ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Jose Reyes Teacher ID: 1719074
School Year: 2022-2023 School Name/DBN: 75M079-P.S. M079 - Horan School

CLASSROOM OBSERVATION (OBS):

In each observation, all components for which there is observed evidence must be rated. Each form must
contain lesson-specific evidence for each of the components observed during a classroom observation.

This observation was: (check one)

Formal Observation (full period) Informal Observation (15 minutes minimum)

Date of Observation: 12/13/2022 Time/Period: 12:52 PM

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy 2- Developing

In planning and practice, you displayed a solid knowledge of the essential
concepts in Adapted Physical Education. For example, you went to each station
and modeled the football drills. You showed students how to run, while securing
the football in their hands. I observed you teaching a lesson designed to help
students develop and refine motor skills and movement patterns related to flag
football. The learning objective for this lesson was for students to practice skills to
participate in a flag football game. There was no teaching point displayed or in
your plan. However, you told your students the teaching point is what skills we
need to participate in a flag football game. You stated that it is important that we
play the game of football because it helps us exercise and it’s good for our health.
You did not select any or align a literacy target with this lesson. Literacy targets
must
be
included
in
all
lessons.

Your planning aligned with Standard 2. which applies knowledge of concepts,

principles, strategies, and tactics related to movement and performance. Your
planning also aligned with the CCSS.ELA-Literacy.RST.9-10.3, where students will
follow complex multistep procedures when conducting experiments, taking
measurements, and performing technical tasks. CDOS:2, Performance Indicator 1:
Demonstrate the integration and application of academic and occupational skills in
their school learning, work, and personal lives. Your planning indicated that this
lesson was designed for students to achieve and maintain a health-enhancing
level of physical fitness and to recognize the value of physical activity for health,
enjoyment, challenge, and social interaction. The vocabulary words for this lesson
were:
flag
football,
football,
catch,
throw,
defense,
and
touchdown.

You demonstrated an accurate understanding of the relationship between

concepts and the knowledge of prerequisite relationships. For example, you began
the lesson by telling students, we will stretch before we do our activity skill camp.
This demonstrated that you know that stretching beforehand increases blood flow,

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flexibility, and range of motion, improving students’ overall performance. Your
instructional strategies were suitable for the students and the content. You
facilitated the stretches with students using a YouTube video, which provided a
visual of the ranges of motion. In addition, you offered hands-on assistance for
students
to
complete
the
drills.

Next Steps: You were provided with the Literacy Framework, ‘look fors.’ Use the
Literacy Framework ‘look for’ that aligns with your lesson. For example, listening
for understanding and response correlates with your lesson. Always include a
teaching point in your lessons and ensure it is visible to your students. A teaching
point provides a description of the main teaching points/cues to be utilized for
teaching skills throughout the lesson. Additionally, the lesson’s objective must be
posted
and
discussed
with
students.

1e (obs): Designing coherent instruction 4- Highly Effective

The learning activities and materials observed aligned with your instructional
objective (not posted) and represented a moderate cognitive challenge for your
students. The stretching video and the football drills were age appropriate for your
students. The learning objective for this lesson was for students to practice skills to
participate in a flag football game. Your planning did not indicate a teaching point.
To meet the needs of your learners, in your planning, you provided students with
tiered learning objectives. For example, (Tier 1) Students can participate in a flag
football activity. (Tier 2) Students will be able to distinguish differences and
similarities between skills and physical fitness activities associated with flag
football. (Tier 3) Students can assess why playing flag football is good for our
bodies. (Tier 4) Students can determine if learning flag football skills are attainable.
Your overall objective was what skills students need to develop to participate in a
flag football game. The tired essential questions were: (Tier 1) Can you
state/identify what flag football is? (Tier 2) Can you explain the importance of
learning flag football skills? (Tier 3) Why is it important to follow the rules when
learning flag football skills? Your lesson was well-formatted, and students had
adequate time to practice the skills to cover the concepts thoroughly. For
example, you started your lesson by engaging students in stretching exercises,
then modeled each of the drills for your students. For guided practice, students
engaged in completing the different drills, showcasing the movements with your
support and guidance. For instance, you walked with Belmari to keep her focused
on
securing
the
football
in
her
hands.

