kindergarten administrator’s observation guide · pdf filekindergarten...

KINDERGARTEN ADMINISTRATOR’S OBSERVATION GUIDE

This document is not an official appraisal document from the Office of Human Capital and Accountability. This document was created by the

Curriculum Department to assist campus administrators when observing Kindergarten classrooms or as a tool in a coaching conversation with Kindergarten teachers.

1

Teacher: Evaluator: Date of Observation:

Number of Students: Time Observation Began: Time Observation End:

CLASSROOM ENVIRONMENT

Area IPR

Alignment Description Observed Comments

Classroom Arrangement 1- Room is disorganized, messy, resources and materials are not clearly labeled and work stations are not clearly defined.

2- Room is organized. Resources and materials are displayed, but not clearly labeled. Work stations are present, but they are not clearly defined. There is a designated area for large group instruction, but there is not enough space for each student.

3- Room is organized with 5 – 8 work stations mostly defined. There is a designated space for large and small group instruction. Work stations are present, but most are not defined. Resources and materials are organized, but not labeled.

4- Room is clean and organized; work stations are well defined and full of resources. There is a well-developed large group area with space for all students. There is a designated small group area, and an available area for students to work independently. Resources and materials for all independent learning activities are available and easily accessible to teacher and students.

1- Ineffective

2- Needs Improvement

3- Effective

4- Highly Effective

Work Stations

(Sampling)

Letter Knowledge /Word Study

Writing

Library/Listening, Poetry

Oral/Social Development

Dramatic Play

Math

Science

Technology

Art

ESL

I-3

I-4

I-8

1- There are 1-5 work stations. Room is disorganized, and work stations are undefined. Work stations are not well stocked with appropriate materials, and are not easily accessible to the students. There is no evidence of journals or writing incorporated within the work stations. There is no evidence of modeling to support student implementation.

2- There are 6-9 defined work stations. Room is somewhat organized. Some of the materials are in stock, and accessible to the students. Some work stations have a journal or writing component. There is minimal evidence of modeling to support student implementation.

3- There are 10 defined work stations. Room and materials are organized. Most work stations incorporate a journal or writing component. Some evidence of HFW and/or vocabulary are present to support reading, oral language and writing development. Students have some differentiated choices at each independent learning areas.

1- Ineffective


3- Effective

4- Highly Effective




2

Reading

Sand and Water

Read the Room

4- There are 11 or more well defined work stations that contain a variety of rigorous and challenging activities. Work stations allow for differentiation for students at different ability levels. Room is organized. Materials are organized and available. Work station areas allow space for all students. Journals or writing is incorporated within each work station. Evidence of HFW and/or vocabulary are present to support reading, oral language and writing development. Evidence of student products are displayed.

Classroom Management (Sampling)

Classroom Rules and Procedures

Classroom Expectations

Behavior Agreement

Reward System

Classroom Schedule

I-5

I-9

I-10

1- No management system evident. Students and teacher seem unorganized. 60-80% of the class is off task.

2- Management system is evident but is not being used by students or in an efficient manner. The teacher’s lesson is unorganized which significantly affects learning. 70-50% of the class is off task.

3- Management system is evident and being used by the teacher. Students execute routines and procedures in an orderly and efficient manner in order to maximize learning. 60-80% of the class is on task.

4- Management system is evident and being used by students. Students assume responsibility for routines and procedures and execute them in an orderly, efficient, and self-directed manner that requires little or no direction from the teacher. 80-90% of the class is on task.

1- Ineffective


3- Effective

4- Highly Effective

Student’s Names (Sampling)

Cubbies

Helper Charts

Portfolios

Small Group Chart

Classroom Desk

Bulletin Boards

I-10 1- Students’ names are not visible in the classroom.

2- Students’ names are visible on the word wall but no picture is included.

3- Names are visible on the word wall, management charts, and some work stations with students’ pictures included. The students use the displayed names as a reference to support learning activities.

4- Names are visible on the word wall, management charts, and many work stations with students’ pictures included. The students use the displayed names as a reference to support learning activities.

1- Ineffective


3- Effective

4- Highly Effective




3

Student’s Work Worksheets should not be used

as a display.

Anchor charts created with small or large groups of students in any subject are displayed.

Authentic, hands-on, activities are displayed.

Examples include art, writing, projects, etc.

Work displayed outside of the classroom may be considered.

I-7

I-10

1- No student work is displayed. Most writing is teacher generated.

