Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Promoting social Models and Models fair and Reinforces positive, Develops shared Facilitates student
Development communicates respectful behavior. responsible, and responsibility with self-reflection and
and expectations for Demonstrates respectful student students for resolving ongoing
responsibility fair and commitment to interactions. Assists conflict and creating and improvement of the
within a caring respectful fairness and respect students to resolve maintaining a caring caring community
community behavior to in conflicts. Incorporates cultural classroom community. based on respect,
where each support social communications awareness to develop a Supports students in fairness, and the value
student is development. with students positive classroom climate. taking leadership in of all members.
treated fairly and about language developing a caring
respectfully Some students and behavior. Students demonstrate community that is
share in Seeks to efforts to be positive, responsive to the diverse
responsibility for understand accepting, and respectful of cultural norms of Students take
the classroom cultural differences. identities of all students. leadership in
community. perceptions of resolving conflict and
caring community. Students take creating a fair and
responsibility resolving respectful classroom
Students conflicts and maintaining community where
participate in a caring classroom student’s home culture
occasional community. Students is included and valued.
community-buildi promote respect and Students
ng activities, appreciation for communicate with
designed to differences. empathy and
promote understanding in
caring, fairness, and interactions with one
respect. another.

Evidence Through positive I create an environment

reinforcement, I create a in which students have a
community where students safe place to share how
are treated respectfully and they feel with a daily
academically motivated. morning check in.
Additionally, I set Additionally, I model a 4
expectations for acceptable step apology to promote a
behaviors and how to caring community in
interact with each other. which students can take
Often modeling how to leadership when resolving
solve conflicts amongst conflict. April 24
themselves. October 2023

I model and encourage positive

and respectful interactions. I
 guide students on how to solve
problems. (7/20/23)

Students actively work together

and practice respectful
communication. If a problem
arises, students are supported
as necessary to arrive at a
resolution. (7/20/23)

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating

Creating physical Is aware of the Experiments with Develops physical Maintains physical Adapts physical and/or
or virtual importance of the and/or virtual environments that reflect environments that reflect environments flexibly to
learning physical and/or virtual learning student diversity and student diversity and facilitate access to a
environments learning environments environments that provide a range of provides a broad range of wide range of resources
that promote that support student support student resources for learning. resources, displays, and that engage students in
student learning. Is aware that learning. Structures for Utilizes a variety of artifacts that are current learning. Ensures that
learning, reflect structured interaction interaction are taught in structures for interaction and integral to instruction. environments enhance
diversity, and between students can single lessons or during learning activities Integrates a variety of learning and reflect
encourage support learning. sequence of lessons to that ensure a focus on structures for interaction diversity within and
constructive and support and completion of that engage students beyond the classroom.
productive Some students use student learning. learning tasks. constructively and Selects from a repertoire
interactions available resources productively in learning. of structures for
among students in learning Students use resources Students use a variety of interaction to ensure
environments provided in learning resources in learning Students routinely use a accelerated learning for
during instruction. environments and environments and range of resources in the full range of students.
interact with each interact in ways that learning environments that
other to understand deepen their relate to and enhance Students participate in
and complete understanding of the instruction and reflect their monitoring and
learning tasks in content and develop diversity. changing the design of
single lessons or constructive social and Students share in learning environments
sequences of academic interactions. monitoring and assessment and structures for
lessons. of interactions to improve interactions.
effectiveness and develop a
positive culture for learning.
 Evidence I provide students with Through positive I maintain a productive
Chromebook access to reinforcement, I create classroom environment but
support learning. I use a a community where establish routines and
variety of resources to students are treated procedures within our
support learning and respectfully and classroom community.
flexibility in the academically Students work together to
classroom. (7/20/23) motivated. take out and put away
Additionally, I set supplies. They also have
Students use expectations for classroom jobs to take out
Chromebooks and acceptable behaviors playground equipment,
complete tasks or and how to interact lunch bins, etc. With daily
activities to support with each other. Often schedules, reviewed every
their learning. Some modeling how to solve morning, I promote an
tasks can be related to conflicts amongst effective learning
current learning themselves. October 23 environment in which
activities or skill students know what to
practice. (7/20/23) expect. April 24

