Littleton Elementary School

TAP
POST CONFERENCE SELF-REFLECTION FORM

Teacher Name Gretchen Bacon Date of Observation 1/29/13

Reflect on the lesson that was observed and write in the evidence you have for each indicator.
Do not restate the indicators. Record your responses on this form including a score for each
indicator.

*Submit to evaluator within 24 hours after observation.

DESIGNING AND PLANNING INSTRUCTION

Indicator Score Evidence
Instructional Plans My instructional plans are aligned with state
standards and district curriculum maps. The
lesson was sequenced from review of skills
(basic) to more complex as they had to
4 answer higher level comprehension
questions and then apply their knowledge to
link to the prior math, reading, and science
lessons that had incorporated surveys, polls,
and opinions. They then had to apply their
knowledge of tally charts, frequency charts
and surveys in order to brainstorm times
they had been part of a survey, which can
lead to a chart. They also had to apply their
skills in order to make their own graph based
on collected/presented data. Students were
given appropriate time throughout the
entire lesson for response and reflection.
Accommodations were made by giving
choices, prompts, and sentence starters.
Student Work Student work is displayed throughout the
classroom. Students worked together to
organize data and fill out a graphic
4 organizer. Although there was an
accommodation of a model for students to
copy, their thoughts were listed as a written
model. Students had to draw conclusions
throughout the lesson as they answered
comprehension questions and compared
this to previous stories/lessons. Students
 connected learning to their daily lives,
experiences, and observations when I asked
them to think about if they had ever been
shopping, had a sample, and were asked
their favorite flavor, type, etc.
Assessment Verbal assessment of comprehension
questions based on math standards were
aligned with the lesson and based on the 3rd
3 quarter curriculum map. Criteria for
questioning were measured by
correct/incorrect response, as well as my
knowledge of their prior knowledge of
graphs. Students had to have the pre-
requisite skill of sorting in order to
categorize different items and graph them
accordingly. A written assessment was
conducted by a teacher check of student
work and also by the “Out the Door” ticket.
A formal chapter assessment will be held at
the end of the unit to assess their mastery of
the 4 different types of graphs and key
terminology.
LEARNING ENVIRONMENT
Indicator Score Evidence
Expectations Students are reminded of expectations at
the start of the lesson and throughout.
Students are aware of lesson objective as it
was stated verbally and in writing, student
recited it, and were reminded of it
throughout the lesson. I set high and
4 rigorous expectations for all students and
find ways to make all students successful.
When students make mistakes, I adjust by
giving choices and prompts so that students
can get to the correct response and feel a
sense of accomplishment. There are no silly
mistakes, just learning opportunities.
Students are provided the resources and
tools necessary to be successful. For the
most part, students are eager to participate
and see their success. There were a few
hitches along the way with the adjustment
of instructional time and taking my students
off of their schedule, however, overall they

Managing Student Behaviors
4 daily basis. Behavior is addressed when
Environment
5 regards to teaching in small group, whole
were able to adapt to the change.
Instructional time is utilized to the max to
ensure student comprehension of materials.
Although all students are identified as being
on the autism spectrum, they are aware of
their behavioral expectations and for the
most part are consistently well behaved and
on task. MYD has been modified and
implemented within the classroom and is a
great reflective tool for both my students
and myself. Natural consequences, intrinsic
motivation, as well as verbal and tangible
praise and rewards are implemented on a
severe and or when it interferes with the
learning of others. Behaviors that are
characteristics of autism are given
reminders, redirections, and/or visuals to
get students back on track, while other
behaviors are overlooked. When behaviors
do occur, I try to address in a matter that is
private and does not embarrass the student
in front of his peers. Disruptive behaviors
are addressed and dissolved quickly. Mostly,
students know and understand their
behavioral expectations and the routines set
up within our classroom community. There
were a few behavioral outbursts from one
particular student in this lesson, which stems
from his rigidity of schedule and the fact
that his schedule was thrown when I
changed the time of the lesson.
The classroom is welcoming to all students,
staff and visitors. Students are aware of
expectations and procedures. The room is
organized in a fashion that is conducive for
the population of students I work with in
group, and also strategically placing things
so that they are not distractive during
instruction (books. toys, etc). Students are
aware of what is student friendly in the
room and what requires permission to use.
Student work is displayed and replaced by
 student based on their interests and
accomplishments. Students have defined
group and individual workspaces.
Respectful Culture I feel as though we have a great classroom
culture that is more of a family rather than a
classroom. I think it is clear in my demeanor
and my actions that I truly care about each
one of my students and what them to be
successful in all aspects of life. Students
4 have great peer-to-peer interactions and are
quick to offer support and sympathy to
those students in need. Students interested
and opinions are valued and utilized when
planning lessons. Paraprofessionals are a
vital part of my classroom and they have just
as much of a bond with my students as I do.
IMPLEMENTING INSTRUCTION
Indicator Score Evidence
Standards and Objectives Learning objectives are posted and
communicated with students. Sub
objectives are listed on the white board and
are aligned and sequenced with the big idea
3 in mind. Learning objectives are linked to
student prior knowledge and are used as a
stair step model to increase skills.
Expectations are clear, higher level and
demanding for students. State standards
are displayed through district quick views.
Evidence of mastery is shown through
activities done during the lesson, small
group instruction, and homework.

