CARDINAL Walkthrough FORM 2016
Morning: 7:30 - 10:00
Groups and instruction are adjusted based on data
HIGHLY EFFECTIVE: Students are clearly provided differentiated activities that are included in whole group, small group and individual grouping based on data. The curriculum and tasks are differentiated in multiple ways.
EFFECTIVE: Students are provided activities that are differentiated. When students are working in groups, activities are often geared towards individual needs.
IN PROGRESS: There may be differentated activities, but they do not meet the needs of all students.
NEEDS IMPROVEMENT: All students are provided identical work despite their needs. Students may be in small groups, activities are not geared toward individuals.
Gradual Release is Implemented with a clear I DO, WE DO, YOU DO
HIGHLY EFFECTIVE: Students are provided explicit, guided and/or independent practice opportunities. This instruction is intentionally embedded into the lesson.
EFFECTIVE: Students are provided guided and/ or independent practice opportunities. This instruction is embedded into the lesson.
IN PROGRESS: Students are provided guided and/or independent practice. However, it lacked purpose.
NEEDS IMPROVEMENT: Lesson is virtually 100% teacher directed and/or teacher fails to release responsibility for learning to students. Lesson lacks modeling and/or guided practice.
Teacher Facilitated Classroom
HIGHLY EFFECTIVE: All students are engaged in holding academic conversations and are learning from others. Peer to peer discussions are present.
EFFECTIVE: Most students are engaged in holding academic conversations and are learning from one another.
IN PROGRESS: Some students are engaged in holding academic conversations and are learning from one another. However, opportunities for discussion are primarily teacher led.
NEEDS IMPROVEMENT: Academic conversations are teacher-led. No peer discussions are present.
Lessons incorporate varying levels of questioning
HIGHLY EFFECTIVE: Classroom instruction included a varied, appropriate range of DOK question levels. Student responses are gathered via cold calls, guided discussion checks, etc.
EFFECTIVE: Most questions are varied; however student responses are not gathered via best practices.
IN PROGRESS: Questions are all/mostly DOK 1 OR 2. Conversations are all teacher led. Wait time is an area of concern.
NEEDS IMPROVEMENT: Questions are not varied and most/all are DOK level 1. Wait time and student responses do not align with best practices.
Activities/tasks demonstrate a range of DOK levels
Highly Effective: Students are engaged in tasks that require them to question and think at a higher cognitive level.
Effective: Students are engaged in tasks that mostly require them to question and think at a higher cognitive level.
In Progress: Students are engaged in tasks that do not always require them to question and think at a higher cognitive level.
Needs Improvement: Students are engaged in tasks that are all low level and do not require higher level thinking.
Aligned to grade-level academic standards
HIGHLY EFFECTIVE: Lessons are objective driven, aligned to IAS, posted, and relevant to students. Lessons are paced appropriately with effective use of instructional time.
EFFECTIVE: Lessons are objective driven, aligned to IAS, posted and relevant to students. Attempts are made to pace appropriately with time limits, wait time, and transitions. However, not all aspects flow smoothly.
IN PROGRESS: Lesson objectives are posted; however, activities do not align to objectives. Time limits do not match activity purpose. Instructional time is not used for purposeful academic outcomes.
NEEDS IMPROVEMENT: Lessons are not objective driven. Lessons and activities are not appropriately paced. Time limits do not match activity purpose.
Clearly stated and communicated learning objectives
HIGHLY EFFECTIVE: Lesson objectives are posted and referred to during the lesson; objectives are tied to assessments, checks for understanding, and engagement strategies. Alignment to IAS is evident.
EFFECTIVE: Lesson objectives are posted during the lesson. Alignment to IAS is evident.
IN PROGRESS: Lesson objectives are posted/and or referred to. Measurement of learning goal and alignment to IAS is somewhat evident.
NEEDS IMPROVEMENT: Lesson objective is not posted or referred to, no alignment to IAS is evident.
The classroom is a place of learning. Students feel safe asking questions. Teacher notices and comments on positive behavior
HIGHLY EFFECTIVE: Students are willing to try new tasks and participate in whole group discussion and/or group discussions readily. Students volunteer to answer and are willing to share their thinking.
EFFECTIVE: Most students are willing to try new tasks and participate in whole group discussions and/ or group discussions.
IN PROGRESS: Some students are willing to try new tasks. A few students are participating in whole and or small group discussions.
NEEDS IMPROVEMENT: Students are exhibiting off-task behaviors. The teacher struggles to redirect the focus onto academics.
WOWS and WONDERS
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