Your planning indicated IEP skills related to the content that students needed to
learn to achieve their IEP goals. For example, sequencing a series of events,
using verbal and visual supports to answer literal questions, answering “WH’
questions, comparing exercises, accurately completing a 3-step task, and utilizing
a preferred mode of communication to communicate with adults and peers given
faded prompts. For instance, you held Bridget's hand to help her stretch her
quads. As you were moving through one of the drills, you said, “one foot in each
box.” You explicitly modeled the stance and showed students what you expected
from them in the lesson. You modeled each football drill for students to see before
asking them to engage in demonstrating what they observed. You gave multiple
opportunities for students to practice the skills. For instance, you modeled the
running drill and told students one foot must be in each box. Furthermore,
students
were
allowed
to
select
the
drill
they
wanted
to
practice.

2a: Creating an environment of respect and rapport 4- Highly Effective

The interactions in your classroom have established a tone of collaboration and
mutual respect. You demonstrated respect and reflected a genuine warmth and
caring about your students. For example, I observed students participating in the

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drills without fear of put-downs or ridicule from you or other students. Students
clapped for one another, when one of their peers completed the drill. You called
students by their names and encouraged their efforts. For example, during stretch
time, instead of standing up, Ronald decided to sit on the floor to touch his toes.
You said, "there you go, Ronald, good job!" The teacher’s and other staff’s
interactions with students were positive. The staff cheered on students to finish
the drills. Some staff walked with the students to help them complete the drills.
When Giovanni was completing the football drill, you told him, great job protecting
the ball. During the lesson, students did not engage in turn and talk. However, they
praised and motivated each other by clapping their hands and saying you can do
it. Students exhibited respect for you and one another and did not engage in
disrespectful behavior. It was evident that all students felt comfortable participating
in your class. Your planning and instruction indicate that you have considered the
students’ backgrounds. For example, Belmari had a smile on her face and
continued walking in each yellow box with your assistance. It is evident that there
were positive interactions among students who mutually support each other, and
you
have
created
an
emotionally
healthy
classroom
environment.

2d: Managing student behavior 3- Effective

It is evident that there are clear standards of conduct for your students; for
example, you have the classroom rules posted. Student behavior was appropriate
throughout the lesson. As you worked with your students, they had smiles on their
faces and completed the drills. You moved to every section of the classroom,
providing feedback and keeping a close eye on student behavior. You responded
to
students
in
a
way
that
respects
their
dignity.
For
example,

When Jayden was going in the opposite direction of the drill, you swiftly went to
him and said, wrong way Jayden. You directed him to start at the correct location.
Furthermore, your planning indicated that you reminded students of the TEAM
Matrix.

However,
I
did
not
hear
you
address
the
TEAM
Matrix
during
the
lesson.

Next Steps: To continue moving along the continuum, embed the language of the
TEAM Matrix into your lessons. This shows students how it is manifested in
practice.
Use
the
TEAM
Matrix
to
redirect
or
reinforce
positive
interactions.

3b: Using questioning and discussion techniques 2- Developing

The quality of the questions you used promoted some student thinking and
understanding, but it required only a single correct answer. Students participated
in the football drills, but minimal opportunities were planned to engage them in
discussions about the skills taught. For example, you asked the class while you
were completing a drill, am I touching the yellow line? Jose and Jeffery said no.
You did not push the students to justify their answers and did not discuss how
students could explain their reasoning through evidence. You read the teaching
point at the beginning of the lesson; what skills do we need to participate in a flag
football game? However, you did not revisit the teaching point and allow students
to answer the question. Instead, you answered the question; we must play the
game because it helps us exercise and is good for our health. You did not elicit
thinking
from
your
students.

Next Steps: Challenge your students to justify their answers. For example, why is
it important to not step on the yellow lines? Why is it important to secure the
football when playing flag football? What other activities do we participate in that
are good for our health?

