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ELEOT- Instructional Services

Components

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* 1. School

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* 2. Observer

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* 3. Grade

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* 4. Teacher Observed

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* 5. Subject Observed

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* 6. Check ALL that apply:

Lesson Beginning

Lesson Middle

Lesson End

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* 7. Date of Observation

Date

Date

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* 8. Time

Time In

Time

AM/PM

Time Out

Time

AM/PM

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* 9. A. Equitable Learning Environment:

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Has differentiated learning opportunities and activities that meet her/his needs	1. Has differentiated learning opportunities and activities that meet her/his needs Very Evident (4)	1. Has differentiated learning opportunities and activities that meet her/his needs Evident (3)	1. Has differentiated learning opportunities and activities that meet her/his needs Somewhat Evident (2)	1. Has differentiated learning opportunities and activities that meet her/his needs Not Observed (1)
2. Has equal access to classroom discussions, activities, resources, technology, and support	2. Has equal access to classroom discussions, activities, resources, technology, and support Very Evident (4)	2. Has equal access to classroom discussions, activities, resources, technology, and support Evident (3)	2. Has equal access to classroom discussions, activities, resources, technology, and support Somewhat Evident (2)	2. Has equal access to classroom discussions, activities, resources, technology, and support Not Observed (1)
3. Knows that rules and consequences are fair, clear, and consistently applied	3. Knows that rules and consequences are fair, clear, and consistently applied Very Evident (4)	3. Knows that rules and consequences are fair, clear, and consistently applied Evident (3)	3. Knows that rules and consequences are fair, clear, and consistently applied Somewhat Evident (2)	3. Knows that rules and consequences are fair, clear, and consistently applied Not Observed (1)
4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences	4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences Very Evident (4)	4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences Evident (3)	4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences Somewhat Evident (2)	4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences Not Observed (1)

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* 10. B. High Expectations Environment:

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Knows and strives to meet the high expectations established by the teacher	1. Knows and strives to meet the high expectations established by the teacher Very Evident (4)	1. Knows and strives to meet the high expectations established by the teacher Evident (3)	1. Knows and strives to meet the high expectations established by the teacher Somewhat Evident (2)	1. Knows and strives to meet the high expectations established by the teacher Not Observed (1)
2. Is tasked with activities and learning that are challenging but attainable	2. Is tasked with activities and learning that are challenging but attainable Very Evident (4)	2. Is tasked with activities and learning that are challenging but attainable Evident (3)	2. Is tasked with activities and learning that are challenging but attainable Somewhat Evident (2)	2. Is tasked with activities and learning that are challenging but attainable Not Observed (1)
3. Is provided exemplars of high quality work	3. Is provided exemplars of high quality work Very Evident (4)	3. Is provided exemplars of high quality work Evident (3)	3. Is provided exemplars of high quality work Somewhat Evident (2)	3. Is provided exemplars of high quality work Not Observed (1)
4. Is engaged in rigorous coursework, discussions, and/or tasks	4. Is engaged in rigorous coursework, discussions, and/or tasks Very Evident (4)	4. Is engaged in rigorous coursework, discussions, and/or tasks Evident (3)	4. Is engaged in rigorous coursework, discussions, and/or tasks Somewhat Evident (2)	4. Is engaged in rigorous coursework, discussions, and/or tasks Not Observed (1)
5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing)	5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing) Very Evident (4)	5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing) Evident (3)	5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing) Somewhat Evident (2)	5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing) Not Observed (1)

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* 11. C. Supportive Learning Environment:

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Demonstrates or expresses that learning experiences are positive	1. Demonstrates or expresses that learning experiences are positive Very Evident (4)	1. Demonstrates or expresses that learning experiences are positive Evident (3)	1. Demonstrates or expresses that learning experiences are positive Somewhat Evident (2)	1. Demonstrates or expresses that learning experiences are positive Not Observed (1)
2. Demonstrates positive attitude about the classroom and learning	2. Demonstrates positive attitude about the classroom and learning Very Evident (4)	2. Demonstrates positive attitude about the classroom and learning Evident (3)	2. Demonstrates positive attitude about the classroom and learning Somewhat Evident (2)	2. Demonstrates positive attitude about the classroom and learning Not Observed (1)
3. Takes risks in learning (without fear of negative feedback)	3. Takes risks in learning (without fear of negative feedback) Very Evident (4)	3. Takes risks in learning (without fear of negative feedback) Evident (3)	3. Takes risks in learning (without fear of negative feedback) Somewhat Evident (2)	3. Takes risks in learning (without fear of negative feedback) Not Observed (1)
4. Is provided support and assistance to understand content and accomplish tasks	4. Is provided support and assistance to understand content and accomplish tasks Very Evident (4)	4. Is provided support and assistance to understand content and accomplish tasks Evident (3)	4. Is provided support and assistance to understand content and accomplish tasks Somewhat Evident (2)	4. Is provided support and assistance to understand content and accomplish tasks Not Observed (1)
5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs	5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs Very Evident (4)	5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs Evident (3)	5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs Somewhat Evident (2)	5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs Not Observed (1)

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* 12. D. Active Learning Environment:

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Has several opportunities to engage in discussions with teacher and other students	1. Has several opportunities to engage in discussions with teacher and other students Very Evident (4)	1. Has several opportunities to engage in discussions with teacher and other students Evident (3)	1. Has several opportunities to engage in discussions with teacher and other students Somewhat Evident (2)	1. Has several opportunities to engage in discussions with teacher and other students Not Observed (1)
2. Makes connections from content to real-life experiences	2. Makes connections from content to real-life experiences Very Evident (4)	2. Makes connections from content to real-life experiences Evident (3)	2. Makes connections from content to real-life experiences Somewhat Evident (2)	2. Makes connections from content to real-life experiences Not Observed (1)
3. Is actively engaged in the learning activities	3. Is actively engaged in the learning activities Very Evident (4)	3. Is actively engaged in the learning activities Evident (3)	3. Is actively engaged in the learning activities Somewhat Evident (2)	3. Is actively engaged in the learning activities Not Observed (1)

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* 13. E. Progress Monitoring and Feedback Environment:

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Is asked and/or quizzed about individual progress/learning	1. Is asked and/or quizzed about individual progress/learning Very Evident (4)	1. Is asked and/or quizzed about individual progress/learning Evident (3)	1. Is asked and/or quizzed about individual progress/learning Somewhat Evident (2)	1. Is asked and/or quizzed about individual progress/learning Not Observed (1)
2. Responds to teacher feedback to improve understanding	2. Responds to teacher feedback to improve understanding Very Evident (4)	2. Responds to teacher feedback to improve understanding Evident (3)	2. Responds to teacher feedback to improve understanding Somewhat Evident (2)	2. Responds to teacher feedback to improve understanding Not Observed (1)
3. Demonstrates or verbalizes understanding of the lesson/content	3. Demonstrates or verbalizes understanding of the lesson/content Very Evident (4)	3. Demonstrates or verbalizes understanding of the lesson/content Evident (3)	3. Demonstrates or verbalizes understanding of the lesson/content Somewhat Evident (2)	3. Demonstrates or verbalizes understanding of the lesson/content Not Observed (1)
4. Understands how her/his work is assessed	4. Understands how her/his work is assessed Very Evident (4)	4. Understands how her/his work is assessed Evident (3)	4. Understands how her/his work is assessed Somewhat Evident (2)	4. Understands how her/his work is assessed Not Observed (1)
5. Has opportunities to revise/improve work based on feedback	5. Has opportunities to revise/improve work based on feedback Very Evident (4)	5. Has opportunities to revise/improve work based on feedback Evident (3)	5. Has opportunities to revise/improve work based on feedback Somewhat Evident (2)	5. Has opportunities to revise/improve work based on feedback Not Observed (1)

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* 14. F. Well-Managed Learning Environment:

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Speaks and interacts respectfully with teacher(s) and peers	1. Speaks and interacts respectfully with teacher(s) and peers Very Evident (4)	1. Speaks and interacts respectfully with teacher(s) and peers Evident (3)	1. Speaks and interacts respectfully with teacher(s) and peers Somewhat Evident (2)	1. Speaks and interacts respectfully with teacher(s) and peers Not Observed (1)
2. Follows classroom rules and works well with others	2. Follows classroom rules and works well with others Very Evident (4)	2. Follows classroom rules and works well with others Evident (3)	2. Follows classroom rules and works well with others Somewhat Evident (2)	2. Follows classroom rules and works well with others Not Observed (1)
3. Transitions smoothly and efficiently to activities	3. Transitions smoothly and efficiently to activities Very Evident (4)	3. Transitions smoothly and efficiently to activities Evident (3)	3. Transitions smoothly and efficiently to activities Somewhat Evident (2)	3. Transitions smoothly and efficiently to activities Not Observed (1)
4. Collaborates with other students during student-centered activities	4. Collaborates with other students during student-centered activities Very Evident (4)	4. Collaborates with other students during student-centered activities Evident (3)	4. Collaborates with other students during student-centered activities Somewhat Evident (2)	4. Collaborates with other students during student-centered activities Not Observed (1)
5. Knows classroom routines, behavioral expectations and consequences	5. Knows classroom routines, behavioral expectations and consequences Very Evident (4)	5. Knows classroom routines, behavioral expectations and consequences Evident (3)	5. Knows classroom routines, behavioral expectations and consequences Somewhat Evident (2)	5. Knows classroom routines, behavioral expectations and consequences Not Observed (1)

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* 15. G. Digital Learning Environment

	Very Evident (4)	Evident (3)	Somewhat Evident (2)	Not Observed (1)
1. Uses digital tools/technology to gather, evaluate, and/or use information for learning	1. Uses digital tools/technology to gather, evaluate, and/or use information for learning Very Evident (4)	1. Uses digital tools/technology to gather, evaluate, and/or use information for learning Evident (3)	1. Uses digital tools/technology to gather, evaluate, and/or use information for learning Somewhat Evident (2)	1. Uses digital tools/technology to gather, evaluate, and/or use information for learning Not Observed (1)
2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning	2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning Very Evident (4)	2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning Evident (3)	2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning Somewhat Evident (2)	2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning Not Observed (1)
3. Uses digital tools/technology to communicate and work collaboratively for learning	3. Uses digital tools/technology to communicate and work collaboratively for learning Very Evident (4)	3. Uses digital tools/technology to communicate and work collaboratively for learning Evident (3)	3. Uses digital tools/technology to communicate and work collaboratively for learning Somewhat Evident (2)	3. Uses digital tools/technology to communicate and work collaboratively for learning Not Observed (1)

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* 16. Notes: