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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the caring
respectful behavior to commitment to fairness interactions. Assists conflict and creating and community based on
support social and respect in students to resolve maintaining a caring respect, fairness, and the
development. communications with conflicts. classroom community. value of all members.
students about language Incorporates cultural Supports students in 12/2/23 4/24/24
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 caring community. responsive to the diverse Students take leadership
a caring community Some students share in Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the Students participate in efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. occasional community accepting, and respectful 7/15/23 respectful classroom
respectfully building activities, of differences. 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. 12/2/234/24/24
differences. 7/15/23

Evidence Students are explicitly I am aware,

taught the expectations knowledgeable, and
of our SWPBIS/CPBIS respectful about the
R.O.A.R motto: cultural diversity of my
Respectful, Organized, students. For example,
Accountable, and when students are
Resilient. Students are participating in Ramadan,
explicitly taught and I ensure they have a
modeled the three respectful place to practice
personal standard their religion and an
expectations of our alternative to PE when
classroom: show respect, fasting. I continue to do all
solve problems, and listed activities and
make good decisions. I actions as recorded on
collaborate with the 7/15/23 and 12/2/23.
students to create a chart 04/24/24
of what the expected
behaviors would look Classroom Observation- I
like and sound like in a work to create a caring
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
caring classroom classroom community
community. 7/15/23 where each student is
treated fairly and
Students fulfill classroom respectfully by utilizing
jobs and responsibilities, equity sticks to ensure all
which are clearly defined students have equal
and posted in the opportunity to respond
classroom. Students and share. Additionally,
follow the three personal students are encouraged
standards of the to “share and show” using
classroom: show respect, personal whiteboards
solve problems, and during guided and
make good decisions. independent practice
Students complete a activities. To add to that,
reflection exercise if a students also participate
personal standard is in collaborative
broken repeatedly. conversations during
7/15/23 instruction using the
“think-pair-share” or “turn
and talk” protocols.
12/2/23

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 resources for learning. resources, displays, and engage students in
Creating physical or
learning. artifacts that are current learning. Ensures that
virtual learning
Structures for interaction Utilizes a variety of and integral to environments enhance
environments that
Is aware that structured are taught in single structures for interaction instruction. 7/15/23 learning and reflect
promote student
interaction between lessons or sequence of during learning activities 12/2/23 diversity within and
learning, reflect
students can support lessons to support that ensures a focus on beyond the classroom.
diversity, and
learning. student learning. and completion of Integrates a variety of 4/24/24
encourage
learning tasks. structures for interaction
constructive and
that engage students Selects from a repertoire
productive
constructively and of structures for
interactions among
productively in learning. interaction to ensure
students
accelerated learning for
Some students use Students use resources Students use a variety of Students routinely use a the full range of students.
available resources in provided in learning resources in learning range of resources in 7/15/23 12/2/23
learning environments environments and environments and learning environments 4/24/24
during instruction. interact with each other interact in ways that that relate to and enhance
to understand and deepen their instruction and reflect Students participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
complete learning tasks understanding of the their diversity. monitoring and changing
in single lessons or content and develop Students share in the design of learning
sequence of lessons. constructive social and monitoring and environments and
academic interactions. assessment of structures for
7/15/23 interactions to improve interactions. 4/24/24
effectiveness and develop
a positive culture for
learning. 12/2/23

Students can use physical The classroom I ensure that my

resources like environment reflects the classroom and student
dictionaries and student diversity by desks are arranged so
manipulatives, as well as displaying student made that all students, even
technological resources work, as well as visual those with mobility aids,
such as iPads and resources that reflect and have access to all
computer programs to celebrate the materials and ease of
deepen their demographic of all movement for all
understanding of content. students. Resources and activities. Students also
Students feel included in artifacts are displayed to have input in seating and
all classroom activities support instruction grouping arrangements.
and can facilitate team (globe, maps, I continue to do all listed
discussions on academic dictionaries). 7/15/23 activities and actions as
and social topics. recorded on 7/15/23 and
7/15/23 I use the LMS Google 12/2/23. 04/24/24
Classroom and the SIS
CLEVER in my teaching I use numerous
practice. I focus on structures of interaction
Evidence
curating these virtual in the classroom like
learning environments to digital discussion boards
reflect the diversity of my (Jamboard), group
students and encourage discussions ("Fishbowl"
more significant student strategy), or interactive
interaction. I work to add activities ("Jigsaw"
and adapt resources to cooperative learning
create meaningful and strategy). Student seating
inclusive virtual is arranged into teams of
environments. For 4 with the option to work
example, I began the with “elbow partners” for
training courses on “turn and talk”
Google for Education and opportunities. 7/15/23
am excited to apply what 12/2/23
I learn to my existing
virtual learning
environment. My Google
Classroom teacher page
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
includes links to
accessible virtual math
manipulatives, physical
fitness resources, and
other resources. 12/2/23

