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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members.
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of 9/22/17, 5/4/18, 10/10/18 caring community that is
caring community Some students share in caring community. responsive to the diverse Students take leadership in
where each student is responsibility for the Students demonstrate cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in efforts to be positive, of all students. 4/20/19 creating a fair and respectful
respectfully occasional community accepting, and respectful of classroom community where
building activities, differences. 9/22/17, 5/4/18, Students take responsibility student’s home culture is
designed to promote 10/10/18 , 4/20/19 resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
School year starts with a Regularly reviews
class wide conversation classroom expectation of
about mutual respect. From treating each other with
this discussion the class and mutual respect. Takes time
I create our classroom rules when conflict occurs to
and standards for behavior have students fill out a
together. Rules posted and “Think Sheet” and reflect
regularly referred to on the situation, why it
throughout the year. happened, and how it could
Positive and productive have been handled
student behavior is differently. Facilitate
encouraged through various problem solving discussions
systems of positive with students when conflict
reinforcement including a arises, and work as a team
row point system to nurture to solve problems and
team work and individual create action plans to avoid
point system through Class similar conflicts in the
Dojo. I spend time future. 4/20/19
researching a variety
cultural practices and norms
to better understand the
contexts within which my
students are operating. I get
Evidence to know my students’
families through school
functions, email, phone
calls, and Class Dojo in
order to better meet their
needs, as well. 9/22/17
Seeking out ways to keep
5th grade students on track
with mutual respect and
responsibility through the
end months of the school
year, when behavior begins
to be more “middle school”
minded. Researching
activities such as
Cooperative Adventures to
promote and emphasize
team work, community,
respect, and trust among
students. Expose students to
different cultures, ideas,
through literature,
interactive read aloud,
discussion. 10/10/18,
4/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. 5/4/18 provide a range of resources provides a broad range of range of resources that
student learning. for learning. resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
interaction between students are taught in single lessons structures for interaction diversity within and beyond
Creating physical or can support learning. or sequence of lessons to during learning activities Integrates a variety of the classroom.
virtual learning support student learning. that ensures a focus on and structures for interaction
environments that 9/22/17, 5/4/18 completion of learning that engage students Selects from a repertoire of
promote student tasks. 10/10/18 constructively and structures for interaction to
learning, reflect productively in learning. ensure accelerated learning
diversity, and 4/20/19 for the full range of
encourage Some students use available students.
constructive and resources in learning
productive environments during Students use resources Students use a variety of Students routinely use a Students participate in
interactions among instruction. provided in learning resources in learning range of resources in monitoring and changing
students environments and interact environments and interact learning environments that the design of learning
with each other to in ways that deepen their relate to and enhance environments and structures
understand and complete understanding of the instruction and reflect their for interactions.
learning tasks in single content and develop diversity.
lessons or sequence of constructive social and Students share in
lessons.9/22/17, 5/4/18 academic interactions. monitoring and assessment
10/10/18, 4/20/19 of interactions to improve
effectiveness and develop a
positive culture for learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students use resources Student art displayed inDisplay and make
provided such as charts, the room to reflect
posters, word walls, and available a wide range
cultural holidays from
other graphic organizers to students’ backgrounds of literature reflecting a
help solve problems including Dia de los variety of cultural and
stimulate productive
conversations among Muertos, Diwali, and socio-economic
strategically formed groups folk art from Bavarian
backgrounds.
and in pairs. 9/22/17 Christmas markets.
Resources for learning Routinely change
Evidence Exploring and include proficiency withbulletin boards to
experimenting with virtual typing.com, Newsela, reflect units of study
learning environments such dictionary.com, and
as Newsela, Scholastic and completed student
Kahoot.
Kids, BBC Typing, and work. Regularly
Google Docs. On many assignments, updated math and word
students have the option walls support student
of working in pairs, small
learning. 4/20/19
groups, or independently.
10/10/18
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include 5/4/18, 10/10/18, 4/20/19 physical, intellectual, and
impact student safety as environments. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. 9/22/17 rigorous learning.
