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
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. 7/10/18 community that is Students take leadership
responsibility within responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and classroom community. building activities, accepting, and respectful 12/10/18 community where
respectfully designed to promote of differences.7/10/18 5/4/19 student’s home culture is
caring, fairness, and included and valued.
respect. Students take Students communicate
responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences. 12/10/18
5/4/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
• Students are • Students are assigned
encouraged to share designated group
their ideas with one roles that help
another and with the promote teamwork
whole class and collaboration,
• All viewpoints and and respect towards
ideas are encouraged one another
during class 12/10/18 5/4/19
discussion • Students collaborate
Evidence • Students work on group projects
positively with one together, resolve
another during lab their conflicts, and
work and group graded on their
activities 7/10/18 effective teamwork
5/4/19
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 resources for learning. resources, displays, and engage students in
learning. 7/10/18 12/10/18 artifacts that are current learning. Ensures that
Structures for interaction 5/4/19 and integral to environments enhance
Is aware that structured are taught in single instruction. learning and reflect
interaction between lessons or sequence of Utilizes a variety of diversity within and
students can support lessons to support structures for interaction Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. during learning activities structures for interaction
virtual learning
that ensures a focus on that engage students Selects from a repertoire
environments that
and completion of constructively and of structures for
promote student
learning tasks. productively in learning. interaction to ensure
learning, reflect
7/10/18 accelerated learning for
diversity, and
the full range of students.
encourage
Some students use Students use resources 12/10/18 5/4/19
constructive and
available resources in provided in learning Students routinely use a
productive
learning environments environments and Students use a variety of range of resources in Students participate in
interactions among
during instruction. interact with each other resources in learning learning environments monitoring and changing
students
to understand and environments and that relate to and enhance the design of learning

complete learning tasks in interact in ways that instruction and reflect environments and
single lessons or deepen their their diversity. structures for
sequence of lessons. understanding of the Students share in interactions. 5/4/19
content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning. 7/10/18
12/10/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
• Seating charts are • Class structure • Variety of
arranged to frequently uses think instructional
heterogeneously mix pair shares and
students based on students are
strategies are
strengths and accustomed to this used, such as class
weaknesses daily routine and the discussion,
• Seats are arranged to expectations groupwork, lab
easily work in • Students work activities, and
partners or in groups frequently in groups technology
of 4 of 4. During this
• Classrooms are group work they are
enhanced review
shared with other assigned roles, so that 12/10/18
Evidence
classes, so there is each member has a • Students can
minimal student specific job. Group physically move
work on display or roles and lab tables during
physical posters etc. explanations are
on walls 7/10/18 displayed for different activities
students, and to create their
throughout the year desired work
they become environments
accustomed to and promote
working together in
this manner 7/10/18 collaboration
• 5/4/19

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. 7/10/18 physical, intellectual, and
that impact student safety learning environments. include examining biases 12/10/18 5/4/19 emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum.
Establishing and Explores strategies to Engages in reflection on
maintaining learning establish intellectual and Models and provides their own language and
environments that emotional safety in the instruction on skills that behavior that contributes
are physically, classroom. develop resiliency and to intellectual and
intellectually, and support intellectual and emotional safety in the
emotionally safe emotional safety. classroom. Students demonstrate
Students are aware of 7/10/18 12/10/18 resiliency in
required safety Students follow teacher 5/4/19 perseverance for
procedures and the guidance regarding Students develop and academic achievement.
school and classroom potential safety issues for practice resiliency skills Students maintain
rational for maintaining self or others. Students take risks, offer and strategies to strive intellectual and emotional
safety. opinions, and share for academic safety for themselves and
alternative perspectives achievement, and others in the classroom.
7/10/18 12/10/18 establish intellectual and
5/4/19 emotional safety in the
classroom.
• Teacher facilitates • Students feel
respectful class comfortable sharing
discussions their viewpoints in
• Class discussion often class without being
involves students judged by the teacher
sharing diverse or classmates
viewpoints and • Class discussion often
respectfully listening involves students
Evidence and/or questioning sharing diverse
one another 5/4/19 viewpoints and
respectfully listening
and/or questioning
one another 7/10/18
5/4/19
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 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. expectations for to meet high
support for all achievement. 7/10/18 expectations. 5/4/19
students Some students ask for Some individuals and Students engage in a 12/10/18
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. order thinking, and factual and analytical
problem solving across learning. 12/10/18
subject matter. 7/10/18 5/4/19

