students. 9/26/21
5/3/22
12/8/22
Some individuals and groups
of students work with the
teacher to support accuracy
and comprehension in their
learning. 9/26/21
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. 5/4/23
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.
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.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
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.
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
5/3/22

I post daily the “what, How Students are taking the

and Why” for the day. This
creates achievable and
challenging learning goals
for the student, while also
explaining how they will
demonstrate they have
mastered the concepts. I am
using standards-based
grading for my students this
year, which promotes
mastery of all concepts. The
standards are mapped out
with an organizer that shows
them exactly what is
expected to achieve a 4, the
highest mastery score. This
organizer is helpful for the
students, as it helps them
understand each level of
understanding of a standard.
9/26/21
Evidence
I provide a google form at
the end of lessons or on an
exit ticket asking the
students to rate their
achievement of the learning
goals on a scale of 1-4. This
assists the students in
understanding where they
are and also holds them
accountable for their
learning. 5/3/22
CAASSP for science,
english, and math. During
this week their schedule
is all periods but they are
40 minutes rather than
52. My students are not
accustomed to this
schedule and are not used
to the workload they are
getting while testing.
Even though they are
testing 2 hours in the
morning they still resume
math lessons even though
they are drained from the
testing.. During the week
of CAASPP testing I gave
students problems for our
unit on statistics with
many real world
applications in which they
can apply the math.
5/4/23

I am continuing to ask my
students to assess their own
mastery of the learning goals
at the end of each topic. If
the students feel they have
not mastered their goals I
ask that they write down
what they believe they need
to do to n=meet that
learning goals. 12/8/22

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes expectations,
rules, and consequences for
individual and group
behavior.
2.5 Developing,
Refers to standards for
communicating, behavior and applies
and maintaining consequences as needed.
high standards
for individual and
group behavior
Students are aware of
classroom rules and
consequences.
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.9/26/21
5/3/22
Reviews standards for
behavior with students in
single lessons or sequence of
lessons in anticipation of
need for reinforcement.
9/26/21
5/3/22
Students know expectations
for behavior and
consequences and respond
to guidance in following
them. 9/26/21
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.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 5/3/22
12//8/22
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
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.
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring and
maintaining high standards
for individual and group
behaviors.
Students demonstrate
positive behavior, consistent
participation and are valued
for their unique identities.

I go over the syllabus and My expectations and the

emphasize the most
important classroom and
campus rules. The school
wide rules posted on my
door. I model the expected
behavior for my students.
Warnings are given before I
call home or assign
detentions. I often seek out
coaches or teachers the
student has, to assist me
with getting the student to
understand class and
Evidence
campus rules. I try private
conversations to help them
to understand they need to
follow the rules set out in my
class. I keep a record of the
calls, emails and
conversations with each
student. This is helpful when
I do have to call parents due
to student behavior.
9/26/21
During second semester
many students, especially
class norms are clearly
posted on my walls. I
continually model this
behavior and remind
students of them when they
are not being followed. I use
tickets to reward students
who follow the expectations
and also thank students for
practicing expected class
norms and rules. If there is
still a problem with a
particular student, I have a
private conversation to see
how we can best resolve the
issue. 5/3/22
I am having the students for
each class help come up with
the norms and expectations
for each period. They are
then posted on my walls and
can easily be referred to if
students are not following
them. Because the students
are involved in this process
they are more invested in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the seniors were lacking
motivation and the energy to
“Finish Strong”. I took the
week of CAASPP testing and
our block schedules to use a
growth mindset activity, as
well as write themselves a
letter creating goals for the
remainder of the semester
and their first year or two
after graduating. We also had
a class discussion about the
importance of graduating
and some strategies to keep
them motivated for the
remainder of the semester.
5/3/22
Element 2.6 Emerging Exploring
2.6 Employing Establishes procedures, Develops routines,
routines or norms for single procedures, and norms in
classroom lessons to support student single lessons or sequence of
routines, learning. lessons with some student
procedures, involvement.
norms, and
supports for
following the expectations.
12//8/22
In addition to group work
norms, I have developed
class presentation norms.
When I present a lesson, I
begin with the “What, How
and Why” and give the
students a quick preview as
to what we will be doing. I
also discuss the expectations
for the students for their
individual behavior and
pair-share behavior. I remind
the students that when I ask
a question, I would like them
to silently think about it and
not blur out answers. After
regularly reminding
students, the lessons have
improved by providing the
expectations before
beginning a lesson.
Students are consistently
following the expectations
for their behavior during a
lesson. Students recognize
when they are not following
the expectations for the
lesson and self-correct their
behavior. If a student is
struggling with the
expectations, we have a
private conversation to
determine what the issue
might be and how we can
work together to solve the
problem.5/4/23
Applying Integrating Innovating
Maintains regular use of Engages students in Facilitates student
routines and procedures that monitoring and reflecting on participating in developing,
are culturally responsive and routines, procedures, and monitoring, and adjusting
engage students in the norms in ways that are routines and procedures
development and culturally responsive. focuses on maximizing
monitoring of norms. Maintains a quality learning learning.
9/26/21 climate that builds on Classroom climate integrates
5/3/22 5/4/23 student strengths. school standards and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
positive behavior Seeks to promote positive culturally relevant norms.
behaviors and responds to Provides positive behavior Promotes positive behaviors
to ensure a Responds to disruptive disruptive behavior. supports. and consistently prevents or Promotes positive behaviors
climate in which behavior. Responds appropriately to refocuses behaviors and establishes preventions
all students can behaviors in ways that disruptive to the learning and a positive classroom
lessen disruptions to the climate. climate that eliminate most
learn learning climate. disruptive behavior.
Students participate in
routines, procedures, and
norms and receive
Students receive correction reinforcement for positive Students are involved in Students share
Students are aware of for behavior that interferes behaviors. 9/26/21 assessment and monitoring responsibility with teacher
procedures, routines, and with learning, and positive 5/3/22 of routines, procedures, and for managing and
classroom norms. reinforcement in following norms in ways that improve maintaining a positive
routines, procedures, and Students receive timely and the learning climate. classroom climate that
norms. effective feedback and promotes learning.
consequences for behaviors
that interfere with learning.
9/26/21
5/3/22
12/8/22

