Safe Maintains a May create and Uses rituals, Uses rituals, Learning physical maintain a safe routines, and routines, and Environment environment that is physical appropriate proactive responses unsafe or does not environment but responses that that create and support student inconsistently create and maintain maintain a safe learning. Uses maintains rituals, a safe physical and physical and inappropriate or routines, and intellectual intellectual ineffective rituals, responses needed environment where environment where routines, and/or to prevent and/or students take students take responses to stop behaviors that academic risks and academic risks and reinforce positive interfere with all most behaviors that play an active behavior or students’ learning. interfere with individually and respond to learning are collectively—in behaviors that prevented. preventing interfere with behaviors that students’ learning. interfere with learning. Is able to model this element. Quality * Scope * Consistency * Evidence: II.D.2: High Expectations II-D-2. Unsatisfactory Needs 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 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 * Evidence: II.D.2: High Expectations II-D-2. Unsatisfactory Needs Improvement Proficient Exemplary individually
CAP-SummativeAssessmentForm.docx