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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in 4/26/24
and behavior. awareness to develop a taking leadership in
Promoting social Seeks to understand positive classroom developing a caring
Development and cultural perceptions of climate. community that is
responsibility within caring community. responsive to the diverse Students take leadership
a caring community Some students share in Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the Students participate in efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. occasional community accepting, and respectful 7/15/23, 12/9/23 respectful classroom
respectfully building activities, of differences. 7/15/23 community where
designed to promote 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. 12/9/23
4/26/24
Early on students learned I often point out when I When conflict arises, I ask
that mistake are nothing make a mistake and show students questions to get
to be ashamed of because students how I handle my to the root of what their
they help us to learn. emotions when I make a problem is, and I can
They encourage each mistake. I also model facilitate conversations
other and ask each other conflict resolution with students from there.
for help if they need through discussion, Students feel safe enough
support during acting out scenarios and to explain what they are
independent or group allowing students to give dealing with, and others
Evidence work. They have become input to what worked listen respectfully.
supportive of each other and what needs 4/26/24
when they succeed and improvement. I also teach
when they make and model for them how
mistakes, and often use to accept a mistake, fix it,
words to encourage each and learn from it.
other. 7/15/23 7/15/23

I help students navigate

through conflict my
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
modeling how to identify
the emotion they feel and
how to express that to a
classmate in order to
come to a resolution
together. Students are
learning how to take
responsibility and they
lead the discussions they
have with peers and
come up with solutions
on their own. 12/9/23

Students are very

reflective when conflict
arises and are willing to
work toward making
things right and are able
to problem solve as to
what they should do
differently next time.
4/26/24
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 provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. 7/15/23 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. 12/9/23 learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. student learning. that ensures a focus on structures for interaction 4/26/24
environments that and completion of that engage students
promote student learning tasks. 7/15/23 constructively and Selects from a repertoire
learning, reflect productively in learning. of structures for
diversity, and 12/9/23 interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources the full range of students.
productive available resources in provided in learning Students use a variety of Students routinely use a 4/26/24
interactions among learning environments environments and resources in learning range of resources in
students during instruction. interact with each other environments and learning environments Students participate in
to understand and interact in ways that that relate to and enhance monitoring and changing
complete learning tasks deepen their instruction and reflect the design of learning
in single lessons or understanding of the their diversity. environments and
sequence of lessons. content and develop Students share in structures for
7/15/23 constructive social and monitoring and interactions. 4/26/24
academic interactions. assessment of
12/9/23 interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence By collaborating with I use both homogenous Throughout the day, There is a lot of
each other, students have and heterogenous students sit at tables that movement in the
learned various skills, groupings to demonstrate function as collaborative classroom throughout the
such as asking questions, how differences make us workspaces. They each day, and I try to provide
asking for help, and stronger as a community. have various jobs they are multiple opportunities for
describing their thinking I place students with in charge of at their students to practice
aloud. They learn to share different strengths into tables. Students have autonomy throughout
materials, and teach each one group, while also opportunities to work in their day. Students
other how to use recognizing students who small groups, pairs, and choose preferred seating
technology in their still need training in individually with the during whole group
learning. 7/15/23 specific areas so they can current classroom set up. lessons. They sometimes
deeply grow in those When they work participate in partner
skills. 7/15/23 individually, they use work and are supplied
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Establishing and Adheres to policies and laws
maintaining learning regarding safety that are
environments that required by the site, district,
and state.
are physically,
Responds to behaviors that
intellectually, and impact student safety as
emotionally safe they arise.
Students are aware of
required safety procedures
and the school and
Exploring
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the learning
environments.
Explores strategies to
establish intellectual and
emotional safety in the
classroom.
Students follow teacher
guidance regarding
Students continue to
build their social skills.
They are practicing their
speaking and active
listening skills
throughout various small
group settings. 12/9/23
Applying
Anticipates and reduces
risks to physical,
intellectual, and emotional
safety using multiple
strategies that include
examining biases in the
learning environment and
curriculum. 7/15/23,
12/9/23
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety. 7/15/23,
12/9/23
folder patricians to help
them focus on their own
work. 12/9/23.
Integrating
Integrates support for
students to take risks and
offer respectful opinions
about divergent viewpoints.
4/26/24
Engages in reflection on
their own language and
behavior that contributes to
intellectual and emotional
safety in the classroom.
4/26/24
Students develop and
practice resiliency skills and
with a list of things they
must complete and a list
of things they may do if
they finish early. There is
a lot of scaffolding, small
group work, and lesson
adaptation to ensure
accelerated learning for
many students. Students
have multiple
opportunities to work in
groups, with partners, to
work individually, and to
choose topics that
interest them in reading
and writing, and to
choose strategies that
make the most sense to
them in math. 4/26/24
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality and
rigorous learning.
Students demonstrate
resiliency in perseverance
for academic achievement.
Students maintain
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom rational for potential safety issues for Students take risks, offer
maintaining safety. self or others. opinions, and share
alternative perspectives.
7/15/23, 12/9/23
Expectations are set at the
beginning of the day of how
to be a respectful member of
the community. I also model
respectful speaking and
listening practices. 7/15/23
Through discussion and
modeling, I show students
the value in making mistake
because they help us to
learn. As a community, we
are there to support each
other and to use our words
to encourage others.
7/15/23
strategies to strive for intellectual and emotional
academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 4/26/24
In writing students use a
combination of checklists,
peer review, editing
practice, and one on one
coaching from the teacher to
improve writing skills.
Through the writing
process, students choose
topics that interest them
and allows them to share
pieces of the life and
interests with others.
4/26/24

Students openly share ideas

and opinions and work
Evidence together to find answers and
solutions. If they do not
know they answer, they feel
comfortable asking for help.
7/15/23

My class participates in
weekly restorative circle
that serve the build a sense
of community and support
for students. The circles
start off very light handed as
students are still getting to
know each other and myself.
As the year goes on,
questions begin to get
deeper and students are
encourage to share and
listen with an open heart.
12/9/23

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous learning Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that environment that includes the learning environment learning environment in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
accuracy of answers and
completion of learning
tasks.
Is aware of the importance
of maintaining high
expectations for students.
learning
environment with
high expectations
and appropriate
support for all
students Some students ask for
teacher support to
understand or complete
learning tasks.
Evidence
Element 2.5 Emerging
Developing, Establishes expectations,
communicating, and rules, and consequences for
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. 7/15/23
Some individuals and
groups of students work
with the teacher to support
accuracy and
comprehension in their
learning. 7/15/23
I maintain high expectations
for all learners, while
providing scaffolds for
students who are
multilingual learners, who
have learning differences, or
who need to be more
frequently challenged. This
might look like providing
sentence frames in writing,
or talking to students about
more details they can add to
their writing. 7/15/23
I either walk around to help
students sitting at different
tables, or I pull students into
a small group who are
struggling in similar ways.
This allows me to give them
more personalized
instruction. 7/15/23
Exploring
Develops expectations with
some student involvement.
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. 12/9/23
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning. 12/9/23
Students participate in
various learning groups
throughout the day. They
use a combination of
resources like graphic
organizers, books, and
iPads to complete work
in each of these groups. I
provide differentiated
activities for all the
groups based on their
reading or math skills.
12/9/23
Applying
Uses multiple strategies
including culturally
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.4/26/24
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
I teach lessons whole group,
providing multiple means of
scaffolding and support with
the goal that students will
become independent
thinkers. Students use a
combination of graphic
organizers and technology
to demonstrate
understanding of subject
matter. 4/26/24
Integrating
Integrates equitable
expectations, positive
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. 4/26/24
Students self-assess to
determine if they
understand or need more
support before they feel
confident. Students that
need support know
resources that are available
to them to use and are
provided with opportunities
to meet with me in a small
group so I can provide
further support as needed.
Students regularly advocate
for themselves in this way.
4/26/24
Innovating
Facilitates a positive
environment using systems
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
individual and group Communicates, models and
behavior. explains expectations for
individual and group
behavior. 7/15/23
Reviews standards for
maintaining Refers to standards for behavior with students in
high standards for behavior and applies single lessons or sequence
consequences as needed. of lessons in anticipation of
individual and group need for reinforcement.
behavior
Students know expectations
for behavior and
Students are aware of consequences and respond
classroom rules and to guidance in following
consequences. them. 7/15/23
As a class, we have set
classroom goals and I set
expectations for appropriate
classroom etiquette. I
demonstrated appropriate
behavior through modeling
and practice to establish
clear routines. Students who
thoroughly follow classroom
expectations regularly get
recognized for their efforts.
7/15/23
I use logical consequences
Evidence within my classroom.
Students will get a warning
before a consequence in
enacted. After a
consequence is given, I have
a short conversation asking
the student if they
understand why the
consequence was given, and
they reflect on what needs
to be different next time.
7/15/23
Element 2.6 Emerging Exploring
responsive instruction to
develop and maintain high
standards for individual and
group behavior. 12/9/23
Utilizes routine references
to standards for behavior
prior and during individual
and group work. 7/15/23,
12/9/23
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 12/9/23
I explain and model
routines and procedures,
which students practice
early in the school yea. As
the year goes on, we revisit
them as needed to help
reinforce the routines.
Students knew how to sit,
use materials appropriately,
and has options to
participate in other
activities if they finished
their work early. 7/15/23
I spend a lot of time going
over routines and
procedures throughout the
entire school year. When
multiple students struggle
to meet the expectation, I
pause instruction and take
time to have students
practice the routine again.
Students also know the
procedure for me contacting
home if they continuously
choose not the follow
directions. 12/9/23
Applying
supports, and consequences that ensure students take an
for individual and group active role in monitoring
behavior within and across and maintaining high
learning activities. 4/26/24 standards for individual and
group behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
4/26/24
Students respond to Students demonstrate
individual and group positive behavior, consistent
behaviors and encourage participation and are valued
and support each other to for their unique identities.
make improvements.
4/26/24
I use logical consequences in
my classroom to teach
students how to take
responsibility for their
actions and ensure
consequences are fair.
Students and groups on task
are recognized with verbal
praise. Students assess their
own behavior and
participation through
classroom discussions. If
there is a day when it feels
harder to get through
content, students are given
space to pause and reflect
on their needs and we go
over commitments we want
to make to ensure we have a
classroom environment we
can learn and thrive in.
Students are very
supportive of each other and
are very good at keeping
their classmates on track if
they get distracted. 4/26/24
Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing
classroom routines,
procedures, norms, Responds to disruptive
and supports for behavior.
positive behavior to
ensure a climate in
which all students
can learn
Students are aware of
procedures, routines, and
classroom norms.
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
7/15/23
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
7/15/23, 12/9/23
Provides positive behavior
supports. Responds
appropriately to behaviors
in ways that lessen
disruptions to the learning
climate. Students participate
in routines, procedures, and
norms and receive
reinforcement for positive
behaviors. 12/9/23
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
7/15/23, 12/9/23
Engages students in
monitoring and reflecting on
routines, procedures, and
norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths. 4/26/24
Promotes positive behaviors
and consistently prevents or
refocuses behaviors
disruptive to the learning
climate. 4/26/24
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
4/26/24
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate
integrates school standards
and culturally relevant
norms.
Promotes positive behaviors
and establishes preventions
and a positive classroom
climate that eliminate most
disruptive behavior.
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.