Element 2.3 Emerging Exploring Applying Integrating Innovating

Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning Engages in reflection on focused on high quality
Explores strategies to environment and their own language and and rigorous learning.
Establishing and
Students are aware of establish intellectual and curriculum. behavior that contributes 7/15/23 12/2/23
maintaining learning
required safety emotional safety in the to intellectual and 4/24/24
environments that
procedures and the classroom. Models and provides emotional safety in the
are physically,
school and classroom instruction on skills that classroom. Students demonstrate
intellectually, and
rational for maintaining Students follow teacher develop resiliency and resiliency in
emotionally safe
safety. guidance regarding support intellectual and Students develop and perseverance for
potential safety issues for emotional safety. practice resiliency skills academic achievement.
self or others. and strategies to strive Students maintain
Students take risks, offer for academic intellectual and
opinions, and share achievement and emotional safety for
alternative perspectives establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom. 7/15/23 12/2/234/24/24

Students use their I continue to do all listed

training in having a activities and actions as
growth mindset to recorded on 7/15/23 and
practice their resiliency 12/2/23. 04/24/24
in both academic and
social setting. Students Through the use of
Evidence practice their personal classroom jobs, student
standard of “show to student accountability,
respect” by thoughtfully and classroom personal
contributing to standards, students share
discussions and the responsibility of
respectfully listening to creating and maintaining
others. 7/15/23 a safe physical,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
intellectual, and
emotional learning
environment. 7/15/23
Classroom Observation- I
work to establish and
maintain a safe classroom
learning environment by
modeling for students
how to have collaborative
conversations in
accordance with the Fifth
Grade Speaking and
Listening Common Core
State Standards. For
example, I model and
teach students how to
build on each other’s
ideas, as well as agree
and disagree
constructively and
appropriately. I provide
students with sentence
stems such as “To add to
your idea...,” “I appreciate
your idea, but I disagree
because...,” “I notice...,”
and “I wonder...” Students
then use these sentence
stems in class discussions
and conversations.
12/2/23

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
Creating a rigorous
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
learning
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
environment with
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
high expectations
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
and appropriate
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
support for all
maintaining high expectations for students for students. Has an scaffolds and learning.
students
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations. 7/15/23
Some students ask for Some individuals and Students engage in a 12/2/23 4/24/24
teacher support to groups of students work variety of differentiated Students actively use
understand or complete with the teacher to supports and challenges supports and challenges Students take
learning tasks. support accuracy and in ways that promote to complete critical responsibility to fully
comprehension in their their accuracy, analysis, reading, writing, higher utilize teacher and peer
learning. and problem solving in order thinking, and support, to achieve
learning. problem solving across consistently high levels of
subject matter. 7/15/23 factual and analytical
learning. 12/2/23
4/24/24

Students can I continue to do all listed

autonomously use activities and actions as
supports such as recorded on 7/15/23 and
computer programs, 12/2/23. 04/24/24
manipulatives, and small
groups put into place by It is communicated in my
the teacher, as well as classroom that it is the
challenge themselves responsibility of the
with extending activities student to make the most
such as enrichment of the assistance
worksheets or real-world provided by myself and
application problems. peers in order to
7/15/23 continuously attain high
standards of factual and
analytical learning. For
Evidence instance, by setting high
standards for each
student and by
demonstrating and
articulating the belief
that every student can
learn, students come to
view me and their peers
as valuable contributors
to their education.
12/2/23

I maintain high
expectations for all
students, while still
incorporating the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
appropriate scaffolds so
all students can fully
participate despite ability
level or English language
proficiency. I model and
facilitate for students
how to manage their own
progress on projects and
writing assignments
(essays) using various
organizational tools.
7/15/23

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. across learning activities. standards for individual
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports 7/15/23 12/2/23
communicating, and
behavior and applies behavior with students in references to standards students to self-assess, 4/24/24
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. behavior and Students demonstrate
behavior
reinforcement. participation. positive behavior,
consistent participation
Students are aware of Students know Students follow behavior Students respond to and are valued for their
classroom rules and expectations for behavior expectations, accept individual and group unique identities.
consequences. and consequences and consequences and behaviors and encourage 12/2/23 4/24/24
respond to guidance in increase positive and support each other to
following them. behaviors. make improvements.
7/15/23

Students support each I have established clear

other’s learning in both and explicit
individual and group expectations/routines for
Evidence settings by keeping each group work in various
other accountable (one of formats like “fishbowl”
the CPBIS expectations) discussions, “turn and
for upholding the three talks,” and digital
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom personal discussion boards. I use
standards. They the SEL program Second
encourage each other to Step to support student
use a growth mindset and development of
approach areas of appropriate social skills,
improvement with problem solving, and
resiliency (one of the personal regulation. I
CPBIS expectations). have implemented a
7/15/23 CPBIS that consistently
promotes and rewards
expected behaviors, as
well as addresses
inappropriate behaviors.
7/15/23

Students exhibit good

behavior, participate
consistently, and are
respected for who they
are as individuals. For
instance, the class reward
system (PBIS ROAR)
encourages and promotes
positive behavior from
the students.
Furthermore, group
projects and collaborative
conversations celebrate
and emphasize each
student's unique identity.
12/2/23