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
• Class assignments • Students arrange
encourage critical to meet with
thinking and analysis.
teacher during off
• Lab activities are
often scaffolded, to
periods and after
include data based school. Students
questions and then also utilize peer
require students to support by
explain their results working together
and apply what they
learned to real life
during off periods
Evidence situations and in class.
• Students complete 12/10/18
comprehension • Students design
checks and unit own projects,
projects at the end of choose a topic,
each unit that
incorporate critical and research the
thinking, problem topic. Their
solving, and writing findings are then
7/10/18 presented to the
class 5/4/19


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
Developing,
behavior. behavior. across learning activities. standards for individual
communicating, and
7/10/18 and group behaviors.
maintaining
Refers to standards for Reviews standards for Utilizes routine 12/10/18 5/4/19
high standards for
behavior and applies behavior with students in references to standards Guides and supports
individual and group
consequences as needed. single lessons or for behavior prior and students to self-assess,
behavior
sequence of lessons in during individual and monitor, and set goals for

anticipation of need for group work. 7/10/18 individual and group
reinforcement. behavior and
participation. 12/10/18
Students are aware of Students know Students follow behavior 5/4/19
classroom rules and expectations for behavior expectations, accept Students demonstrate
consequences. and consequences and consequences and Students respond to positive behavior,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
respond to guidance in increase positive individual and group consistent participation
following them. behaviors. 7/10/18 behaviors and encourage and are valued for their
and support each other to unique identities.
make improvements.
12/10/18 5/4/19
• There are clear • There are clear • Students are
expectations for expectations for assigned specific
student behavior student behavior
during group work. during group work. roles within lab
• Students are assigned • Teacher circulates groups to ensure
lab roles to help the room during positive
facilitate a cohesive group work and collaboration
working group encourages positive 12/10/18 18
7/10/18 working 5/4/19
Evidence environments within
groups 7/10/18
5/4/19

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
Employing classroom
involvement. development and Maintains a quality on maximizing learning.
routines, procedures,
monitoring of norms. learning climate that Classroom climate
norms, and supports
7/10/18 builds on student integrates school
for positive behavior
strengths. 12/10/18 standards and culturally
to ensure a climate in
Seeks to promote positive 5/4/19 relevant norms.
which all students
Responds to disruptive behaviors and responds Provides positive
can learn
behavior. to disruptive behavior. behavior supports. Promotes positive Promotes positive

Responds appropriately behaviors and behaviors and establishes
to behaviors in ways that consistently prevents or preventions and a
lessen disruptions to the refocuses behaviors positive classroom
learning climate. disruptive to the learning climate that eliminate
Students participate in climate. 5/4/19 most disruptive behavior.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students share
classroom norms. that interferes with 7/10/18 12/10/18 Students are involved in responsibility with
learning, and positive assessment and teacher for managing and
reinforcement in Students receive timely monitoring of routines, maintaining a positive
following routines, and effective feedback procedures, and norms in classroom climate that
procedures, and norms. and consequences for ways that improve the promotes learning.
behaviors that interfere learning climate.
with learning. 7/10/18
12/10/18 5/4/19

• There are clear • Classroom
classroom routines are
procedures and assessed and
routines including
daily warm ups, modified based
passing out and on student
turning papers, group feedback
roles, lab clean up etc. 12/10/18
Evidence • Consequences for • Classroom app is
negative behavior are
used to monitor
applies, including
deducting points, and redirect
altering seat student ipad
assignments, behavior 5/4/19
speaking with
parents, and referrals
to the dean's office
7/10/18


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. 7/10/18
Using instructional how transitions and for sufficient student instruction, checking for learning. Supports 12/10/18 5/4/19
time to optimize classroom management work time and transitions understanding, students in the
learning impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.

Some students complete Students complete Students participate in Students use their
learning activities in time learning activities and, as and complete a variety of instructional time to Students monitor their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted. needed, may receive learning activities in the engage in and complete own time, are engaged in
some adjustments of time time allotted with options learning activities and are accomplishing learning
allotted for tasks or for extension and review. prepared for the next goals, and participate in
expectations for sequence of instruction. reflection, self-
completion. 7/10/18 12/10/18 assessment, and goal
5/4/19 setting.

Students use class time • Daily activities are
effectively during group planned and adjusted
work and individual time to best facilitate
to complete assignments student learning, and
in a timely fashion focus on areas in
7/10/18 12/10/18 which students need
5/4/19 more time or are
struggling with
• Transitions between
activities are routine
and quick 7/10/18
Evidence 12/10/18 5/4/19
• Notes are recorded
daily to utilize next
year to improve
lesson timing and the
next year's calendar
5/4/19