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 Reinforces positive, Develops shared Facilitates student self-
expectations for fair and respectful behavior. responsible, and responsibility with reBlection and ongoing
respectful behavior to Demonstrates respectful student students for resolving improvement of the caring
support social commitment to fairness interactions. Assists conBlict and creating and community based on
development. and respect in students to resolve maintaining a caring respect, fairness, and the
communications with conBlicts. classroom community. value of all members
students about language Incorporates cultural Supports students in 11/29/19. 5/5/20
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
Some students share in caring community. responsive to the diverse Students take leadership in
a caring community
where each student is responsibility for the Students demonstrate cultural norms of resolving conBlict and
classroom community. Students participate in efforts to be positive, identities of all students. creating a fair and
treated fairly and
occasional community accepting, and respectful 9/23/18 5/5/19 respectful classroom
respectfully
building activities, of differences. 9/23/18 community where
designed to promote 5/5/19 Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conBlicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.5/5/20
differences 11/29/19.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are eager to I make sure to create a I create a rigorous
participate in classroom respectful classroom learning environment to
activities and jobs. community for my help the students problem
Students “applied” for a students. Jobs are created solve, critically think, and
classroom job that they so that students can take determine why behind
thought would best Bit ownership over their
subject matter. Students
their personalities and classroom. Students take
strengths. The students on unique leadership roles are held to high, but
enjoy supporting each each day by caring out attainable expectations.
others’ strengths and their jobs. Many of our Students understand that
differences. 9/23/18 classroom routines and each person is different
5/5/19 procedures are student- and may have different
led, which creates choice needs through our
and responsibility for Equality vs. Equity
students. Students helped Lesson. 11/29/19 5/5/20
create our classroom
rules. 9/23/18 5/5/19 Students are taught to
Evidence always communicate
Students learn how to thoughtfully toward their
resolve conflicts and peers. They are
prevent conflicts while empathetic, respectful,
maintaining a caring and inclusive of each
classroom community. other’s opinions. Students
Students respect and are given opportunities to
understand differences in take leadership roles when
needs for each student. The solving conflicts. Students
students participated in a are capable and confident,
equality vs. equity lesson in but students also know
the beginning of the year to they can come to me for
understand that not support as needed. 5/5/20
everyone gets the same
things. Everyone gets what
they need to succeed, even
if it is different. 11/29/19
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 reBlect environments that reBlect environments Blexibly to
virtual learning environments that student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
support student learning. resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction Utilizes a variety of and integral to instruction. environments enhance
interaction between are taught in single structures for interaction 5/5/19; 11/29/19 learning and reBlect
students can support lessons or sequence of during learning activities diversity within and
Creating physical or learning. lessons to support student that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. and completion of structures for interaction
environments that learning tasks. 9/23/18 that engage students Selects from a repertoire
promote student constructively and of structures for
learning, reDlect productively in learning. interaction to ensure
diversity, and 5/5/19; 11/29/19 accelerated learning for
encourage Some students use the full range of students.
constructive and available resources in Students use resources Students use a variety of 5/5/20
productive learning environments provided in learning resources in learning Students routinely use a
interactions among during instruction. environments and interact environments and interact range of resources in Students participate in
students with each other to in ways that deepen their learning environments monitoring and changing
understand and complete understanding of the that relate to and enhance the design of learning
learning tasks in single content and develop instruction and reBlect environments and
lessons or sequence of constructive social and their diversity. structures for interactions.
lessons. 9/23/18 academic interactions. Students share in
5/5/19; 11/29/19 monitoring and
assessment of interactions
to improve effectiveness
and develop a positive
culture for
learning.5/5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students constantly have Students partake in a I feel that I am at the I am in the innovating
the opportunity to work variety of resources to integrating stage because I stage because I am
collaboratively at their help deepen their content have created a learning constantly striving to
group tables. Students use knowledge. The students environment that reaches create an environment
their approved websites, use partner discussions, a wide variety of learners that reBlects the diversity
class charts, and other IXL, Google Form Quizzes, and reBlects diversity. I am of my students, enhances
resources to complete open-ended questions, constantly providing learning, and engages
learning tasks. 9/23/18 SeeSaw, Flipgrid, and activities that meet the students. My learning
many other resources to needs of different environment is Blexible
help to deepen and learners. May resources and does not require the
develop their social and are available to the classroom to still provide
academic interactions. students throughout our productive and
5/5/19 11/29/19 classroom organization. constructive interaction
We have a behavior clip between students. Many
Many resources are chart, daily schedules, times we would take our
available to the students morning instructions, and learning outside and
throughout our classroom important dates posted on create an even stronger
organization. We have a the walls and boards. In environment when we
behavior clip chart, daily my classroom, students reentered our classroom.
