Common use of Cultural Proficiency Clause in Contracts

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences differences. Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practiceelement. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practiceelement. Indicator II-D. Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Clear Expectations Does not make specific standards for student work, effort, interactions, and behavior clear to students. May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot accomplish challenging goals. . May tell students that a goal is challenging and that they need to work hard but does not model ways students can accomplish the goal through effective effort. . Effectively models and reinforces ways that students can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently accomplish challenging goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Occasionally adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/ supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences differences. Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practiceelement. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practiceelement. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator II-D. Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ ' diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary - Mon Sep 16 15:24:43 EDT 2019 5 II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Exemplary Proficient Needs Improvement Unsatisfactory Establishes an environment in which students respect and affirm their own and others’ ' differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practiceelement. Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students generally demonstrate respect for individual differences. Establishes an environment in which students demonstrate limited respect for individual differences. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Exemplary Proficient Needs Improvement Unsatisfactory Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practiceelement. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Minimizes or ignores conflicts and/or responds in inappropriate ways.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences II-C-2. Maintains Respectful Environment Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual indi- vidual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to backgroundback- ground, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences differ- ences and similarities related to background, identity, languagelan- guage, strengths, and challengeschal- lenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate inappropri- ate ways. Anticipates and responds appropriately ap- propriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgroundsback- grounds, languages, and identities. Anticipates and responds appropriately ap- propriately to conflicts or misunderstandings mis- understandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independentlyinde- pendently. Is able to model this practice.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes Inconsistently provides support and assistance for educators and teams to establish an environment in which students generally demonstrate respect for individual differences differences. Consistently uses provides support and assistance for educators and teams to use strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes Consistently provides support and assistance for educators and teams to establish an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practiceelement. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates Inconsistently provides support and responds assistance for educators and teams to anticipate and respond appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates Consistently provides support and assistance for educators and teams to anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates A Consistently provides support and assistance for educators and teams to anticipate and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practiceelement. Indicator II-D. Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Clear Expectations Does not make specific standards for student work, effort, interactions, and behavior clear to students. May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior Is able to model this element. II-D-2. High Expectations Communicates that some educators may not accomplish challenging goals. Inconsistently supports educators and teams to set a goal for students that is challenging and reinforces that students need to work hard but does not model ways students can accomplish the goal through effective effort. Effectively models and reinforces ways that educators and teams can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that educators and teams can consistently accomplish challenging goals through effective effort. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Occasionally supports educators to adapt instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Consistently Supports educators and teams to adapt instruction, services, plans, communication, and/or assessments to make curriculum/ supports accessible to all students for whom the educator has responsibility. Individually and with colleagues, consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Indicator II-E. Laws, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect tolerance for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect tolerance for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences differences. Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practiceelement. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practiceelement. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator II-D. Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Clear Expectations Does not make specific standards for student work, effort, interactions, and behavior clear to students. May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot accomplish challenging goals. . May tell students that a goal is challenging and that they need to work hard but does not model ways students can accomplish the goal through effective effort. . Effectively models and reinforces ways that students can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently accomplish challenging goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Occasionally adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility. Consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/ supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubic, this level of expertise is denoted by “is able to model.” Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences differences. Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practiceelement. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practiceelement. Indicator II-D. Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Clear Expectations Does not make specific standards for student work, effort, interactions, and behavior clear to students. May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot accomplish challenging goals. . May tell students that a goal is challenging and that they need to work hard but does not model ways students can accomplish the goal through effective effort. . Effectively models and reinforces ways that students can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently accomplish challenging goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.