ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

TEACHER OBSERVATION REPORT

Teacher Name: Rohan Dandapani Teacher ID: 1677568
School Year: 2023-2024 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: 11/13/2023 Time/Period: 10:32-10:47 AM

Component Ratings

1a (obs): Demonstrating knowledge of content and pedagogy 3- Effective

In this lesson, you demonstrated knowledge of the prerequisite relationship of
concepts and skills and planned scaffolded instruction to support access to the
content. The content area observed during this lesson was Adapted Physical
Education (APE). Additionally, knowledge of content-related pedagogy was
evident when you made connections between personal fitness levels and goal
setting and linked these activities to understanding of content (i.e., muscles
associated with different activities). There were tiered objectives for this lesson
which stated that students would be able to: (1) participate in a fitness related
activity, (2) identify the fitness component associated with an activity, and (3)
understand the benefits of specific fitness related exercises. The teaching points
were also tiered as follows: (1) “Can you state/identify what fitness is?” (2) “Can
you explain the importance of fitness?”, and (3) “Why is it important for us to
exercise?”The literacy targets selected to support the skills you were teaching
were listening for understanding and response, listening to collaborate, using
vocabulary, asking and answering questions, and collaborating with peers. These
literacy targets were aligned with the skills students must learn to support
achieving their IEP goals. Lastly, content-specific vocabulary for this lesson was
flexibility, muscular strength, and muscular endurance. Some of these words were
reinforced throughout this observation to provide further access for learners; you
referenced the words flexibility and muscular strength when completing Venecia’s
fitness assessment. The vocabulary words were correctly defined, and visuals
were provided for access as needed by students. The words were located on the
wall in the classroom, with corresponding visuals to provide access and promote
understanding. Your understanding of the structure and prerequisite relationships
between concepts and skills were demonstrated through the structure of the
fitness assessment. After modeling each exercise (jumping jacks, squats), Venecia
completed the assessment and then used her results to set a goal for the next
assessment in two months. It was evident that Venecia had already been taught
the proper technique for the exercises that she was doing and had some familiarity

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with the words flexibility and strength. When you engaged students in questioning
and discussion, precise and accurate classroom explanations were evident. You
explained what each student’s role would be, and what was expected of them
during this time. You modeled the exercises for Venecia and helped her to set
realistic goals for the next fitness assessment in two months. You also provided
accurate information about the muscles being used in each activity. For example,
you explained to her that squats require muscular strength in the legs.

The standards included in this lesson were Physical Education Standard 2, Next
Generation ELA Standard 9-10SL1, CDOS Standard 2, and SEL Standard 2a.4b.
The essences of the standards lived in the objective of the lesson, literacy target,
teaching point, and use of content-specific vocabulary and instructional tasks
crafted to support all learners. Accurate content explanations were given during
this observation, and it is evident that you considered the knowledge students
need to meet the attributes of the standards. The ELA and SEL standards both
address communication and collaborative learning, which was evident in this
lesson, and the Physical Education Standard was relevant to the fitness
assessment activities observed. The skills students need to meet the standards
aligned with the lesson’s objectives and the feedback given to students to further
learning was evidenced by you discussing Venecia’s performance with her after
the assessment and allowing her to watch the video of herself to aid in her self-
assessment. Students were not provided with specific opportunities to ask
questions.