schedules, morning have Blexible seating Additionally, this period of
instructions, and tables to choose from each remote learning has
Evidence important dates posted on day. I give the students the allowed me to realize that
the walls and boards. In responsibility of choosing learning can still occur
my classroom, students a seat where they are outside of the classroom
have Blexible seating going to learn best that as long as there is a strong
tables to choose from each day. During lessons, our foundation. 5/5/20
day. I give the students the group tables allow for
responsibility of choosing think-pair-share,
a seat where they are collaborative learning, and
going to learn best that small group instruction.
day. During lessons, our 5/5/19 11/29/19
group tables allow for
think-pair-share, Students have a wide
collaborative learning, and variety of resources
small group instruction. available to help create a
9/23/18 positive learning climate.
Students are taught how
to think, pair, share which
enhances instruction and
diversity. I have posters
around the room for
reminders of how to
respect peers and
properly interact with
each other. 5/5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. 11/29/19 physical, intellectual, and
that impact student safety learning environments. include examining biases 5/5/20 emotional environment
as they arise. 9/23/18 in the learning focused on high quality
environment and and rigorous learning.
curriculum. 5/5/19
Establishing and Engages in reBlection on
maintaining learning Explores strategies to Models and provides their own language and
environments that establish intellectual and instruction on skills that behavior that contributes
are physically, emotional safety in the develop resiliency and to intellectual and
intellectually, and classroom. 9/23/18 support intellectual and emotional safety in the
emotionally safe emotional safety. 5/5/19 classroom. 11/29/19 Students demonstrate
Students are aware of 5/5/20 resiliency in perseverance
required safety for academic
procedures and the school Students follow teacher Students take risks, offer achievement.
and classroom rational for guidance regarding opinions, and share Students develop and Students maintain
maintaining safety. potential safety issues for alternative perspectives. practice resiliency skills intellectual and emotional
self or others. 9/23/18 5/5/19 and strategies to strive for safety for themselves and
academic achievement, others in the classroom.
and establish intellectual 5/5/20
and emotional safety in
the classroom. 11/29/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I make sure students I am in the applying Rules and values are Students, more now than
understand not only the stage because I have enforced and modeled to ever, have demonstrated
rules, but why the rules rules in place to help help avoid physical, resiliency as we have
exist. Students are avoid physical, intellectual, and emotional embarked on remote
encouraged to take part in intellectual, and harm. I ensure that each learning. During remote
reBlecting on why certain emotional harm. learning, students have
student feels safe, included,
rules exist. I teach Different strategies are been responsible in
and welcome into our
students the importance used to ensure that completing daily Google
of physical safety, but also each student feels safe, learning environment by Classroom assignments,
emotional safety. Students included, and welcome creating a soft start morning responding to their peers
are loved and respected in into our learning warm-up and greeting. The on the morning question,
my classroom. I model environment. The students participated in a and emailing pictures of
how to encourage each students help create gallery walk activity that daily worksheet
other and be supportive of some of our rules and helps discuss our three assignments. Students
everyone’s opinions. discuss why they are main classroom values. We have taken pride in
9/23/18 necessary for our focused on the three R- maintaining their
classroom. I teach values: Be responsible, be academics and being
Students follow students to be kind and respectful, and build supportive of their peers
instructions in order to respectful to each other. under these difBicult
relationships. The students
avoid unsafe situations. 5/5/19 circumstances. 5/5/20
constantly refer back to
Students need to be
reminded to follow Students take part in these expectations of what I
Evidence should see and hear. I teach
certain rules like no Blexible seating with
running at certain times. group tables. Students students to be kind and
Students need to be are constantly respectful to each other
reminded to keep their discussing and sharing through modeling and
hands to themselves as their opinions with exploration activities. Click
well. Students seek my different classmates, so to view the anchor chart we
advice in order to solve they have become use in our classroom.
