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Objective 2.4 – Assessment

Submitted by:

Topical Team Leaders – John Luckner, Ed.D. and Sandy Bowen, Ph.D.

Environmental Assessment Form

Teacher: Subject:

Grade: Date: Teacher Completing the Observation:

A.  TEACHING MATERIALS AND SUPPORT PERSONNEL

1.  What textbooks and teaching materials are used in the class? How difficult are these texts and teaching materials?

2.  What supplementary materials are used in the class? How difficult are these materials? What are their unique features?

3.  What types of media and technology are often used in the classroom?

4.  What type(s) of support personnel are available in the classroom? How often are they available?

5.  What teaching adaptations does the teacher employ?

B. PRESENTATION OF SUBJECT MATTER

1.  How does the teacher present information to students (e.g., lecture, small groups, cooperative learning groups, learning centers)?

2.  What is the language and vocabulary level used by the teacher?

C. LEARNER RESPONSE VARIABLES

How do students respond in the class (e.g., take notes, read aloud, participate in class, copy for the board)?

In what ways can a student request help in the classroom?

How are directions given to students? How many directions are given at one time?

STUDENT EVALUATION

1.  How often and in what ways does the teacher evaluate student progress?

2.  How are grades determined?

3.  What types of tests are given?

4.  What test modifications does the teacher use for students?

5.  Does the teacher assign homework? (What type? How much? How often?

6.  Does the teacher assign special projects or extra-credit work? Please explain.

CLASSROOM MANAGEMENT

1.  What is the teacher’s management system?

2.  What are the stated rules in the classroom?

3.  What are the unstated rules in the classroom?

4.  What are the consequences of following the rules? What are the consequences of not following the rules?

5.  In what ways and how often does the teacher reinforce the students?

6.  Does the teacher follow any special routines? What are they?

SOCIAL INTERACTIONS

1.  How would you describe the social interactions inside and outside the classroom (e.g., individualistic, cooperative, competitive)?

2.  What are the student norms in this class concerning dress, appearance, and interests?

3.  What are the students’ attitudes toward individual differences?

4.  What is the language and vocabulary level of the students?

5.  In what locations and ways do students interact in the classroom and the school?

6.  What strategies does the teacher employ to promote friendships among students?

7.  What personality variables does the teacher exhibit that seem to affect the class?

PHYSICAL DESIGN

1.  What, if any, architectural barriers exist in the classroom?

2.  How does the classroom’s design affect the students’ academic performance and social interactions?

Taken from: Salend, S.J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students (5th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Questions to Guide Observation of Students who are Deaf or

Hard of Hearing in General Education Settings

A. Student behavior and participation.

1. Does the student attend to classroom instruction?

2. What percentage of time is the student on-task?

3. Is the student able to understand and follow directions?

4. Does the student ask questions when he/she does not understand?

5. Does the student seek assistance appropriately?

6. Is the student able to follow the speaker(s) during classroom discussions?

7. Does the student raise his or her hand to answer questions, volunteer additional information, or volunteer for classroom activities and responsibilities?

8. Can the student work independently?

9. Does the student know how to use an educational interpreter?

10. Would/does the student benefit from the services of a notetaker?

B. The teacher’s classroom style.

1. Is the student encouraged to participate in discussions or answer questions?

2. Does the teacher periodically check for student comprehension?

3. Does the teacher use visual teaching strategies and visual aids?

4. Does the teacher modify his or her teaching to help students comprehend important concepts and vocabulary?

5. Are the questions and responses of other students being repeating by the teacher or interpreter?

6. Do the classroom teacher and educational interpreter work well together?

7. Does the teacher provide appropriate wait time for student responses?

C. Student and teacher interactions.

1. Is the student treated like he or she is a member of the class?

2. Are there interactions between the student and the teacher?

3. Are the expectations of the teacher appropriate?

4. Is the teacher patient?

D. Student and peer interactions.

1. How do the student and his or her peers communicate with each other?

2. Does the student have friends?

3. Are efforts made to help the student follow social conversations?

4. Is there an effort on the part of the teacher to help the student become accepted by his or her peers?

E. Level, location and source of speech and noise sources.

1. What are the major noise sources in the room? Can some of them be eliminated?

2. Is the student sitting next to a fan, air conditioner, overhead projector, film projector, heater, an open window or the door (hallway noise),which could cause distractions?

3. What type of acoustics does the classroom have? Do they reflect or absorb sound?

F. The use of an FM auditory trainer.

1. Does the student benefit from an FM auditory trainer?

2. Does the teacher and the student know how to use the unit properly?

3. Does the student inform the teacher when something is wrong or if the teacher is using the unit incorrectly?

4. Is the unit being checked daily to make sure that it is in working order?

Adapted from: Luckner, J.L. (2004). Building general education environments that maximize students’ success. In R. Rittenhouse (Ed.). Deaf education at the dawn of the 21st century: Old challenges, new directions (pp. 105 – 149). Hillsboro, Oregon: Butte Publications, Inc.

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