UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

There is no talking permitted during work time.

Students do not participate in any partner or group work.

All lessons and instructional approaches planned are exactly the same techniques and strategies throughout the day.

There are many anchor charts around the classroom for quick access.

There is a big bulletin board next to the board. (M)

There are many ethnicities represented in the class library.

All students can see the board from their seats.

Math manipulatives are easily accessible.

The teacher allows the students to kneel in their seats.

The teacher says, “You can choose a partner or do the activity yourself.”

The computers are accessible to those who may need them more often.

The bulletin board next to the board has the learning goals posted. (M)

Students that have a hard time focusing are close to the front of the room.

Students are allowed to choose their working partner. (D)

Rasheed gets the math manipulatives from the shelf to aid him with his math worksheet.

Various students have “wiggle seats” a their work stations.

The  students dance to the Macarena as a movement break between activities.

A student with poor fine motor skills is typing their spelling test on the   computer.

There is a large space for students to work on the floor.

There is a desk near the teacher’s teaching table for students needing more support.

Students take the initiative to influence the formation or adjustments of   instructional groups. (D)

Students are eating their snacks at will throughout the morning without causing disruption.

Tomas is doing stretches and jumping jacks in the center of the hula hoop in the back corner of the class because he needed a stretch break.