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 12/1/18 5/1/19
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. 9/25/17 community that is
a caring community responsive to the diverse Students take leadership
where each student Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
respectfully classroom community. building activities, accepting, and respectful 5/1/18 respectful classroom
designed to promote of differences. 9/25/17 Students take community where
caring, fairness, and responsibility resolving student’s home culture is
respect. conflicts and maintaining included and valued.
a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. 5/1/18 another. 12/1/18 5/1/19

I guide students in their I try hard to make the I have incorporated a
conversations early on so classroom a safe place Social Skills curriculum
they learn how to have where students love to this year where we talk
conversations with their be. I did a whole lesson about how to create a
peers and resolve on tattling vs. telling so caring community. We
conflicts. When students that students could start talk about personal space,
apologize to each other, I taking responsibility of being a good friend,
teach the student their relationships. I listening, apologizing, etc.
receiving the apology to guide them in how to talk The students really listen
Evidence say “I forgive you” instead to each other and to the lessons and reflect
of “it’s okay” so they problem solve when on them in their social
know that the actions conflict arise. I also did a skills journal. 12/1/18
weren’t okay but it is still big discussion at our I teach my students how
important to forgive our Cinco de Mayo to resolve conflict. In
friends. The students try celebration to show them kindergarten there are
to be respectful of their that there are cultures issues that arise daily, but
peers and to treat others that are different from I try to teach my students
how they want to be our own. 5/1/18 to work it out on their
treated. 9/25/17 own. 5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student 9/25/17 resources for learning. resources, displays, and engage students in
learning. 5/1/18 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Structures for interaction Utilizes a variety of instruction. 12/1/18 learning and reflect
interaction between are taught in single structures for interaction diversity within and
Creating physical or
students can support lessons or sequence of during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support that ensures a focus on structures for interaction
environments that
student learning. 9/25/17 and completion of that engage students Selects from a repertoire
promote student
learning tasks. 5/1/18 constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
12/1/18 5/1/19 accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use a variety of Students routinely use a
productive
available resources in Students use resources resources in learning range of resources in Students participate in
interactions among
learning environments provided in learning environments and learning environments monitoring and changing
students
during instruction. environments and interact in ways that that relate to and enhance the design of learning

interact with each other deepen their instruction and reflect environments and
to understand and understanding of the their diversity. structures for
complete learning tasks in content and develop Students share in interactions.
single lessons or constructive social and monitoring and
sequence of lessons. academic interactions. assessment of
9/25/17 5/1/18 12/1/18 interactions to improve
effectiveness and develop
a positive culture for
learning. 5/1/19
One way I experiment I encourage the students I create an environment
with learning to have interactions by that provides a diversity
environments is when I the way I seat them. I of ways to learn because I
switch-up seating charts. often have them in groups know students learn in
Sometimes I put students of four and I have them different ways. We
in rows, other times I share with their partner. I incorporate technology,
arrange the desks into also give them centers, and whole group
Evidence
groups. I also have times opportunities to do instruction to help engage
where I’ll ask students a partner work and they students so they can do
question and have them work with their partner their best work. 12/1/18
whisper with a partner to do the activity. 5/1/18 I make sure to teach my
what they think. 9/25/17 students about many
diversities and cultures. I
do a whole unit on
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
cultures where students
share about their
diversity and learn about
others. 5/1/19

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. 5/1/18 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. 9/25/17 Engages in reflection on 12/1/18 5/1/19
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. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom. 5/1/18
emotionally safe
emotional safety. Students demonstrate

