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.
9/16/21 and behavior. Incorporates cultural Supports students in 3/25/23
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 4/25/22 responsive to the diverse in resolving conflict and
where each student Students demonstrate cultural norms of creating a fair and
is treated fairly and Some students share in efforts to be positive, identities of all students. respectful classroom
respectfully responsibility for the Students participate in accepting, and respectful 10/10/22 community where
classroom community. occasional community of differences. Students take student’s home culture is
building activities, 4/25/22 responsibility resolving included and valued.
designed to promote conflicts and maintaining Students communicate
caring, fairness, and a caring classroom with empathy and
respect. community. Students understanding in
9/16/21 promote respect and interactions with one
appreciation for another.
differences. 3/25/23
There are a variety of Each student has their I have been using PBIS I have implemented many The bucket filler readings,
ways I both communicate own pencil box filled with strategies this semester new classroom writing, and activities
and model classroom supplies such as Crayons, with my class and have management strategies have helped to improve
expectations. I have pencils, erasers, scissors, been seeing that I have adapted to my my classroom community.
posters in my classroom and glue. They are improvements in their new class. This class My students can
to promote a classroom responsible for keeping behavior. PBIS focuses on needs way more structure accurately identify
community. These signs these materials organized positive reinforcement than any other “bucket filler” type
help display classroom and operable. We also and focusing on your kindergarten class that I behaviors versus “bucket
rules and expectations have many toys in our emotions. have had before. This taker” behaviors. This has
between peer classroom. It is the 4/25/22 means that I have needed been very beneficial to
Evidence
interactions. I also have student’s responsibility to to create new strategies revisit prior to recess and
sticks in my classroom keep the toys clean and in My class has been to reach all learners in my lunch recess. I have found
with all of the student working order. Students accountable for their classroom. The best way if we talk about how to be
names so everyone has a work together to clean up actions. We have been that I have been able to do a “bucket filler” before
chance to participate. I their messes at the end of reading many SEL books this is by having my going out, my students
encourage students to the school day. Having the and my kids are students look at our have fewer issues when
help each other with students clean the toys apologizing to their classroom as a family and playing outside, where
different tasks around together creates a sense of classmates when they do that students should treat most of the behaviors
the classroom. community. something wrong. each other as such. occur.
9/16/21 9/16/21 4/25/22 10/10/22 3/25/23
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 9/16/21 resources for learning. resources, displays, and engage students in
learning. 4/25/22 10/11/22 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Utilizes a variety of instruction. learning and reflect
interaction between Structures for interaction structures for interaction diversity within and
Creating physical or
students can support are taught in single during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. lessons or sequence of that ensures a focus on structures for interaction 3/25/23
environments that
lessons to support and completion of that engage students
promote student
student learning. learning tasks. constructively and Selects from a repertoire
learning, reflect
9/16/21 productively in learning. of structures for
diversity, and
4/25/22 interaction to ensure
encourage
Students routinely use a accelerated learning for
constructive and
Some students use range of resources in the full range of students.
productive
available resources in Students use a variety of learning environments 3/25/23
interactions among
learning environments resources in learning that relate to and
students
during instruction. environments and enhance instruction and Students participate in
9/16/21 Students use resources interact in ways that reflect their diversity. monitoring and changing
provided in learning deepen their Students share in the design of learning
environments and understanding of the monitoring and environments and
interact with each other content and develop assessment of structures for
to understand and constructive social and interactions to improve interactions.
complete learning tasks academic interactions. effectiveness and develop 3/25/23
in single lessons or 4/25/22 a positive culture for
sequence of lessons. learning.
10/11/22
I have a variety of visual I use strategic desk This semester I created a I have a board up in my I adjust my instruction
resources displayed in arrangements and bulletin board to display classroom where I put and modify my daily
my room. I have a word seating charts to help student work. This helps pictures of students and schedule to ensure my
wall, number chart, create student groupings. to motivate students their families. As a class students are spending
alphabet chart, and I set up my classroom so because they know it will we complete projects and their best hours of focus
blending sounds posters that all students can see go up on the wall. I also activities that are completing meaningful
Evidence all available for the the board as well as put up clipboards along culturally relevant to my work. I have my
students to see. I also resources with ease. the back cabinets where students such as Tet. The afternoons set up for
make thinking maps and Students are sat next to student can go and put up students can look around students to play which is
anchor charts which are others who will promote their own work on the the classroom and see when they are the least
displayed with productivity and increase wall. This makes the kids their work, culture, and attentive. I also include
corresponding lessons. understanding. proud of their work. families represented. many breaks.