conBlicts or accustomed to listening 5/5/20
disagreements. 9/23/18 and responding to
alternate perspectives. Students take part in
Students are
describing what our
encouraged to share
classroom values look like
their opinions and have
reasons to back up their and sound like in different
thoughts. 5/5/19 settings. Students have the
privilege of flexible seating
with group tables. Students
are constantly discussing
and sharing their opinions
with different classmates,
so they have become
accustomed to listening and
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 that learning environment that throughout the learning learning environment in
accuracy of answers and includes accuracy, 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 technologies learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of throughout instruction Supports students to
learning
achievement patterns for achievement patterns, and that support the full range utilize an extensive
environment with
individuals and groups of uses scaffolds to address of learners in meeting repertoire of
high expectations
students. 9/23/18 achievement gaps. 5/5/19 high expectations for differentiated strategies
and appropriate
achievement. 11/29/19 to meet high expectations.
support for all
Students engage in a 5/5/20
students
Some students ask for Some individuals and variety of differentiated Students actively use
teacher support to groups of students work supports and challenges supports and challenges Students take
understand or complete with the teacher to in ways that promote to complete critical responsibility to fully
learning tasks. support accuracy and their accuracy, analysis, reading, writing, higher utilize teacher and peer
comprehension in their and problem solving in order thinking, and support, to achieve
learning. learning. 9/23/18 problem solving across consistently high levels of
5/5/19 subject matter. 11/29/19 factual and analytical
5/5/20 learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I strive to create a I am in the applying stage I create a rigorous Despite the setback of
learning environment that because I have created a learning environment remote learning, I feel that
is targeted to meet the rigorous learning that engages students and it has allowed me to grow
level and goals of each environment to help the encourages them to hold in creating a rigorous, yet
students. Individual students problem solve, appropriate learning
themselves to high
writing conferences are critically think, and environment for all
expectations. I scaffold
held weekly in order to determine why behind students. Students feel
help students build and subject matter. Students assignments in order to supported and like they
reach writing goals. I are held to high, but meet each child's needs. can reach out for help
implemented literature attainable expectations. All students are help to when needed. Also, I feel
circles to held students Students understand that attainable standards that as if I have done my best
collaborate and analyze each person is different they are capable of to ensure that the
texts with students at and may have different achieving. I increase students are still receiving
their same reading level. I needs. 5/5/19 student-by-in through a a rigorous 6th grade year,
work with small groups to homework challenge yet they are provided with
help provide instruction Students engage in each quarter in order to attainable expectations,
that allows students to literature circles, which help students build fun activities, and
accurately understand are assigned by their personalized support as
strong homework habits
content. 9/23/18 reading level. The needed. 5/5/20
by having no missing
students each have a role
Evidence and work together to assignments. 11/29/19
analyze, discuss, and ask
open-ended questions Students engage in a
after reading a story. variety of supports and
Students also are assigned challenges in order to
math groups once a week help promote their
to work with students at problem-solving skills.
their academic level. Students participate in
During whole group group discussions and
instruction, students are stem challenges to
asked different leveled increase their ability to
questions in order to
reason. The students are
challenge each student at
the appropriate level. challenged to stay in a
Students are challenged homework challenge in
according to their order to help them create
academic levels in whole good habits while
group, small group and gaining students-by-in.
independent settings. 11/29/19 5/5/20
9/23/18 5/5/19
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. 9/23/18 Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. 5/5/19 behavior. 11/29/19 across learning activities. standards for individual
5/5/20 and group behaviors.
Developing, Refers to standards for Reviews standards for Guides and supports
communicating, and behavior and applies behavior with students in Utilizes routine references students to self-assess,
maintaining consequences as needed. single lessons or sequence to standards for behavior monitor, and set goals for
high standards for 9/23/18 of lessons in anticipation prior and during individual and group
individual and group of need for reinforcement. individual and group behavior and
behavior work. 5/5/19 11/29/19 participation.
