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Spanish class had 4 in person and 6-7 students online.

8th grade students had approximately F2F 20 students and 4-5 online learners.

7th grade science had approximately 17 students F2F an 5-6 students online.

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Student Demographics and Racial/Ethnic Diversity 

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Student Demographics and Racial/Ethnic Diversity 

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In 2 out of 3 of the classes there were more non-BIPOC individuals compared to BIPOC individuals.
In 3 out of 3 classes all Non-BIPOC and BIPOC students were engaging with each other.

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In 1 out of 3 classes, individual online students were addressed and responded to teacher.

In 1 out of 3 classes, there was full integration of both online and in-person students. (sense of belonging)

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Student Demographics and Racial/Ethnic Diversity 

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Student Demographics and Racial/Ethnic Diversity 

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In one out of three classrooms, the teacher checked in with each individual online student to ensure they understood directions and expectations.

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Students were coloring and or writing on a study guide to help further their knowledge with The Earth, Moon, and Sun.

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In 3 out of 3 classes, all in-person students were engaged (on task, completing assignments, engaging in conversations, asking questions, speaking ideas, eyes on the teacher)

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I noticed that there was only one black female in the room.

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double checked to make sure online students understood directions, individually checked

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All three teachers praised students for their responses and engagement.

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any family member can be included for assignment. 1st class

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Teachers in all 3 classes were able to further explain the assignment so that the students were able to understand more clearly.

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The teacher was very engaging with the students, and students were focused and doing the activity.

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In one class students answered teacher's questions and then further discussed them to draw conclusions.

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The groups in the classes were very diverse and worked well together.

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In 2 of 3 classes, students asked teacher a question if they needed help/misunderstood something

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lecture focus and questions were geared towards in person students first and then students at home. 2nd class

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expressive engagement with the whole class

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In mainly all the classes the students were helping each other out on the assignments by explaining the questions a little bit more and showing them how the assignment should be done

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opportunities to discuss/converse with peers: 1 out of 3 classes

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1: Demonstrate understanding of expectations on Google Form
2: 10 questions given for walk and talk, Follow up questions asked by the teacher "What commonalities did you have with your partner"  "What is something that surprised you about your partner"
3: What is a neat tide definition?  Which moon phase?  T encouraged students to ask questions to each other.

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In all classes, students appeared to be doing what was assigned.

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Students were given the opportunity to ask teacher questions in 3 out of 3 classes visited.

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In 2 out of 3 of the classes there were more non-BIPOC individuals compared to BIPOC individuals.
In 3 out of 3 classes all Non-BIPOC and BIPOC students were engaging with each other.

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This is a placeholder to make it easier to move your Padlets around

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students appeared to feel comfortable enough to ask teacher questions

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There was a assignment to walk in the hallway and it was set up so that different races were paired up

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Students were able to show there understanding of the assignment by filling out a form in the 1st class.

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There didn't appear to be any audible or direct engagement with online students in the 3rd glass

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Online students were engaged in 2 out of 3 classes (responding to questions)

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In the L&L class, the teacher did not acknowledge black student participating.

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:The classroom was diverse
:Students of all races were engaging, and communicating with each other.

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Asking questions:
1- 3B, 9W
2-0B, 2W
3- 6B, 3W