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Establishing and Adheres to policies and Recognizes and Anticipates and Integrates support for Shares responsibility
maintaining laws regarding safety addresses safety issues reduces risks to students to take risks with the students for the
learning that are required by the regarding materials, physical, intellectual, and offer respectful establishment and
environments that site, district, and state. student interactions, and and emotional safety opinions about maintenance of a safe
are physically, Responds to behaviors the using multiple divergent viewpoints. physical, intellectual,
intellectually, that impact student organization of the strategies that include Engages in reflection on and emotional
and safety as they arise. learning environments. examining biases in their own language and environment focused on
emotionally Explores strategies to the learning behavior that high-quality and
safe Students are aware of establish intellectual and environment and contributes to rigorous learning.
required safety emotional safety in the curriculum. Models and intellectual and
procedures and the classroom. provides instruction on emotional safety in Students demonstrate
school and classroom skills that develop the classroom. resilience in
rationale for Students follow teacher resiliency and support perseverance for
maintaining safety. guidance regarding intellectual and emotional Students develop and academic achievement.
potential safety issues safety. practice resiliency Students maintain
for self or others. skills and strategies intellectual and
Students take risks, offer to strive for academic emotional safety for
opinions, and share achievement and themselves and others
alternative perspectives establish intellectual in the classroom.
and emotional safety in
the classroom.

Evidence Through SEL, I address Students are in a positive My students share

appropriate student environment in which responsibility in
interactions in the they share how they are maintaining a safe
learning environment. I feeling every morning. environment with high
focus on various topics, Through the morning rigorous learning.
and I have students do check in slide, students Students are in charge of
morning check-ins. are given the opportunity maintaining their
(7/20/23) to think about what workspace and materials.
attitude they have to start They collaborate through
Students engage in the day. They then share online games in which
morning check-ins by with their “Peanut Butter they can work in teams
sharing with a partner Jelly partner”. This allows promoting community
and then as a whole. the students to have a through encouragement
(7/20/23) safe space to discuss their and team effort. April
emotions. In doing so, I 2024
am able to support the
students that may be
coming into the
classroom in an angry or
sad mood. We can discuss
and lead to perhaps a
better day or support as
 needed. October 2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating

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

Evidence I maintain high All students are held I promote a rigorous

expectations for all under the same
students while providing expectations. To motivate
support or challenges as students to complete
needed. (7/20/23) work, I create incentives
that are part of my
Students work with me in instruction. An example is
small groups or for science, in order for
individually weekly. my student to do a lab
Students can be provided activity or science centers
further support on lessons they must complete the
or practice skills. While writing component. All
others may work with me students are expected to
learning environment in
which students actively
take responsibility
through independent
activities supporting their
academic needs. An
example is when students
complete their math
independent work, they
check in with me. Then
they transition to math
centers in which they
 to provide opportunities complete in order to be work on skills they need.
for challenge. (7/20/23) able to participate in the April 2024
hands-on activities. This
motivates learners, while
holding everyone to the
same expectation.
October 2023

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes Develops expectations Uses multiple Integrates equitable Facilitates a positive
communicating, expectations, rules, with some student strategies including expectations, environment using
and maintaining and consequences for involvement.Communicat culturally responsive positive supports, systems that ensure
high standards for individual and group es, models and explains instruction to develop and consequences students take an
individual and behavior. Refers to expectations for and maintain high for individual and active role in
group behavior standards for behavior individual and group standards for group monitoring and
and applies behavior. Reviews individual and group behavior within and maintaining high
consequences as standards for behavior behavior. Utilizes routine across learning activities. standards for
needed. with students in single references to Guides and supports individual and group
lessons or sequence of standards for students to self-assess, behaviors.
Students are aware of lessons in anticipation of behavior prior and monitor, and set goals
classroom rules and need for reinforcement. during individual and for individual and group Students demonstrate
consequences. group work. behavior and positive behavior,
Students know participation. Consistent
expectations for participation and are
behavior and Students follow Students respond to valued for their
consequences and behavior expectations, individual and group unique identities.
respond to guidance in accept behaviors and encourage
following them. consequences and and support each other
increase positive to make improvements.
behaviors.

