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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates expectations for Models fair and respectful behavior. Reinforces positive, responsible, and Develops shared responsibility with students Facilitates student self- reflection and

fair and respectful behavior to support social Demonstrates commitment to fairness and respectful student interactions. Assists for resolving conflict and creating and ongoing improvement of the caring

development. respect in communications with students students to resolve conflicts. maintaining a caring classroom community. community based on respect, fairness, and

Some students share in responsibility for the about language and behavior. Incorporates cultural awareness to develop a Supports students in taking leadership in the value of all members.

classroom community. Seeks to understand cultural perceptions of positive classroom climate. developing a caring community that is Students take leadership in resolving conflict
Promoting social
caring community. Students demonstrate efforts to be positive, responsive to the diverse cultural norms of and creating a fair and respectful classroom
Development and responsibility
Students participate in occasional accepting, and respectful of differences. identities of all students. 9/13/23 community where student’s home culture is
within a caring community where
community building activities, designed to 4/29/24 included and valued. Students communicate
each student is treated fairly and
promote caring, fairness, and respect. Students take responsibility resolving with empathy and understanding in
respectfully.
conflicts and maintaining a caring classroom interactions with one another.

community. Students promote respect and

appreciation for differences.

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I co-create classrooms rules with students

and agree on responsibilities for them and

for me.

My classroom setting and decoration

welcomes diversity.

I provide students with all materials and

keep extra resources that they are supposed

to bring, in case they don’t have them with

them or are not able to get them. Paper,

pencils, erasers, whiteboards, markers,

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colors, books, handouts and journals are

always accessible to my students.

Mistakes are welcome and encourage in the

classroom, in order to build confidence in the

language.

I provide multiple opportunities to my

students to participate and demonstrate

comprehension.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance of the physical Experiments with and/or virtual learning Develops physical environments that reflect Maintains physical environments that reflect Adapts physical and/or environments

and/or virtual learning environments that environments that support student learning. student diversity and provide a range of student diversity and provides a broad range flexibly to facilitate access to a wide range of

support student learning. Structures for interaction are taught in single resources for learning. of resources, displays, and artifacts that are resources that engage students in learning.

Is aware that structured interaction between lessons or sequence of lessons to support Utilizes a variety of structures for interaction current and integral to instruction. 9/13/23 Ensures that environments enhance learning

students can support learning. student learning. during learning activities that ensures a 4/29/24 and reflect diversity within and beyond the

Some students use available resources in Students use resources provided in learning focus on and completion of learning tasks. Integrates a variety of structures for classroom.
Creating physical or virtual
learning environments during instruction. environments and interact with each other to Students use a variety of resources in interaction that engage students Selects from a repertoire of structures for
learning environments that
understand and complete learning tasks in learning environments and interact in ways constructively and productively in learning. interaction to ensure accelerated learning for
promote student learning, reflect
single lessons or sequence of lessons. that deepen their understanding of the 9/13/23 the full range of students.
diversity, and encourage
content and develop constructive social and 4/29/24 Students participate in monitoring and
constructive and productive
academic interactions. 9/13/23 Students routinely use a range of resources changing the design of learning
interactions among students
4/29/24 in learning environments that relate to and environments and structures for

enhance instruction and reflect their interactions.

diversity.

Students share in monitoring and assessment

of interactions to improve effectiveness and

develop a positive culture for learning.

Students interacts with props and realia to I displayed visual support of walls accessible

enhance and deep comprehension of the to students at all times. I use pictograms to

language, as well as visual support. help students with comprehension and use

9/13/23 literal translation to English when necessary.

4/29/24 I assign seating to students according to

assessment results and/or IEP/504

programs. I provide a deskless setting, so

Evidence students can move freely. This seating helps

them to engage in TPR (Total Physical

Response) activities.

