In an Effective Inclusive Classroom . . . The educator will be . . . The student will be . . . The classroom will . . . Providing options for student Making connections between new Support a variety of tasks and learning formats engagement, persistence, and content, prior knowledge, and self-regulation real-world applications Provide positive Conducting frequent checks for Engaging in learning through a reinforcement and motivators student understanding variety of approaches and Clearly display expectations, developmentally appropriate Providing clear academic rules, and routines tasks with a variety of resources objectives and behavioral Use clear and effective expectations Demonstrating self-regulation displays of information, tools, strategies by monitoring his or her Providing frequent and varied resources, prompts, etc. own thinking, setting goals, and feedback and positive Support student use of monitoring and reflecting on reinforcements to student resources and scaffolding progress responses Demonstrating autonomy and Be safe and respectful of all Collaborating actively when self-advocacy by choosing cultures and backgrounds other adults are in the room appropriate learning tools and Be rich with connections to Presenting curriculum content supports student experience and through multiple means and interest Persevering on difficult tasks providing scaffolds and support for metacognitive processing Making academic and behavioral Be conducive to collaboration corrections based on staff and group work Providing multiple and varied feedback and other evidence Allow for smooth physical options for student communication and expression movement of students and Using a variety of tools and educators means to demonstrate and Modeling and reinforcing communicate knowledge positive behavioral expectations Create a nonthreatening, Collaborating with peers and positive, and academically Using data and student demonstrating appropriate rigorous atmosphere response to differentiate behavior during group and instruction and support individual work Observation Notes Reflection and Feedback Educator Behaviors: Guiding Probes: How do you engage students who are to “hard reach”? Student Behaviors: What strategies have you put Classroom Environment: in place to address challenging behaviors? How do you provide tiered interventions and supports for students who need them? What data have you used to guide your instruction? In what areas do all students struggle, and in what areas do only some students need targeted support?
In an Effective Inclusive Classroom . . . The educator will be . . . The student will be . . . The classroom will . . . Providing options for student engagement, persistence, and self-regulation Conducting frequent checks for student understanding Providing clear academic objectives and behavioral expectations Providing frequent and varied feedback and positive reinforcements to student responses Collaborating actively when other adults are in the room Presenting curriculum content through multiple means and providing scaffolds and support for metacognitive processing Providing multiple and varied options for student communication and expression Modeling and reinforcing positive behavioral expectations Using data and student response to differentiate instruction and support Making connections between new content, prior knowledge, and real-world applications Engaging in learning through a variety of approaches and developmentally appropriate tasks with a variety of resources Demonstrating self-regulation strategies by monitoring his or her own thinking, setting goals, and monitoring and reflecting on progress Demonstrating autonomy and self-advocacy by choosing appropriate learning tools and supports Persevering on difficult tasks Making academic and behavioral corrections based on staff feedback and other evidence Using a variety of tools and means to demonstrate and communicate knowledge Collaborating with peers and demonstrating appropriate behavior during group and individual work Support a variety of tasks and learning formats Provide positive reinforcement and motivators Clearly display expectations, rules, and routines Use clear and effective displays of information, tools, resources, prompts, etc. Support student use of resources and scaffolding Be safe and respectful of all cultures and backgrounds Be rich with connections to student experience and interest Be conducive to collaboration and group work Allow for smooth physical movement of students and educators Create a nonthreatening, positive, and academically rigorous atmosphere Observation Notes Reflection and Feedback Educator Behaviors: Student Behaviors: Classroom Environment: Guiding Probes: How do you engage students who are “hard to reach”? What strategies have you put in place to address challenging behaviors? How do you provide tiered interventions and supports for students who need them? What data have you used to guide your instruction? In what areas do all students struggle, and in what areas do only some students need targeted support?
4a-observations.docx