Evidence I begin the year with I set the expected I facilitate a positive
communicating, behaviors in the classroom environment in
modeling, and explaining beginning of the school which students have an
class expectations. I use year followed by example. active role to maintain
positive reinforcement for Additionally, we may positive behaviors. I
the expected behaviors. I review as needed promote positive
review as needed throughout the year. I behavior by having social
throughout the year and have three personal skills, to work on and
especially after school standards for many reward students when
breaks. (7/20/23) students that apply across they show the focus
 all areas in the school. behavior. I also use table
Students practice (Make good decisions, points to encourage
expectations as a group solve problems, show positive choices. April
and review as needed. respect). We also have 2024
Students may refer to skills in which we may
class rules. (7/20/23) focus every couple weeks.
For example, this year we
worked on teamwork and
discussed what that looks
and sounds like. When
they demonstrate this
behavior they are
rewarded with table
points. This supports
appropriate behavior
among students in
groups. October 2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying Integrating Innovating
Employing Establishes procedures, Develops routines, Maintains regular use Engages students in Facilitates student
classroom routines or norms for procedures, and norms of routines and monitoring and participating in
routines, single lessons to in single lessons or procedures that are reflecting on routines, developing,
procedures, support student sequence of lessons with culturally procedures, and norms monitoring, and
norms, and learning. Responds to some student responsive and in ways that are adjusting routines and
supports for disruptive behavior. involvement. Seeks to engage students in culturally responsive. procedures focuses on
positive behavior promote positive the development and Maintains a quality maximizing learning.
to ensure a climate Students are aware of behaviors and responds monitoring of norms. learning climate that Classroom climate
in which all procedures, routines, to disruptive behavior. Provides positive builds on student integrates school
students can learn and classroom norms. behavior supports. strengths. Promotes standards and
Students receive Responds appropriately positive behaviors and culturally relevant
correction for to behaviors in ways consistently prevents norms. Promotes
behavior that that lessen disruptions or refocuses behaviors positive behaviors and
interferes with to the learning climate. disruptive to the establishes
learning, and Students participate in learning climate. preventions and a
positive routines, procedures, positive classroom
reinforcement in and norms and receive Students are involved in climate that eliminates
following routines, reinforcement for assessment and most disruptive
procedures, and norms. positive behaviors. monitoring of routines, behavior.
procedures, and norms Students share
Students receive in ways that improve responsibility with
timely and effective the learning climate. teacher for managing
feedback and and maintaining a
consequences for positive classroom
behaviors that climate that promotes
interfere with learning.
learning.

Evidence Our class has a set of To promote student

routines, procedures and participation, I include
expectations that we helpers when delivering a
follow on a daily basis. My new lesson or content.
students are reminded They reward students
with a daily schedule who participate and are
slide. They are familiar engaged during
with what subjects are instruction. Moreover,
coming up throughout the with partners, students
year. Additionally within are accountable to
the activities they know sharing their perspective
the procedures. For or comprehension or
example, in the morning lesson or that of their
they complete morning partners. This ensures
work, we review, they students share and are
place morning work in putting effort to stay on
 cubbies, and we meet in task and participate. April
the rug. We review 2024
schedules and then
students share how they
are feeling with their
partner.
October 2023

I introduce students to
routines and procedures
from the beginning of the
year. I constantly use
positive reinforcement
and incentives as part of
our classroom
environment. (7/20/23)

Students recognize
routines overtime,
however, every morning
students review as a class
and discuss if any changes
are applicable. A timer is
used to help students
complete tasks in a timely
manner. (7/20/23)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging Exploring Applying Integrating Innovating

Using Paces instruction based Paces instruction with Paces instruction Paces instruction to Paces adjust, and fluidly
instructional on curriculum some consideration of with students to include ongoing facilitates instruction
time to optimize guidelines. Develops lesson type, provide adequate assessment of student and daily activities.
learning awareness of how adjustments for time for instruction, learning. Supports
transitions and sufficient student checking for students in the Students monitor their
classroom management work time and understanding, monitoring of own time, are engaged in
impact pacing and transitions to optimize completion of instructional time. accomplishing learning
lessons. learning. learning activities, goals, and participate in
and closure. Students use their reflection,self-assessme
Some students complete Students complete instructional time to nt, and goal-setting.
learning activities in learning activities and, Students participate in engage in and complete
time allotted. as needed, may receive and complete a variety learning activities and
some adjustments of of learning activities in are prepared for the next
time allotted for tasks or the time allotted, with sequence of instruction.
 expectations for
completion.
Evidence I design lessons and
designate a reasonable
amount of time to
complete work. Early
finishers have designated
tasks when completed. I
use this time to monitor
students and support as
needed. (7/20/23)
Students use designated
time to complete learning
activities. A timer is used
to help students manage
time. Students have
access to extension
activities varying
according to subject.
(7/20/23)
options for extension
and review.
Students are exposed to
timers to complete tasks
or time designated for a
task. Students are familiar
with only having 15
minutes of library time
for example and once the
timer is up it is time to
clean. Additionally, they
have only 2 minutes to
clean up a science center,
put chromebooks away,
etc. These expectations
allow students to stay
focused as per the
designated time.
October 2023
I pace my students with
daily routines to ensure
students are aware and
prepared throughout the
day. I use timers that are
displayed for students to
know how much time
they have before the next
activity. Additionally, I
use clear up songs to
designate time for
student to transition to
the next task in the
designated amount of
time. April 2024