2- Some student work is displayed. Some writing is teacher generated.

3- There are multiple types of authentic, current student work displayed throughout the classroom. Some students are represented.

4- There are multiple types of authentic, current student work displayed throughout the classroom. Student work reflects specific lesson objectives or foci. All students are represented.

1- Ineffective


3- Effective

4- Highly Effective

Print (Sampling)

Anchor Charts

Graphic Organizers

Shared Writing

Environmental Print

Songs

Calendar

Graphs

Management Charts

Name Chart

Topic or Theme related posters

Rubrics

Vocabulary

High-Frequency Words Class-made Books

I-1

I-3

I-8

I-10

1- There is no print in the classroom.

2- There is minimal print in the classroom and/or print appears decorative rather than functional/educational. There are no current modeled, shared, or interactive writing archives.

3- There is functional/educational print in the classroom. The print is linked to the current theme/topic. Print is located low enough to allow for child interaction. The majority of the print reflects modeled, shared, or interactive writing archives.

4- There is an abundance of functional/ educational print located in all areas of the classroom. The print is linked to the current theme/topic. Print is located low enough to allow for child reference or interaction. The majority of the print is student generated. There are numerous current modeled, shared, and interactive writing archives visible at student eye level. Students refer to or interact with the print and incorporate print within a work station.

1- Ineffective


3- Effective

4- Highly Effective




4

Student’s Daily Schedule List all daily events including

work station and small group instruction time.

Functional/educational print

I-5

I-10

1- There is no daily schedule evident.

2- There is a daily schedule that is not easily visible to students. Schedule may lack pictures and/or icons.

3- Daily schedule is visible and usable (students can access it when needed) to students and is displayed at their eye level. Students are typically exposed to lessons of appropriate length (whole group: 15 – 20 min; small group/work stations: 90 min).

4- Daily schedule is accessible to students and is displayed at their eye level. There are relevant icons, clip art, or photos for every activity. Appropriate times are allocated for each component of the schedule (whole group: 15 – 20 min; small group/work stations: 90 min).

1- Ineffective


3- Effective

4- Highly Effective

Books If books are web-based, there is

a list adjacent to the technological equipment in the room that reference the website.

If audio books are available, there is adequate equipment available for use (i.e. tape/cd player, headphones, etc.).

Individual book bags or leveled tubs are available for independent reading.

I-3

1-10

1- There are no books in the classroom. Books are still in their shipping containers.

2- Books are only available to students in the classroom library. Books lack variety and are not leveled. Books are not available in work stations.

3- There are books in multiple areas (inclusive of work station areas) of the classroom other than the classroom library including fiction and nonfiction. Books are organized in containers. Some of the available books are class-made, reflective of current themes.

4- There are books in multiple areas (in the work stations) of the classroom other than the classroom library. These texts are varied to include fiction and non-fiction books as well as a variety of their subsets. Books are organized in containers by reading levels and genres. Books reflect current themes being studied. Students have individual book bags or leveled tubs for independent reading. There is evidence of leveled books being used in guided reading area.

1- Ineffective


3- Effective

4- Highly Effective

Calendar Numbers are clearly displayed

1 – 30/1-31

Functional/educational print

Reflects holidays or other specific events

May reflect Math strategies (i.e. patterns, countdowns, problem solving, etc.)

I-3 I-4 I-6 I-8

1- There is no calendar in the classroom.

2- Calendar is displayed in the classroom, but it is not up to date. There is no set calendar routine.

3- Calendar is displayed in the classroom and it is up to date. There is a set calendar routine. Students participate in calendar activities.

4- Calendar is displayed in the classroom and it is up to date. There is a set calendar routine. Students actively participate in calendar routines. Students are also in charge of some if not all aspects of leading calendar routines with their peers. Calendar covers some if not all content areas.

1- Ineffective


3- Effective

4- Highly Effective




5

DATA COLLECTION AND TRACKING

Area IPR


Small Group Instruction

Designated Small Group Instruction areas could be:

A designated table

On the carpet/rug

Possible Materials that may be observed during a small group lesson:

• Rhyming Books

• Vocabulary Picture Cards

• Alphabet Charts

• Paper

• Writing Instruments

• Play-doh

• Alphabet Books

• Letter Stamps

• Magnetic Letters

• Post-It Notes

• Individual White Boards

• Math Manipulatives

• Leveled Readers

• Fluency Documentation

• High-Frequency Words

• Small Group Lesson Plan/Documentation

PL-2 PL-3

I-1 I-3 I-6 I-8

1- There is no designated small group area in the classroom. No small group lesson plan is evident. Teacher adjusts few or no elements of the lesson to meet different student needs. No system for anecdotal notes is used. The small groups are not based off of recent assessment data.

2- Designated small group area accommodates 4-6 students. Small group lesson is evident, but not used. Teacher adapts some elements of the lesson to meet different student needs. Instruction is not based on recent assessment data, although a system for assessing student understanding is evident, it is not utilized consistently. Students may be able to explain what objectives they are working on or goals they are working towards.

3- Designated small group area accommodates 4-6 students. Small group lesson is evident and used. Small group instruction is based on recent assessment data. Teacher provides additional support or variation of work in order to meet the needs of the students. A clear system to assess student understanding and formulate further instruction during the lesson is evident. Students can explain some objectives they are working on or goals they are working towards.

4- Designated small group area accommodates 4-6 students. Small group lesson plans are available and used, and manipulatives for skill development are readily available (see examples of possible manipulatives in the column to the left). Small group instruction is based on recent assessment data. A clear system to assess student understanding and formulate further instruction during the lesson is evident (I.e. anecdotal notes). Students can explain and track their progress for objectives they are working on or goals they are working towards.

1- Ineffective


3- Effective

4- Highly Effective




6

Journals - optional (Sampling)

Math Journals

Science Journals

Literary Journals

Writing Journal

Daily/Free Writing Journals

Handwriting Journals

PL-2

I-2

1- Journals are not used in the classroom.

2- Journals are accessible to students, but appear to be used infrequently.

3- Journals are accessible to students and are used on a daily basis with dated entries to track student progress. Positive feedback is given on some pages. Most of the writing reflects student comments.

4- Journals are accessible to students and are used on a daily basis with dated entries. In addition, there are 2 or more types of other journals such as Math and Science that are used regularly with dated entries to track student progress. Positive comments are available on all pages. All of the writing reflects student comments.

1- Ineffective


3- Effective

4- Highly Effective

Portfolios - optional

Authentic student work; no worksheets.

Shows growth and progression over time.

Not cluttered with every work sample.

Contains more than holiday or art work.

Contains intervention progression data.

Documentation of parental interaction is available.

PL-2

I-3

1- Portfolios are not used.

2- There are portfolios for each child, but are not current with work samples and observations.

3- There are portfolios for each child that include(s) current dated materials, observations, and anecdotal records to analyze student progress, current assessment data summaries, and plan for differentiated instruction.

4- There are portfolios for each child that include(s) current dated materials, observations, anecdotal records and photos to analyze student progress and plan for differentiated instruction. Current assessment data summaries and intervention/acceleration plans are available with activities.

1- Ineffective


3- Effective

4- Highly Effective




7

CONTENT BLOCKS

Area IPR


Writing

Materials can include:

Pencils/Pens

Crayons/markers

Envelopes

Varieties of Paper

Stationery

Invitations

Index Cards

Folded Paper Books

Picture Dictionary

1-3

I-8

1- Writing materials are not readily available to students and there is no evidence of student writing in the classroom.

2- Writing materials are available and student writing is evident only in the Writing work station.

3- Writing materials are available and student writing is evident in multiple work stations throughout the classroom and student writing opportunities (i.e. student work, journals, etc.) are evident in some other content areas.

4- Writing materials are available and student writing is evident in all work stations throughout the classroom and student writing is evident in all other content areas.

1- Ineffective


3- Effective

4- Highly Effective

Modeled Writing Anchor Charts

Morning Message

Graphic Organizers

Writing Process

Can be written on chart paper, overhead, or Smart Board.

Should be displayed in the classroom.

I-1

1-2

1-3

1-4

1-6

1-8

1- There is little to no evidence of writing displayed in the classroom.

2- There is some evidence showing the teacher has created a minimal amount of archives to assist students in the writing process.

3- There is evidence showing the teacher has created writing archives that are visible in only a few areas of the classroom. The archives reflect that the teacher has modeled the thinking and writing process for students.

4- There is evidence that the teacher has modeled the thinking and writing process for her students in authentic situations. The archives that are produced by the teacher are on a challenging level than what students could do in shared writing activities.

