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 4/28/23 12/6/23 5/3/24
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is
responsibility within responsive to the diverse Students take leadership
a caring community Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. building activities, accepting, and respectful 9/16/22 respectful classroom
respectfully designed to promote of differences. 9/16/22 community where
caring, fairness, and Students take student’s home culture is
respect. responsibility resolving included and valued.
conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 5/3/24
differences. 4/28/23
12/6/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students work on being The students come up Class rules continue to
positive and accepting with what goes on the focus on a culture of
through their words and what we like and don’t respect. Students help
actions as well. 9/16/22 like boards and work on build a what we like and
referencing it on their don’t like anchor chart
own when working in that we refer to
groups. 12/6/23 throughout the year.

The students work Students work to solve

together to work through their own conflicts with
their differences and each other with my
resolve conflict. They supervision as needed.
continue to be positive They refer each other to
and respecting of one the aforementioned
another. 4/28/23 boards and work on
understanding each
My main class rule is other’s perspectives.
being respectful. I help 5/3/24
students resolve conflicts
Evidence with their students and My class rules reflect a
learn how to deal with culture based on respect
conflict on their own and it’s posted in the
without needing to get an classroom. We also do a
adult involved. We what we like and what we
discuss caring for their don’t like board when
fellow community talking with partners that
members and support we reference as needed.
each other’s differences. 12/6/23
9/16/22
I work with students to
reflect on their behavior
and promote caring for
their classmates where
they respect each other
and treat each other
fairly. I also make sure
they value each other and
their differences.
4/28/23
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 resources 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 Integrates a variety of beyond the classroom.
virtual learning learning. student learning. and completion of structures for interaction
environments that learning tasks. 12/6/23 that engage students Selects from a repertoire
promote student 4/28/23 9/16/22 5/3/24 constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students routinely use a
productive available resources in provided in learning Students use a variety of range of resources in Students participate in
interactions among learning environments environments and resources in learning learning environments monitoring and changing
students during instruction. interact with each other environments and that relate to and enhance the design of learning
to understand and interact in ways that instruction and reflect environments and
complete learning tasks in deepen their their diversity. structures for
single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
12/6/234/28/23 effectiveness and develop
9/16/22 5/3/24 a positive culture for
learning.

Students regularly share

their work with their
classmates. I provide
resources to the students
that reflect diverse
perspectives.
Evidence
Students use these
resources to help them
gain a better
understanding of the
content they’re engaging
in. 5/3/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I group students in table
groups so they can share
ideas with their
classmates. 12/6/23

Students share on
Socrative, their writing, so
others can see their work
and help to deepen their
understanding. 12/6/23

I continue to use table

groups and have students
regularly discuss work
with each other. I provide
multiple resources and
stories for students that
reflect a multitude of
perspectives. 4/28/23

Students use these

resources regularly and
participate in those
constructive activities.
4/28/23

Students sit together in

table groups and
regularly are tasked with
discussing content with
each other. They work
together regularly to
answer discussion
questions. I provide a
manipulatives, images,
and diverse books for
students to read. I also
post their work on the
walls of our class
promoting the different
student’s interests.
9/16/22

Students work with each

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
other to further their
understanding of the
content. They work on
productive, respectful
participation. 9/16/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 5/3/24
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. 9/19/22 develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety.
Students are aware of 4/28/2312/6/23 Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding practice resiliency skills perseverance for
school and classroom potential safety issues for Students take risks, offer and strategies to strive academic achievement.
rational for maintaining self or others 9/19/22. opinions, and share for academic Students maintain
safety. alternative perspectives. achievement, and intellectual and emotional
5/3/244/28/23 establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom.
I look over all material Students share with each Students help make
and make sure it is safe other and the class and the rules for the class
for student consumption. are encouraged to do so.
I give students a warning 5/3/24
and we work
if it’s something that together to discuss
might affect them due to I preview the content I how to create and
the content of the book. use in class to make sure maintain a high
We discuss rules for it’s safe for my students. I quality learning
disagreeing with each give warnings to students
Evidence other’s view points and who might be triggered
environment. 5/3/24
keep it respectful. by a certain topic.
Students follow my lead
on those issues as well. I regularly work with
9/19/22 students on creating a
safe environment for
learning. 12/6/23

Students feel free to share

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and take risks because of
the class culture I’ve
fostered. 12/6/23

I look through lessons

and make sure they are
safe for students on all
fronts. I reflect on biases
both in myself and the
curriculum. I model skills
to students that support
their safety. 4/28/23

Students are able to take

risks and share their
opinions because I have
fostered a culture of
respect. 4/28/23

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. 9/19/22 expectations for to meet high
support for all
achievement. 12/6/23 expectations.
students
Some students ask for Some individuals and Students engage in a 4/28/23 5/3/24
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks 9/19/22. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. 12/6/23 order thinking, and factual and analytical
4/28/23 problem solving across learning.
subject matter. 5/3/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students don’t work on The program Math Fact I provide multiple
their own to advance Lab differentiates math to resources that meet
their learning and ask for meet students where they students where they are
support to complete their are at. It focuses on to support their learning.
tasks. They need analysis and allows I show and scaffold these
prompting to go in depth students to practice for the students.
9/19/22. problem solving. 12/6/23
Students complete these
Students solve different activities and use these to
problems that work on solve problems in all
accuracy, analysis, and subject areas. 5/3/24
problem solving across
the range of subjects. I provide resources for
4/28/23 my students such as
Freckle and Math Fact
Evidence I provide problems to Lab that promotes critical
solve for the students thinking skills and allows
across all subject matter. I students to play around
ask higher-order thinking with concepts. 12/6/23
level questions to
students while scaffolding I ask my students higher
those questions based on order thinking questions
the student’s need. I hold that challenge their
high expectations for accuracy of the content.
students to get them to They analyze and
critically think rather critically think, read, and
than regurgitate facts. write. I scaffold the
9/19/22 material to support
students as needed.
4/28/23

