II.A.3: Meeting Diverse Quality Unsatisfactory 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 structured opportunities differences. differences, but fails to scaffolds, to for each student to meet address an adequate accommodate or exceed state range of differences. differences in learning standards/local styles, needs, interests, curriculum and and levels of readiness, behavioral expectations. including those of Is able to model this students with element. disabilities and English learners. The scale of impact is on The scale of impact is on a The scale of impact is The scale of impact is on all one student. small group or subset of all students in the students in the classroom students. classroom to which the to which the candidate is candidate is assigned. assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which The frequency with which The frequency with The frequency with which the candidate the candidate the candidate the candidate demonstrates this skill, demonstrates this skill, demonstrates this skill, demonstrates this skill, action or behavior with action or behavior with action or behavior with action or behavior with quality is at least once. quality is sometimes / quality is most of the quality is all the time. occasionally. time. Evidence for meeting the Meeting Diverse Needs Element: II.B.1: Safe Learning Environment Unsatisfactory Improvement Proficient Exemplary Maintains a physical May create and Uses rituals, routines, Uses rituals, routines, Quality environment that is maintain 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 environment inappropriate or responses needed to intellectual where students take ineffective rituals, prevent and/or stop environment where academic risks and play routines, and/or behaviors that interfere students take an active role— responses to reinforce with all students’ academic risks and individually and
II.A.3: Meeting Diverse Quality Unsatisfactory 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 structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. The scale of impact is on one student. The scale of impact is on a small group or subset of students. The scale of impact is all students in the classroom to which the candidate is assigned. The scale of impact is on all students in the classroom to which the candidate is assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which the candidate demonstrates this skill, action or behavior with quality is at least once. The frequency with which the candidate demonstrates this skill, action or behavior with quality is sometimes / occasionally. The frequency with the candidate demonstrates this skill, action or behavior with quality is most of the time. The frequency with which the candidate demonstrates this skill, action or behavior with quality is all the time. Evidence for meeting the Meeting Diverse Needs Element: II.B.1: Safe Learning Environment Quality 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 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’ Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and 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 role— individually and
cap-formative-assessment-rubric.docx