1- Ineffective


3- Effective

4- Highly Effective

Shared/Interactive Writing Written Anchor Charts around

the room reflect shared and interactive writing.

To assess student writing the teacher uses two colors, for example:

• Black – teacher

I-1

1-2

1-3

1-4

1-6

1-8

1- Writing archives in the classroom are all teacher produced.

2- Writing archives in the classroom are mostly teacher produced with minimal student interaction.

3- Writing archives show evidence that the teacher and the students are sharing the pen. During a writing activity the teacher allows the student to come up and be interactive in the writing process.

1- Ineffective


3- Effective

4- Highly Effective




8

• Red – Student

Interactive writing is done during small group instruction time.

4- The teacher engages the students in writing interactively with her during whole and small group activities/instruction. Students write with minimal assistance from the teacher. Writing archives around the room reflect evidence that the students contributed to the document.

Word Study

The word wall should be an interactive (Velcro, magnetic tape, etc.) tool where students are able to remove/replace words.

There should be no more than 30 words on the word wall at one time including the students’ names and High-Frequency Words.

Words should be taken off the word wall when a new instructional topic is introduced.

Words taken off the word wall should be placed in the work station for students to use as a reference.

I-1

I-3

I-6

I-8

1- There is no word wall. Students use word study worksheets: coloring, cutting, and gluing.

2- The word wall is displayed but there is no evidence of use. It is not interactive. Word study is not included in small group instruction. Undifferentiated and sporadic opportunities are evident in word study activities/instruction.

3- There is a word wall in the classroom that is interactive and used by the students. It is used as a resource during lessons, small groups and independent work. The wall contains current vocabulary with pictures displayed after each word, students’ names with pictures, and a few high-frequency words. Letters are in alphabetical order and spaced so that words are not crowded and overlapping. Teacher introduces new words regularly during whole/small group instruction. Word study activities/instruction are present in the lesson plan and provides differentiated activities during small group instruction.

4- There is a word wall in the classroom that is displayed at the students’ eye level. It is interactive with evidence of use by the students. It is used as a resource during lessons, small groups and independent work. The word wall contains current vocabulary with pictures after each word, students’ names with pictures, and a series of high-frequency words. Letters are in alphabetical order and spaced so that words are not crowded and overlapping. Words are computer generated/neatly written and large enough to be seen from anywhere in the classroom. Teacher introduces new words regularly during whole/small group instruction. Multiple differentiated word sorts occur independently and with the teacher. The word study component is in each guided reading lesson.

1- Ineffective


3- Effective

4- Highly Effective




9

Read-Aloud The teacher has pre-read the

story, and has flagged the story with questioning from Bloom’s Taxonomy in more than one location throughout the book.

The teacher provides a child-friendly definition to new vocabulary.

The teacher has an adequate library available to support her read aloud instruction.

I-1

1-2

1-3

1-4

1-6

1-8

1- There is no evidence of a Read-Aloud in the lesson plan or observation in the classroom. Teacher picks up any book and reads to students without any thoughtful preparation.

2- Read-Alouds are evident in the lesson plan during the Literacy Block. The Read-Aloud is read out aloud to the students, but there is no intentional instruction observed.

3- Read-Alouds are evident in the lesson plan during the Literacy Block as well as during other content blocks such as Math, Science, Social Studies, and ESL etc. The Read-Aloud is read to the students. The teacher offers intentional instruction by using specific questions, targeted vocabulary and prompts.

4- Read-Alouds are evident in the lesson plan in at least three of the content area blocks. The Read-Aloud is read to the students. The teacher offers intentional instruction by using specific questions and prompts before reading, during reading, and after reading. Targeted vocabulary and literary components are presented before reading, and are spotlighted during the reading. A child-friendly definition is provided for targeted and unfamiliar vocabulary

1- Ineffective


3- Effective

4- Highly Effective

Shared Reading

Includes songs, poems, and finger plays

Should be appropriate for child to see

I-1

1-2

1-3

1-4

1-6

1-8

1- Teacher actions resemble a Read-Aloud. Teacher does not turn the responsibility for the read over to the child. Students are not able to see and follow along with the text. Text has not been purposefully and thoughtfully selected. The teacher does not invite the students to join in oral reading.

2- Teacher invites students to join in the read. The teacher does not focus on development of book and print awareness. The text choice has not been purposefully selected. A few of the students are invited to join in oral reading.

