Safe Learning Maintains a physical May create and Uses rituals, Uses rituals, Environment environment that is maintain a safe routines, and routines, and unsafe or does not physical appropriate proactive responses support student environment but responses that that create and learning. Uses inconsistently create and maintain a safe inappropriate or maintains rituals, maintain a safe physical and ineffective rituals, routines, and physical and intellectual routines, and/or responses needed intellectual environment where responses to to prevent and/or environment students take reinforce positive stop behaviors that where students academic risks and behavior or respond interfere with all take academic play an active to behaviors that students’ learning. risks and most individually and interfere with behaviors that collectively—in students’ learning. interfere with preventing learning are behaviors that prevented. 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
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