Powhatan SPP Instructional Look-For Checklist 2017-18

Powhatan SPP Instructional Look-For Checklist 2017-18

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    • Mathematics  
    •   Missing Developing Progressing Pervasive N/A
      Anchor charts are referenced/utilized (CD1.d, 1.e, 2.e, 3.c)
      Students utilize math journals (CD1.d, 1.e, 2.c, 3.c)
      "I can" statements are posted (CD1.c, 3.a)
      "I can" statements are shared/referenced (CD3.a)
      Content vocabulary is posted (CD2.e)
      Content vocabulary is utilized (CD1.a, 3.a, 3.b)
      The teacher utilizes "math talk" (CD1.a, 3.a, 3.b, 3.e)
      The students utilize "math talk" (CD1.a, 3.a, 3.b, 3.e)
      Success criteria are posted (CD3.d)
      Success criteria are referenced (CD3.d)
    •   Missing Developing Progressing Pervasive N/A
      The teacher's planning demonstrates knowledge of student's skills (CD1.b)
      The teacher's planning demonstrates students' interests (CD1.b)
      The teacher's planning demonstrates knowledge of students w/special needs (CD1.b)
      Instructional outcomes are appropriate for all learners (CD1.c)
      Instructional groups are intentionally organized to support learners' needs (CD1.e)
      The teacher utilizes data to plan blended learning activities (CD1.f, 3.c)
      There are procedures to support blended learning opportunities (groups) (CD2.c, 3.c)
      The classroom is organized to support blended learning (CD3.a)
      Students understand expectations and directions for blended activities (CD3.a)
      Students are engaged in rigorous activities (CD3.c, 1.b, 3.d)
      The teacher effectively utilizes support and resource staff to support blended learning (CD2.c)
    •   Missing Developing Progressing Pervasive N/A
      Formal and informal assessment data is gathered using a data board (CD1.b, CD1.f, 3.d)
      The Teacher uses knowledge about the students' interests to plan instruction (CD1.b
      The Teacher uses knowledge about individual student needs to plan instruction (CD1.b, 3.d)
      Outcomes are differentiated to support students of differing abilities (CD1.c, 3.d)
      The teacher has utilized data to plan learning groups (CD1.e, 1.f, 3.d)
      There are a variety of performance opportunities (CD1.f)
      The teacher responds to student needs based on collected data (CD3.e)
    • English Language Arts  
    •   Missing Developing Progressing Pervasive N/A
      Formal and informal assessment data is gathered using a data board (CD1.b, CD1.f, 3.d)
      The teacher uses knowledge about the students' interests to plan instruction (CD1.b)
      The teacher uses knowledge about individual student needs to plan instruction (CD1.b, 3.d)
      Outcomes are differentiated to support students of differing abilities (CD1.c, 3.d)
      The teacher has utilized data to plan learning groups (CD1.e, 1.f, 3.d)
      There are a variety of performance opportunities (CD1.f)
      The teacher responds to student needs based on collected data (CD3.e)
    •   Missing Developing Progressing Pervasive N/A
      The teacher's planning demonstrates knowledge of student's skills (CD1.b)
      The teacher's planning demonstrates students' interests (CD1.b)
      The teacher's planning demonstrates knowledge of students w/special needs (CD1.b)
      Instructional outcomes are appropriate for all learners (CD1.c)
      Instructional groups are intentionally organized to support learners' needs (CD1.e)
      The teacher utilizes data to plan blended learning activities (CD1.f, 3.c)
      There are procedures to support blended learning opportunities (groups) (CD2.c, 3.c)
      The classroom is organized to support blended learning (CD3.a)
      Students understand expectations and directions for blended activities (CD3.a)
      Students are engaged in rigorous activities (CD3.c, 1.b, 3.d)
      The teacher effectively utilizes support and resource staff to support blended learning (CD2.c)
    •   Missing Developing Progressing Pervasive N/A
