SPC Flow Chart for Raters

Joint Productive Activity

1. Is there an activity in which students collaborate on a joint product? If ‘no,’ GOTO JPA#5 below.
2. Are students working in small groups or is the JPA fully inclusive, and is the teacher also collaborating in the JPA? If ‘no,’ mark ‘Developing.’
3. Does the JPA include one or more additional standards at the Enacting level? If ‘no,’ mark ‘Enacting.’
4. If ‘yes’ to 1, 2, and 3, mark ‘Integrating.’ STOP.
5. Are students (a) seated with a partner or group, and (b) collaborating or assisting one another, (c) instructed in how to work in groups, or (d) contributing individual work that does not require collaboration to a joint product,? If 'yes,' mark 'Emerging,' else mark 'Not Present.'

Language & Literacy Development

1. Does the teacher assist student language expression and development through incidental use of questioning, listening, rephrasing, or modeling, and are there structured opportunities throughout much of instruction for student written or verbal language expression and development? If ‘no,’ GOTO LLD#5 below.
2. Does the teacher assist student language expression and development through questioning, listening, rephrasing, or modeling throughout much of instruction, and do the instructional activities generate language expression and development of content vocabulary? If ‘no,’ mark ‘Developing.’
3. Is the teacher assisting in the activity, and does the activity include two or more additional standards at the Enacting level? If ‘no,’ mark ‘Enacting.’
4. If ‘yes’ to 1, 2, and 3, mark ‘Integrating.’ STOP.
5. Does the teacher (a) listen and respond to student talk in ways that are comfortable for students, (b) question, (c) rephrase, (d) connect student comments to content area knowledge, or (e) explicitly model appropriate language; or do students (f) engage in reading, writing, or speaking activities using content vocabulary? If 'yes,' mark 'Emerging,' else mark 'Not Present.'

Contextualization

1. (a) Does the teacher make incidental connections between students' prior experience or knowledge from home, school, or community and the new activity/information, or (b) is some aspect of students’ everyday experience included in instruction? If ‘no,’ GOTO Context#5 below.
2. Does the teacher integrate the new activity/information with what students already know from home, school, or community? If ‘no,’ mark ‘Developing.’
3. Is the teacher assisting in the activity, and does the activity include two or more additional standards at the Enacting level? If ‘no,’ mark 'Enacting.'
4. If ‘yes’ to 1, 2, and 3, mark ‘Integrating.’ STOP.
5. (a) Does the teacher inquire about students' knowledge and experiences from outside school, or (b) do parents or community members participate in activities or instruction, or (c) are the present classroom activities connected by a common topic? If 'yes,' mark 'Emerging,' else mark 'Not Present.'

Challenging Activities

1. Does the activity advance student understanding to more complex levels, or does the teacher connect instructional elements to academic concepts? If ‘no,’ GOTO Challenge#5 below.
2. Does the teacher: (a) press, assist, and use challenging standards to advance student understanding to more complex levels; and (b) connect instructional elements to academic concepts; and (c) provide feedback to students on their performance? If ‘no,’ mark ‘Developing.’
3. Is the teacher assisting in the activity, and does the activity include two or more additional standards at the Enacting level? If ‘no,’ mark ‘Enacting.’
4. If ‘yes’ to 1, 2, and 3, mark ‘Integrating.’ STOP.
5. Does the teacher (a) set and present standards for student performance, (b) accommodate students’ varied ability levels, (c) connect instructional tasks to academic or broader concepts, or (d) provide students with performance feedback? If 'yes,' mark 'Emerging,' else mark 'Not Present.'

Instructional Conversation

1. Is there an activity in which the teacher converses with a small group of students on an academic topic, and elicits student talk with questioning, listening, rephrasing, or modeling? If ‘no,’ GOTO IC#5 below.
2. (a) Does the conversation have a clear academic goal; and (b) does the teacher listen to student talk to assess and assist student understanding; and (c) does the teacher question students on their views, judgments, and rationales; and (d) are all students included in the IC; and (e) does student talk occur at higher rates than teacher talk? If ‘no,’ mark ‘Developing.’
3. Is the teacher assisting in the activity, and does the activity include one or more additional standards at the Enacting level? If ‘no,’ mark ‘Enacting.’
4. If ‘yes’ to 1, 2, and 3, mark ‘Integrating.’ STOP.
5. Does the teacher (a) converse with students, or (b) use questioning, listening, rephrasing or modeling to elicit student talk? If 'yes,' mark 'Emerging,' else mark 'Not Present.'

Standards Performance Continuum Observation Form

JPA: Joint Productive Activity LLD: Language and Literacy Development CTX: Contextualization

CA: Challenging Activities IC: Instructional Conversation

Standards Performance Continuum

Observation Summary

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