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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 Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases 10/11/22 emotional environment
safety as they arise. 9/16/21 in the learning focused on high quality
environment and Engages in reflection on and rigorous learning.
Establishing and curriculum. their own language and 3/25/23
maintaining learning Explores strategies to 4/25/22 behavior that contributes
environments that establish intellectual and to intellectual and
are physically, emotional safety in the emotional safety in the
intellectually, and classroom. Models and provides classroom. Students demonstrate
emotionally safe instruction on skills that 10/11/22 resiliency in
develop resiliency and Students develop and perseverance for
Students are aware of support intellectual and practice resiliency skills academic achievement.
required safety Students follow teacher emotional safety. and strategies to strive Students maintain
procedures and the guidance regarding 4/25/22 for academic intellectual and
school and classroom potential safety issues for achievement, and emotional safety for
rational for maintaining self or others. Students take risks, offer establish intellectual and themselves and others in
safety. opinions, and share emotional safety in the the classroom.
9/16/21 alternative perspectives classroom. 3/25/23
4/25/22 10/11/22
I make class procedures I try to encourage I have been using PBIS I always encourage I have introduced the
and rules a top priority positive behaviors rather strategies to help students to participate, book about being a
during the first week of than calling out all of the promote a safe classroom and ask questions if they “bucket filler” into my
school. I try to explain to negative behaviors. One learning environment. I do not understand or classroom management
students the importance way that I do this is by wrote a grant and disagree. I speak with the routine. We regularly
of following these rules. calling out students who received a handful of SEL school councelor on a complete bucket-filling
Unfortunately, many are following the books that we read and regular basis on how to writing activities where
students continue to directions rather than relate back to our improve my classroom students need to write
violate the rules and put focusing on students who classroom. community. We practice how they can be a
Evidence themselves and others in are not. I also try to 4/25/22 the zones of regulation in “bucket filler” instead of
harm’s way. In promote safety in my our classroom which a “bucket taker.” My
particular, I am having classroom through the The students can “check encourages students to students seem to
students run to the use of strategic parings in” with their emotions evaluate their own understand the idea of
bathroom, roughhouse, when sending kids to the by grabbing a sticky note feelings and assess their treating others the way
and put their hands on bathroom. and placing it in the red, behavior. that they would want to
each other. 9/16/21 yellow, or green zone 10/11/22 be treated, and it has
9/16/21. which aligns with PBIS. improved our classroom.
4/25/22 3/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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, accuracy, analysis, and leadership in learning.
tasks. importance of meeting problem-solving, and critical reading, writing, Fosters extended studies,
Is aware of the targeted learning goals. appropriate levels of and thinking. research, analysis, and
importance of Works to maintain high challenge. Integrates strategic purposeful use of
maintaining high expectations for students Holds high expectations scaffolds and learning.
Creating a rigorous
expectations for while becoming aware of for students. Has an technologies throughout Supports students to
learning
students. achievement patterns for understanding of instruction that support utilize an extensive
environment with
individuals and groups of achievement patterns, the full range of learners repertoire of
high expectations
students. and uses scaffolds to in meeting high differentiated strategies
and appropriate
9/16/21 address achievement expectations for to meet high
support for all
gaps. achievement. expectations.
students
Some individuals and 4/25/22 10/11/22
Some students ask for groups of students work Students engage in a Students take
teacher support to with the teacher to variety of differentiated Students actively use responsibility to fully
understand or complete support accuracy and supports and challenges supports and challenges utilize teacher and peer
learning tasks. comprehension in their in ways that promote to complete critical support, to achieve
learning. their accuracy, analysis, reading, writing, consistently high levels of
9/16/21 and problem-solving in higher-order thinking, factual and analytical
4/25/22 learning. and problem-solving learning.