I continue to do all listed

activities and actions as
recorded on 7/15/23 and
12/2/23. 04/24/24

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
classroom routines, routines or norms for procedures, and norms routines and procedures monitoring and participating in developing,
procedures, norms, single lessons to support in single lessons or that are culturally reflecting on routines, monitoring, and adjusting
and supports for student learning. sequence of lessons with responsive and engage procedures, and norms routines and procedures
positive behavior to some student students in the in ways that are focuses on maximizing
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
ensure a climate in involvement. development and culturally responsive. learning. Classroom climate
which all students monitoring of norms. Maintains a quality integrates school standards
can learn learning climate that and culturally relevant
builds on student norms. 7/15/23 12/2/23
Seeks to promote Provides positive strengths. 4/24/24
Responds to disruptive positive behaviors and behavior supports.
behavior. responds to disruptive Responds appropriately Promotes positive Promotes positive behaviors
behavior. to behaviors in ways that behaviors and and establishes preventions
lessen disruptions to the consistently prevents or and a positive classroom
learning climate. refocuses behaviors climate that eliminate most
Students participate in disruptive to the disruptive behavior. 7/15/23
routines, procedures, learning climate. 12/2/234/24/24
and norms and receive
reinforcement for
Students are aware of positive behaviors. Students share responsibility
procedures, routines, Students receive with teacher for managing
and classroom norms. correction for behavior Students receive timely Students are involved in and maintaining a positive
that interferes with and effective feedback assessment and classroom climate that
learning, and positive and consequences for monitoring of routines, promotes learning.
reinforcement in behaviors that interfere procedures, and norms 7/15/2312/2/234/24/24
following routines, with learning. in ways that improve the
procedures, and norms. learning climate.
I continue to do all listed
activities and actions as
recorded on 7/15/23 and
12/2/23. 04/24/24

Classroom
Observation/Documentation-
I create a positive climate for
student learning by
employing consistent and fair
classroom routines,
Evidence procedures, norms, and
supports. For example,
routines for sharpening
pencils, distributing
materials, classroom jobs,
restroom use, and turning in
work are clearly established
and consistently upheld.
These procedures and more
are outlined in my beginning-
of-the-year PowerPoint:
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Routines and Procedures.
12/2/2304/24/24

Students are explicitly taught

the expectations of our
SWPBIS/CPBIS R.O.A.R
motto: Respectful, Organized,
Accountable, and Resilient.
Students are explicitly taught
and modeled the three
personal standard
expectations of our
classroom: show respect,
solve problems, and make
good decisions. I collaborate
with the students to create a
chart of what the expected
behaviors would look like
and sound like in an effective
classroom climate.
7/15/2312/2/2304/24/24

Given modeling and training,

students can autonomously
to perform basic classroom
procedures such as getting
water, sharpening pencils,
and turning in work. This
eliminates many distractions.
7/15/2312/2/2304/24/24

Students work with each

other and the teacher to keep
one another accountable
(one of the CPBIS
expectations) for upholding
the three classroom personal
standards. This promotes a
positive classroom climate
that focusses on learning
rather than disruptions or
behavior management.
7/15/2312/2/2304/24/24
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 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. 7/15/23
how transitions and for sufficient student instruction, checking for learning. Supports 12/2/23 4/24/24
classroom management work time and understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of Students monitor their
Using instructional
lessons. learning. activities and closure. instructional time. own time, are engaged in
time to optimize
accomplishing learning
learning
Some students complete Students complete Students participate in Students use their goals, and participate in
learning activities in time learning activities and, as and complete a variety of instructional time to reflection, self-
allotted. needed, may receive learning activities in the engage in and complete assessment, and goal
some adjustments of time time allotted with options learning activities and setting. 12/2/234/24/24
allotted for tasks or for extension and review. are prepared for the next
expectations for sequence of instruction.
completion. 7/15/23
Students are on-task and I continue to do all listed
engaged in working on activities and actions as
and completing their recorded on 7/15/23 and
learning activities. 12/2/23. 04/24/24
Students know what
materials they need for While I currently have
each activity and how to some physical routines
prepare for the day based (e.g., turning in work,
on the learned routines of taking attendance)
the classroom. 7/15/23 automated in my
classroom, I am
incorporating more
technology-based
automation into my
Evidence teaching practice to
optimize learning and
instructional time. For
example, I use self-
grading Google Forms as
exit tickets rather than
paper exit tickets after
instruction, allowing me
to spend more time on
instruction and student
assistance than passing
out, collecting, and
grading papers. These
Forms also provide
students and me with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
immediate feedback on
their understanding. For
example, I often create
Google Forms used as exit
tickets. 12/2/23

I have created efficient

classroom routines to
encourage quick and
smooth transitions
between activities, paced
the content curriculums
to cover all standards
before state tasting, and
monitor all lesson pacing
to reflect student need.
7/15/23