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
Developing, for individual and group involvement. responsive instruction to supports, and systems that ensure
communicating, and behavior. Communicates, models develop and maintain consequences for students take an active
maintaining and explains expectations high standards for individual and group role in monitoring and
high standards for for individual and group individual and group behavior within and maintaining high
individual and group behavior. behavior. across learning activities. standards for individual
behavior and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports 12/6/23 4/28/23
behavior and applies behavior with students in references to standards students to self-assess, 9/19/22
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group
consequences. and consequences and consequences and behaviors and encourage Students demonstrate
respond to guidance in increase positive and support each other to positive behavior,
following them. behaviors. make improvements. consistent participation
9/19/22 and are valued for their
unique identities.
4/28/23 5/3/24

Students work with each We establish class rules

other on being respectful together and reference
and reminding their them regularly
fellow students to follow throughout the school
that. 9/19/22 year.

Students work at
demonstrating these and
are praised and
encouraged to embrace
their own identities.
5/3/24

My class rules are

designed to foster a
culture of respect in my
Evidence students. I monitor
interactions between
students and redirect as
needed. 12/6/23

Students participate and

encourage each other to
share their ideas and
work on having positive
behavior in the
classroom. 12/6/23

My class rules help with

keep students stay
involved. The culture of
respect I have fostered
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
makes students feel safe
to participate and do so
regularly. I ask students
to share their experiences
and value them.

Students are positive with

each other and regularly
participate in class.
4/28/23

I created my class rules

based off student
involvement. The class
culture is focused on
respecting themselves,
each other, and everyone
they interact with. We
discuss differences and
highlight our
individuality. Students
are trained to help each
other work on that
culture of respect.
9/19/22

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
Employing classroom some student students in the are culturally responsive. and procedures focuses
routines, procedures, involvement. development and Maintains a quality on maximizing learning.
norms, and supports monitoring of norms. learning climate that Classroom climate
for positive behavior builds on student integrates school
to ensure a climate in strengths. standards and culturally
which all students Seeks to promote positive Provides positive relevant norms. 5/3/24
can learn Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. 4/28/23 climate that eliminate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
routines, procedures, and most disruptive behavior.
norms and receive 5/3/24
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
learning, and positive and effective feedback monitoring of routines, responsibility with
reinforcement in and consequences for procedures, and norms in teacher for managing and
following routines, behaviors that interfere ways that improve the maintaining a positive
procedures, and norms. with learning. 9/19/22 learning climate. 4/28/23 classroom climate that
promotes learning.
5/3/24
Routines and procedures The students helped We work on and
are constantly reminded create the class rules they establish routines
and reinforced follow. They feel apart of
throughout the school the classroom community
and adjust them and
day. I redirect because of that. 12/6/23 reference them as
inappropriate actions and needed during the
praise good actions Students take charge of year. Positive
through the use of a class the routines, norms, and behavior is
money system. other procedures as the
year goes to help build
encouraged and less
Students receive timely that class climate. positive behavior is
feedback with 12/6/23 redirected.
Evidence consequences that match
their actions, though it I have students Students work on
doesn’t interfere with participate and reflect on
learning. 9/19/22 the routines and
maintaining that
procedures of the class. environment so as to
They help create the help each other and
norms and create a themselves. 5/3/24
climate of respect. I
promote positive
behavior and redirect
disruptive behaviors.
4/28/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Using instructional
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
time to optimize
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities. 5/3/24
learning
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.
9/19/22 12/6/23 4/28/23
Some students complete Students complete Students monitor their
learning activities in time learning activities and, as Students participate in Students use their own time, are engaged in
allotted. needed, may receive and complete a variety of instructional time to accomplishing learning
some adjustments of time learning activities in the engage in and complete goals, and participate in
allotted for tasks or time allotted with options learning activities and are reflection, self-
expectations for for extension and review. prepared for the next assessment, and goal
completion. sequence of instruction. setting. 5/3/24
12/6/23 4/28/23

Students have time to I plan my lessons to make I gauge student I adjust my

complete their learning sure I have enough time understanding through instruction and
activities and see for instruction and for formative assessment. I
adjustments if needed to informal assessments to help them use their
utilize extra time to
complete these. 9/19/22 check for understanding. instructional time wisely. work on problem
They have time to 12/6/23 areas for students.
complete the lesson, with
time structured into the My students spend their Students use their
day to give them brain instructional time doing
breaks. 9/19/22 assigned activities, and
own time to learn the
then use free time to material and then
support their learning by review all the
getting extra reading or material through
math practice on Freckle. games and online
Evidence 12/6/23
programs. 5/3/24
My lessons include time
for formative
assessments where I can
gauge where students are
in the understanding of
the objectives. Students
spend instructional time
engaged in lessons and
completing activities that
support their learning.
The activities prepare
them for future lessons.
4/28/23