Tier 1 Classroom Observation
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Day
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Hour
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Minutes
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PM
AM/PM Option
Full Name
First Name
Last Name
Observation
Please Select
Observation 1 (weeks 1-6)
Observation 2 (weeks 14-19)
Observation 3 (weeks 31-36)
Observation 4 (when min. criteria not met)
I.Effective Classroom Management
Observation Interval for Each Minute
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Rows
1
2
3
4
5
1. Use of smooth transitions: providing transition activities for students
1
2
3
4
5
2. Rules are communicated in the classroom
6
7
8
9
10
3. Procedures are communicated in the classroom
11
12
13
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15
4. Use of active supervision component: scanning to monitor student behavior
16
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20
5. Use of active supervision component: moving around the room to monitor student behavior
21
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6. Use of active supervision component: interacting to monitor student behavior
26
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30
7. Consequences for positive behavior
31
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8. Consequences for negative behavior
36
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40
Effective Classroom Management ___ /80
Item 1
Item 2
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Item 4
Item 5
Item 6
Item 7
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Item 10
Total:
0
/
80
II. Effective Classroom Instruction
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Rows
1
2
3
4
5
1. Students are actively engaged in material (writing, answering questions, discussion)
41
42
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45
2.Content is at instructional level (i.e., tiered assignments or choice boards)
46
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50
3. Students answer questions correctly
51
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4. Students ask questions
56
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60
5. Teacher communicates the expectations of the lesson
61
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6. Teacher questioning measures students' understanding of the prerequisite concepts
66
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7.Teacher questioning measures students' understanding of new concepts
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8. Teacher encourages students to think critically concerning previous concepts
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9. Teacher encourages students to think critically concerning enw concepts
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10. Teacher reviews prerequisite knowledge needed for the lesson
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90
Effective Classroom Instruction ___/100
Item 1
Item 2
Item 3
Item 4
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Item 6
Item 7
Item 8
Item 9
Item 10
Total:
0
/
100
III. Differentiated Instruction
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Rows
1
2
3
4
5
1. Teacher uses activities to support instruction (i.e., advanced organizer, intro to lesson, or closure)
91
92
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95
2. Teacher aligns tasks to learning goals
96
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100
3. Teacher engagement with students varies as the needs of the students differ
101
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105
4.Teacher provides guided practice in learning new concepts
106
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108
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110
5. Teacher provides modeling for learning new concepts
111
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115
6. Teacher uses concepts to support instruction (i.e., broad based ideas or principles)
116
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120
7. Teacher uses content to support instruction (i.e., incremental steps to an objective)
121
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8. Teacher groups students to work on instructional component
126
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130
9. Teacher provides prompt feedback to students concerning performance (i.e., positive corrective feedback)
131
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135
10. Teacher assists students in preparation for assignments, long-range projects, and tests
136
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140
Differentiated Instruction ___/100
Item 1
Item 2
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Total:
0
/
100
Effective Classroom Management
Yes
No
Effective Classroom Instruction
Yes
No
Differentiated Instruction
Yes
No
Notes (Any area that was consistently strong or needs improvement)
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