Students are aware of 9/25/17 resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding practice resiliency skills academic achievement.
school and classroom potential safety issues for Students take risks, offer
and strategies to strive Students maintain
rational for maintaining self or others. 9/25/17 opinions, and share for academic intellectual and emotional
safety. alternative perspectives achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the 12/1/18 5/1/19
classroom. 5/1/18
Students listen to rules As a staff we anticipate I worked with my I work with my students
that our faculty and I give risks to students and students to have them tell to create a classroom
them in the classroom work together to me how a good student where students feel
and on the playground. effectively prevent these would act and how a not supported but also give a
We make it aware to issues. We have staff good student would act. rigorous learning
students that we have our meetings to go over We talked about different schedule. We encourage
rules for safety purposes situations and what needs examples and they all each other with our
to protect them now and to change to best keep the decided they wanted our words and our actions
in case of an emergency. children safe. 9/25/17 classroom to be a place and we work on solving
Evidence 9/25/17 where we all strive to be our problems. We also
good students daily. This discuss wthese things
is one way our classroom with our Social Skills
has stayed a safe place curriculum 12/1/18
because we all developed I teach my students how
it together. 5/1/18 to be empathetic and care
for each other. I often say
“we are a team.” One time
I had a student who was
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
sad because he wasn’t
able to guess the sight
word quickly enough in a
game and the person he
was up against gave him a
chance to have a turn.
5/1/19

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. 9/25/17 expectations for to meet high
support for all
achievement. 5/1/18 expectations.
students
Some students ask for Some individuals and Students engage in a 12/1/18 5/1/19

teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 9/25/17 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. 5/1/18 learning.
12/1/18 5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
During printing, some I have high expectations I challenge and push my In our kindergarten
students focus and take for my students. I don’t students when I know program, we really strive
their time on printing the allow them to say, “I can’t they are able to do to create a rigorous
letters correctly. When do it” because I tell them something. Once we have learning environment and
reading, some students they can, they just have to learned all the letter I help support students
are the ones always practice it. I allow sounds, I start guiding while doing that. I offer
raising their hands to students to have time to them in spelling their differentiation to
answer questions. meet the challenges I give own words when they students who need extra
9/25/17 them because some write sentences. I support support. For example, for
students understand the students who I know writing assignments, I’ll
Evidence things quicker than need the support and often have students who
others. I also play games then push the students struggle with writing,
to check for student’s who I know are capable dictate their sentences to
understanding. 9/25/17 of doing it. 5/1/18 me. 12/1/18
My students know that
they can use each other
and myself for help. I
often tell them to ask a
partner so that they can
help and support each
other. 5/1/19

Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
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. behavior. 9/25/17 across learning activities. standards for individual
Developing,
5/1/18 and group behaviors.
communicating, and
Refers to standards for Reviews standards for Utilizes routine 12/1/18 5/1/19
maintaining
behavior and applies behavior with students in references to standards Guides and supports
high standards for
consequences as needed. single lessons or for behavior prior and students to self-assess,
individual and group
sequence of lessons in during individual and monitor, and set goals for
behavior
anticipation of need for group work. 9/25/17 individual and group

reinforcement. behavior and
participation. 5/1/18
Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group Students demonstrate
consequences. and consequences and consequences and behaviors and encourage positive behavior,
respond to guidance in increase positive and support each other to consistent participation
following them. behaviors. 9/25/17 make improvements. and are valued for their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/1/18 unique identities.
12/1/18 5/1/19
I have a Checkpoints My students have been My students actively
chart and students know working on creating goals participate in lessons and
that I expect them to sit in for themselves. During we have multiple
checkpoint position. If New Years we talked discussions about how we
students are disruptive or about resolutions and all are different and have
don’t follow checkpoints, goals we may have for the different strengths. I
they sit on the bench year. I also have a high teach my students to take
outside for a few minutes standard for my ownership in their
as a consequence. If classroom. There are learning and behavior
behavior continues to not consequences when and support them with
Evidence improve, I’ll contact students don’t behave. Class Dojo points and
parents and if necessary However, since students Brownie Points. 12/1/18
put the child on a know my expectations By using Class Dojo, I
behavior plan. 9/25/17 they support each other maintain high standards
to have everyone follow and reward my students
those expectations. for positive behavior. I
5/1/18 also give table points so
that students can work
together and help support
each other in doing their
best. 5/1/19


