ŠĻą”±į>ž’ []ž’’’Z’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ģ„ĮM šæm bjbjā=ā= Z€W€Wm’’’’’’l"ŹŹŹŹŽĢ"g3f¶¶¶¶¶‘‘‘ę2č2č2č2č2č2č2$Ķ4 ķ6Ö 3‘‘‘‘‘ 3Y¶¶Ū!3YYY‘@¶¶ę2Y‘ę2Y Yi*ā, -¶Ŗ PžŁßĆ"ØŹŃˆś, -Ü730g3-Ć7YĆ7 -Y""ŁAppendix A Differentiated Classroom Observation Scale Protocol Observer: _______________________ Observation Date: _____________ Pre-Observation Phase Before going to the teacher, the observer will contact the teacher to find a time that is convenient for the observation. The following will need to be completed before the observation date: Permission to observe from teacher Copy of lesson plan available (can be picked up during observation, but will be taken with observer) Teacher will visually identify targeted group of students in classroom (with color-coded name tags or teacher’s chosen strategy) Teacher is made aware that there is a brief (5 minutes or so) pre-observation interview, and a short post-observation debriefing. Pre-Observation Interview Before beginning the interview, please arrange to have the following questions answered. Some of this will be facilitated with prior contact with the teacher. In particular, having a copy of the lesson plan in advance would make the following questions less laborious for the teacher to answer prior to the observation period. This is an informal interview that is merely to gain essential descriptive information. Is this lesson tiered? ___ Yes (based on identification status) ___ Yes (not based on identification status) ___ Not explicitly, but cluster grouping will be used in lesson ___ No, all students completing same instructional activities Who developed this lesson? ___ This teacher ___ Other: _____________________________ How closely will you be following the pre-designed lesson plan? Have you used this lesson before? What success have you noted with this lesson regarding this identified population? Are learning contracts being used in this lesson? ___ Yes (multiple identified students) ___ Yes (single identified student) ___ Yes (not related to identified status) ___ Yes (IEP-determined) ___ No Has any of this lesson been compacted for any child? If so, please explain the alternate learning activities that are substituting for the lesson. What are the goals/objectives of this lesson? Anything else the teacher wants to add before the observation: Classroom Observation Phase School: _________________________ Teacher: _____________________ Time of observation: ______________ Total number of students: __________ Number from identified group: _____________ List additional adults in room, including time in room, role, and number of children served: Five-Minute Segment Scoring (use DCOS Scoring Sheet) During the observation period, please indicate for each 5-minute segment which of the following instructional activities were in practice (see Table 1). There will be at least one per segment, and each segment will likely have more than one. The segment ratings should be marked separately for the two groups of students: “Identified” and “Not identified.” In the even that there is no way to distinguish between the two groups, make whole-group ratings in the “Not Identified” group location only. In addition to the instructional activities, please also rate student engagement, cognitive level, and “Learning Director” for each 5-minute segment. Table 1 Instructional Activity Codes Instructional ActivityCodeDescriptionLectureLLecture with DiscussionLDClass DiscussionCDSmall Group DiscussionGDProblem Modeling by TeacherPMStudent PresentationSPDemonstration by TeacherDQuestioning by TeacherQStudent RespondingSRManipulativesMCubingCLearning Center(s)LCAnchoring activity before lessonABAnchoring activity during lessonADAnchoring activity after lessonAASeat work-IndividualSWISeat work-Group basedSWGCooperative learningCLRole PlayingRPTeacher interacting with individual studentTISTeacher interacting with small groupTIGTechnology useTAssessment activityAPull-out activity, individual or groupPOOther 0 Student