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