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. 5/10/18
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 caring community that is
caring community Some students share in caring community. Students demonstrate responsive to the diverse Students take leadership in
where each student is responsibility for the efforts to be positive, cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in accepting, and respectful of of all students. 9/27/17 creating a fair and respectful
respectfully occasional community differences. 9/27/17 classroom community where
building activities, Students take responsibility student’s home culture is
designed to promote 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. 5/10/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students actively try to
have PRIDE (positive,
respect, integrity,
determination, excellence)
when around campus or in
the classroom. I can see
them reminding their peers
and themselves to have this
respect through campus.
9/27/17
Evidence
Using a classroom matrix,
expectation poster, syllabus
and our school wide PBIS
matrix students know
exactly what kind of
behavior is expected when
involved in different
activities on campus or in
my classroom. 9/27/17
Through restorative circles
and other methods students
take responsibility for
themselves. 5/10/18
Through my classroom
matrix and voice levels chart
I facilitate students in
ongoing improvement.
5/10/18
Teacher- I create lessons and
use DBQ’s where the
essential questions requires
previous knowledge and
reflection
12/12/2018
Student- students work
together in groups to answer
questions and discuss the
content.
12/12/2018
Teacher and Student- I create
lessons and use DBQ’s
where the essential questions
requires previous
knowledge and reflection
students work together in
groups to answer questions
and discuss the content.
9/5/2019
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. provide a range of resources provides a broad range of range of resources that
student learning. for learning. 9/27/17 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 5/10/18 diversity within and beyond
can support learning. or sequence of lessons to during learning activities the classroom.
Creating physical or support student learning. that ensures a focus on and Integrates a variety of
virtual learning completion of learning structures for interaction Selects from a repertoire of
environments that tasks. 9/27/17 that engage students structures for interaction to
promote student constructively and ensure accelerated learning
learning, reflect productively in learning. for the full range of
diversity, and Some students use available 5/10/18 students.
encourage resources in learning Students use resources Students use a variety of
constructive and environments during provided in learning resources in learning Students participate in
productive instruction. environments and interact environments and interact Students routinely use a monitoring and changing
interactions among with each other to in ways that deepen their range of resources in the design of learning
students understand and complete understanding of the learning environments that environments and structures
learning tasks in single content and develop relate to and enhance for interactions.
lessons or sequence of constructive social and instruction and reflect their
lessons. 9/27/17 academic interactions. diversity.
Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for learning.
5/10/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are kept
accountable by myself and
their peers to stay on track-
they know to encourage and
help each other do this.
They also can look to the
voice level/ matrix charts
around the room. 9/27/17
Evidence
My classroom is set up in a
way that promotes success
for students. They are
seating next to an elbow
buddy, but can easily get
into their groups of four for
group work. Poster/ matrix
around the room remind
students of appropriate
interactions. Voice level
chart is also displayed and
utilize for different
classroom activities.
9/27/17
My room reflects the
needs of all students,
from student work to
classroom matrix/ rules
and expectations to
voice levels. 5/10/18
Student use the resources
presented in class help with
their instructions like
chromebooks, books/
posters… 5/10/18
Teacher- I create lessons
that incorporate stations
where students can use
different resources to
complete assignments.
12/12/2018
Student- students work
together and to encourage
each other- classroom
matrix supports this
12/12/2018
Teacher and Student- I
create lessons that
incorporate stations where
students can use different
resources to complete
assignments. Students work
together and to encourage
each other- classroom
matrix supports this
9/5/2019
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 9/27/17 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. Engages in reflection on rigorous learning. 5/10/18
Establishing and
maintaining learning their own language and
Explores strategies to Models and provides behavior that contributes to
environments that are establish intellectual and instruction on skills that intellectual and emotional
physically, emotional safety in the develop resiliency and safety in the classroom.
intellectually, and classroom. support intellectual and 9/27/17
emotionally safe emotional safety.
Students develop and Students demonstrate
Students are aware of practice resiliency skills resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer and strategies to strive for for academic achievement.
and the school and guidance regarding opinions, and share academic achievement, and Students maintain
classroom rational for potential safety issues for alternative perspectives establish intellectual and intellectual and emotional
maintaining safety. self or others. emotional safety in the safety for themselves and
classroom. 9/27/17 others in the classroom.
5/10/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Conversations are Myself and my
continually had throughout
the year about respect and students use the
appropriate/ constructive resources we have in
responses. PBIS also class to maintain a
supports this. 9/27/17
healthy environment
through routines and
Students are respectful with
responses, think before they classroom resources
ask a question/ comment like. 5/10/18
creating a safe environment
for discussions/ activities
9/27/17 students participate and
Evidence engage in classroom
activities where they are
respectful of themselves,
myself and their peers
5/10/18