Engagement, Cognitive Activity, & Learning Activity “Director” These are global ratings for each 5-minute segment. Thus, each segment will have only one rating for each of these two domains, the rating that is most representative of that time period for that group. Student EngagementCognitive Activity“Learning Director”H – High engagement = 80% or more students engaged in learning M – Moderate engagement = 21 – 79% of students engaged in learning L – Low engagement = 20% or fewer of students engaged in learning K - Knowledge C - Comprehension Ap - Application An - Analysis E – Evaluation Cr – Creation Ratings are made in each segment following the given scale: 1 – Not present 2 – Evident 3 – Well-represented Who directs the learning, or makes the decisions about the learning activities. Use the following scale for making your segment ratings for the identified groups: 1 – Teacher directs all learning. 2 – Teacher directs most learning. 3 – Teacher and student share learning decisions 4 – Student directs most learning 5 – Student directs all learning Holistic Observation Ratings At the conclusion of the segment ratings, complete the following items, PRIOR TO the teacher debriefing. Please describe how grouping (if any) occurred in this classroom: Were differentiated practices used in the classroom for Identified and Not-Identified students? ___ Yes ___ No If yes, please rate each of the following items based on your OVERALL perception, for each group separately. If No, simply respond in the “Not Identified Group” column, using the following scale for both: SDDNASANAStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeNot able to respond, lack of evidence (use sparingly) Identified GroupNot Identified GroupThis lesson encouraged students to seek and value multiple modes of investigation or problem solving.Students were reflective about their learning. The instructional strategies and activities respected and accounted for students’ prior knowledge.Interactions among students demonstrated collaborative learning environment.The teacher clearly enjoyed working with this group. Teacher demonstrated high level of content knowledge for lesson topic.Transitions between activities were smooth and well coordinated.Group procedures were clear, established, and understood by the students (automaticity was evident).Anchoring activities were readily available and appropriate.The classroom management plan was clear and effective. Learning activities were primarily student-directed. Teacher served primarily as a “Sage on the Stage” to this group. Post-Observation Debrief & Reflection Debrief with Teacher Thank the teacher for the observation period, and use this last segment of approximately 5 minutes to clarify anything observed. Then, ask the teacher: Is there anything you wanted to add regarding the observation before I leave? (take detailed notes) Final reflection: After leaving the classroom, take a couple of minutes to make any other written comments that are relevant or make the observation more contextually-based or comprehensive. 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Cassady~C:\Documents and Settings\default\My Documents\Jerrell\BSUweb\research\Differentiated Classroom Observation Scale Protocol.docé5ų<""Ā’’’’’’’’’h „Š„˜žĘŠ^„Š`„˜žOJQJo(·šh „ „˜žĘ ^„ `„˜žOJQJo(oh „p„˜žĘp^„p`„˜žOJQJo(§šh „@ „˜žĘ@ ^„@ `„˜žOJQJo(·šh „„˜žĘ^„`„˜žOJQJo(oh „ą„˜žĘą^„ą`„˜žOJQJo(§šh „°„˜žĘ°^„°`„˜žOJQJo(·šh „€„˜žĘ€^„€`„˜žOJQJo(oh „P„˜žĘP^„P`„˜žOJQJo(§šé5ų<’’’’’’’’æ Ö Ū ē č š ņ ó ō    " % & ' > A B C _ b c d y | } ~ — ™ š › ² “ µ ¶ É Ģ Ķ Ī Ü Ž ß ą ē é ź ė ž $'()JMNOorst‰Ž„©Ŗ«ĄĆÄÅŅÕÖ× .234CEFG[]^_†‰Š‹’”•–—˜™š±Ä×ėģ²€ąįīńóõ÷śżž!'6lmop–—żž’/123–—˜™ęēčé !"ijkl­®Æ°UVWX‘’“ČŹĖĢ ožžžžžžžžžžžžžžžžžžžžžžžžžž–ž–ž–žžžžžžžžžžžž–’@€ųųN>ųųmp@’’Unknown’’’’’’’’’’’’G‡z €’Times New Roman5€Symbol3& ‡z €’Arial3‡z €’Times?5 ‡z €’Courier New;€Wingdings qˆšŠhFFŅsfp 2!š„Ą““€20dČ2ƒqš’’)Clustering Classroom Observation ProtocolKristie Lynn and Douglas T.Jerrell C. 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