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. 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 9/22/17, 5/4/18, 10/10/18 caring community that is caring community Some students share in caring community. responsive to the diverse Students take leadership in where each student is responsibility for the Students demonstrate cultural norms of identities resolving conflict and treated fairly and classroom community. Students participate in efforts to be positive, of all students. 4/20/19 creating a fair and respectful respectfully occasional community accepting, and respectful of classroom community where building activities, differences. 9/22/17, 5/4/18, Students take responsibility student’s home culture is designed to promote 10/10/18 , 4/20/19 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. Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning School year starts with a Regularly reviews class wide conversation classroom expectation of about mutual respect. From treating each other with this discussion the class and mutual respect. Takes time I create our classroom rules when conflict occurs to and standards for behavior have students fill out a together. Rules posted and “Think Sheet” and reflect regularly referred to on the situation, why it throughout the year. happened, and how it could Positive and productive have been handled student behavior is differently. Facilitate encouraged through various problem solving discussions systems of positive with students when conflict reinforcement including a arises, and work as a team row point system to nurture to solve problems and team work and individual create action plans to avoid point system through Class similar conflicts in the Dojo. I spend time future. 4/20/19 researching a variety cultural practices and norms to better understand the contexts within which my students are operating. I get Evidence to know my students’ families through school functions, email, phone calls, and Class Dojo in order to better meet their needs, as well. 9/22/17 Seeking out ways to keep 5th grade students on track with mutual respect and responsibility through the end months of the school year, when behavior begins to be more “middle school” minded. Researching activities such as Cooperative Adventures to promote and emphasize team work, community, respect, and trust among students. Expose students to different cultures, ideas, through literature, interactive read aloud, discussion. 10/10/18, 4/20/19 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning 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. 5/4/18 provide a range of resources provides a broad range of range of resources that student learning. for learning. 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 diversity within and beyond Creating physical or can support learning. or sequence of lessons to during learning activities Integrates a variety of the classroom. virtual learning support student learning. that ensures a focus on and structures for interaction environments that 9/22/17, 5/4/18 completion of learning that engage students Selects from a repertoire of promote student tasks. 10/10/18 constructively and structures for interaction to learning, reflect productively in learning. ensure accelerated learning diversity, and 4/20/19 for the full range of encourage Some students use available students. constructive and resources in learning productive environments during Students use resources Students use a variety of Students routinely use a Students participate in interactions among instruction. provided in learning resources in learning range of resources in monitoring and changing students environments and interact environments and interact learning environments that the design of learning with each other to in ways that deepen their relate to and enhance environments and structures understand and complete understanding of the instruction and reflect their for interactions. learning tasks in single content and develop diversity. lessons or sequence of constructive social and Students share in lessons.9/22/17, 5/4/18 academic interactions. monitoring and assessment 10/10/18, 4/20/19 of interactions to improve effectiveness and develop a positive culture for learning. Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Students use resources Student art displayed inDisplay and make provided such as charts, the room to reflect posters, word walls, and available a wide range cultural holidays from other graphic organizers to students’ backgrounds of literature reflecting a help solve problems including Dia de los variety of cultural and stimulate productive conversations among Muertos, Diwali, and socio-economic strategically formed groups folk art from Bavarian backgrounds. and in pairs. 9/22/17 Christmas markets. Resources for learning Routinely change Evidence Exploring and include proficiency withbulletin boards to experimenting with virtual typing.com, Newsela, reflect units of study learning environments such dictionary.com, and as Newsela, Scholastic and completed student Kahoot. Kids, BBC Typing, and work. Regularly Google Docs. On many assignments, updated math and word students have the option walls support student of working in pairs, small learning. 4/20/19 groups, or independently. 10/10/18 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 5/4/18, 10/10/18, 4/20/19 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. 9/22/17 rigorous learning. Establishing and Engages in reflection on maintaining learning Explores strategies to Models and provides their own language and environments that are establish intellectual and instruction on skills that behavior that contributes to physically, emotional safety in the develop resiliency and intellectual and emotional intellectually, and classroom. support intellectual and safety in the classroom. emotionally safe emotional safety. 9/22/17 5/4/18, 10/10/18, 4/20/19 Students demonstrate Students are aware of resiliency in perseverance required safety procedures Students follow teacher Students take risks, offer Students develop and for academic achievement. and the school and guidance regarding opinions, and share practice resiliency skills Students maintain classroom rational for potential safety issues for alternative perspectives and strategies to strive for intellectual and emotional maintaining safety. self or others. 