Element 2.6 Emerging Exploring Applying Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
9/25/17 builds on student integrates school
Provides positive strengths. 5/1/18 standards and culturally
Seeks to promote positive behavior supports. relevant norms. 12/1/18
Employing classroom
Responds to disruptive behaviors and responds Responds appropriately Promotes positive 5/1/19
routines, procedures,
behavior. to disruptive behavior. to behaviors in ways that behaviors and
norms, and supports
lessen disruptions to the consistently prevents or Promotes positive
for positive behavior
learning climate. refocuses behaviors behaviors and establishes
to ensure a climate in
Students participate in disruptive to the learning preventions and a
which all students
routines, procedures, and climate. 5/1/18 positive classroom
can learn
norms and receive climate that eliminate

Students receive reinforcement for positive most disruptive behavior.
correction for behavior behaviors. 9/25/17 Students are involved in 12/1/18 5/1/19
Students are aware of that interferes with Students receive timely assessment and
procedures, routines, and learning, and positive and effective feedback monitoring of routines, Students share
classroom norms. reinforcement in and consequences for procedures, and norms in responsibility with
following routines, behaviors that interfere ways that improve the teacher for managing and
procedures, and norms. with learning. 9/25/17 learning climate. 5/1/18 maintaining a positive
classroom climate that
promotes learning.
12/1/18 5/1/19
I have a chart called the Students know the In my classroom, I use
Checkpoints chart and routines we have and I Class Dojo to maintain a
children understand that I remind them often of the positive learning
expect that they are routines. I put these environment. I give points
sitting in checkpoint routines into place so that to students to reinforce
position so they can learn the classroom isn’t positive behavior and the
the best. I also have a disruptive. I have a students respond
Build Your Rainbow specific way we line up, I positively when their
chart, and when I notice use clapping rhythms to monster gets points.
Evidence students doing something get their attention, and I 12/1/18
good, they get to build often will turn the lights I try to reward students
their rainbow in hopes to off when it gets too loud. I more with positives than I
go to the treasure box. If a offer group points when do reprimand with
student is struggling, I students are doing the negatives. If I notice a
talk with their parent and right thing. 5/1/18 student doing something
sometimes put them on a positive, I make sure to
behavior plan. 9/25/17 point it out so that his or
her peers will try to get a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
shout out too. 5/1/19

Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 9/25/17 5/1/18 activities and closure. instructional time.
Using instructional 12/1/18 5/1/19
time to optimize Some students complete Students monitor their
learning learning activities in time Students complete Students participate in Students use their own time, are engaged in
allotted. learning activities and, as and complete a variety of instructional time to accomplishing learning
needed, may receive learning activities in the engage in and complete goals, and participate in
some adjustments of time time allotted with options learning activities and are reflection, self-
allotted for tasks or for extension and review. prepared for the next assessment, and goal
expectations for 12/1/18 sequence of instruction. setting.
completion. 9/25/17 5/1/19
5/1/18

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
When teaching, I make I have started taking I make sure I pace my
sure to give students more time to focus on lessons s that students
enough time to complete lesson planning this year. can engage and complete
the activity. Sometimes I make sure I do my their activities. Three
this is a struggle as some instruction, a guided times a week we do
students finish faster than practice, and then I wrap centers and students
others. I try to allow time it up with questions or an know how much time
for instruction, time for exit question. 12/1/18 they have to do each
me to walk around and activity. 5/1/19
make sure students
understand and help, and
then finish up the activity.
9/25/17
Next year we are going to
Evidence be a full-day
kindergarten. Right now I
feel like I have to squeeze
assignments in for the
amount of time we have. I
am looking forward to
next year when we have a
longer day. I do make
sure students have an
adequate amount of time
to complete the activity,
and if they don’t they are
able to take assignments
home and finish them
then. 5/1/18