Establishing and Engages in reflection on
maintaining learning Explores strategies to Models and provides their own language and
environments that are establish intellectual and instruction on skills that behavior that contributes to
physically, emotional safety in the develop resiliency and intellectual and emotional
intellectually, and classroom. support intellectual and safety in the classroom.
emotionally safe emotional safety. 9/22/17 5/4/18, 10/10/18, 4/20/19
Students demonstrate
Students are aware of resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer Students develop and for academic achievement.
and the school and guidance regarding opinions, and share practice resiliency skills Students maintain
classroom rational for potential safety issues for alternative perspectives and strategies to strive for intellectual and emotional
maintaining safety. self or others. 9/22/17, 5/4/18, 10/10/18, academic achievement, and safety for themselves and
4/20/19 establish intellectual and others in the classroom.
emotional safety in the
classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Respectful and accepting
behavior is continually
modeled, encouraged, and
rewarded in my classroom.
Students are encouraged to
speak their minds, and we
practice conversation norms
regularly, including how to
respectfully disagree with
another person’s opinion,
while maintaining their
own. I check my classroom
every morning and
afternoon for safety
concerns and contact the
appropriate persons to
address issues as they come
up. 9/22/17, Students fill
out Think Sheets to
problem solve conflicts and
become reflective about
behavior and potential
Evidence alternatives to solving and
avoiding conflict on the
playround and in the
classroom. 10/10/18
Encourages students to
work outside of their
comfort zones in the
classroom environment
and on overnight field
trips such as Camp
CIMI, but respects
students limits and
modifies activities
accordingly so that
students can still
participate and feel
successful. For example,
modifying snorkeling
activity by remaining
with students in the
shallows in lieu of
venturing off into deeper
waters. 5/4/18, 10/10/18,
Have students practice
the use of conversation
norms, specifically
regarding defending
point of view, and how to
tactfully disagree with
peers.4/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous while becoming aware of
learning environment achievement patterns for
with high expectations individuals and groups of
and appropriate students. 9/22/17, 5/4/18
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning. 9/22/17, 5/4/18
EL’s, students with 504
plans, and IEP’s are
given additional support
in the classroom via
small group and one on
one instructional time
throughout the day. All
students are given the
opportunity to work in
small group and one on
Evidence one settings with the
teacher. Expectations and
grading criteria are
regularly reviewed and
modeled for students.
9/22/17, 5/4/18
Applying
Develops a rigorous
learning environment that
includes 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. 10/10/18
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.
10/10/18, 4/20/19
Encourage all students to
produce grade level work
and use grade level
academic language during
instruction and class
conversation.
Differentiation of
instruction to make this
possible includes;
modeling, word walls,
sentence frames and
starters, word banks.
Understanding of
achievement patterns
through careful analysis of
student data from multiple
assessment points.
Conferencing with students
one-on-one to check for
understanding ensures
accuracy in student work.
10/10/18, 4/20/19
Integrating Innovating
Integrates rigor throughout Facilitates a rigorous
the learning environment learning environment in
that values accuracy, which students take
analysis, and critical leadership in learning.
reading, writing and Fosters extended studies,
thinking. 4/20/19 research, analysis and
Integrates strategic purposeful use of learning.
scaffolds and technologies Supports students to utilize
throughout instruction that an extensive repertoire of
support the full range of differentiated strategies to
learners in meeting high meet high expectations.
expectations for
achievement. Students take responsibility
to fully utilize teacher and
Students actively use peer support, to achieve
supports and challenges to consistently high levels of
complete critical reading, factual and analytical
writing, higher order learning.
thinking, and problem
solving across subject
matter.
Integrating close
reading and note
taking strategies into
instruction across
curriculum areas in an
attempt to promote
accuracy in reading,
information retention,
organizational study
skills for transition to
middle school. 4/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior. 9/22/17, 5/4/18
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them. 9/22/17. 5/4/18
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior. 10/10/18
Utilizes routine references
to standards for behavior
prior and during individual
and group work. 9/22/17,
5/4/18, 10/10/18
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
10/10/18
Integrating
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
4/20/19
Innovating
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors.