10/11/22 across subject matter. 3/25/23
I try to set high I set high expectations I am now creating two I have many strategies
expectations for students for all of my students. I assignments that are the for making my work
by creating extensions to expect all of my same, but they have more rigorous for my
all of my activities. This kindergarten students to accommodations. Some high-achieving students.
can be done by having be writing complete of the accommodations I By splitting my students
students attempt to sentences. I have been add into an activity are a into leveled math groups,
sound out and spell praised by my principal reduction in workload, I I am able to challenge as
words based on their for my student's writing. will write out the activity well as reteach different
drawings. I scaffold this I hold them to these myself in highlighter for concepts. I will also have
Evidence to EL students by having standards by scaffolding the student to trace, or students work on
them focus on beginning all of their writing they may only be extending their writing
letter sounds. I also assignments. I provide focusing on a singular or complete an activity
encourage students to visuals with charts, part of the assignment. with limited support. My
begin writing sentences sentence frames, and Students are working on students are responsible
through the use of pictures. Some students problem solving by for checking for
sentence frames. are even just tracing actively engaging in completion by including
9/16/21 parts of a sentence. critical thinking. checklists on the board.
4/25/22 10/11/22 3/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
9/16/21 and explains high standards for individual and group role in monitoring and
expectations for individual and group behavior within and maintaining high
individual and group behavior. across learning activities. standards for individual
behavior. 10/12/22 and group behaviors.
Developing,
4/25/22 Utilizes routine 3/25/23
communicating, and
Refers to standards for Reviews standards for references to standards Guides and supports
maintaining
behavior and applies behavior with students in for behavior prior and students to self-assess,
high standards for
consequences as needed. single lessons or during individual and monitor, and set goals for
individual and group
sequence of lessons in group work. individual and group
behavior
anticipation of need for 4/25/22 behavior and
reinforcement. participation.
9/16/21 10/12/22 Students demonstrate
Students are aware of Students know Students follow behavior Students respond to positive behavior,
classroom rules and expectations for behavior expectations, accept individual and group consistent participation
consequences. and consequences and consequences and behaviors and encourage and are valued for their
respond to guidance in increase positive and support each other unique identities.
following them. behaviors. to make improvements. 3/25/23
9/16/21 4/25/22 10/12/22
I have set expectations My school promotes We have created rules as This year I have had to At the beginning of this
for both rules and behavior expectations a class for playtime that put a lot more focus on school year, I had the
consequences. I am throughout the entire the class helps to SEL because I have a most difficult class I have
unsure of how to school year. As a grade reinforce. much larger class and ever had. I had so many
maintain these level kindergarten will 4/25/22 many behavior issues. different types of
expectations across walk around the school This year I have been behavior issues that it
different student groups. campus for “PBIS” The class knows when I focusing on talking about was affecting my
in particular, when rotations. This is where say it’s reading time that keeping our hands to students learning.
looking at students with students learn all of the they need to grab a book ourselves before every Through the use of a
Evidence autism and ADHD I don’t rules of the school. I also and find a place to sit and recess and lunch. I have positive behavior
know how to have equal focus on expectations for read quietly. They also also created monthly enforcement classroom
expectations of student work. In our know to “catch a bubble” class behavior charts that management style, I was
classroom rules. I often classroom, we have a any time that the phone focus on positive able to turn my
find that students think standard for the rings. My class also reinforcement. Students classroom around. My
they are held to different students’ coloring and knows when they do can assess themselves students can work
standards than those of writing. I also address something wrong to through the use of our independently and work
their peers. inappropriate student another student that they zones of regulation which in small groups, which
9/16/21 behaviors. need to apologize. is color coded. has helped them to learn.
