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 7/15/23
Seeks to understand awareness to develop a taking leadership in 11/15/23
cultural perceptions of positive classroom developing a caring 4/15/24
Promoting social caring community. climate. community that is
Development and responsive to the diverse
responsibility within Some students share in Students participate in Students demonstrate cultural norms of
a caring community responsibility for the occasional community efforts to be positive, identities of all students. Students take leadership
where each student classroom community. building activities, accepting, and respectful in resolving conflict and
is treated fairly and designed to promote of differences. 7/15/23 Students take creating a fair and
respectfully caring, fairness, and responsibility resolving respectful classroom
respect. conflicts and maintaining community where
a caring classroom student’s home culture is
community. Students included and valued.
promote respect and Students communicate
appreciation for with empathy and
differences. 11/15/23 understanding in
interactions with one
another.
4/15/24

Students are able to Students are able to For grades 2-5, students
demonstrate resolve many conflicts in are asked to go to a
understanding of school’s grades 4-5respectfully “conflict corner” during
“6 pillars” which consist and courteously before disagreements. In the
of honesty, respect, having to involve the conflict corner, teacher
courage, citizenship, teacher. 11/15/23 provides a sheet of paper
responsibility and which students follow to
courtesy as they relate to facilitate a respectful
Evidence physical education by conversation. The sheet
providing real life also lists possible
examples of both problems, resolutions to
behavior that exhibits those problems, as well as
and does not exhibit how to have that
these character traits. conversation (who
Students in grades 3-5 speaks first, how to
continue to have a hard demonstrate you have
time remembering to something to say, etc.) as
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
display these well as prompts for
characteristics in holding the conversation
competitive situations. (when you did/said this,
7/15/23 it made me think/feel…).
Students are encouraged
in these grades to hold a
conversation in the
conflict corner before
coming to teacher for
resolution (if the
situation allows).
7/15/23
11/15/23
4/15/24

Students are able to use

conflict resolution to
resolve conflict without
having to get teacher
involved. Students use
skills given to them by me
to quickly resolve issues
in the most fair way, and
to avoid arguments/
wasting of instructional
minutes. Students are
adviced that if they can
not solve the conflict
within one minute, they
should come to me with
the conflict and I will help
find a solution. 4/15/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student 7/15/23
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
Creating physical or students can support lessons or sequence of
virtual learning learning. lessons to support
environments that student learning.7/15/23
promote student
learning, reflect
diversity, and
encourage
constructive and Some students use
productive available resources in Students use resources
interactions among learning environments provided in learning
students during instruction. environments and
interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
7/15/23
Evidence Although teacher uses a
variety of instructional
strategies, virtual learning
environments should be
implemented more
frequently. 7/15/23
Students are given both
independent and group
work/ projects to
demonstrate
understanding of content.
7/15/23
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
11/15/23 artifacts that are current learning. Ensures that
and integral to environments enhance
Utilizes a variety of instruction. 4/15/24 learning and reflect
structures for interaction diversity within and
during learning activities Integrates a variety of beyond the classroom.
that ensures a focus on structures for interaction
and completion of that engage students Selects from a repertoire
learning tasks. 11/15/23 constructively and of structures for
productively in learning. interaction to ensure
4/15/24 accelerated learning for
the full range of students.
Students use a variety of Students routinely use a Students participate in
resources in learning range of resources in monitoring and changing
environments and learning environments the design of learning
interact in ways that that relate to and enhance environments and
deepen their instruction and reflect structures for
understanding of the their diversity. interactions.
content and develop Students share in
constructive social and monitoring and
academic interactions. assessment of
11/15/23 interactions to improve
effectiveness and develop
a positive culture for
learning. 4/15/24
Teacher uses sports and Teacher provides a broad
flags from a variety of range of materials for
different cultural instruction and
backgrounds placed implements inclusive
throughout the classroom. strategies to make sure all
11/15/23 students are equally
supported and given
Teacher uses a variety of equal opportunity to
different methods that succeed. 4/15/24
allow for interaction in
different ways throughout Teacher implements a
lesson. Discussion, variety of structures for
physical interaction, hand instruction and will pivot
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
signals, etc. 11/15/23 in real-time to another
Students use books, strategy if the first is not
videos, movement and working. 4/15/24
observation to deepen
their understanding of the Students engage in a
content.11/15/23 positive learning culture
by showing respect,
responsibility, citizenship
(sportsmanship) honesty,
courtesy and courage.
4/15/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. 7/15/23 Engages in reflection on 4/15/24
Explores strategies to their own language and
Establishing and
establish intellectual and Models and provides behavior that contributes
maintaining learning
emotional safety in the instruction on skills that to intellectual and
environments that
classroom. develop resiliency and emotional safety in the
are physically,
support intellectual and classroom. 11/15/23
intellectually, and
emotional safety. 4/15/24
emotionally safe
Students are aware of 7/15/23 Students demonstrate
required safety Students follow teacher resiliency in
procedures and the guidance regarding Students develop and perseverance for
school and classroom potential safety issues for Students take risks, offer practice resiliency skills academic achievement.
rational for maintaining self or others. opinions, and share and strategies to strive Students maintain
safety. alternative perspectives for academic intellectual and emotional
7/15/23 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 11/15/23
4/15/24
Teacher evaluates all Students are encouraged
safety concerns prior to to share agreements or
each lesson, including disagreements and taught
surveying activity areas explicitly to do so
and writes all safety respectfully in discussion.
concerns into lesson 11/15/23
plans to be 4/15/24
communicated to
Evidence students. Teacher Students are held to a
anticipates all concerns high standard of behavior
for each activity and type and reflection is an early
of equipment used in step in the corrective
each lesson. After process. 11/15/23
introduction of each 4/15/24
lesson, teacher holds
discussion on specific We teach fortitude and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
ways to demonstrate each temperance as virtues
pillar during instruction 11/15/23
for the day ( respect, 4/15/24
responsibility,
citizenship, courage,
honesty and courtesy).
7/15/23

