Classroom Observation Form

Classroom: 220_________ Date: 3/7/2017 ______ Time: 9:30am-10:00am__________

Teacher: Sam Fladd_______ Para-Professional/Assistants: Zach Powell, Sabinus, Sandra Ahoy

Activities/Lessons: Reading Group_____

Observer(s): Genese Neal__________

Scoring Guide:
0 = Indicator not demonstrated
1 = Indicator partially demonstrated
2 = Indicator fully demonstrated

Score Comments
Classroom Environment and
Schedule
-Daily schedule of activities/lessons 2
is posted with corresponding visuals
-Individual student schedules are 2 Students checked their individual schedules at
accessible and individualized to meet the beginning and end of the lesson
the needs of each student
-Lesson objectives are clearly posted 2 Posted at the front of the room
and align with lesson plans
-Classroom is neat, organized, and 2 The classroom is very clean, organized, and
clutter-free in all areas well-kept. Students clearly know where all
materials are kept.
-Individual reinforcement systems 2 Students were offered breaks as needed and
(e.g., token boards, checklists) are earned according to their individual BIPs
accessible and visible to students at
all times
-PECs and AAC devices are readily N/A All students in the classroom communicate
available and students are using vocal verbal communication and do not
encouraged/expected to use them for require AAC.
communication
-Bulletin boards are updated and 2 There was a bulletin board with the current
contain current and age appropriate vocabulary for that weeks topic and lessons
information
Classroom Operation
-Schedules are checked at the end of 2 Individualized picture schedules
each activity before transitioning to
the next activity
-Students are fully engaged and 2 All students had multiple opportunities to
involved with learning
-Transitions between activities are
smooth and efficient
-Academic data is collected
throughout the lesson
Instruction
-Instructional strategies are
individualized and specific to student
needs
-Visuals are utilized to support
student learning
-Instruction and corrections (e.g.,
errorless, no-no-prompting) are
implemented to ensure progress and
learning
-Positive feedback is provided for
correct responses
-Lesson plans specify instructional
strategies and are followed
-Lesson objectives are
developmentally appropriate based
on students functioning levels
-Oral instructions are paired with
picture icons and/or words that the
students can read
-Instructional pace is appropriate for
student needs
-Checks for understanding are
conducting frequently throughout the
lesson
-Schedules of reinforcement are
utilized appropriately to reinforce
target skills
-Technology (e.g., Ipads, Smart
Boards) is incorporated throughout
the lesson to enhance multiple means
of representation, expression, and
explanation
-Instruction is differentiated to meet
the individual needs of the students
-Opportunities for social skills are
participate. They each had a chance to answer
on the interactive Smart Board. All students
were easily redirected back to the activity if
they became distracted.
2 Sam told the students what activity was
coming up next, which lead to a smooth
transition between activities
2 IAs recorded data on the worksheets as
students were answering
2
2 Visuals were embedded throughout the text
and provided with the vocabulary words
related to the lesson
2
2
2
2
2
2
2
1 Is there a reinforcer that can be incorporated
for correct answers and skills separate from
the BIPs?
2 The interactive Smartboard was used regularly
in each part of the lesson. All students had a
chance to get up and participate using the
board.
2
2 Students collected pencil boxes from each
imbedded in the lesson other/passed out boxes and materials. JG and
KP interacted frequently throughout the
lesson.
-Opportunities for communication 2 All students had different opportunities to
are imbedded throughout the lesson answer during the lesson
Behavior Management
-Classroom rules are posted in a 2 Posted in the front of the room
positive manner with corresponding
visuals
-Criteria for earning reinforcers is 2
clearly defined for individual
students
-Specific behavioral praise is 2
provided to students to reinforce
target behaviors
-Reinforcers are varied and 2
individualized
-Appropriate interventions are used 2
for behavior management
-Behavior data is collected 2
throughout the lesson/activity
Para-Educators/Assistants
-Inter-staff communication is 2 Staff are very respectful to each other and to
respectful of students and limited in the students at all times
content to classroom issues and
instruction
-Support staff delivery instruction 2
cues and prompts effectively and
delivery reinforcement as needed
-Support staff are actively engaged 2 Staff were attentive to the students and their
with the students and provide praise needs. They provided assistance with work
throughout the lesson when needed and praised them for correct
answers and staying on task.
Overall Score (Average) 1.97

Additional Comments and/or Recommendations:

The vocabulary books are a great resource for the students. It provides them with ownership of
their work and writing the vocabulary and definition will improve their comprehension of the
material.
Incorporating the supplementary video about self-driving cars provided a real life connection for
the students and peaked their interests.
Students had to do more complex thinking and reasoning when they were asked to explain
whether or not a car without a driver is safe and why or why not.
Its evident that Sam has a clear, established routine with his students. They knew exactly where
there materials were and how to independently utilize their vocabulary books.