9/16/21 4/25/22 10/12/22 3/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
9/16/21 builds on student integrates school
4/25/22 strengths. standards and culturally
Employing
Seeks to promote Provides positive relevant norms.
classroom routines,
Responds to disruptive positive behaviors and behavior supports. Promotes positive
procedures, norms,
behavior. responds to disruptive Responds appropriately behaviors and Promotes positive
and supports for
behavior. to behaviors in ways that consistently prevents or behaviors and
positive behavior to
9/16/21 lessen disruptions to the refocuses behaviors establishes preventions
ensure a climate in
learning climate. disruptive to the learning and a positive classroom
which all students
Students participate in climate. climate that eliminates
can learn
routines, procedures, and 4/25/22 most disruptive behavior.
Students receive norms and receive 10/12/22
correction for behavior reinforcement for Students are involved in Students share
Students are aware of that interferes with positive behaviors. the assessment and responsibility with
procedures, routines, and learning, and positive monitoring of routines, teachers for managing
classroom norms. reinforcement in Students receive timely procedures, and norms in and maintaining a
following routines, and effective feedback ways that improve the positive classroom
procedures, and norms. and consequences for learning climate. climate that promotes
9/16/21 behaviors that interfere 4/25/22 learning.
with learning. 3/25/23
We have classroom jobs Starting on the first day I promote positive I have created a new
such as sharpening of school classroom behaviors through PBIS classroom management
pencils, distributing procedures are being strategies. Rather than strategy called Clark the
material, bathroom used. Due to the fact that calling attention to shark. This is based off of
buddies and being an I teach Kindergarten negative behaviors, I a book that I read to
office runner. I also every aspect of our day point out the students students that talks about
model appropriate has a procedure. I also who are following what happens when
classroom behavior for use student numbers as a directions. For example, Clark gets too excited. I
Evidence students to imitate. We way to help organize when we sit on the rug I put a fin to my head like
use both visual and lining up, using the would call out Sophia and the dive sign for shark
auditory signals to gain restroom, and say what she is doing and say “keep it cool like
student attention and transitioning between correctly such as sitting Clark the shark”. The
communicate to the kids activities. We also review criss-cross apple sauce students really enjoy it,
if they are being too loud. these procedures on a hands in her lap eyes on and it can be a nonverbal
9/16/21 daily basis. the teachers. cue by just showing a fin.
9/16/21 4/25/22 10/12/22
3/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports 10/11/22
classroom management work time and understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of
lessons. learning. activities and closure. instructional time.
Using instructional
9/16/21 4/25/22
time to optimize
Some students complete
learning
learning activities in time Students complete Students participate in Students use their Students monitor their
allotted. learning activities and, as and complete a variety of instructional time to own time, are engaged in
needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time allotted with learning activities and goals, and participate in
time allotted for tasks or options for extension and are prepared for the next reflection,
expectations for review. sequence of instruction. self-assessment, and goal
completion. 4/25/22 setting.
9/16/21 3/25/23
Although I try to pace all I have always felt that I have focused this Lesson pace has always
of my students to one of my strengths as a semester on Formative been one of my strengths
complete their activities teacher is my time assessments. I include as a teacher. This school
at the same time I have a management. Through these assessments in my year I have many
few students that cannot the use of classroom lessons so I can adjust students who are on
remain on task. It is procedures and lesson my teaching while the different levels
always the same few pacing, most of my students are still academically. Due to this
students who are left students complete their learning. I have also been my lesson pace is
with work to do at the activities around the including different types adjusted based on
end of a lesson. I have same time. I also allot of scaffolds. One that my individual students. To
students place time for students who class has been ensure that everyone is
uncompleted work under require extra time on responding to is turn and learning and engaged in
Evidence their pencil boxes to assignments. In addition, learn. my lessons I have had to
finish when they have I have many activities for 4/25/22 create many extension
time. My school “fast finishers” to work activities. Students know
promotes education on while other students I have been providing what they need to do
through play so at the are completing their students with extra time based on procedures that
end of the day we give work. This helps to create to complete their work I put in place during the
students 35 minutes of a distraction-free by having centers that first week of school. This
playtime. This is when I environment for the kids. they can go to when they has helped for the
have students complete I have both ELA and math finish their work. This students to know their
unfinished work. tubs set up for my allows other students expectations and holds
9/16/21 students to work on as who need extra time them accountable.
others are finishing. more time to work. 10/11/22
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning