• II-C-1: Respects Differences
    Unsatisfactory Needs Improvement Proficient Exemplary
    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.
    For TEACHERS this may look like:
    Unsatisfactory Needs Improvement Proficient Exemplary
    1. Teacher uses curricular materials that do not portray student-level differences.
    1. Teacher incorporates curriculum materials that portray some but not all types of individual differences (e.g., background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges).
    1. Teacher consistently incorporates curricular materials that portray the full range of individual differences in an affirming way.
    1. Teacher consistently incorporates curriculum materials that affirm the full range of individual differences and creates opportunities for students to contribute personal supplemental materials and resources that reflect those differences.
    1. Classroom environment and materials available to students (e.g., independent reading materials) do not convey respect for differences.
    1. Classroom environment and materials represent some types of individual differences but in only a limited way.
    1. Classroom environment and materials (e.g., student work, independent reading selections) portray the full range of individual differences (e.g., background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges) in an affirming way. 
    1. Classroom environment and materials (e.g., student work, independent reading selections) portray the full range of individual differences (e.g., background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges) in an affirming way. Teacher is able to articulate his/her decisions in choosing classroom materials that affirm differences.
    1. Teacher does not facilitate opportunities for students to learn about and develop respect for one another's differences.
    1. Teacher occasionally facilitates opportunities for students to learn about and embraces differences within the class.
    1. Teacher frequently facilitates activities that allow students to explore and embrace their own and other's differences.
    1. Teacher frequently facilitates activities that allow students to explore and embrace their own and other's differences and is able to model this practice.  Teacher creates opportunities for students to contribute representations of themselves in discussions and activities.
    1. Teacher's interactions with other professionals, students, and families do not convey respect for differences.
    1. Teacher's interactions with other professionals, students, and families convey only a basic level of respect for difference.
    1. Teacher's interactions with other professionals, students, and families consistently convey respect for the full range of individual level differences.
    1. Teacher's interactions with other professionals, students, and families consistently convey respect and value for the full range of individual level differences. Teacher is instrumental in establishing a culture of respect within his/her classroom and the school.
    For STUDENTS this may look like:
    Unsatisfactory Needs Improvement Proficient Exemplary
    1. Students interact with one another in a way that do not demonstrate awareness of or respect for individual differences.
    1. Students sometimes interact with one another in a ways that demonstrates awareness of and respect for individual differences.
    1. Without prompting, students consistently interact with one another in a way that demonstrates awareness of and respect for individual level differences without
    1. Without prompting, students interact with one another in a way that demonstrates awareness of and respect for individual level differences. Students also monitor themselves by helping each other to interact in a respectful way.
    1. Students' classroom materials represent homogenous rather than diverse authors and characters.
    1. Students' classroom materials only sometimes reflect diversity of background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges.
    1. Students' classroom materials consistently reflect diversity of background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges
    1. Classroom materials consistently affirm individual and cultural differences.  Students have the opportunity to self-select materials and areas for inquiry that reflect a diversity of background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges.
    1. Student writing, and other work, does not affirm their own individual differences or the differences of others.
    1. Student writing, and other work, only occasionally affirms their own differences and/or the differences of others.
    1. Student writing and other work consistently affirms their own differences and the differences of others.
    1. Students are able to navigate complex topics and their writing and other work demonstrates affirmation and appreciation of individual differences (e.g., background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges.)
    Download the entire rubric