TREND DATA
• In order to enhance the quality of feedback provided on our new forms
and ensure inter-rater reliability and calibration, we developed “WALKTHROUGH FORMS”, based on our four NORMS, that Evaluators would
use to collect monthly “trend data” within each of their buildings.
• Evaluators use this form to visit as many rooms as they can (3 – 5 minute
walk-throughs) when they have a chunk of time available to do so
(several times per month.)
• This data is turned in to the curriculum office (via a tally sheet) put into a
comparative graph, and used as a discussion point once a month at our
Leadership Meeting to acknowledge areas of growth within each
building, develop strategies for addressing areas which are still in need
of improvement, and discuss how this information will be communicated
to staff.
Informal “Classroom Visit” Form - Northbridge Public Schools
Date: _______________
# of Classrooms visited: __________
Well-Structured Lessons
OBS
N/O
Comments:
OBS
N/O
Comments:
OBS
N/O
Comments:
OBS
N/O
Comments:
Challenging and measurable standards-based obj. posted and reflected
in classroom activities
Lesson appropriately paced and sequenced to meet learning
goals/objectives
Various resources used to enhance the learning experience and
maximize student engagement (manipulatives, graphic orgs, diagrams,
videos, integrated technology, etc.)
Plans using various grouping strategies (i.e. flexible grouping)
Adjustments to Practice
Teacher previews new content and introduces topic to activate prior
knowledge “Success starters”
Teachers use a variety of frequent formative assessment strategies to
ensure ALL students understand
Teacher uses formative assessment data to adjust practice and
implement interventions, enhancements and/or modifications
Student(s) receive timely and appropriate support from
teacher/support staff
Student Engagement
Teacher recognizes and responds appropriately to students who are
not engaged
Teacher uses a variety of instructional strategies that provide students
with authentic and challenging learning tasks
Teacher consistently asks higher order questions to assess the learning
and enhance learning experience
Students engage in active and collaborative educational discourse
Meeting Diverse Needs
Teacher uses appropriate strategies (i.e. scaffolding/tiered instruction)
to meet the needs and levels of ALL learners
Students are assessed frequently and in multiple ways throughout the
lesson to check for understanding
Teacher and support staff utilize an effective “co-teaching” model
Students interests and real-life applications direct development of
lessons
Week of ___________________
Mon.
Tues.
Wed.
Thurs.
Fri.
# OBS
Total C/R
Mon.
Tues.
Wed.
Thurs.
Fri.
# OBS
Total C/R
Mon.
Tues.
Wed.
Thurs.
Fri.
# OBS
Total C/R
Mon.
Tues.
Wed.
Thurs.
Fri.
# OBS
Total C/R
Well-structured lesson plans
Adjustments to practice
Student engagement
Meeting diverse needs
Week of ___________________
Well-structured lesson plans
Adjustments to practice
Student engagement
Meeting diverse needs
Week of ___________________
Well-structured lesson plans
Adjustments to practice
Student engagement
Meeting diverse needs
Week of ___________________
Well-structured lesson plans
Adjustments to practice
Student engagement
Meeting diverse needs
Table 1. Northbridge Norms – Balmer Elementary
Well - structured lessons
Oct.
Nov.
Dec.
Jan.
Feb.
48%
78%
78%
80%
77%
59%
66%
83%
70%
65%
76%
78%
66%
51%
68%
91%
75%
Adjustments to practice
Student engagement
70%
Meeting diverse needs
100%
90%
80%
70%
60%
Well - structured lessons
Adjustments to practice
50%
Student engagement
40%
Meeting diverse needs
30%
20%
10%
0%
Oct.
Nov.
Dec.
Jan.
BALMER ELEMENTARY SCHOOL
Feb.
Table 2. Northbridge Norms – Northbridge Elementary
Oct.
Nov.
Dec.
Jan.
Feb.
Well - structured lessons
65%
78%
78%
80%
90%
Adjustments to practice
73%
74%
85%
84%
85%
Student engagement
66%
79%
76%
73%
84%
Meeting diverse needs
77%
76%
81%
90%
91%
120%
100%
80%
Well - structured lessons
Adjustments to practice
60%
Student engagement
Meeting diverse needs
40%
20%
0%
Oct.
Nov.
Dec.
Jan.
NORTHBRIDGE ELEMENTARY SCHOOL
Feb.
Table 3. Northbridge Norms – Northbridge High
Oct.
Nov.
Dec.
Jan.
Feb.
Well - structured lessons
80%
90%
65%
89%
86%
Adjustments to practice
70%
90%
65%
50%
57%
Student engagement
80%
50%
100%
100%
71%
Meeting diverse needs
40%
20%
39%
43%
57%
120%
100%
80%
Well - structured lessons
Adjustments to practice
60%
Student engagement
Meeting diverse needs
40%
20%
0%
Oct.
Nov.
Dec.
Jan.
NORTHBRIDGE HIGH SCHOOL
FOCUS AREA:
Meeting Diverse Needs
Feb.