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, including repertoire of practices to practices to tiered instruction practices to create accommodate accommodate and scaffolds, to II-A-3. differences. differences, but accommodate opportunities for fails to address an differences in each student to Meeting adequate range of learning styles, meet or exceed Diverse differences. needs, interests, state standards/local Needs and levels of curriculum and readiness, behavioral including those of expectations. Is able students with to model this disabilities and element. English learners. Quality * Scope * Consistency * Evidence: II.B.1: Safe Learning Environment II-B-1. Unsatisfactory Needs Improvement Exemplary Proficient
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 * Scope * Consistency * Evidence: II.B.1: Safe Learning Environment II-B-1. Unsatisfactory Needs Improvement Proficient Exemplary
cap-summative-assessment-form-prpil-version.docx