Students know 5/5/20
expectations for behavior Students respond to Students demonstrate
Students are aware of and consequences and individual and group positive behavior,
classroom rules and respond to guidance in Students follow behavior behaviors and encourage consistent participation
consequences. following them. expectations, accept and support each other to and are valued for their
consequences and make improvements. unique identities. 5/5/20
increase positive 11/29/19
behaviors.

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In the beginning of the I implemented three class Students are aware of Students are aware of Students are
year, we did a brainstorm values that I expected to the expected behaviors. the expectations for demonstrating positive,
activity about how we can see in all situations, but They respond well to different activities. consistent participation
show respect and the students helped to our class values and When following the and behavior. They take
responsibility in different create posters for the systems that help voice levels, students pride in replying to the
situations. I constantly expected behaviors in a create positive politely remind each morning questions on
refer to this activity when variety of different behaviors. Students other of the expected Google Classrooms and
I see students not expectations. I understand the clip voice level in order to helping answer their
following the communicate, model, and chart system and seem keep that voice level. If I peer’s questions in the
expectations. I believe explain the expected to enjoy moving up. have to remind comments sections. I have
rules and expectations expectations for Students need multiple students multiple seen the students become
need to be continually individual and group reminders and clear times, they lose that more conBident in their
modeled and explained in behavior. 5/5/19 expectations for certain voice level and have to identities and enjoyed
order for students to routines, such as lining drop down. This watching students
create positive habits and Students are aware of the up and walking quietly. strategy keeps students discover strengths they
choices. I use both an expectations for different 5/5/19 ; 11/29/19 responsible for their did not realize they had
individual and whole activities. Students 5/5/20 individual and group before remote learning.
group management respond well to our class behaviors. Students 5/5/20
system. Both systems clip chart and follow the respond well to our
correspond with the behavior guidelines. class clip chart and
school wide behavior Students sometimes follow the behavior
Evidence policies. 9/23/18 struggle with lining up guidelines. Students
quietly and transitioning sometimes struggle
quietly. Students receive with lining up quietly
detentions for multiple and transitioning
(3) minor infractions in quietly. Students
one day. This is a school receive detentions for
wide policy that aligns multiple (3) minor
with our classroom policy infractions in one day.
as well. 9/23/18 This is a school wide
policy that aligns with
our classroom policy as
well. Students receive
SOAR awards when
they are showing
outstanding behavior.
The SOAR award allows
them to go to the
principal's ofBice to
receive a treat and note
to show to parents.
11/29/19
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 reBlecting participating in
single lessons to support single lessons or sequence that are culturally on routines, procedures, developing, monitoring,
student learning. 9/23/18 of lessons with some responsive and engage and norms in ways that and adjusting routines
student involvement. students in the are culturally responsive. and procedures focuses
development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
5/5/19 builds on student integrates school
Seeks to promote positive strengths. standards and culturally
behaviors and responds to relevant norms.
Employing classroom Responds to disruptive disruptive behavior. Provides positive Promotes positive
routines, procedures, behavior. 9/23/18 behavior supports. behaviors and Promotes positive
norms, and supports Responds appropriately consistently prevents or behaviors and establishes
for positive behavior to behaviors in ways that refocuses behaviors preventions and a positive
to ensure a climate in lessen disruptions to the disruptive to the learning classroom climate that
which all students learning climate. climate. eliminate most disruptive
can learn Students participate in behavior.
routines, procedures, and
Students receive norms and receive
Students are aware of correction for behavior reinforcement for positive Students share
procedures, routines, and that interferes with behaviors. 5/5/19 Students are involved in responsibility with
classroom norms. learning, and positive assessment and teacher for managing and
9/23/18 reinforcement in Students receive timely monitoring of routines, maintaining a positive
following routines, and effective feedback and procedures, and norms in classroom climate that
procedures, and norms. consequences for ways that improve the promotes learning.
