Spring 2013 Exit Report [Name of School] [Date]

Element I: Classroom Environment 1. Overall, classroom expectations were established, communicated, modeled and/or maintained: [Yes or No] 2. Overall, classroom physical arrangements were conducive to learning: [Yes or No] 3. Overall, student engagement can be best described as: [off task, compliant/passive, active and/or authentic] 4. Students were primarily engaged in: [collaborative structures, accountable talk, other (please elaborate), and/or investigations, including hypothesizing, designing procedures, and/or analyzing] 5. Overall, bell-to-bell teaching was evident: [Yes or No] 6. Overall, teachers followed established schedules: [Yes or No] 7. Overall, transitions between lesson activities were smooth: [Yes or No] 8. Overall, board configurations included up-to-date: * Date[Yes or No] * Standard(s)[Yes or No] * Learning Objective(s)[Yes or No] * Agenda[Yes or No] * Essential Question(s)[Yes or No] * Bell Ringer(s)[Yes or No] * Homework Info. [Yes or No] 9. Overall, student work displays included quality control expectations: [Yes or No] Observers: [Name][Name]

Element II: Instructional Design/Delivery 1. Lesson content & instruction was mostly: [X] Low [X] Moderate [X] High 2. Overall levels of cognitive complexity were appropriate for all students and for the standards/benchmarks addressed as part of most lessons: [Yes or No] 3. Teachers used: * Content-Area Resources[Yes or No] * Other Appropriate Materials[Yes or No] * Rubrics [Yes or No] * Learning Goals [Yes or No] * Blended Technologies [Yes or No] 4. Overall, evidence supported use of the following research-based instructional strategies: * Frequent Checks for Understanding[Yes or No] * Gradual Release of Responsibility[Yes or No] * Inquiry-Based Learning Strategies[Yes or No] * Higher-Order Questioning[Yes or No] * Appeals to Multiple Intelligences[Yes or No] * Teacher-Led Centers[Yes or No] 5. Overall, teachers used research-based materials that are aligned to standards and that are available in a variety of formats: [Yes or No] 6. Overall, instruction was adjusted periodically to increase levels of student engagement: [Yes or No] 7. Overall, use of curriculum maps, pacing guides, and instructional focus calendars was evident: [Yes or No] 8. Overall, teachers used sufficient pauses (wait time) between questions, responses and discussion: [Yes or No] 9. Overall, teachers referenced EQs indirectly or directly during lessons: [Yes or No] 10. Overall, use of FCIM was evident: [Yes or No] Observers: [Name][Name]

Element III: Content-Area Literacy 1. Overall, use of concept maps/graphic organizers was evident:: [Yes or No] 2. Overall, support for explicit vocabulary instruction was evident: [Yes or No] 3. Overall, use of content/subject-area journals was evident: [Yes or No] 4. Overall, use of non-fiction reading materials to support learning was evident: [Yes or No] 5. Observed text comprehension activities included: * Predicting[Yes or No] * Questioning[Yes or No] * Clarifying [Yes or No] * Summarizing [Yes or No] 6. Overall, support for use of a common writing process was evident: [Yes or No] 7. Overall, support for use of common note-taking strategies was evident: [Yes or No] 8. Overall, use of science literacy activities, lab reports, lab journals, etc. that promote and extend elaboration on scientific concepts was evident: [Yes or No] 9. Overall, use of math literacy activities that involve word problems was evident: [Yes or No] Observers: [Name][Name]

Elements IV & V: IV: Use of Student Data 1. Ongoing progress monitoring activities include: [Record a summary of all ongoing student progress monitoring activities here] 2. Development of FCIM mini-assessments in PLCs was evident: [Yes or No] 3. Use of FAIR supplementary resources was evident: [Yes or No] 4. Use of diagnostic assessments was evident: [Yes or No] 5. The school uses a PS/MTSS SBLT meeting calendar: [Yes or No] 6. Overall, development of individual student portfolios was evident: [Yes or No] 7. Overall, support for ongoing data chats with individual students was evident: [Yes or No] 8. Overall, support for ongoing use of student data binders was evident: [Yes or No] V: Instructional Coaches 1. Clear separation of instructional coaching responsibilities from school administrative responsibilities was evident: [Yes or No] 2. Overall, support for scheduling coaching cycles that include co-planning, modeling, co- teaching, observing and debriefing was evident: [Yes or No] Observers: [Name]

Data Trends, SIP Strategies & Barriers: What do the progress monitoring data suggest about student learning? Reading: [progress monitoring data trends] Math: [progress monitoring data trends] Science: [progress monitoring data trends] Writing: [progress monitoring data trends] Attendance & Discipline: [progress monitoring data trends] To what degree have SIP strategies been implemented? Reading: [Full, Partial or Emerging] Math: [Full, Partial or Emerging] Science: [Full, Partial or Emerging] Writing: [Full, Partial or Emerging] Attendance & Discipline: [Full, Partial or Emerging] Describe barriers to student achievement: Reading: [Barriers] Math: [Barriers] Science: [Barriers] Writing: [Barriers] Attendance & Discipline: [Barriers]