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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community.   value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of developing a caring
responsibility within caring community. Students demonstrate community that is Students take leadership
a caring community efforts to be positive, responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community of differences. identities of all students. respectful classroom
respectfully classroom community. building activities, community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
7/17/2022-Students and 5/03/2023-I work with
teacher plan classroom students in holding
agreement as a whole, restorative circles in
Teacher welcomes which students can reflect
students into the on ways we can better
classroom everyday, support our classroom
teacher models respect community or to address
and fairness towards ALL when harm has been done
scholars, teacher in our shared community
encourages and accepts and find ways to repair
Evidence multiple perspectives to the harm.
be discussed.

Classroom jobs are

assigned and posted to
allow students to take
leadership within the
class, students participate
in restorative circles to
engage in respectful
conflict solving.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/04/2022-I work with
students to build
classroom norms to
ensure we all agree on
what a safe learning space
feels like for everyone.
Students and teacher
participate in restorative
circles when harm to our
classroom culture occurs.
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 Adapts physical and/or
importance of the virtual learning environments that reflect Maintains physical environments flexibly to
physical and/or virtual environments that student diversity and environments that reflect facilitate access to a wide
learning environments support student learning. provide a range of student diversity and range of resources that
that support student resources for learning. provides a broad range of engage students in
learning. resources, displays, and learning. Ensures that
Structures for interaction Utilizes a variety of artifacts that are current environments enhance
Is aware that structured are taught in single structures for interaction and integral to learning and reflect
interaction between lessons or sequence of during learning activities instruction. diversity within and
Creating physical or
students can support lessons to support that ensures a focus on beyond the classroom.
virtual learning
learning. student learning. and completion of Integrates a variety of
environments that
learning tasks. structures for interaction Selects from a repertoire
promote student
that engage students of structures for
learning, reflect
constructively and interaction to ensure
diversity, and
productively in learning. accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
7/17/2022-Classroom 12/04/2022-Visual 5/03/2023-Classroom
displays academic resources like classroom has realia that celebrates
displays such as work norms, habits of student diversity and
habits posters, word discussions, word wall, share our classroom
walls, and try to prevent and feedback prompts are norms. Classrooms has
distractions from displayed in class but in a “time and space” areas
learning. way that does not detract where students can move
Evidence
from learning. Desks are to if they need to regulate
Classrooms are arranged arranged in a way that or self sooth with a break.
to encourage productive allow communication
interactions in the class with peers or groups.
(desk are arranged in
pairs, seating chart is
thoughtfully planned.)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students use habits of
discussion hand signals
and accountable talk
stems to engage in
discourse.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the Students demonstrate
emotionally safe support intellectual and classroom. resilience in perseverance
emotional safety. for academic
Students are aware of achievement.
required safety Students follow teacher Students develop and Students maintain
procedures and the guidance regarding Students take risks, offer practice resiliency skills intellectual and emotional
school and classroom potential safety issues for opinions, and share and strategies to strive for safety for themselves and
rational for maintaining self or others. alternative perspectives academic achievement, others in the classroom.
safety. and establish intellectual
and emotional safety in
the classroom.
7/17/2022-Classroom
expectations are visible
and constantly reviewed.
Teacher models
classroom norms and
encourages all learners to
support and engage with
each other in kind and
safe ways through the use
of habits of discussion
Evidence and accountable talk that
allows for academic and
respectful dialogue to
emerge. Teacher
encourages growth
mindset and culture that
making mistakes is part
of the learning process.
Students feel safe
participating in class
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
discussion and making
mistakes in class.
Restorative circles are
used when class
expectations are not
being met.

12/04/2022-Teacher
creates classroom norms
with students at the
beginning of the year and
build community
agreements. Teacher and
students have restorative
circles when classroom
conflicts affect or harms
our homeroom
community. Students
complete self reflections
when conflicts emerge.

5/03/2023-I work with

students to create
classroom norms and a
contract that we built as a
homeroom to ensure we
are being safe, kind, and
respectful of each other.
We hold restorative
circles when harm has
happened to ensure we
address the issue and
restore our classroom
community norms.
Behaviors that are
physically harmful or
hateful are reported to
SST for logical
consequences and
accountability.

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 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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning expectations for students. while becoming aware of understanding of throughout instruction Supports students to
environment with achievement patterns for achievement patterns, that support the full range utilize an extensive
high expectations individuals and groups of and uses scaffolds to of learners in meeting repertoire of
and appropriate students. address achievement high expectations for differentiated strategies
support for all gaps. achievement. to meet high expectations.
students
Some students ask for Some individuals and Students engage in a Students actively use Students take
teacher support to groups of students work variety of differentiated supports and challenges responsibility to fully
understand or complete with the teacher to supports and challenges to complete critical utilize teacher and peer
learning tasks. support accuracy and in ways that promote reading, writing, higher support, to achieve
comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
learning. and problem solving in problem solving across factual and analytical
learning. subject matter. learning.

