Students evaluate and reflect on what they learned and how they learned it. y y y n n n n y y y 6 60% D. Learning engages students in higher-order thinking Classrooms Observed Total # of Ys % of Ys Check if less than 50% 1 2 3 4 5 6 7 8 9 Relevant, thought-provoking questions are posed to stimulate student thinking beyond recall in order to engage learners in inquiry, challenging their own assumptions and encouraging problem-solving. n n n n n n n n y y 2 20% Students are consistently expected to elaborate on and justify their responses. n n n n n n n n y y 2 20% Students participate in activities that require suspending judgment, coming to consensus, discussing alternatives, prioritizing, negotiating, evaluating, and other skills. y y y y y y n n y y 8 80% Students are encouraged to voice ideas and opinions without fear of negative consequences. y y y y y y y y y y 10 100% All or most students display persistence with challenging tasks. y y y y y y y y y y 10 100% RLA Lesson Indicators (CCR SIA English) Classrooms Observed Total # of Ys % of Ys Check if less than 50% 1 2 3 4 5 6 7 8 9 Lesson clearly reflects the concepts and skills of a mixture of CCR reading, writing, speaking and listening, and language standards. y y y y y 5 100% A majority of class time is spent reading, writing, or speaking directly about a text or multiple texts. y y y y y 5 100% The text(s) central to the lesson displays exceptional craft and thought and/or provides useful information. y y y y y 5 100% Questions and tasks consistently or often stimulate student thinking beyond recall and ask them to draw evidence from the text(s) to support their ideas and inferences. n n n n y 1 20% Questions are sequenced to support students’ delving deeper into text(s) to build their understanding of the big n n n n y 1 20% a
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