I often play review games in

my class. Sometimes the
students get very
competitive, and I have to
stop and have conversations
about sportsmanship. I
address the unwanted
behavior immediately and if
a particular class cannot
behave appropriately during
these games, I provide a
different math review until
they demonstrate they can
change the unwanted
Evidence
behavior. I provide tickets
for winning the review
games, but more importantly
I use these tickets to also
reward good behavior that
provides a positive learning
environment, such as,
helping another student,
volunteering to write
answers on the smart board
or anything that promotes
positivity in the classroom.
9/26/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
For students who have
difficulty with maintaining a
positive environment,
following the expectations or
are disruptive, I warn them
privately that their behavior
will not be tolerated and will
change their seat if the
behavior continues. I allow
students to sit where they
are most comfortable in the
classroom, unless they are
disruptive or not meeting
their learning goals. 5/3/22

I am continuing to allow
students to sit with one
student of their choice at
their table of six. This has
been very helpful in getting
students to discuss the math.
It does occasionally cause
too much talking, when not
appropriate and I address
the problems by having
private conversations and
then moving students if
necessary. 12/8/22

Students know the

classroom routine for each
day. Students come in and
log on to the designated
warm up activity
independently. They know
they can use their notes if
they need to.
Afterward, we discuss the
most missed questions and
discuss issues they may have
had with their homework.
Students then get their notes
out for the lesson. Students
also know that if we finish
early they will begin their
homework with the
remaining time in
class.5/4/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing
and lessons.
2.7 Using
instructional Some students complete
time to optimize learning activities in time
allotted.
learning
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.
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure. 9/26/21
5/3/22
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and
review.9/26/21
5/3/22 12/8/22
Integrating
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time. 5/4/23
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction.
Innovating
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.

As we began the year, I was Before giving an

covering a topic that is
particularly challenging for
the students. This year, it
seemed to be even more
difficult than normal. I
attributed it to the fact that
students were distant
learning for a year and a half.
We were supposed to spend
about 2-3 days on the
concept, but I adjusted that
timeframe and took an extra
3 days to ensure the
students really understood
the concept, as it is
Evidence
something we will use
throughout the year. I
continued to provide
examples of this concept in
the warmups over the next
few weeks. 9/26/21
Due to students being at
home for 1 1/2 years,
students seemed to be
taking longer to reach
mastery of the content
throughout the year. I often
had to modify instruction,
create more engaging
activities or use real life
assessment, I give my
student a review packet
in class in order for them
to demonstrate what they
comprehend from the
current Topic. I decide
whether the students are
ready to take the
assessment by observing
what they understand
while they are completing
the review. If the students
are requiring assistance
from me for a good
portion of the review, I
will review the following
day with a different type
of review, in which I can
reteach the concepts the
students seem to be
struggling with.5/4/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
examples to ensure that all
students could succeed. The
students typically have a
minimum of two review days
before an assessment, which
I modify if necessary.5/3/22

Students still have some

learning loss due to being at
home for a year and a half. I
am having students practice
pre-skills prior to new
lessons to assess where they
have learning gaps. I then
adjust my lesson and notes
appropriately. 12/8/22