Use this form when you observe a lesson and want to give a teacher clear, focused feedback. It guides you to notice how instructional time is used, whether students have real chances to process ideas in ASL and English, and how the teacher and staff model language for students. It also asks how academic and social language are built and how language expectations are set and kept during the lesson. Use it to capture what you see, name specific action steps, and note the supports a teacher needs to grow.
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A walkthrough checklist administrators use during class visits to capture evidence that teachers use ASL and English data to guide instruction and support students.
A self-check teachers use to reflect on their ASL/English bilingual instruction, differentiation, assessment, data use, and professional growth.
A walkthrough checklist administrators use during class visits to capture evidence of ongoing, ASL/English accessible assessment that guides day-to-day instruction.