I provide desks when changing to cluster

arrangement to facilitate work in

groups/teams.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and laws regarding Recognizes and addresses safety issues Anticipates and reduces risks to physical, Integrates support for students to take risks Shares responsibility with the students for

safety that are required by the site, district, regarding materials, student interactions, intellectual, and emotional safety using and offer respectful opinions about the establishment and maintenance of a safe

and state. and the organization of the learning multiple strategies that include examining divergent viewpoints. physical, intellectual, and emotional

Responds to behaviors that impact student environments. biases in the learning environment and Engages in reflection on their own language environment focused on high quality and
Establishing and maintaining
safety as they arise. Explores strategies to establish intellectual curriculum. and behavior that contributes to intellectual rigorous learning.
learning environments that are
Students are aware of required safety and emotional safety in the classroom. Models and provides instruction on skills and emotional safety in the classroom. Students demonstrate resiliency in
physically, intellectually, and
procedures and the school and classroom Students follow teacher guidance regarding that develop resiliency and support Students develop and practice resiliency perseverance for academic achievement.
emotionally safe
rational for maintaining safety. potential safety issues for self or others. intellectual and emotional safety. skills and strategies to strive for academic Students maintain intellectual and emotional
Students take risks, offer opinions, and share achievement, and establish intellectual and safety for themselves and others in the
alternative perspectives 9/13/23 emotional safety in the classroom. classroom.
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I clearly display expectations and go over

each point every class. Classroom rules and

behavior expectations are display on walls.

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I encourage and foment mistakes in the

target language and celebrate students’

participation and willingness to take risks.

Students feel safe making mistakes knowing

Evidence
that will have all my support. I am prompt to

recognized my own mistakes and celebrate

when they point out my mistakes.

I model ways to respond and guide them

when I need voluntary participation, choral

response or if everyone’s response is

welcome at the same time.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the learning Strives for a rigorous learning environment Develops a rigorous learning environment Integrates rigor throughout the learning Facilitates a rigorous learning environment

environment on accuracy of answers and that includes accuracy, understanding, and that includes accuracy, analysis, problem environment that values accuracy, analysis, in which students take leadership in

completion of learning tasks. the importance of meeting targeted learning solving, and appropriate levels of challenge. and critical reading, writing and thinking. learning.

Is aware of the importance of maintaining goals. Holds high expectations for students. Has an Integrates strategic scaffolds and Fosters extended studies, research, analysis

high expectations for students. Works to maintain high expectations for understanding of achievement patterns, and technologies throughout instruction that and purposeful use of learning.

Some students ask for teacher support to students while becoming aware of uses scaffolds to address achievement gaps. support the full range of learners in meeting Supports students to utilize an extensive
Creating a rigorous learning
understand or complete learning tasks. achievement patterns for individuals and Students engage in a variety of differentiated high expectations for achievement. repertoire of differentiated strategies to
environment with high expectations
groups of students. supports and challenges in ways that Students actively use supports and meet high expectations.
and appropriate support for all
9/13/23 promote their accuracy, analysis, and challenges to complete critical reading, Students take responsibility to fully utilize
students
4/29/24 problem solving in learning. writing, higher order thinking, and problem teacher and peer support, to achieve

Some individuals and groups of students solving across subject matter. consistently high levels of factual and

work with the teacher to support accuracy analytical learning.

and comprehension in their learning.

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I scaffold language acquisition and prepare

students to understand reading

comprehension activities a little bit above

level, with new vocabulary or new cognate

verbs that students can figure it out in

context.

I differentiate instruction through activities

design for students with learning disabilities

or IEP programs. I guide them during the

Evidence
process and ensure that they acquire the

target vocabulary. 9/13/23

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Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, communicating, and Establishes expectations, rules, and Develops expectations with some student Uses multiple strategies including culturally Integrates equitable expectations, positive Facilitates a positive environment using

maintaining consequences for individual and group involvement. Communicates, models and responsive instruction to develop and supports, and consequences for individual systems that ensure students take an active

high standards for individual and behavior. explains expectations for individual and maintain high standards for individual and and group behavior within and across role in monitoring and maintaining high

group behavior Refers to standards for behavior and applies group behavior. group behavior. learning activities. standards for individual and group

consequences as needed. Reviews standards for behavior with Utilizes routine references to standards for Guides and supports students to self-assess, behaviors.