3c: Engaging students in learning 4- Highly Effective

On December 13, 2022, I observed you teaching an Adapted Physical Education
lesson to a 6:1:1 class. The learning task and activities aligned with your

Last Revised: 01/31/23 12:30:43 PM By rbabb

instructional objective that students will be able to practice skills to participate in a
flag football game. The pacing of the lesson provided students with the time they
needed to engage in the activities actively. For example, when Jayden attempted
to start a drill in the opposite direction during guided practice, you swiftly went to
him and redirected him to the correct location. You monitored students by moving
to every section of the gym, keeping a close eye on student behavior, and
providing feedback. The paraprofessionals walked with the students, supporting
them in completing the drills. Students were intellectually active in learning and
demonstrating their knowledge by completing the drills. The drills required
students to think about what they were doing. For example, you assisted John
while he was running and encouraged him by saying, “try not to touch the yellow
lines.” In addition, you spoke to some of your students in Spanish to support them
in understanding the drill to avoid touching the yellow lines. The pacing of the
lesson was adequate to meet the needs of all learners. The students were not
grouped but had the autonomy to go to the drills of their choice. The instructional
materials that you used were age appropriate and impacted students’ experiences.
For example, the YouTube video gave students a visual on how to stretch
effectively. The football drills included orange cones for students to stay within the
parameters with the football. The yellow lines on the ground gave students a
sense of space and area to keep their feet inside of them when conducting the
drill. In addition, students were able to run or walk with an actual football, giving
them
a
real-life
experience
of
completing
a
two-three
step
process.

3d: Using assessment in instruction 3- Effective

Students were aware of the assessment criteria because you reviewed the
teaching point and objective with students at the beginning of the lesson; this gave
your students the learning goals. You explicitly modeled your expectations for
each of the drill activities. You monitored student learning by circulating during the
student drill activities to offer assistance, provide feedback, and check on students
completing the drills. For example, you helped Kaylie complete the running drill
with the football. You helped Jayden secure the football and encouraged him not
to drop it. In addition, you gave students multiple opportunities to practice the drills
to understand the movements in flag football. You posed minimal questions to
elicit evidence of student understanding. For example, you asked, am I touching
the yellow lines? Two of your students said no. Students did not have an
opportunity to explain their thinking. I did not observe you using a rubric or data
tracker to capture students who were meeting, partially meeting, or did not master
the
skills/learning
objective.

Next Steps: Utilize must use a rubric or data tracker to capture students who are
meeting, partially meeting, and or not meeting the lesson objective. Allow students
to work in groups practicing with a paraprofessional for support. Let students offer
feedback
to
their
classmates
based
on
their
demonstration
of
the
drill.

4e (obs): Growing and developing professionally 3- Effective

You have demonstrated an interest in growing and developing professionally. In
conversations with me, you are open to receiving feedback and can reflect on your
practice and areas for growth. You demonstrate professionalism in your
communication. You seek to create opportunities for your students to participate in
activities beyond school hours, for example, setting up a Basketball League. You
go beyond your duties to keep students safe in our school building. For example,
offering
support
to
de-escalate
students
when
they
are
in
distress.

Last Revised: 01/31/23 12:30:43 PM By rbabb

Teacher ID 1719074 Teacher Name Jose Reyes

ASSESSMENT OF PREPARATION AND PROFESSIONALISM (P&P):

In this section of the form, evaluators should rate evidence for components 1a, 1e, and 4e that was
observed within fifteen (15) school days prior to the classroom observation as part of an assessment
of a teacher’s preparation and professionalism. Each form must contain teacher-specific evidence
for each of the components observed.

Component Ratings

1a (p&p): Demonstrating knowledge of content and pedagogy N/A

1e (p&p): Designing coherent instruction N/A

4e (p&p): Growing and developing professionally N/A

Additional Evaluator Notes (please attach more pages, as necessary):

I will be in your classroom on the week of February 10, 2023, to see the feedback that was given. Based on
what
was
observed
and
in
consideration
of
your
IPC
goal,
the
following
next
steps
are
recommended:

One of your IPC goals is to differentiate activities for your students. You attempted to differentiate skills for
your students in your lesson. You were observed monitoring your students participating in the football drills
and offering feedback to assess their understanding of the skills. Students had a choice on how they could
stretch, i.e., sitting on the floor or standing. The following resource gives you more strategies to differentiate
skills for your students in APE. I would like you to focus on the following two sections: Programming-based
Choice Strategies and Product Based Choice Strategies, which fosters differentiation.
https://blog.gophersport.com/increasing-differentiation-choice-in-physical-education/

Teacher's signature: Date

(I have read and received a copy of the above and understand that a copy will be placed in my file.)

Evaluator's name (print): Reynelda Babb

Evaluator's signature: Date

Last Revised: 01/31/23 12:30:43 PM By rbabb