3- The teacher invites students to join in the read. Focus is placed on the development of book and print awareness. Students are able to see and follow along with the text. The choice of text seems to have been purposefully and thoughtfully selected. The teacher invites the students to join in oral reading.

4- Students are engaged and participative in reading. The teacher has selected appropriate levels of scaffolding and an instruction focus (based on student data and HFWE). Instructional practices focuses on comprehension strategies, reading and word study skills. The purpose for the shared reading obvious in the instruction.

1- Ineffective


3- Effective

4- Highly Effective




10

Guided Reading

• Leveled text from multiple sources

• Instructional plan based on data

• Anecdotal notes

I-1

1-2

1-3

1-4

1-6

1-8

1- Designated Guided Reading area is present, but no evidence of groups being pulled, all materials are the same for all groups.

2- Guided Reading area is set up with materials and leveled books. No evidence of resources available to support guided reading instructions such as: writing materials or leveled readers. Students’ differentiated grouping is unorganized.

3- Guided reading area is set up with materials, leveled books, and resources to support instruction. Students are set up in differentiated groups that include word work, familiar reading, introduction of a new book, independent reading, and a writing component.

4- Guided reading area is set up with materials, leveled books, and resources to support instruction. Students are set up in differentiated groups based off of assessment data. Instructional focus include reading and comprehension strategies. Documentation is provided to support growth and gain during guided reading instruction.

1- Ineffective


3- Effective

4- Highly Effective

Partner/Independent Reading

• Individual book bags or leveled tubs are available for reading opportunities.

I-1

1-2

1-3

1-4

1-6

1-8

1- There is no evidence of independent reading. Students are not engaged with each other during partner reading.

2- There is evidence of independent reading. Students have no structured routine to implement reading independently. Students are distracted during partner reading.

3- Students have access to a variety of leveled readers. Students have available areas in the classroom to read independently. Students are reading independently from leveled readers and books of interest. Pairs of students are sharing books according to teacher expectations.

4- Each student has an individual book bag with appropriately leveled books. Students have an available area in the classroom to read independently. Students are engaged in independent and buddy reading throughout the classroom. There is a classroom library full of books sorted (i.e. by topic, genre, etc.) for students to read independently or with a partner. Students are demonstrating proper classroom management routines for partner reading.

1- Ineffective


3- Effective

4- Highly Effective




11

Phonological/Phonemic Awareness

There are a variety of phonological/phonemic awareness resources available to support instruction including:

Plastic/magnetic letters

Writing Tools

Puzzles

Phonics Phones

Elkonin Boxes

Flash Cards

Pictures

Rhyming Games

Alliteration Games

Segmenting Activities

Blending Activities

Word Slides

I-1

1-2

1-3

1-4

1-6

1-8

1- Teacher is utilizing letter of the week. There is no detailed instruction on letter name and letter sounds. Students are unfamiliar with decoding, blending, and spelling patterns (i.e. CVC, CVCC, and CVVC). No evidence that teacher has used data to guide letter name or sound focus.

2- Teacher is not utilizing letter of the week. Instruction only addresses letter naming and sounds. Students are somewhat familiar with decoding, blending, and spelling patterns (CVC, CVCC, and CVVC). Students are not familiar with phonological awareness skills (i.e. rhyming, listening, segmenting, alliteration, etc.).

3- Teacher uses phonological/phonemic awareness songs, poems, finger plays, and other activities in whole group. The teacher provides students with an opportunity to use manipulatives when engaged in phonological/phonemic awareness activities. Teacher provides words with similar phonological/phonemic patterns for students to identify. Most students are able to give words or sounds that follow a phonological/phonemic pattern. Most students are able to apply comprehension skills on initial/medial/final sounds, vowel patterns, word families, etc.

4- Teacher uses phonological/phonemic awareness songs, poems, finger plays, and other activities in whole group. Letter knowledge instruction is embedded in authentic writing and reading experiences. The student’s interactive/independent writing reflects the phonetic spelling of words. The teacher provides students with an opportunity to use manipulatives when engaged in phonological/phonemic awareness activities. Teacher provides words with similar phonological/phonemic patterns for students to identify. All students are able to give words or sounds that follow a phonological/phonemic pattern. All students are able to apply and identify initial/medial/final sounds, vowel patterns, word families, etc. It is clear the teacher has based whole/small group instruction on students’ assessment results of phonological/phonemic awareness skills.

1- Ineffective


3- Effective

4- Highly Effective




12

Math There are a variety of Math

resources available to support instruction including:

Snap Cubes

Counters (bears, chips, etc.)

Buttons

Links

Units of Non-Standard Measurement (string, paper clips, etc.)

Balance Beam

Measuring Cups

Plastic Numbers

Geometric Shapes

Plastic Money

Writing Tools

10 Frames

Popsicle Sticks

Rekenreks

I-1

I-3

I-5

I-6

I-8

I-10

1- There is evidence that Math instruction is taking place in the classroom. Math manipulatives are accessible to students and are not being utilized in work stations. Math work stations are unorganized and students are not able to explain what they are working on.

2- There is evidence that Math instruction is taking place in the classroom. Math manipulatives are unorganized and not labeled, and students know how to use the manipulatives to complete their work. There is whole group but no small group instruction taking place. Math work stations are organized, but students are not able to explain what they are working on.

3- There is evidence that Math instruction is taking place in the classroom. Math manipulatives are organized, labeled, and students use Math manipulatives during whole group, small group, and/or work stations. Math instruction takes place in whole group and small group. Math work stations are organized and students know how to use the manipulatives to practice learning objectives.

4- There is evidence that Math instruction is taking place in the classroom. Math manipulatives are organized, labeled, and students use manipulatives during whole group, small group, and work stations. Math instruction takes place in whole group, small group, and work station time. Math work stations are organized, well defined, and the students can explain what they are working on in each work station. There are many examples of Math concepts around the classroom such as graphing, measuring, and counting. There are available writing tools and books that support instruction.

1- Ineffective


3- Effective

4- Highly Effective

Science

Science Materials

Books in the classroom library and in work stations that align to Science

Writing Tools

(Sampling)

Hand Lens

Cups/bowls

Magnets

Timer

Weather Instruments

I-3

I-5

I-6

I-8

I-10

1- There is evidence that Science instruction is taking place. Science/Social Studies manipulatives are accessible to students.

2- There is evidence that Science instruction is taking place. Science/Social Studies manipulatives are accessible to students, and students know how to use them to complete their work.

3- There is evidence that Science instruction is taking place. Science/Social Studies manipulatives are accessible to students, and students know how to use them to complete their work, students are able to explain what they are working on.

4- There is evidence that Science instruction is taking place. Science/Social Studies manipulatives are accessible to students, and students know how to use them to complete their work, students are able to explain what they are working on. Science and Social Studies instruction is evident through integrated lessons.

1- Ineffective


3- Effective

4- Highly Effective




13

Social Studies

Dramatic Play Materials (businesses and other locations being created)

Books in the classroom library and in work stations that align to Social Studies instruction

Writing Tools

Students should have opportunities to have virtual experiences to explore their world (i.e. virtual field trips, cultural relationships, etc.)

I-3

I-5

I-6

I-8

I-10

1- There is evidence that Social Studies instruction is taking place. Science/Social Studies manipulatives are accessible to students.

2- There is evidence that Social Studies instruction is taking place. Science/Social Studies manipulatives are accessible to students, and students know how to use them to complete their work.

3- There is evidence that Social Studies instruction is taking place. Science/Social Studies manipulatives are accessible to students, and students know how to use them to complete their work, students are able to explain what they are working on.

4- There is evidence that Social Studies instruction is taking place. Science/Social Studies manipulatives are accessible to students, and students know how to use them to complete their work, students are able to explain what they are working on. Science and Social Studies instruction is evident through integrated lessons.

1- Ineffective


3- Effective

4- Highly Effective

ESL Anchor Charts

PL-3 I-1 I-2 I-3 I-6 I-8

1- There is no evidence of an ESL block of time, and no ESL work stations are present.

2- There is evidence of only one 15 minute block of time. ESL block is teacher driven and students are not given opportunities to speak, read, or write during the 15 minute block.

3- There is evidence of two 15 minute blocks or one 30 minute block of structured ESL

lesson. Students are given the opportunity to listen, read, speak, and write within each

one 15 minute block or one 30 minute block. Lesson has some focus based on recent data.

4- There is evidence of two 15 minute blocks or one 30 minute block of structured ESL lesson. Students are given the opportunity to listen, read, speak, and write within each one 15 minute block or one 30 minute block that include either a Read-Aloud, mini-lesson, small group or ESL specific center time. Students are given a choice of language

at breakfast, lunch, rest time and recess of language.

1- Ineffective


3- Effective

4- Highly Effective

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