      Planned lesson demonstrates knowledge of the structure of guided reading (CD1.a, 1.e)
      The teacher has knowledge of students in need of guided reading (CD1.b, 1.e)
      The teacher utilizes appropriate resources to support guided reading (CD1.d, 1.e)
      The instructional groups are organized to support guided reading (CD1.e)
      The teacher utilizes assessment procedures to collect guided reading data (CD1.f)
      Students understand the procedures and structure of guided reading (CD2.c)
      There is a physical space for guided reading (CD2.e)
      The teacher communicates expectations for guided reading (CD3.a)
      The teacher utilizes effective gesturing/prompts and discusses techniques for guided reading (CD3.b)
      Students are engaged during guided reading (CD3.c)
      The teacher collects and utilizes data during guided reading (CD3.d)
    • Climate  
    •   Missing Developing Progressing Pervasive N/A
      The teacher utilizes a PBIS clipboard (CD2.a)
      Students are aware of their PBIS level (CD2.a)
      Teacher actively rewards students with Pow Bucks (CD2.a)
      Students understand the PBIS system (CD2.a)
      Students understand and follow classroom routines (CD2.c)
      Students understand and follow classroom expectations (CD2.d)
      The teacher monitors student behavior (CD2.d)
      Teacher appropriately responds to student behaviors (CD2.d)
    •   Missing Developing Progressing Pervasive N/A
      Teacher uses effective restorative statements (CD2.a)
      The teacher utilizes restorative questions (CD2.a, 2.d)
      Teacher is proactive in solving conflicts (CD2.d)
      The teacher provides opportunity for responsive circles and/or meetings and conferences (CD2.a, 2.d)
      The teacher has established a community culture in the classroom (CD2.a, 2.d)
    • Special Area Subjects  
    •   Missing Developing Progressing Pervasive N/A
      Anchor charts are posted (CD1.d, 1.e, 2.e, 3.c)
      Anchor charts are referenced (CD1.d, 1.e, 2.e, 3.c)
      The teacher uses content vocabulary (CD1.a, 3.a, 3.b)
      The students use content vocabulary (CD1.a, 3.a, 3.b)
      "I can" statements are posted (CD1.c, 3.a)
      "I can" statements are shared/referenced (CD3.a)
      Success criteria are posted (CD3.d)
      Success criteria are referenced (CD3.d)
      The teacher's planning demonstrates knowledge of students' skills (CD1.b)
    •   Missing Developing Progressing Pervasive N/A
      The teacher's planning demonstrates knowledge of student's skills (CD1.b)
      The teacher's planning demonstrates students' interests (CD1.b)
      The teacher's planning demonstrates knowledge of students w/special needs (CD1.b)
      Instructional outcomes are appropriate for all learners (CD1.c)
      Instructional groups are intentionally organized to support learners' needs (CD1.e)
      The teacher utilizes data to plan blended learning activities (CD1.f, 3.c)
      There are procedures to support blended learning opportunities (groups) (CD2.c, 3.c)
      The classroom is organized to support blended learning (CD3.a)
      Students understand expectations and directions for blended activities (CD3.a)
      Students are engaged in rigorous activities (CD3.c, 1.b, 3.d)
      The teacher effectively utilizes support and resource staff to support blended learning (CD2.c)
    •   Missing Developing Progressing Pervasive N/A
      Formal and informal assessment data is gathered using a data board (CD1.b, CD1.f, 3.d)
      The teacher uses knowledge about the students' interests to plan instruction (CD1.b)
      The teacher uses knowledge about individual student needs to plan instruction (CD1.b, 3.d)
      Outcomes are differentiated to support students of differing abilities (CD1.c, 3.d)
      The teacher has utilized data to plan learning groups (CD1.e, 1.f, 3.d)
      There are a variety of performance opportunities (CD1.f)
      The teacher responds to student needs based on collected data (CD3.e)
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