9/22/17, 5/4/18, 10/10/18, academic achievement, and safety for themselves and 4/20/19 establish intellectual and others in the classroom. emotional safety in the classroom. Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Respectful and accepting Encourages students to behavior is continually work outside of their modeled, encouraged, and comfort zones in the rewarded in my classroom. classroom environment Students are encouraged to and on overnight field speak their minds, and we practice conversation norms trips such as Camp regularly, including how to CIMI, but respects respectfully disagree with students limits and another person’s opinion, modifies activities while maintaining their accordingly so that own. I check my classroom students can still every morning and participate and feel afternoon for safety successful. For example, concerns and contact the modifying snorkeling appropriate persons to activity by remaining address issues as they come with students in the up. 9/22/17, Students fill out Think Sheets to shallows in lieu of problem solve conflicts and venturing off into deeper become reflective about waters. 5/4/18, 10/10/18, behavior and potential Have students practice Evidence alternatives to solving and the use of conversation avoiding conflict on the norms, specifically playround and in the regarding defending classroom. 10/10/18 point of view, and how to tactfully disagree with peers.4/20/19 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 throughout Facilitates a rigorous learning environment on learning environment that learning environment that the learning environment learning environment in accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning. tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies, Is aware of the importance targeted learning goals. challenge. thinking. 4/20/19 research, analysis and of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning. expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize Creating a rigorous while becoming aware of understanding of throughout instruction that an extensive repertoire of learning environment achievement patterns for achievement patterns, and support the full range of differentiated strategies to with high expectations individuals and groups of uses scaffolds to address learners in meeting high meet high expectations. and appropriate students. 9/22/17, 5/4/18 achievement gaps. 10/10/18 expectations for support for all students achievement. Students take responsibility Some students ask for Students engage in a variety to fully utilize teacher and teacher support to Some individuals and of differentiated supports Students actively use peer support, to achieve understand or complete groups of students work and challenges in ways that supports and challenges to consistently high levels of learning tasks. with the teacher to support promote their accuracy, complete critical reading, factual and analytical accuracy and analysis, and problem writing, higher order learning. comprehension in their solving in learning. thinking, and problem learning. 9/22/17, 5/4/18 10/10/18, 4/20/19 solving across subject matter.
EL’s, students with 504 Encourage all students to Integrating close
plans, and IEP’s are produce grade level work and use grade level reading and note given additional support in the classroom via academic language during taking strategies into instruction and class instruction across small group and one on conversation. one instructional time Differentiation of curriculum areas in an throughout the day. All instruction to make this attempt to promote students are given the possible includes; opportunity to work in accuracy in reading, modeling, word walls, small group and one on sentence frames and information retention, Evidence one settings with the starters, word banks. organizational study teacher. Expectations and Understanding of achievement patterns skills for transition to grading criteria are regularly reviewed and through careful analysis of middle school. 4/20/19 modeled for students. student data from multiple assessment points. 9/22/17, 5/4/18 Conferencing with students one-on-one to check for understanding ensures accuracy in student work. 10/10/18, 4/20/19 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive rules, and consequences for some student involvement. including culturally expectations, positive environment using systems individual and group Communicates, models and responsive instruction to supports, and consequences that ensure students take an behavior. explains expectations for develop and maintain high for individual and group active role in monitoring individual and group standards for individual and behavior within and across and maintaining high behavior. 9/22/17, 5/4/18 group behavior. 10/10/18 learning activities. standards for individual and group behaviors. Developing, Reviews standards for Utilizes routine references Guides and supports communicating, and Refers to standards for behavior with students in to standards for behavior students to self-assess, maintaining behavior and applies single lessons or sequence prior and during individual monitor, and set goals for high standards for consequences as needed. of lessons in anticipation of and group work. 9/22/17, individual and group individual and group need for reinforcement. 5/4/18, 10/10/18 behavior and participation. behavior Students know expectations Students respond to for behavior and Students follow behavior individual and group Students demonstrate Students are aware of consequences and respond expectations, accept behaviors and encourage positive behavior, classroom rules and to guidance in following consequences and increase and support each other to consistent participation and consequences. them. 9/22/17. 5/4/18 positive behaviors. make improvements. are valued for their unique 10/10/18 4/20/19 identities. Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Through a guided Routines references to Encourages students to conversation about behavioral expectations work together to assign mutual respect at the are regularly reviewed beginning of the school and referred to before, work roles and jobs year, students help create during, and after specialwithin small groups, classroom rules and activities and in specialand self-monitor to expectations. These settings (library, complete tasks. behavioral expectations auditorium, computer are posted at the front of lab, etc.) 9/22/17 Students work together the classroom and to keep each other on regularly reviewed with Conversation norms and task, but are held students. 9/22/17 expectations for small individually group and partner work/ Review and reminders of convos reviewed before accountable for their Evidence academic and behavior such occasions in class. jobs within the group. expectations through the Rules and behavior Checks in one on one end of the school year. expectations reviewed and with groups to Rubrics in writing, math, prior to PE activities, and and science projects reminders given give students time to reviewed in whole group throughout the duration self assess work and with students prior to of these activities. time management. assigning work. 4/20/19 Clarification given as Students use Think needed. Sheets to discuss feelings and motivation for behaviors and problems solve regarding what they could do differently next time. 10/10/18
