Consistency 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 practices to practices to tiered instruction to create accommodate accommodate and scaffolds, to opportunities for each differences. differences, but fails accommodate student to meet or II-A-3. to address an differences in exceed state Meeting adequate range of learning styles, standards/local Diverse Needs differences. needs, interests, and curriculum and levels of readiness, behavioral including those of expectations. Is able students with to model this disabilities and element. English learners. Quality Scope Consistency II.B.1: Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical May create and Uses rituals, routines, Uses rituals, routines, environment that is maintain a safe and appropriate and proactive unsafe or does not physical responses that create responses that create support student environment but and maintain a safe and maintain a safe learning. Uses inconsistently physical and physical and inappropriate or maintains rituals, intellectual intellectual II-B-1. ineffective rituals, routines, and environment where environment where Safe routines, and/or responses needed to students take students take Learning responses to prevent and/or stop academic risks and academic risks and Environment reinforce positive behaviors that most behaviors that play an active behavior or respond interfere with all interfere with individually and to behaviors that students’ learning. learning are collectively—in interfere with prevented. preventing behaviors students’ learning. that interfere with learning. Is able to model this element. Quality Scope Consistency
Consistency 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 II.B.1: Safe Learning Environment II-B-1. Safe Learning Environment Unsatisfactory Needs 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 individually
BaselineAssessmentForm-7-16.docx