Description
**This is intended to be used in Psycho-Educational Evaluations**
As an intern, I created this Direct Observation Form when observing students in a school setting. This template allows interns and school psychologists to focus on the critical details needed when conducting an observation. My favorite feature is the classroom layout which enables you to take notice of the classroom ecology. Additionally, the format of the questions helps you build the narrative to implement in the IEP report. I have attached an example of how I fill out the form and write my narrative (down below) based on that information. I hope you find this resource helpful and valuable in your practice.
Once you purchase and download, I suggest you save the file as a template so that you may recycle the file for all your students. Or, these forms work great when printed and used manually. They don't need to be typed into.
Enjoy!!
Narrative Example Below
J***** was observed on 09/27/2021 from 10:07 AM to 10:55 AM during his collaborative English class. There were 33 students, one student assistant, and two teachers. The desks were set up individually with eight rows of five. The classroom ecology displayed numerous student work and visual aids reminding students of appropriate classroom etiquette, evidencing a well-structured environment. The classroom had good lighting and maintained a moderate noise level typical of other classes.
Indirect instruction was used during this observation. The teacher provided verbal and visual instructions on assignment expectations and engaged students by asking questions about the activity to conclude. Students’ responses would create reflective discussions about concept mapping, problem-solving, and appropriate approaches to completing the assignment. J***** refrained from participating in the discussions but remained composed, often leaning towards and shifting eye contact to where the discussion was being held in the classroom, signaling that he was paying attention. When the teacher asked a question, he raised his hand appropriately, demonstrating he comprehended what was being asked and instructed throughout the class session. Students were asked to begin an opening paragraph on a thesis statement: “Can the human race live together as one?” The work was being completed on Google Class via student-addressed school laptops. The essay students complete would then be formatted into a speech they present to the class. When the class assignment began, J***** remained focused and worked diligently on his own.
J***** sits in the last seat of his row and occasionally rests his head against the wall but does not impede his attentiveness towards the teacher, discussions, and assignments. On one occasion, J***** used a nonverbal response to communicate with a peer, further corroborating earlier observations of minimal communication and participation in class. His teacher stated that he has very insightful answers when reviewing work turned in but does not know if J***** submits work with help from outside sources. However, while observing him working on classroom assignments, J***** used correct punctuation, grammar, and citations that displayed appropriate analyses and comprehension of the thesis statement. J***** had great responses.
Highlights
Description
**This is intended to be used in Psycho-Educational Evaluations**
As an intern, I created this Direct Observation Form when observing students in a school setting. This template allows interns and school psychologists to focus on the critical details needed when conducting an observation. My favorite feature is the classroom layout which enables you to take notice of the classroom ecology. Additionally, the format of the questions helps you build the narrative to implement in the IEP report. I have attached an example of how I fill out the form and write my narrative (down below) based on that information. I hope you find this resource helpful and valuable in your practice.
Once you purchase and download, I suggest you save the file as a template so that you may recycle the file for all your students. Or, these forms work great when printed and used manually. They don't need to be typed into.
Enjoy!!
Narrative Example Below
J***** was observed on 09/27/2021 from 10:07 AM to 10:55 AM during his collaborative English class. There were 33 students, one student assistant, and two teachers. The desks were set up individually with eight rows of five. The classroom ecology displayed numerous student work and visual aids reminding students of appropriate classroom etiquette, evidencing a well-structured environment. The classroom had good lighting and maintained a moderate noise level typical of other classes.
Indirect instruction was used during this observation. The teacher provided verbal and visual instructions on assignment expectations and engaged students by asking questions about the activity to conclude. Students’ responses would create reflective discussions about concept mapping, problem-solving, and appropriate approaches to completing the assignment. J***** refrained from participating in the discussions but remained composed, often leaning towards and shifting eye contact to where the discussion was being held in the classroom, signaling that he was paying attention. When the teacher asked a question, he raised his hand appropriately, demonstrating he comprehended what was being asked and instructed throughout the class session. Students were asked to begin an opening paragraph on a thesis statement: “Can the human race live together as one?” The work was being completed on Google Class via student-addressed school laptops. The essay students complete would then be formatted into a speech they present to the class. When the class assignment began, J***** remained focused and worked diligently on his own.
J***** sits in the last seat of his row and occasionally rests his head against the wall but does not impede his attentiveness towards the teacher, discussions, and assignments. On one occasion, J***** used a nonverbal response to communicate with a peer, further corroborating earlier observations of minimal communication and participation in class. His teacher stated that he has very insightful answers when reviewing work turned in but does not know if J***** submits work with help from outside sources. However, while observing him working on classroom assignments, J***** used correct punctuation, grammar, and citations that displayed appropriate analyses and comprehension of the thesis statement. J***** had great responses.