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 single procedures, and norms in routines and procedures monitoring and reflecting participating in developing, lessons to support student single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting learning. of lessons with some responsive and engage and norms in ways that are routines and procedures student involvement. students in the development culturally responsive. focuses on maximizing 9/22/17, 5/5/18 and monitoring of norms. Maintains a quality learning learning. 10/10/18, 4/20/19 climate that builds on Classroom climate student strengths. integrates school standards and culturally relevant Seeks to promote positive Provides positive behavior Promotes positive norms. Responds to disruptive behaviors and responds to supports. behaviors and consistently Employing classroom behavior. disruptive behavior. Responds appropriately to prevents or refocuses Promotes positive routines, procedures, behaviors in ways that behaviors disruptive to the behaviors and establishes norms, and supports lessen disruptions to the learning climate. preventions and a positive for positive behavior to learning climate. classroom climate that ensure a climate in Students participate in eliminate most disruptive which all students can routines, procedures, and behavior. learn norms and receive reinforcement for positive Students are involved in Students are aware of Students receive correction behaviors. 9/22/17, 5/5/18, assessment and monitoring procedures, routines, and for behavior that interferes 10/10/18, 4/20/19 of routines, procedures, and Students share classroom norms. with learning, and positive norms in ways that improve responsibility with teacher reinforcement in following Students receive timely and the learning climate. for managing and routines, procedures, and effective feedback and maintaining a positive norms. consequences for behaviors classroom climate that that interfere with learning. promotes learning. 9/22/17, 5/5/18, 10/10/18, 4/20/19 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning Classroom adheres to a Through the use of the weekly and daily Class Dojo app, I am schedule and routines able to give immediate within that schedule that feedback for both provide students with positive and challenging predictability, continuity, behavior through a point and structure. 9/22/17 system. Parents are able to see in real time how their student is progressing throughout the school day, and can communicate with the teacher about successes and concerns. Row points are also given to groups of students for positive and productive behavior. Points are deducted for being off task or breaking classroom rules. 9/22/17 Evidence Implemented the use of “Think Sheets” with students as a reflection tool for behavior choices. Students are asked to fill out a Think Sheet after a behavior incident to reflect upon why it happened, and what could be done differently next time. Students are also given the opportunity to discuss their feelings about the situation, as is the teacher. 5/5/18. Use of Think Sheets extended to peer interactions, as well (within the classroom and schoolwide).10/10/18 Extension of positive behavior incentives and behavior norms to playground environment. 4/20/19 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based on Paces instruction with some Paces instruction with Paces instruction to include Paces, adjusts, and fluidly curriculum guidelines. consideration of lesson students to provide ongoing assessment of facilitates instruction and Develops awareness of how type, adjustments for adequate time for student learning. Supports daily activities. transitions and classroom sufficient student work time instruction, checking for students in the monitoring management impact pacing and transitions to optimize understanding, completion of instructional time. and lessons. learning. 9/22/17 of learning activities and 4/20/19 Using instructional closure. 5/5/18, 10/10/18 time to optimize Some students complete Students use their learning learning activities in time Students complete learning Students participate in and instructional time to engage Students monitor their own allotted. activities and, as needed, complete a variety of in and complete learning time, are engaged in may receive some learning activities in the activities and are prepared accomplishing learning adjustments of time allotted time allotted with options for the next sequence of goals, and participate in for tasks or expectations for for extension and review. instruction. reflection, self-assessment, completion.9/22/17 5/5/18, 10/10/18, 4/20/19 and goal setting.
Group activities and Additional differentiation Supports students in
independent work of instruction through developing time extra writing deadlines gauged by conferencing for students management skills how students are who are struggling to individually making progress and meet deadlines, and (conferencing Writer’s how constructively students with IEP’s, Workshop) and in focus issues, and 504 they are using their Plans. Chunking of small groups during time in both settings. assignments for students science and social 9/22/17 who feel overwhelmed studies projects. Pace Evidence by workload. Leveled instruction to leave reading groups have different pacing plans time to observe and and activities based upon monitor students as the needs within the they work to check for groups. understanding, and Point system for quick make adjustments and quiet transitions to when needed. 4/20/19 optimize learning time. 10/10/18