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 When an issue arises I recently had to speak
between students, I step with my entire class
out of the classroom with about treating a new girl
them and have them with kindness and
directly tell each other inclusivity. There was an
what is bothering them. I incident where more than
encourage honest one student had made her
communication and feel like an outcast. I was
challenge students to very stern with them but
examine how they can also told them to have
humbly put others’ needs some self-reflection and
before their own. put themselves in her
7/16/23 shoes.12/2/23
I started a buddy system with
my student who has autism.
My students developed
Once a week, one of my students
communication skills and assists him and sits with him
were quick to humble throughout the day (in addition
themselves and show to his BT) and this has
encouraged students to show
kindness to each other.
leadership and responsibility.
7/16/23 4/22/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
After my talk, I saw the
students reach out to this
girl and truly include her.
They brought her into
their world and resolved
the previous tension.
12/2/23
Students have grown to be
more empathetic toward my
student with autism and an
excitement to be his friend
and accept him. 4/22/24
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 resources provides a broad range of range of resources that
that support student 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 and Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. completion of learning tasks. structures for interaction
environments that
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
Students use a variety of the full range of students.
constructive and
Some students use Students use resources resources in learning Students routinely use a
productive
available resources in provided in learning environments and interact in range of resources in Students participate in
interactions among
learning environments environments and ways that deepen their learning environments monitoring and changing
students
during instruction. interact with each other understanding of the content that relate to and enhance the design of learning
to understand and and develop constructive instruction and reflect environments and
complete learning tasks in social and academic their diversity. structures for
single lessons or interactions. Students share in interactions.
sequence of lessons. monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Normally I have students I have a small desk by my I give students the
at tables in groups of 4, own desk that I will have opportunity to
but I allow them to pair students sit at if they aren’t brainstorm in groups and
off during specific concentrating. Students will write down multiple
subjects and I choose the often ask to sit there if they ideas, write on the white
pairs for them each day so are having trouble focusing. board, write on individual
they can have a turn with 12/2/23 white boards, play games,
everyone. 7/16/23 I place students with BTs on study in pairs, work
the edges of the room so BTs independently, work in
Students bounce ideas off can still be nearby and small groups, do free-
of each other in pairs. observe. 4/22/24 writing, and assist each
7/16/23 Some of the resources my other. 7/16/23
students utilize in the Students work in pairs to
classroom are tablets when practice spelling words and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
they are finished early,
manipulatives to help with
complex equations, physical
clocks to practice telling
time, worksheets with extra
activities, and packets they
keep in their desks. 12/2/23
quiz each other on content.
4/22/24
Students will work in
pairs when I give them
challenges to complete
during a lesson, or will
collaborate in groups.
Students may also pair up
when practicing concepts
we have already learned
and are allowed to find a
comfortable spot in the
room. 12/2/23
Students routinely use their
free-writing journals to
practice writing paragraphs,
write about their week,
express their opinions, and
write creative writing pieces.
4/22/24
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 I have a list of rules for
classroom safety which
includes taking care of
supplies, putting supplies
back where they belong,
keeping chairs firmly
planted while seated, not
running in the hallway,
keeping hands to self, and
not playing with scissors.
7/16/23
My students follow the
rules most of the time and
are quick to self-regulate
when I give them
reminders. 7/16/23
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
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 demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
I often model how to Students are regularly
communicate kindly with encouraged to share
others and I have ongoing anything that is bothering
them with me privately.
conversations about
Students are expected to
being brave through work things out amongst
difficulties. I encourage each other instead of always
students to come to me if expecting me to facilitate
they have a concern. I their conflicts. Students are
normalize honesty and also encouraged to come to
creating boundaries. I my desk directly if they need
have made it part of the any academic help. 4/23/24
class culture to have
Students are comfortable to
straight-forward dialogue
ask clarifying questions
as a whole class. 7/16/23 when doing independent
work, but are also good
I implement routines that about completing the rest of
foster a structured order their assignments on their
to the class so students own, using problem-solving
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learn to give each other skills. 4/23/24
space, take turns, and
sacrificially serve one
another. 12/2/23

I regularly remind
students to keep their
hands to themselves, not
to tell on each other, and
to be mindful of people
around them when they
are playing. 12/2/23

Students are honest with

each other, learn to
resolve conflict, and
become comfortable with
speaking in front of the
class. 12/2/23

