Safe Maintains a physical May create and Uses rituals, routines, Uses rituals, Learning environment that is maintain a safe and appropriate routines, and Environment 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 ineffective rituals, routines, and environment intellectual routines, and/or responses needed students take environment where responses to to prevent and/or academic risks and students take 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 students’ learning. are prevented. individually and interfere with collectively—in students’ learning. preventing behaviors that interfere with learning. Is able to model this element. Quality * Scope * Consistency * Evidence: II.D.2: High Expectations II-D-2. Unsatisfactory Improvement Exemplary Proficient
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 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. Quality * Scope * Consistency * Evidence: II.D.2: High Expectations II-D-2. Unsatisfactory Improvement Proficient Exemplary individually
cap-summative-assessment-form.docx