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Through a guided Routines references to Encourages students to
conversation about behavioral expectations
work together to assign
mutual respect at the are regularly reviewed
beginning of the school and referred to before, work roles and jobs
year, students help create during, and after specialwithin small groups,
classroom rules and activities and in specialand self-monitor to
expectations. These settings (library,
complete tasks.
behavioral expectations auditorium, computer
are posted at the front of lab, etc.) 9/22/17 Students work together
the classroom and to keep each other on
regularly reviewed with Conversation norms and task, but are held
students. 9/22/17 expectations for small
individually
group and partner work/
Review and reminders of convos reviewed before accountable for their
Evidence academic and behavior such occasions in class. jobs within the group.
expectations through the Rules and behavior Checks in one on one
end of the school year. expectations reviewed
and with groups to
Rubrics in writing, math, prior to PE activities, and
and science projects reminders given give students time to
reviewed in whole group throughout the duration self assess work and
with students prior to of these activities. time management.
assigning work.
4/20/19
Clarification given as Students use Think
needed. Sheets to discuss feelings
and motivation for
behaviors and problems
solve regarding what
they could do differently
next time. 10/10/18

Element 2.6 Emerging Exploring Applying 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.
Responds to disruptive
Employing classroom behavior.
routines, procedures,
norms, and supports
for 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.
9/22/17, 5/5/18
Seeks to promote positive
behaviors and responds to
disruptive behavior.
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.
10/10/18, 4/20/19
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. 9/22/17, 5/5/18,
10/10/18, 4/20/19
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
9/22/17, 5/5/18, 10/10/18,
4/20/19
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.
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate.
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom adheres to a
weekly and daily
schedule and routines
within that schedule that
provide students with
predictability, continuity,
and structure. 9/22/17
Evidence
Through the use of the
Class Dojo app, I am
able to give immediate
feedback for both
positive and challenging
behavior through a point
system. Parents are able
to see in real time how
their student is
progressing throughout
the school day, and can
communicate with the
teacher about successes
and concerns. Row
points are also given to
groups of students for
positive and productive
behavior. Points are
deducted for being off
task or breaking
classroom rules. 9/22/17
Implemented the use of
“Think Sheets” with
students as a reflection tool
for behavior choices.
Students are asked to fill
out a Think Sheet after a
behavior incident to reflect
upon why it happened, and
what could be done
differently next time.
Students are also given the
opportunity to discuss their
feelings about the situation,
as is the teacher. 5/5/18.
Use of Think Sheets
extended to peer
interactions, as well (within
the classroom and
schoolwide).10/10/18
Extension of positive
behavior incentives and
behavior norms to
playground environment.
4/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing
and lessons.
Using instructional
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. 9/22/17
Students complete learning
activities and, as needed,
may receive some
adjustments of time allotted
for tasks or expectations for
completion.9/22/17
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure. 5/5/18, 10/10/18
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
5/5/18, 10/10/18, 4/20/19
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
4/20/19
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.

Group activities and Additional differentiation Supports students in

independent work
deadlines gauged by
how students are
making progress and
how constructively
they are using their
time in both settings.
9/22/17
Evidence
of instruction through
extra writing
conferencing for students
who are struggling to
meet deadlines, and
students with IEP’s,
focus issues, and 504
Plans. Chunking of
assignments for students
who feel overwhelmed
by workload. Leveled
reading groups have
different pacing plans
and activities based upon
the needs within the
groups.
Point system for quick
and quiet transitions to
optimize learning time.
10/10/18
developing time
management skills
individually
(conferencing Writer’s
Workshop) and in
small groups during
science and social
studies projects. Pace
instruction to leave
time to observe and
monitor students as
they work to check for
understanding, and
make adjustments
when needed. 4/20/19