7/17/2022-Teacher crafts
lessons that are grade
level appropriate–we use
primary and secondary
sources that at grade
level, students analyze
various academic sources
and make inferences,
conclusions and engage in
academic discussion. All
students are expected to
Evidence participate and complete
assignments–even if they
require some scaffolding
and modifications.

12/04/2022-Students are
assigned grade level texts
each class and are given
opportunities to discuss
content with appropriate
scaffolds like chunked
texts and visuals/realia to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
build background
contexts. Teacher
incorporates strategies
that allow all students to
meet high expectations
and complete classwork,
such as supplementing
instruction with learning
videos to provide context
and visuals for all
learners.

5/03/2023-Students read
grade-level text and are
provided with rigorous
prompts they must tackle
each day. Students are all
expected to complete the
work and show effort and
I use scaffolds like
chunked or modified
texts, sentence stems,
word banks and clear
CFU’s so that students
know exactly what they
need to produce and have
tools to help them
produce it. I cold-call on
all students at least once
in a class block to provide
my student voice but also
encourage participation
from all students. During
independent work, I do
aggressive academic
monitoring where I
circulate, monitor student
work habits, and provide
targeted feedback to
students.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

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

7/17/2022-Students 12/04/2022-Evidence:
engage with content and Each class teacher
have many opportunities monitors student work
to participate in academic habits and issues glows
discussion. Students use and grows. Students
non-verbal hand signals receive this data as a
to build on, agree, or paycheck each Friday
disagree with peers which they will get sent
during discussions and home. Students set goals
can use accountable talk based on the areas of
stems to engage in growth that they received.
discussions. Accountable
Evidence talk posters are posted in 5/03/2023-Teacher
visible areas of the provides students with
classroom to encourage positive narration and
positive discussion. shout-outs when students
Students can shout-out are modeling class
each other and celebrate expectations. Teacher
each other at the end of communicates behavior
each class. and academic habits to
students through Class
Consequences for Dojo. Students and
behavior are posted in a families can monitor Class
visible area of the class .
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Dojo and view feedback
from teachers.

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
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
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teachers for managing
reinforcement in and consequences for procedures, and norms in and maintaining a
following routines, behaviors that interfere ways that improve the positive classroom
procedures, and norms. with learning. learning climate. climate that promotes
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
7/17/2022-School and
grade level routines and
norms are explicitly
taught at the beginning of
the year and reviewed
when necessary. Class
expectations are posted in
a space visible for all
scholars. Classroom
routines and procedures
are consistently used
everyday, such as binders
between desks and begin
working on Do-Now the
first 5 minutes of entering
the classroom,
distributing classroom
materials at the start of
class, using hand signals
to communicate with
teachers during
instructional time or
Evidence independent work time.
Use of call and response
to gain student attention,
classroom jobs posted
with students taking
initiate of their jobs.

12/04/2022-Teacher
spends time teaching
classroom routines and
procedures at the
beginning of the year and
practice redos to set high
expectations. Students
have assigned classroom
jobs they are responsible
for and help maintain
classroom culture.

5/03/2023-Classroom
routines and procedures
are explicitly practiced
and taught at the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
beginning of the year to
ensure all students know
the routines of the class.
Students use silent hand
signals to communicate
during a lesson and
prevent disruptions to
instruction. Students have
class jobs to maintain our
classroom, such as
computer monitors,
pencil monitors, paper
monitors, and clean up
monitors. Each student is
responsible for
completing their job and
keeping our space “better
than we found it.”

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 Students monitor their
classroom management work time and transitions understanding, students in the own time, are engaged in
impact pacing and to optimize learning. completion of learning monitoring of accomplishing learning
Using instructional lessons. activities and closure. instructional time. goals, and participate in
time to optimize reflection,
learning Some students complete Students complete Students participate in Students use their self-assessment, and goal
learning activities in time learning activities and, as and complete a variety of instructional time to setting.
allotted. needed, may receive some learning activities in the engage in and complete
adjustments of time time allotted with options learning activities and are
allotted for tasks or for extension and review. prepared for the next
expectations for sequence of instruction.
completion.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
7/17/2022-Lessons are
planned with different
components to pace class
accordingly. Classroom
routines are used to
prevent distractions and
optimize instructional
time (materials
distribution is done while
students complete
warm-up, students use
non-verbal signs to
communicate with
teacher during a lesson.)

12/04/202-Teacher time
stamps lesson plans to
utilize time for each
Evidence lesson. Teacher projects
directions with a timer on
board during
independent practice to
ensure students use time
wisely and maximize
work time.

5/03/2023-I plan lessons

accordingly and
incorporate timers on my
slides to monitor pacing
for activities and to allow
students to monitor time
and use their time
productively during
guided and independent
practice.