Starry Environmental Inventory

JavaScript isn't enabled in your browser, so this file can't be opened. Enable and reload.

Starry Environmental Inventory

Sign in to Google to save your progress. Learn more

Grade Taught *

Kindergarten

Grade 1

Grade 2

Other:

Email Address *

please provide your email address

PHYSICAL SPACE: Work centers are easily identified and corresponds with instruction *

1=not in place 2=partially in place 3=fully in place

1

2

3

Traffic flow minimizes physical contact between peers and maximizes teacher's mobility *

1=not in place 2=partially in place 3=fully in place

1

2

3

Physical arrangement of furniture allows teacher to see all parts of the room and promotes teacher interaction with all students *

1=not in place 2=partially in place 3=fully in place

1

2

3

The environment is safe (dangerous items are not readily accessible) *

1=not in place 2=partially in place 3=fully in place

1

2

3

There is an area and plan for addressing unsafe behaviors *

1=not in place 2=partially in place 3=fully in place

1

2

3

The expectations for each area are posted and taught to the students. *

1=not in place 2=partially in place 3=fully in place

1

2

3

ATTENTION: A consistent and clear attention signal is used across instructional contexts *

1=not in place 2=partially in place 3=fully in place

1

2

3

Uses a variety of techniques to gain, maintain, and regain student attention to task *

1=not in place 2=partially in place 3=fully in place

1

2

3

TIME: Materials are prepared and ready to go *

1=not in place 2=partially in place 3=fully in place

1

2

3

Pre-corrects are given prior to transitions. *

1=not in place 2=partially in place 3=fully in place

1

2

3

Common intrusions are anticipated and handled with a consistent procedure. Unexpected intrusions are minimized with an emphasis on returning to instruction *

1=not in place 2=partially in place 3=fully in place

1

2

3

Students engaged at high rates during individual work *

1=not in place 2=partially in place 3=fully in place

1

2

3

Down time (including transitions) is minimal *

1=not in place 2=partially in place 3=fully in place

1

2

3

BEHAVIOR MANAGEMENT: clear rules and expectations are positively stated and posted *

1=not in place 2=partially in place 3=fully in place

1

2

3

Clear rules and expectations are taught and there is a schedule for teaching/re-teaching rules and expectations *

1=not in place 2=partially in place 3=fully in place

1

2

3

Positive and expected behaviors are reinforced by adults *

1=not in place 2=partially in place 3=fully in place

1

2

3

Corrections are made by restating the rule/expectation and stating the appropriate replacement behavior *

1=not in place 2=partially in place 3=fully in place

1

2

3

Continuum of consequences for encouraging expected behaviors *

1=not in place 2=partially in place 3=fully in place

1

2

3

Continuum of consequences for discouraging unexpected behaviors *

1=not in place 2=partially in place 3=fully in place

1

2

3

Maintains a 4:1 ratio of attention to positive vs. negative behaviors *

1=not in place 2=partially in place 3=fully in place

1

2

3

ROUTINES: Start of Class *

1=not in place 2=partially in place 3=fully in place

1

2

3

Working in Groups *

1=not in place 2=partially in place 3=fully in place

1

2

3

Working Independently *

1=not in place 2=partially in place 3=fully in place

1

2

3

Special Events (movies, assemblies, snacks, parties) *

1=not in place 2=partially in place 3=fully in place

1

2

3

Obtaining materials and supplies *

1=not in place 2=partially in place 3=fully in place

1

2

3

Using equipment (e.g., computer, tape players) *

1=not in place 2=partially in place 3=fully in place

1

2

3

Mangaging homework and other assignments *

1=not in place 2=partially in place 3=fully in place

1

2

3

Personal belongings (e.g., coats, hats) *

1=not in place 2=partially in place 3=fully in place

1

2

3

Entering/exiting classroom (e.g., using restroom/drinking fountain, going to library, moving around room) *

1=not in place 2=partially in place 3=fully in place

1

2

3

Transition procedures *

1=not in place 2=partially in place 3=fully in place

1

2

3

Other __________________________________________________________ *

1=not in place 2=partially in place 3=fully in place

1

2

3

CURRICULUM AND CONTENT: Assignments can be completed within alloted time period *

1=not in place 2=partially in place 3=fully in place

1

2

3

Content presented at student level *

1=not in place 2=partially in place 3=fully in place

1

2

3

Frequent checks for student learning and for understanding *

1=not in place 2=partially in place 3=fully in place

1

2

3

There is a high rate of opportunities for student response *

1=not in place 2=partially in place 3=fully in place

1

2

3

Instructional focus builds on student's current and past skills *

1=not in place 2=partially in place 3=fully in place

1

2

3

Gives clear set-up and directions for task completion *

1=not in place 2=partially in place 3=fully in place

1

2

3

Submit

Clear form

Never submit passwords through Google Forms.

This form was created inside of Grant Wood AEA. Report Abuse