Exhibit 2.4.1 Criteria for Classroom Activity Classification
Clover Park School District February 2001 Criteria Description Activities depicting transition of the classroom from one activity to another (checking out books, gathering materials, preparing for an activity, lining up, meal in classroom, off task, etc.) Activities of diagnostic nature (test or assessment activity in progress, paper scoring, engagement in a diagnostic activity supervised by teacher or professional, etc.) Independent, individual activities of written nature (textbook activity, completing worksheet or written forms, independent individual work at desks, copying, coloring figures on paper, etc.) Collaborative or independent activity incorporating application of skills or knowledge acquired earlier (hands-on assignments or work, writing compositions, constructing objects, etc.) Independent or collaborative activity involving problem solving or creative approaches (puzzle solving, analytical activity, synthesizing information, inductive inquiry, etc.) Activity involving communication from a teacher or professional to the class (lecture, demonstration, discussion, film or video
The classroom activities observed by the team were categorized in accordance with the criteria above, and the tabulation of categories is delineated below.
It should be noted that the segments of classroom activities observed were quite brief (normally, within two to three minutes or less) and types of activities vary depending on the time of day classrooms were visited. For example, small group work may be preferred in the morning when students are not so restless. More directed or controlled seatwork may be accomplished in the afternoons. Within the data streams gathered the auditors did not discern large methodological variations, particularly at the two secondary schools. The brief observation has been demonstrated in the past as adequate for the purposes stated – to simply identify the type of teacher and student activity underway at the time of the school visitation.
Schools are not identified by name, but are identified by type (elementary, middle, or high schools). Data are consolidated to reflect or mirror the district frequency of type of classroom activity, not by
individual school. The expectations delineated expectations, and the purpose of this analysis is to district’s expectations.
instruction are district of congruence with the
The analysis that follows shows the level of agreement between district expectations and actual incidence of classroom activities.
Exhibit 2.4.2 Table of Frequency of Observed Classroom Activities Clover Park School District
Type of School ELEM ELEM ELEM ELEM ELEM ELEM
TR 4 5
DI 3 3
Clover Park School District Audit Report Page 47