Students are aware of classroom rules and students in single lessons or sequence of behavior prior and during individual and monitor, and set goals for individual and Students demonstrate positive behavior,

consequences. lessons in anticipation of need for group work. group behavior and participation. consistent participation and are valued for
reinforcement. Students follow behavior expectations, Students respond to individual and group their unique identities.
Students know expectations for behavior accept consequences and increase positive behaviors and encourage and support each
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and consequences and respond to guidance behaviors. other to make improvements.

in following them.

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I model what I want my students to do in

groups before asking them to do it by

themselves.

When assigning activities, I explain the

expectations and rules, and encourage them

to ask questions at any moment of the

activity.

When working in groups, I monitor progress

and provide feedback during the process of

Evidence the activity. 9/13/23

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Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, routines or norms Develops routines, procedures, and norms in Maintains regular use of routines and Engages students in monitoring and Facilitates student participating in

for single lessons to support student single lessons or sequence of lessons with procedures that are culturally responsive reflecting on routines, procedures, and developing, monitoring, and adjusting

learning. some student involvement. and engage students in the development and norms in ways that are culturally responsive. routines and procedures focuses on

Responds to disruptive behavior. Seeks to promote positive behaviors and monitoring of norms. Maintains a quality learning climate that maximizing learning.

Students are aware of procedures, routines, responds to disruptive behavior. Provides positive behavior supports. builds on student strengths. Classroom climate integrates school

and classroom norms. Students receive correction for behavior that Responds appropriately to behaviors in Promotes positive behaviors and standards and culturally relevant norms.

Employing classroom routines, interferes with learning, and positive ways that lessen disruptions to the learning consistently prevents or refocuses behaviors Promotes positive behaviors and establishes

procedures, norms, and supports for reinforcement in following routines, climate. disruptive to the learning climate. preventions and a positive classroom climate

positive behavior to ensure a climate procedures, and norms. Students participate in routines, procedures, Students are involved in assessment and that eliminate most disruptive behavior.

in which all students can learn and norms and receive reinforcement for monitoring of routines, procedures, and Students share responsibility with teacher

positive behaviors. norms in ways that improve the learning for managing and maintaining a positive

Students receive timely and effective climate. classroom climate that promotes learning.

feedback and consequences for behaviors

that interfere with learning.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I go over classroom rules and expectations to

ensure language acquisition. I have also

posted rules on wall, so I can point out to a

specific rule when this one has been broken.

I use calls and responds to capture students’

attention as part of our daily routines.

Students follow the routines and procedures

to minimize class disruption. 9/13/23

Evidence
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Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on curriculum Paces instruction with some consideration of Paces instruction with students to provide Paces instruction to include ongoing Paces, adjusts, and fluidly facilitates

guidelines. lesson type, adjustments for sufficient adequate time for instruction, checking for assessment of student learning. Supports instruction and daily activities.

Develops awareness of how transitions and student work time and transitions to understanding, completion of learning students in the monitoring of instructional Students monitor their own time, are
classroom management impact pacing and optimize learning. activities and closure. 9/13/23 time. engaged in accomplishing learning goals, and
Using instructional time to optimize lessons. Students complete learning activities and, as 4/29/24 Students use their instructional time to participate in reflection, self-assessment, and
learning Some students complete learning activities needed, may receive some adjustments of Students participate in and complete a engage in and complete learning activities and goal setting.
in time allotted. time allotted for tasks or expectations for variety of learning activities in the time are prepared for the next sequence of

completion. allotted with options for extension and instruction.

9/13/23 review.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students know expectations and the time I monitor activities, provide feedback and

that they will spend on each activity. As I decide if the group needs more time to

circulate around the classroom, and based complete the activity.

on what I am observing, I decided if more I make sure that students have completed

time allowed to finish in necessary. the activity, their doubts and questions

9/13/23 have been clarify before moving forward.

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Evidence