Evidence I often look to promote
desired classroom behaviors
and acknowledge students
who displayed positive
behaviors with verbal
recognition. I also rewarded
students with “Valdez
Bucks” for going above and
beyond expectations that
they were able to use at the
classroom store. 7/15/23
I had visuals for classroom
expectations and referred to
them often. I also had
discussions with students as
needed to remind them of
why out expectations and
procedures were put into
place. 7/15/23
I made a point to make sure
consequences were given in
a timely manner, and I
would offer to feedback to
help students understand
the desired behavior during
lesson or work time.
7/15/23
I daily go over routines and
expectations with students
to ensure there is clarity in
understanding what is
expected of students. I use
logical consequences to help
Since the beginning of the
year, students were
involved in the classroom
agreements and rules. Based
on their view of what a safe
and productive classroom
looks like, we implemented
classroom norms and
practiced routines to make
our day run smoothly.
Sometimes routines need to
be adjusted, and students
remained flexible as
adjustments needed to be
made. If students participate
in unsafe behavior, they are
required to fill out a
reflection sheet to describe
what happened, why it
happened, and indicate
something they will do
differently next time. When
routines or procedures are
working well, students help
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforce the norms and to me to brainstorm ways we
teach students how to take can make our procedures
responsibility when they better. 4/26/24
make a mistake. I also talk to
students to allow them to be
participants in the problem
solving experience. 12/9/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing
Using instructional and lessons.
time to optimize
Some students complete
learning learning activities in time
allotted.
Paces instruction with some
consideration of lesson type,
adjustments for sufficient
student work time and
transitions to optimize
learning. 7/15/23
Students complete learning
activities and, as needed,
may receive some
adjustments of time allotted
for tasks or expectations for
completion. 7/15/23
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure. 12/9/23
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
12/9/23
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
4/26/24
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 4/26/24
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
I would anticipate how long
different aspects of my
lesson would take me and
try to adjust parts of lessons
to make sure I could
maintain students’ attention,
while maximizing teaching
time. I also factored in
transitions and would use
timers and visuals to help
optimize transitions.
7/15/23
Evidence The majority of students
could complete work in the
allotted time provided. A
few of my students needed
extra time to complete
work, so I made sure to find
time so they could complete
activities. I often used visual
timers to help students see
their allotted time to
complete work. 7/15/23
I use timers to help
myself and to help
students know how much
time is allotted to
different activities. I try
to leave more time for
them to work in groups
or independently, and I
try to keep my talking
minimal, so students
have space to express
their own thoughts and
learning. Many students
complete their work in
the time allotted, and the
ones who need more time
to understand the
concepts work with me in
small groups. 12/9/23
Throughout multiple
subjects, there is a
predictable and consistent
pattern for each subject I
teach. There is an
introduction, a mini lesson, a
main activity to practice the
skill, independent work
time, and a quick check for
understanding at the end.
There is a list of items
students must complete, and
early finishers have a list of
tasks they can do when they
are done. Students show me
their completed work before
moving onto the next task
and are very good at
monitoring themselves.
4/26/24