Motivating Students Content of the lesson was linked to what the

students were previously working on in the
past math lesson and also made connections
4 to the reading and science lessons that have
been occurring. Students are encouraged to
be curious about their learning, ask
questions, and use technology to explore
areas of interest. Positive feedback is stated
and efforts are reinforced through verbal
phrases, actions, and surprise
behavior/academic bucks which can be

Presenting Instructional Content
4 of lessons. Examples and illustrations were
Lesson Structure and Pacing
4 middle (new concept, WE DO), and end
Activities and Materials
4 on a tally/frequency chart. Activities were
spent in the classroom store on payday
Friday.
Visuals in the form of picture cards, a PPT, a
graphic organizer, and the use of the I Pad
were used throughout this and the majority
given for topics being covered in the lesson.
I modeled the expectations for the lesson
through an experiment utilizing cubes and a
chart displaying both tallies and frequency. I
provided a review of all 4 types of graphs we
will cover in this unit as well as key vocab.
The lesson was sequenced with logic and my
questioning and communication strategies
were clear and at the cognitive level of my
students. Essential information was
included and there was no confusing
information in this lesson.
The lesson started promptly at 10:40, which
was adapted to meet the needs of the
evaluator. The lesson has a clear beginning
(review and intro of new materials, I DO),
(application of learning (YOU
DO/Closure/Ticket out the door). Pacing
was appropriate for the student’s cognitive
and sensory/behavioral abilities and hands
on activities were built in with the power
point to the students to encourage
comprehension of the new skill. Students
were aware of procedures for getting
materials and students also helped to clean
up area at the conclusion of the lesson.
There was little instructional time lost
throughout the duration of the lesson.
Activities and materials support the lesson
objectives of collecting and displaying data
challenging and for the most part sustained
the attention of all students. Some students
could come across as not being on task due
to behavioral/sensory issues, but when
questions were asked of them, they show
 comprehension and accuracy. Students
were required to use a variety of thinking
and connect it to their own lives in and
outside of school. A laptop was utilized
within this lesson to reinforce/teach the
lesson and provide visuals. Resources
included a teacher created PPT, as picture
cards, and a graphic organizer for vocab
created by the teacher. Activities were
hands on, creative and required students to
be creative in applying their knowledge.
Questioning I asked a high frequency of questions, some
of which were from the text and others that
applied more to my students and the
different units we have been studying.
Questions supported the lesson objective
and elicited a variety of thinking.
Application: How could you use what you
learned today to find out our class’ favorite
lunch item on the school menu?
4 Analysis: What is the major attribute
tally/frequency chart?
Synthesis: What could you say is similar
between a tally and a frequency chart?
Evaluative: In what other way might we use
a tally/frequency chart?
Questions required individual and group
responses as well as some reinforcement
with Kagen strategies (thumbs up/visual
cueing) and surveying to see that all
students were on the same page. Wait time
was provided which was accurate for the
population I work with and both volunteer
and non-volunteers were called on
throughout the lesson.
Academic Feedback Oral feedback was given throughout the
lesson and included focused feedback based
on student responses for the most part.
Written feedback was given on their written
4 assignment. Feedback was given through all
aspects of the lesson (whole group and
independent seat work). As students were
completing written work, I circulated the
classroom and gave praise to students.
 Feedback is used to adjust and plan future
lessons.
Grouping Students Students are grouped throughout the day
based on leveled groups depending on their
functioning level. The lesson observed was
4 composed of 2nd – 4th grade students.
Tables were grouped based on the amount
of assistance needed from paras and
independence levels when it comes to
comprehending new information. Strategies
are planned to modify the lessons up and
down based on the needs of the students.
While this lesson was taking place, my first
grade students were in the general
education classroom w/a para and a
consultation student was given PAT time on
a computer. Within all instructional groups
throughout my day, there is still a wide
range of verbal and cognitive abilities and
modifications/adaptations have to be done.
Students are aware of the expectations
during group instruction and for the most
part participate. Goals are set and evaluated
as a whole group and on an individual basis.

Teacher Content Knowledge As the years have passed and I have gotten
more grade levels within my classroom, I
have taken on more ways to educate myself
on all the different aspects of the curriculum
maps and the state standards. I am on the
CIA committee for 1st and 2nd grade and am
4 constantly using the internet/curriculum for
clarification on how to teach different
standards. I use lessons to build onto each
other so that students are making
connections to prior lessons.
Teacher Knowledge of Students Having had the majority of my students for
3-5 years, I am very comfortable with my
students and understand their IEP goals and
can anticipate learning difficulties for all
subject areas. I have great working
5 relationships with all of my students and
their families and incorporate their interests
and cultural beliefs on a daily basis. Lessons
 are differentiated and modified based on
individual students needs in order to
encourage student success.
Thinking What types of thinking are you
teaching/practicing in this lesson?
Analytical: Students will use tally charts and
frequency charts to compare data.
3 Creative: As an extension, students put items
in a bag to conduct their own survey and
produce a tally/frequency chart.
Practical: Students will answer questions
based on data presented in tally/frequency
charts.
Problem Solving Categorization: Sort trees into categories
Abstraction: Students will predict which color
of cube will be chosen most frequently based
on the number of each colored cube in the
3 bag.
Drawing conclusions: Students have
identified different graphs. Students will
justify which type of graph they feel is easier
to read.
Improving solutions: Students are given a
variety of items to graph on a
tally/frequency chart.
Identifying relevant/irrelevant information:
During problem solving surrounding
graphing, students will identify needed and
unneeded information.