Uses limited and/or May use some appropriate Uses appropriate inclusive Uses a variety of appropriate inappropriate practices to inclusive practices to practices, such as tiered inclusive practices, such as accommodate differences. accommodate differences, but supports and scaffolded tiered supports and scaffolded fails to address an adequate instruction, to accommodate instruction, to address range of differences. differences in students’ differences in individual learning abilities, students’ learning needs, II-A-3. interests, and levels of abilities, interests, and levels of Meeting Diverse readiness, including those of readiness, creating structured academically advanced opportunities for each student to students, students with meet or exceed state disabilities, and English standards/local curriculum and learners. behavioral expectations. Models this practice for others. Indicator II-B. Learning Environment Creates and maintains a safe and collaborative learning environment that motivates students to take academic challenge themselves, and claim ownership of their learning. Unsatisfactory Improvement Proficient Exemplary Maintains a physical May create and maintain a safe Uses rituals, routines, and Uses rituals, routines, and environment that is unsafe or physical environment but appropriate responses that proactive responses that create does not support student inconsistently maintains rituals, create and maintain a safe and maintain a safe physical learning. Uses inappropriate or routines, and responses physical and intellectual and intellectual environment II-B-1. ineffective rituals, routines, needed to prevent and/or stop environment where students where students take academic Safe Learning and/or responses to reinforce behaviors that interfere with all take academic risks and most risks and play an active Environment positive behavior or respond to students’ learning. behaviors that interfere with individually and collectively—in behaviors that interfere with learning are prevented. preventing behaviors that students’ learning. interfere with learning. Models this practice for others.
II-A-3. Meeting Diverse Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate inclusive practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners. Uses a variety of appropriate inclusive practices, such as tiered supports and scaffolded instruction, to address differences in individual students’ learning needs, abilities, interests, and levels of readiness, creating structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Models this practice for others. Indicator II-B. Learning Environment Creates and maintains a safe and collaborative learning environment that motivates students to take academic challenge themselves, and claim ownership of their learning. Unsatisfactory Improvement Proficient Exemplary II-B-1. Safe Learning Environment Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Models this practice for others. individually
PartIII_AppxC.docx