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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Creating a rigorous
achievement patterns for achievement patterns, instruction that support utilize an extensive
learning
individuals and groups of and uses scaffolds to the full range of learners repertoire of
environment with
students. address achievement in meeting high differentiated strategies
high expectations
gaps. 7/15/23 expectations for to meet high
and appropriate
11/15/23 achievement. expectations.
support for all
Some students ask for Some individuals and 4/15/24
students
teacher support to groups of students work Students actively use Students take
understand or complete with the teacher to Students engage in a supports and challenges responsibility to fully
learning tasks. support accuracy and variety of differentiated to complete critical utilize teacher and peer
comprehension in their supports and challenges reading, writing, higher support, to achieve
learning. in ways that promote order thinking, and consistently high levels of
their accuracy, analysis, problem solving across factual and analytical
and problem solving in subject matter. learning.
learning. 11/15/23
4/15/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher uses several
strategies to facilitate
different ways for
students to analyze,
problem solve and set
attainable yet challenging
short term and long term
goals. Teacher has
students assess progress
and adjust goals
accordingly. 7/15/23
Evidence 11/15/23
4/15/24

Our curriculum is
content-rich and very
rigorous; we hold
students to correct
spelling and grammar,
proper formatting, and
neatness. 11/15/23
4/15/24

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports 7/15/23
behavior and applies behavior with students in references to standards students to self-assess, 11/15/23
consequences as needed. single lessons or for behavior prior and monitor, and set goals for 4/15/24
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group Students demonstrate
consequences. and consequences and consequences and behaviors and encourage positive behavior,
respond to guidance in increase positive and support each other to consistent participation
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
following them. behaviors. make improvements. and are valued for their
7/15/23 unique identities.
11/15/23
4/15/24

Students are given Teacher holds student-led

behavior incentives and discussion about how 6
are able to work together pillars can be
to reach them. Students implemented for the
respectfully remind each specific unit/ activity.
other of their class goals Teacher follows all
and help redirect their behavior plans to ensure
peers when they are in success of all students,
jeopardy of not being able recognizes students for
to obtain their goal and their success and good
receive their incentive. behavior and holds
Students are able to private conversations for
encourage each other any behavior concerns/
without prompt.7/15/23 uses PBIS when needed.
Evidence 7/15/23
11/15/23
4/15/24

Students demonstrate
respect for each other,
even in competitive game
situations, participation is
close to 100% (beside
injury) and are all
accepted and valued for
their differences.
11/15/23
4/15/24

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.7/15/23
Responds to disruptive behaviors and responds behavior supports. Promotes positive 11/15/23
behavior. to disruptive behavior. Responds appropriately behaviors and 4/15/24
to behaviors in ways that consistently prevents or
lessen disruptions to the refocuses behaviors Promotes positive
learning climate. disruptive to the learning behaviors and establishes
Students participate in climate. preventions and a
routines, procedures, and positive classroom
norms and receive climate that eliminate
reinforcement for most disruptive behavior.
Students are aware of Students receive positive behaviors. 7/15/23
procedures, routines, and correction for behavior Students are involved in 11/15/23
classroom norms. that interferes with Students receive timely assessment and 4/15/24
learning, and positive and effective feedback monitoring of routines,
reinforcement in and consequences for procedures, and norms in
following routines, behaviors that interfere ways that improve the
procedures, and norms. with learning. learning climate. Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
7/15/23
11/15/23
4/15/24
Evidence Teacher sets high
standards for behavior
and practices routines
and procedures
constantly to ensure
smooth transitions and
maximum use of
instructional minutes.
7/15/23
11/15/23
4/15/24
Students show
understanding and
retention of rules/ daily
procedures and are able
to adjust to new routines
and procedures when
necessary. Students are
able to demonstrate their
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.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
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 Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
7/15/23
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
7/15/23 prepared for the next
sequence of instruction.
11/15/23
understanding of school
pillars as they pertain to
activities/units. 7/15/23
11/15/23
4/15/24
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 11/15/23
4/15/24
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting. 4/15/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Although participation is Teacher evaluates Teacher paces instruction
very high across all students formally and for a smooth flow and is
classes/ grade levels, informally to check for able to adapt and quickly
teacher is continuing to understanding of content adjust instruction in real
work with students on and uses data to re- time as necessary.
confidence and courage teach/move forward 11/15/23
when it comes to new based on both individual 4/15/24
movements/ concepts/ and whole-class results.
sports/ activities. 7/15/23 Students are responsible
Students are able to for bathroom breaks and
engage in self- evaluation Students take more water breaks 5 minutes
Evidence in order to decide responsibility for their before the end of class
whether to practice a learning time/activities (monitoring their own
prior movement/ review and complete work at time). Students engage in
a prior concept for an home in order to be self and peer
allotted amount of time prepared for the next assessment.4/15/24
before building on or sequence of instruction.
moving to the next. 11/15/23
7/15/23