element. II.A.3: Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or May use some Uses appropriate Uses a varied inappropriate appropriate practices practices, including repertoire of practices to to accommodate tiered instruction and practices to create II-A-3. accommodate differences, but fails scaffolds, to differences. to address an accommodate opportunities for Meeting adequate range of differences in each student to meet Diverse differences. learning styles, or exceed state Needs needs, interests, and standards/local levels of readiness, curriculum and including those of behavioral students with expectations. Is able disabilities and to model this English learners. element. II.B.1: Safe Learning Environment Unsatisfactory Needs Improvement Exemplary Proficient Maintains a physical May create and Uses rituals, routines, Uses rituals, environment that is maintain a safe and appropriate routines, and unsafe or does not physical responses that create proactive responses support student environment but and maintain a safe that create and learning. Uses inconsistently physical and maintain a safe inappropriate or maintains rituals, intellectual physical and II-B-1. ineffective rituals, routines, and environment where intellectual Safe routines, and/or responses needed students take environment where Learning responses to to prevent and/or academic risks and students take Environment reinforce positive stop behaviors that most behaviors that academic risks and behavior or respond interfere with all interfere with learning play an active to behaviors that learning. are prevented. and students’ interfere with collectively—in learning. preventing students’ behaviors that interfere with learning. Is able to model this element.
element. II.A.3: Meeting Diverse Needs II-A-3. Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. II.B.1: Safe Learning Environment II-B-1. Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary 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. Is able to model this element.
FacilitatorsGuide.docx