ࡱ> QSP @ bjbj $BM^RRRRVVVj8\BDj&(:- - - c&e&e&e&e&e&e&$ (R^*&V- - - - &RR&w"w"w"- ^RVc&w"- c&w"w"$| JVk% P? ^G%/&4&0&Y%+ 0+$k%jjRRRR+Vk%- - w"- - - - - &&jjD"^jjClassroom Observation Guide  Physical Environment In this classroom, you observe: ( ( ( Appropriate amount of visual and auditory stimulation ( ( ( Individualized seating accommodations, as needed ( ( ( Visually separated areas ( ( ( Work: teacher directed; independent; centers ( ( ( Group instruction ( ( ( Leisure/break ( ( ( Transition/schedule ( ( ( Identifiable space for personal belongings ( ( ( An organized and orderly environment: Examples ( ( ( Placement of furniture and materials ( ( ( Containers, carts, shelving, cabinets ( ( ( Schedules ( ( ( Color-coding ( ( ( Labeling ( ( ( Adaptive equipment, as appropriate ( ( ( Student work displayed ( ( ( Evidence of the use of technology to meet student needs Learning Environment In this classroom, there is evidence of: ( ( ( Curriculum, adapted or modified as needed ( ( ( Differentiated instruction to meet individual students strengths and needs ( ( ( Adaptations to meet individual students strengths and needs ( ( ( Use of visual strategies to augment instruction ( ( ( Pictures/picture symbols ( ( ( Checklists ( ( ( Pictorial/written directions ( ( ( Task sequences ( ( ( Highlighting ( ( ( Flip chart ( ( ( Assignments poster ( ( ( Variety of presentation materials ( ( ( Text ( ( ( Manipulatives ( ( ( Overhead projector ( ( ( Tape recorder ( ( ( Computer and software ( ( ( Card reader, as appropriate ( ( ( Writing boards ( ( ( Age appropriate materials and activities ( ( ( Meaningful, relevant, functional activities  Learning Environment (continued) In this classroom, there is evidence of: ( ( ( Opportunities for all students to participate and communicate ( ( ( Communication systems in use for individual students across settings ( ( ( Group & individual learning opportunities ( ( ( Transitional routines ( ( ( Positive behavior programming ( ( ( Group and individual reinforcement plans ( ( ( Opportunities for making choices ( ( ( Modeling of desired behaviors ( ( ( Instructional language matched to student levels ( ( ( Minimal distractions/interruptions ( ( ( Assignment books/organizers/communication logs  Teacher In this classroom, the teacher: ( ( ( Provides a supportive classroom environment ( ( ( Maintains high expectations for student achievement ( ( ( Effectively manages the classroom by ( ( ( Establishing and teaching procedures and routines ( ( ( Effectively using prompting and cuing techniques to maximize student success ( ( ( Promoting student independence ( ( ( Ensuring a safe learning environment ( ( ( Presents information in a systematic and clear format ( ( ( Models/demonstrates concepts and procedures ( ( ( Uses techniques to promote student success ( ( ( Observes, records, and assesses student progress related to IEP goals ( ( ( Provides appropriate follow-up activities ( ( ( Provides a variety of ways for students to demonstrate knowledge ( ( ( Maintains momentum through ( ( ( Preparation ( ( ( Organization ( ( ( Delivery ( ( ( Collaborates with service providers and team members ( ( ( Implements an effective work plan for instructional team members ( ( ( Provides opportunities for peer interaction Students In this classroom, the student: ( ( ( Demonstrates the ability to follow classroom routines ( ( ( Is actively involved in a variety of learning activities ( ( ( Demonstrates an understanding of the instructional activity ( ( ( Works independently for an appropriate period of time ( ( ( Cooperates in a group for an appropriate period of time ( ( ( Uses equipment/materials appropriately ( ( ( Interacts with peers in both structured and unstructured activities     PAGE 1 PAGE 1 LCPS, 2009 (Adapted from FCPS 1998/2006) PAGE 5 Clearly evident Somewhat evident Not observed Clearly evident Somewhat evident Not observed Clearly evident Somewhat evident Not observed Clearly evident Somewhat evident Not observed Clearly evident Somewhat evident Not observed  4TVWX]^bc  , . / 0 1 ƾƾƾ}u}h1CJaJhrK@CJaJhrK@ hrK@CJ jhrK@CJh1 hi+CJ hZCJ hZCJ jhZCJ hZ5CJ jhZ5 hZ5h~hZ5CJ hZCJ jhZUmHnHu hZ5CJhZhcKh9%h.4TUVW. 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