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that which students take
high expectations completion of learning understanding, and the analysis, problem solving, values accuracy, leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of analysis, and critical Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. reading, writing and research, analysis and
students importance of Works to maintain high Holds high expectations thinking. purposeful use of learning.
maintaining high expectations for students for students. Has an Integrates strategic Supports students to utilize
expectations for students. while becoming aware of understanding of scaffolds and an extensive repertoire of
achievement patterns for achievement patterns, technologies differentiated strategies to
individuals and groups of and uses scaffolds to throughout instruction meet high expectations.
students. address achievement that support the full
gaps. range of learners in Students take responsibility
meeting high to fully utilize teacher and
Some students ask for Some individuals and Students engage in a expectations for peer support, to achieve
teacher support to groups of students work variety of differentiated achievement. consistently high levels of
understand or complete with the teacher to supports and challenges factual and analytical
learning tasks. support accuracy and in ways that promote Students actively use learning.
comprehension in their their accuracy, analysis, supports and
learning. and problem solving in challenges to complete
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. critical reading, writing,
higher order thinking,
and problem solving
across subject matter.
Students are expected to Students are expected to Students complete
be responsible for their complete classwork science and history
homework, study each independently projects by recalling
night for tests, and throughout the day and what they have
conduct projects are told to use problem-
learned in the
independently. Students solving skills to read
are made aware of areas instructions, solve
material and writing
they need to work on and equations, and think their findings in their
are given teacher support critically as much as own words. 4/23/24
during lessons. 7/16/23 possible before asking the
teacher for help.
Students are quick to 10/22/23
verbalize their need for Students are given
Evidence assistance and I help assistance when needed,
them as they overcome but are encouraged to
obstacles in specific reread instructions and
subjects. 7/16/23 spend some time working
out the problems on their
own. 4/23/24

Students work
independently, using
critical-thinking skills and
using manipulatives,
songs, and classroom
materials to aid them.
10/22/23

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
behavior and applies behavior with students in references to standards students to self-assess,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
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 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 I utilize routine I often clip down on a clip Students have become so
references by using call- chart for misbehavior but familiar with the routines
and-response methods to always give students the and expectations that
bring everyone together, opportunity to clip back they remind each other of
counting down with my up. I recognize and the rules and keep each
fingers, rewarding table reward students who are other accountable.
groups by writing tally making the effort to 4/23/24
marks on a chart, and improve. I give
pouring marbles into a jar consequences when Students remind each
when students are students are unkind, other to stay quiet at their
behaving. 7/16/23 unruly, disruptive, or desks, wait patiently for
disrespectful. This instructions, turn in
Students are quick to includes clip-downs, class homework on time, and
quiet down, accept dollars being taken away, work independently.
consequences without or going to the principal’s 4/23/24
protest, and remind each office. 7/16/23
other to listen to
instructions. 7/16/23 I use a whole-group and
individual reward system
where each student
begins the day with three
mini erasers. If students
are disruptive or
disrespectful, they can
lose all three erasers by
the end of the day and
receive a consequence.
However, if they behave,
they keep all the erasers,
they can put them in a
community jar, and once
the jar fills up, the whole
class gets a party.
12/2/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students monitor their
own behavior by keeping
track of their erasers and
also earning class dollars.
There are table groups
that can also earn points
and win dollars at the end
of the week. 12/2/23

Students will encourage

each other in their groups
to stay on task and listen
to instructions. 12/2/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Each morning students
turn in their homework
and work quietly at desks
on an activity/writing
assignment. 7/16/23
Students are rewarded
with points, class dollars,
and clip-ups when
following instructions.
7/16/23
My response to behavior
is quick and consistent.
Evidence 7/16/23
Students are given three
mini erasers each morning
and all erasers are put into a
jar at the end of the day.
When the jar fills all the way
to the top, the whole class
gets a party. If students
misbehave or are
disrespectful/disruptive,
they can lose erasers.
10/22/23
Students are split into table
groups and given team
points when they behave
and stay on task. 4/28/24
Students are quick to self-
regulate when erasers are
taken away and distractions
are kept to a minimum
because of this. Positive
reinforcements motivates
them to be respectful and
maintain a good learning
environment for everyone.
10/22/23
Students are given sand
dollars for positive behavior
and turning in their
homework on time. 4/28/24

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
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.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with
options for extension
and review.
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
Paces, adjusts, and 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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Most students finish their I have a timer on the Teacher paces instruction A timer is used to pace
work in time, but there whiteboard and students so that all students can instruction as we move
are some students that know to finish catch up when completing from one subject to the
take their time and will independent work in the work as a whole group. If next throughout the day.
often take their work allotted time-frame. students finish early, they Students know when to
home. I often let them They must take work are allowed to complete put away one subject and
work on their unfinished home as homework if it any work that has not transition to the next in a
pages during free-time or is not completed when been finished or they may timely manner.
if they finish another the timer goes off. If have tablet time. Teacher
subject early. 7/16/23 most students are allows fast finished to Students are aware of the
struggling to finish in work quietly while timer and do their best to
Evidence time, I will adjust the monitoring students who finish their work in the
time accordingly. are still working. allotted time so they don’t
7/16/23 10/22/23 have to complete their
worksheets during their
Students are given to time free time at the end of the
to complete independent day. 4/28/24
work and also given extra
writing or math practice to
keep their minds engaged
if they finish early.
10/22/23