behaviors that interfere learning climate. 11/29/19 5/5/20
with learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have procedures and I have clear procedures Students have been Learning is maximized
routines in place that and routines that are actively involved in through our classroom
allow students to engage regularly being used in routines, transitions, and
monitoring the
in learning. I use call and my classroom. The norms. I encourage
response to engage students are involved in procedures and students to continually
students in learning and monitoring and running routines. Each participate through
ask whole group some of the systems student plays a vital pulling sticks, partner
questions. For example, that have been role in the function of talk, table discussions,
“Hey class, Hey yes”. I ask implemented. The our classroom. The and their classroom jobs.
students to clip up when students “applied” for Students take ownership
students are expected
they are quietly and class jobs they thought over our classroom
quickly prepared, they would be to complete their jobs through their jobs they
following expectations, or successful. Through and roles to the best applied for and the
being a leader for others. I these jobs they help to of their ability. The responsibility of Blexible
ask students to clip down enforce and stay students support seating. I continually
when they are not engaged with many of each other and remind students of the
following the expected our daily routines. We expectations of our
reminder each other
rules, unprepared, or use a clip chart that transitions and
distracting others. This is positively reinforces the of the expected procedures. 11/29/19
a simple individual expected behaviors. I actions to help 5/5/20
management system that use close proximity or maintain a successful
Evidence provides a great visual for one-on-one discussions learning Students are responsible
myself and my students. to dismiss any environment. 5/5/19 for helping to maintain a
Additionally, we use a unexpected behaviors. positive classroom
whole class management 5/5/19 environment that
system where students promotes learning.
earn minutes towards a Students have a whole
reward day. The students class management system
can both earn and lose that encourages each
points. 9/23/18 student to take
responsibility for creating
After the Birst few weeks a positive learning
of school, students have environment. Students
begun to remind others of understand why we have
our routines or norms if procedures and shown
students are not following what is expected of them
them. Students in different situations. We
understand why we have are continuing to work
procedures and shown out transitioning to lunch
what is expected of them and recess quietly.
in different situations. We Students help remind
are continuing to work each other of the correct
out transitioning to lunch voice level during
and recess quietly. independent work so that
9/23/18 they will not lose their
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 Bluidly
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. 5/5/20
how transitions and for sufBicient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of Students monitor their
lessons. activities and closure. instructional time. own time, are engaged in
Using instructional
9/23/18 5/5/19 11/29/19 accomplishing learning
time to optimize
Some students complete Students complete goals, and participate in
learning
learning activities in time learning activities and, as Students participate in Students use their reBlection, self-
allotted. needed, may receive some and complete a variety of instructional time to assessment, and goal
adjustments of time learning activities in the engage in and complete setting.
allotted for tasks or time allotted with options learning activities and are
expectations for for extension and review. prepared for the next
completion. 9/23/18 5/5/19 sequence of instruction.
11/29/19 5/5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I teach my lessons in a Lessons are taught in a I pace and adjust my
manner where we have format that includes lessons to optimize
time for teacher modeling, continual quick checks learning throughout our
guided group work, and for understanding and school day. I always strive
independent work. During student involvement. to make the most of each
independent work, I pull Students are provided of my instructional
students who are with clear expectations minutes. I ensure I am
struggling for one-on-one and guidelines for prepared and adjust as
instruction. This allows learning objectives and needed to accommodate
me to support students activities. Lessons are maximum learning.
and assess their growth. designed to include 5/5/20
My lessons typically each section from
include 10-15 minutes of gaining attention to
explanations, followed by stimulating recall to
a large portion of group stating the objectives to
and independent work. teaching new material
9/23/18 5/5/19 to guided/independent
Evidence practice to assessment.
Students are given ample 11/29/19
time for review and
projects. During review Students are focused
time, students are given and on task during
the option for extension instructional time. The
projects. Students students participate in
complete variety of each activity fully and
activities in order to reach are provided with done
a variety of learning early activities to enrich
styles. Students are their learning if
constantly engaged in necessary. Students use
content and provided technology programs
options for one-on-one like IXL in order to
instruction or extension prepare for the next
activities. 9/23/18 sequence of instruction.
5/5/19 11/29/19 5/5/20