2017-2018 School Year

Version 1

Special Education & Special Education Related Services Observation Form

Licensed Observation Document

Evaluator Position Reports To

Matthew Cormier Matthew Cormier

Name Empl ID

Rcd 2 Doc Seq # 2

Caroline Saunders 148872

Job

Tchr SPED Learning Specialist 2811

School Artic Area Evergreen Area

Wilmot Elementary 49000

Content 1:52 - 2:16

Contract N1 Active

Begin Date 08/10/2017 End 05/30/2018

Date
Observation Date

01/29/2018 Start Time 12:36PM End Time 1:10AM

Pre Observation Meeting Post Observation Meeting

02/09/2018

Action Zone

Document Status 100-Acknowledged Completed

02/07/2018

Document Completed
Check "Complete Status" box to activate "Send to Employee" box/action below (will be active after
save on Evaluation Actions page).

If expected behaviors are not observed, please note in related Evidence area above, the need to
observe next time, or the forum where you expect to see behaviors by the end of the year.
Review Evaluation

Document History

Document Responsible
Target Action Position Last Updated
Stage Person/Dept

Matthew Principal
New Licensed Observation Document 02/07/2018 3:32PM
Cormier Elementary (215)

Matthew Principal
Completed Evaluator's Signature 02/14/2018 8:21AM
Cormier Elementary (215)

Matthew Principal
All Apprvd Send To Employee 02/14/2018 8:21AM
Cormier Elementary (215)
 I have received this observation document. My signature does not Caroline Tchr SPED Learning
Confer 02/14/2018 8:22AM
indicate agreement or disagreement with this observation. Saunders Specialist
Indicators
Professional Preparation
Demonstrates accurate, up-to-date
a.
knowledge of subject(s)
Demonstrates knowledge of how to
b. integrate subject matter/disciplines Effective
and literacy across content areas
Plans and Implements research-
c.
based best practices
Develops lesson plans incorporating
d.
effective lesson design
Rating Indicator Comments
You demonstrate knowledge and use of LLI and Bridge to Curriculum
Effective
resources. You attend an access staff PD opportunities to support students.
Connected to previous learning when you asked about the difference between a
biography and autobiography
Math
How did the lesson end up on Friday
You had to remind a student that it was measuring the length of their hands.
Reminded students about the expectations were similar
You words with your students show that you are building on previous lessons
When students worked on problem 1 you saw the misconception created by the
students not fully reading the direction paragraph.
I see evidence that you engage students in instruction that is purposeful, direct,
explicit, systematic to meet grade level standards. A couple of next steps might be
Effective
to consider possible conceptions and misconceptions as you plan the lesson. Also
consider how you can align the discussion of the topics in the LLI to best meet the
needs of all members of the class. Consider which students are more likely to take
most of the airtime and which students will hesitate or require longer to respond.
You gave some background information about the book. Asked students to put
their finger on the painting on the front cover of the book.
Effective
Asked the students to read the back cover of the book on their own
Asked the students to flip back to the front cover of the book
Students asked to flip over to page 2 and 3 and told some information about person
being discussed.
Provided a great deal of scaffolding to help the students understand the subject of
the book and information about their disability.

Math
Reviewed the LT
Gave students time to work on problems
Reviewed the 6 problems with a group. One suggestion to consider would be to
give the students the correct answer to the six problems and ask them to discuss
and say why or why their answer is not accurate. This idea would connect directly
to the SC.
Closure to the lesson did not include the LT

I saw evidence of the following look-fors for today’s lesson:

Learning goals were written on the board and discussed with the students,
however, I did not see closure to all lessons.
I saw evidence that you planned an instructional opportunity that included a great
amount of scaffolding support.
I saw evidence of planning for explicit instructional time and for student
independent practice. The activities were connected to the learning goals. I
observed balance of teacher talk and student talk with some turn and talk
moments. However, students were not always successful with turn and talks which
might be a next step to consider.
I saw evidence that you were connecting todays learning with prior learning.

A few areas you might consider as next steps are closing the lesson with a
connection to the LT and SC and helping kids to be more successful with turn and
talks. Consider how you might differentiate within these small groups. While that
might be difficult with the LLI group of 3 I wondered if it was possible with your
math group.
 Plans and Implements district-
adopted curriculum through
e.
alignment of resources and
assessments
Aligns content within course and
f. with previous and succeeding
grades/courses
Professional Techniques
Communicates to students
a.
expectations for learning
Highly Your work in PLC shows that you collaboratively utilize the pacing guides to develop
Effective course outline and for lesson planning and assessments.
Your work around the PARCC performance descriptors in PLC shows that you
collaboratively align content
Highly
within own grade level(s) and course(s) to coordinate with previous and/or
Effective
succeeding grade level(s) and course(s). Also you bring your middle school
perspective and understanding of expectations to the PLC conversation.
Reading Group
Reviewed the LT and SC for the lesson
Reviewed the LT and SC before releasing the students to independent work
Scarlett - What are you learning today
Today we learned about a guy named chuck. He has a disability. We were learning
about how he would paint faces.
Effective Barrett - What are you learn today, Nothing can change. I doesn’t really matter
what happens to you. He connected to moral of the story and specifics of the story.
Math
Student read the LT: I can read and interpret line pots and bar graphs
You asked if a student knew why this was being taught. You took answers from
students. I wondered about your process here. My thought was to engage the
students in a turn and talk to get all kids thinking and talking. You can then take a
few answers and in the situation like today you could have taken Jenna’s answer,
reinforced that it was a good idea and moved forward.

Models and facilitates higher-level
b. thinking, problem solving, creativity, Effective
and flexibility
Did not close the lesson with the Learning target
Ben: How to use bar graphs and line plots. Why is that important? So when we
grow up and our boss gives us a bar graph and line plot.
Russell - What? We were learning about bar graphs and line graphs. Why is this
important? In the future if someone asks us a questions about line plots and bar
graphs we will know the answer. Had good answer about what types line plots and
bar graphs he would see later in life.
Alex: What? Bar graphs and line plots. Using them to tell different information
about ice create. He knew that problem 5 was a two-step problems, why? So
when you get older your boss gives you a paper to show how many people got
math scores right.
What are you wondering about Chuck Close? Barrett responded and owned the
airtime. Scarlett did add on after Barrett finished.
Finn: What are you thinking his life must be like? Barrett took twice as much time
as Finn to answer
Finn: what do you think it would feel like to??I think you were talking about not
being able to move? I struggled to hear.
On page 10 - What information do you expect to read? Finn was asked to read
I am wondering. Do you think his face blindness helps his artwork? What do you
think? Barrett answered then Finn and Scarlett went last. Not sure Scarlett got an
answer out before Finn shared that his grandfather was 86 when he died
Math
What is something that could have been recorded with a bar graph or line plot
Ben, why did you say $80
What kind of operation do I need? Good opportunity for a turn and talk
A really nice success for this lesson is that your questions encourage students to

Adapts instruction to meet the
c.
instructional needs of all students
think flexibly and creatively from different perspectives. Consider the questions
referenced above.
A couple of areas to consider as next steps are:
How could you have students start to create their own questions to ask during the
lesson?
How might you provide structures to allow for all students to have higher-level
thinking opportunities?
Your turn and talks show an effort to balance teacher talk vs. student talk however
how can you push kids to think deeper about the content with your questions?
Gave students some important information to help support their understanding of
the text.
I was looking for the following items during the lesson but did see much evidence
to support an effective rating. I am more than happy to discuss this indicator to see
if an Effective rating is more appropriate that PE.
Partially Use of data for lesson planning and student grouping is evident
Effective Purposeful and flexible student groupings
Adapts modalities based on student needs (lessons are auditory, visual and
kinesthetic)
Uses continuous/informal assessment to adapt instruction in the moment
Utilizes verbal and visual scaffolds (i.e. graphic organizers, picture cues, etc.)
Remediates and /or accelerates content (what students are learning)
I do see evidence that you:

Uses a variety of formative and
d. summative assessments to make
instructional decisions
Provides varied opportunities for
e.
student demonstrations of learning
Present instruction that actively motivates and engages students
Independent work is purposeful
Teachers utilizes plans (IEP, ALP, ILP, LSP, 504, etc.) to guide instruction and adjust
grouping and resources to meet student learning goals while maintaining rigorous
expectations Differentiate resource use for students based on their needs
I would like to discuss this indicator during our post observation
conference. Specifically, I am attempting to determine if:
Teacher uses data to address the full spectrum of learning needs, skill levels,
learning styles and are developmentally appropriate
Aligns instruction with academic standards and student assessment results to close
gaps between proficiency levels
Teacher groups students intentionally based on data Formative assessment tools
and strategies are evident
Refers to data gathered from informal assessments to make instructional
decisions.
Effective Progress monitoring is a consistent practice to inform instructional decisions
The summative assessment drives the lesson plans? Planning with the end in mind
through backward design General ed teacher and SPED teacher plan for small group
instruction when working using a push-in model
At the post observation conference that you look at MAP, scores and connect with
the teachers. You use the data points to help you determine the type of
comprehension. Collecting data daily. Use of MAP data and conversations with
teachers to determine next steps.
Uses the data to align future instruction.
From 12:37 - 12:44 I am not sure I heard Scarlett speak. Barrett owned the
Effective
majority of the airtime with Finn adding at times.
 Scarlett asked to read. I am not sure if she read before you asked a question of the
group.
Students asked to read the side-bar on one of the pages
Asked the kids to turn to page 10. What information do you expect to read.
Barrett went first during the turn and talk. Scarlett interrupted before Barrett
finished. Barrett used information from the text to prove his point.
Asked Finn to share his thoughts as well.
What about this turning point in our story says about Chuck
Any other comments about good old chuck

Consider ways to give all students an opportunity to demonstrate their learning and
see if you can build some student choice in the way they can demonstrate their
learning.

Students were told the SC is “I can find the turning point in Luli’s party and rocks in
his shoes.”
Math
Explicitly communicates criteria for Partially Christopher read the SC “I know I’m successful when I solve 1 and 2 step word
f.
student success Effective problems by using the data and I check my work with my partner.

One suggestion is to consider providing students with an exemplar as a model that

they can use to determine if they are hitting the Success Criteria for the lesson.

Provides meaningful and
g.
constructive feedback to students
To Scarlett: “Good answer, I like what you said? One suggestion is to tell Scarlett
why you like what she said.”
Jenna- Good, great answer (I thought it was important to tell her why)
Effective
Your feedback is timely and positive. Based on the data collected your feedback is
mostly summative. Consider providing feedback that is specific. I often hear

Maximizes available instructional
h.
time
Develops relationships with students
Highly
i. that fosters a culturally responsive
Effective
learning environment
Develops a safe and welcoming
j.
learning environment
k. Collaboratively develops, models,
and communicates clear
teachers say things like, good job, nice work or I like that. The part that I am
looking for is the why and a why that is connected to the learning goal for the day.
12:37: Discuss the LT and SC of the book
12:42: Talking about the back cover of the book
12:49: Students finished reading the side-bar on one of the pages.
12:54: Students began to read the book quietly
1:01: Students finished reading and were asked to turn and talk about the turning
point.
Math
Effective
Students entered at 1:52
Opening of math completed and students began working on partner work.
2:06: Time check- Students were told they had 3 more minutes
2:08: You stopped the students to review the work
One question I have about the math lesson is why do the students leave you and go
and work in the hallway. It seems like it would be a better idea for the students to
stay with you and receive your instruction throughout the entire math block.
Evidence that I used for this rating included the emails that you have sent to Riley?
Mother about her work in math
What were you going to say when Barrett was talking?
Effective It is evident that you promote respect of the students and you have a good report
with the students. Consider ways that you might scaffold or support them to show
a genuine caring and respect for each other.
Effective Reviewed the expectation of staying in seat with Finn
I observed you “shhh” or “hush” Barrett so that Finn could finish his thought.
 expectations for student behavior
within a learning environment
Implements classroom and building
l. Effective
rules and procedures
Professional Responsibilities
Participates in professional learning
a. opportunities and applies what is Effective
learned
Establishes and maintains
b. professional communication which is Effective
clear, responsible, and respectful
Math
Why are we brining dull pencils into math class? That is focusing on the
negative. Consider reminding the students the expectation of coming prepared
rather than connecting with the things that had not been done. You want to clearly
communicate standards and expectations.
I like that Ben wrote his name on the paper. Then you said other names? This is an
example of focusing on the expectation.
To Alex your comment was, “broken pencil and drink too much water” See
comments above.
Reviewed group rules before they began partner work. I was happy to see this
reviewed and wondered if it might have been more appropriately placed at the
very beginning of the lesson rather them before releasing them to partner work.
Consider connecting with the GIRR language and utilizing positive paws. Consider
ways that you might create a routine or model for Barrett how to take turns and
not dominate the discussion.
I see evidence that you have added LT and SC following feedback from the fall.
You show clear evidence that you, follow school, team, dept. communication norms
during school day. Your communication enhances the situation and is productive
and your communication is clear, focused You are a wonderful addition to the
Wilmot staff and you go out of your way to contribute positively to the culture of
the school. Thanks for all you do.
 Establishes and maintains
I reviewed your email communications with parents and found that you are
meaningful two-way communication Highly
c. working to have the parent be a full partner in their child’s education. Your
in a timely manner with students Effective
communication is timely and ensures opportunities for student success
and guardians

I see evidence that you actively contribute and support your team with PLCs and
Collaborates to accomplish team,
the direction of the school with your participation in PD opportunities. Through
d. school-wide, and district-wide goals Effective
your PLC work you have on-going conversations with colleagues about proactive
and practices
action steps to collaborate on student success

Maintains up-to-date records of

e. student progress according to Effective I would like to take a look at your grade-book at our post observation conference.
District policy and school norms

Highly
f. Meeting IEP requirements
Effective

2.i and 3.C - I reviewed your email communications with parents and found that
you are working to have the parent be a full partner in their child’s education. Your
communication is timely and ensures opportunities for student success

2.B - A really nice success for this lesson is that your questions encourage students
to think flexibly and creatively from different perspectives. Consider the questions
Strengths: referenced above.

A couple of areas to consider as next steps are:

How could you have students start to create their own questions to ask during the
lesson.
 How might you provide structures to allow for all students to have higher-level
thinking opportunities?

Your turn and talks show an effort to balance teacher talk vs. student talk however
how can you push kids to think deeper about the content with your questions.

Indicators 1.E and 1.F - Your work around the PARCC performance descriptors in
PLC shows that you collaboratively align content within own grade level(s) and
course(s) to coordinate with previous and/or succeeding grade level(s) and
course(s). Also you bring your middle school perspective and understanding of
expectations to the PLC conversation.

2.G - Your feedback is timely and positive. Based on the data collected your
feedback is mostly summative. Consider providing feedback that is specific. I often
hear teachers say things like, good job, nice work or I like that. The part that I am
looking for is the why and a why that is connected to the learning goal for the day.

2.f - One suggestion is to consider providing students with an exemplar as a model

that they can use to determine if they are hitting the Success Criteria for the lesson.
Growth Producing Feedback:
1.C - I see evidence that you engage students in instruction that is purposeful,
direct, explicit, systematic to meet grade level standards. A couple of next steps
might be to consider possible conceptions and misconceptions as you plan the
lesson. Also consider how you can align the discussion of the topics in the LLI to
best meet the needs of all members of the class. Consider which students are more
likely to take most of the airtime and which students will hesitate or require longer
to respond.