Classroom 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 student’s strengths and needs • • • Adaptations to meet individual student’s 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