ideas and key information from the text(s). Check if Classrooms Observed Total Mathematics Lesson Indicators (CCR % of less # of SIA Math) Ys than Ys 1 2 3 4 5 6 7 8 9 50% Students engage in Standards for MP that are central to the goals of the y y y y y 5 100% lesson and connected with the targeted content. The lesson targets one or more aspects of rigor (conceptual understanding, procedural skill and fluency, or application), as appropriate for the addressed standard(s). y y n n n 2 40% Mark the aspect(s) of rigor the lesson addresses: Conceptual Understanding Procedural Skill and Fluency Application Students are presented with challenging questions and problems that prompt them to discuss n n n n y 1 20% their developing thoughts about the lesson content. Mathematical concepts are made explicit through explanation, modeling n y y y y 4 80% and/or examples. Precision is demonstrated and expected regarding mathematical y y y n n 3 60% calculations, terminology, symbols, graphs, etc. Step 2: Setting priorities for professional development. Your program’s priorities for instructional staff professional development may be based on multiple factors, including overall program goals and objectives and handling multiple federal or state initiatives that may be driving your program. For the purposes of this KYAE Classroom Observation project, here are some brief guidance points: Examine which general indicators were observed in less than half of the classes. Record this information by placing checkmarks in the following chart. The following general indicators were observed in less than 50% of the classes: Indicators Observed in Less Than 50% of Core Actions Classes 1 2 3 4 5 A. Lesson content is based on standards and learner goals
ideas and key information from the text(s). Mathematics Lesson Indicators (CCR SIA Math) Classrooms Observed Total # of Ys % of Ys Check if less than 50% 1 2 3 4 5 6 7 8 9 Students engage in Standards for MP that are central to the goals of the lesson and connected with the targeted content. y y y y y 5 100% The lesson targets one or more aspects of rigor (conceptual understanding, procedural skill and fluency, or application), as appropriate for the addressed standard(s). Mark the aspect(s) of rigor the lesson addresses: Conceptual Understanding Procedural Skill and Fluency Application y y n n n 2 40% Students are presented with challenging questions and problems that prompt them to discuss their developing thoughts about the lesson content. n n n n y 1 20% Mathematical concepts are made explicit through explanation, modeling and/or examples. n y y y y 4 80% Precision is demonstrated and expected regarding mathematical calculations, terminology, symbols, graphs, etc. y y y n n 3 60% Step 2: Setting priorities for professional development. Your program’s priorities for instructional staff professional development may be based on multiple factors, including overall program goals and objectives and handling multiple federal or state initiatives that may be driving your program. For the purposes of this KYAE Classroom Observation project, here are some brief guidance points: Examine which general indicators were observed in less than half of the classes. Record this information by placing checkmarks in the following chart. The following general indicators were observed in less than 50% of the classes: Core Actions Indicators Observed in Less Than 50% of Classes 1 2 3 4 5 A. Lesson content is based on standards and learner goals
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