Myself and my students use

the resources we have in class
to maintain a healthy
environment through routines
and classroom resources like.
participate and engage in
classroom activities where
they are respectful of
themselves, myself and their
peers 5/9/2019

Element 2.4 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
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.
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. 9/27/17
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning. 9/27/17
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement. 5/10/18
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter. 5/10/18
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Throughout a lesson Through differentiating Teachers and students
multiple types of learning is make time to set goals
available through instruction for all for their own learning as
discussions, DBQ’s done in students through well as create their own
groups or individually that modified readings and assessments 5/9/2019
challenge the kids. They
have to use past learned adding supplementary
content and apply it to the activities/ readings
help then conquer new info. 5/10/18
9/27/17

Students work with elbow Students then use these

buddies in discussions, same supports to challenge
Evidence class discussions or small themselves 5/10/18
group work to help within
grapple with new Teacher- I create lessons
information. 9/27/17 and use DBQ’s where the
questions requires critical
thinking.
12/12/2018

Student- students work

independently and together
using their learned
strategies to answer
difficult questions.
12/12/2018

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Evidence
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
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.
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior.
Utilizes routine references
to standards for behavior
prior and during individual
and group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities. 9/27/17
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
9/27/17
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
9/27/17
Expectations are clearly
stated at the beginning of
class verbally as well as on
the board through the
Objective and daily
activities. They also have
the classroom matrix and
syllabus. 9/27/17
Students can communicate
well and respond well by
having contest reminders,
sentence starters (to help
with appropriate
conversations and
responses) and use each
other as resources to help
with content mastery.
9/27/17
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors. 5/10/18
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities. 5/10/18
Through routines set up in the
class room, voice levels and
the classroom and school wide
matrix students have high
standards for behavior. 5/10/18
Students can demonstrate their
understanding independently
with the strategies put in place
by the teacher. 5/10/18
Teacher- I create lessons
that have a sense of routine
and supports the classroom
matrix
12/12/2018
Student- students clearly
show positive behavior and
this is shown through good
management in the
classroom
5/9/2019
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom Responds to disruptive
routines, procedures, behavior.
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.
Exploring
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
9/27/17
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. 9/27/17
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
9/27/17
Integrating
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. 5/10/18
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate. 5/10/18
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
5/10/18
Innovating
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
Every class period starts the
same way and know how
they need to act (through a
warm up), expectations
have been set on their voice
levels, behavior and how
class activities are to be
completed. They clearly
know what is expected
when they work in groups,
Evidence individually, or as a whole
group. 9/27/17
Students know their
expectations and clearly
know the consequences.
9/27/17
Through reflections and
tickets out the door students
can reflect on their own
goals/ learning. 5/10/18
Students help plan out their
goals and routines which
improved their learning
environment. 5/10/18
Teacher- I create lessons
where students always have
the opportunity to reflect
through journal
12/12/2018
Student- students write out
their reflections and share
them with each other
5/9/2019

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.
Students complete learning
activities and, as needed,
may receive some
adjustments of time allotted
for tasks or expectations for
completion.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
9/27/17
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
9/27/17
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 5/10/18
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 5/10/18
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In a class period students
work independently
through the warm up, as a
whole group when we go
over it or with new
instruction or prancing new
content in groups or with a
partner. They also know
they can receive extensions
or more resources for
review through taking to
me or on our google
Evidence classroom 9/27/17
Instruction is determined by
where the students are with
their learning. Every day I
access where they are at
and determine where to go
next. Assessment is either
formal or informal. 9/27/17
Students use time in class
appropriately to complete
learning activities and
lessons 5/10/18
Through pacing and
adaption of materials I
help them set their own
goals. 5/10/18
Teacher- I pace my lessons
and activities in a way
where students can set up
their own goals and reflect
12/12/2018
Student- students use the
classroom matrix and rules/
expectations of the class to
use materials and time
appropriately.
5/9/2019
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning