II.A.3: Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or May use some appropriate Uses appropriate Uses a varied repertoire inappropriate practices to practices to accommodate practices, including of practices to create accommodate differences. differences, but fails to tiered instruction and structured opportunities II-A-3. address an adequate range scaffolds, to for each student to meet Meeting Diverse of differences. accommodate or exceed differences in learning standards/local Needs styles, needs, interests, curriculum and behavioral and levels of readiness, expectations. Is able to including those of model this element. students with disabilities and English learners. Quality Scope Consistency II.B.1: Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical May create and maintain a Uses rituals, routines, and Uses rituals, routines, and environment that is unsafe safe physical environment appropriate responses that proactive responses that or does not support but inconsistently create and maintain a safe create and maintain a safe II-B-1. student learning. Uses maintains rituals, routines, physical and intellectual physical and intellectual Safe inappropriate or ineffective and responses needed to environment where environment students rituals, routines, and/or prevent and/or stop students take academic take academic risks and Learning responses to reinforce behaviors that interfere risks and most behaviors play an active Environment positive behavior or with all students’ learning. that interfere with learning individually and respond to behaviors that are prevented. collectively—in preventing interfere with students’ behaviors that interfere learning. with learning. Is able to model this element. Quality Scope Consistency II.D.2: High Expectations II-D-2. Unsatisfactory Needs Improvement Proficient Exemplary
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 structured opportunities for each student to meet or exceed standards/local curriculum and behavioral expectations. Is able to model this element. Quality Scope Consistency 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 students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element. Quality Scope Consistency II.D.2: High Expectations II-D-2. Unsatisfactory Needs Improvement Proficient Exemplary individually
ssu_cap_self_assessment_form_appendix_b.docx