1e (obs): Designing coherent instruction 3- Effective

The essential concepts discussed support the lesson’s objective. There were
tiered objectives for this lesson which stated that students would be able to: (1)
participate in a fitness related activity, (2) identify the fitness component
associated with an activity, and (3) understand the benefits of specific fitness
related exercises. During this lesson, I observed Jayvien and Venecia participating
in a fitness assessment. George had already finished his fitness assessment, so
he was engaged in a baseball activity with Mr. Fernandez. The connection to prior
knowledge included asking Venecia what she had completed on her fitness
assessment so far, and activating prior knowledge of her past experience. Venecia
had completed the push-ups and sit-ups, and now had wall sits, jumping jacks,
and squats remaining. A connection was also made to Venecia’s prior knowledge
of flexibility and muscle strength. There was a clear and sequenced structure to
the lesson. There was a schedule on the wall, which the students followed. When I
entered the room, students were participating in the warm-up, which was followed
by the exercise portion of the lesson. As per your planning, this was followed by
choice time, a cool down, and reflection/closing. The teaching point was aligned
with the objective and why it was relevant for students to learn the concept. You
explained the relevance to students, reminding Venecia that you’d be completing a
fitness assessment every 2 months to track her progress over the course of the
year. The content-related skills students need to learn to achieve their IEP goals
were primarily related to communication and answer “WH” questions. The learning
activities observed during this lesson were the warm-up and exercise. When I
entered the room, students were engaged in a warm-up activity, consisting of leg
lifts and marches. You modeled each warm-up activity, and then provided
directions for students to complete them on their own. Once the warm-up finished,
you directed students to the schedule on the wall. Venecia and George were able
to state that we had completed the warm-up, and that it was time for exercise. At
this point, the three students were broken up into groups. George had already
completed his fitness assessment, so he worked with Mr. Fernandez to practice

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baseball. Venecia and Jayvien worked with you; Venecia had to complete her
fitness assessment, and Jayvien served as the recorder. Venecia was able to
choose which part of the assessment she wanted to do next. She chose jumping
jacks first, followed by squats. She was tasked with doing as many of each as she
could in 30 seconds; you timed her and counted, and Jayvien supported by
recording, so that she could watch the video afterwards as part of her self-
reflection. She was given a short break in between to rest. The materials and
resources used during the lesson to facilitate access to the content and learning
included the fitness assessment sheet, timer, phone for recording, and visuals
representing different exercises and vocabulary words. Since George had already
completed his assessment, he was awarded choice time. He chose to play
baseball and used a bat and a ball for this activity. Two instructional groups were
used, based on students that had already completed their fitness assessment, and
those that still needed to complete the assessment. Jayvien was refusing to
participate, as he often does in APE, and you provided him with a key role that
supported Venecia and kept him involved in the lesson, without pushing him out of
his comfort zone. Jayvien and Venecia were provided with specific roles and
responsibilities for the group work. Venecia was completing as many of the
designated exercises as she could in 30 seconds, while Jayvien recorded. The
data used to determine the groups was student completion percentage for the
fitness assessment, and an awareness of student interest. Opportunities for
student choice were included in the plan and were observed during this lesson.
Jayvien was able to choose his role; he was given the choice between being the
timer or the recorder, and he chose recorder. Venecia was given the choice of
which exercise she wanted to complete first. Instructional tasks were differentiated
to provide access for various learners in the class. Roles were assigned based on
interest and skill level, and visuals were provided to support understanding for all
students. The pacing of the lesson allowed time for Venecia to complete the
remaining 3 exercises in her fitness assessment, while also reflecting on each and
taking time to set future goals. Expectations for paraprofessional support during
instruction were clearly defined. The paraprofessionals supported instruction. Mr.
Fernandez supported by translating content and questions for George during the
warm-up and whole group activity, and then supporting George in a small group
while you worked with Jayvien and Venecia.

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

The tone of the classroom is established and creates a warm and supportive
learning environment. You used positive verbal praise to encourage your students,
and you were involved in all of the activities, creating a sense of community in the
classroom. You participated in the warm-ups with students and modeled the
correct form for different exercises. When the students were warming up with leg
lifts, you told them, “Good job swinging all the way out, very good.” After Venecia
completed her jumping jacks, you told her, “Excellent job”, and gave her a high-
five. She completed 41 jumping jacks and set a goal of 58 for the next
assessment. You responded, “Ok, I like that. Ambitious.” Your interactions with
students demonstrated knowledge of students’ lives outside of the classroom. You
referred to Venecia’s past experiences with dancing and cheerleading, asking her
whether she’d learned how to do any of these exercises in those classes. She
shared that she had. Mr. Fernandez supported George by translating information
for him, and participating in his choice time activity of baseball while you finished
the assessment with Venecia and Jayvien. He pitched to George, who practiced
hitting the ball. Students’ interactions with each other were positive and supportive.
During the warm-up and group activity, students engaged in respectful talk, active
listening, and turn-taking during the lesson. When you asked questions about the

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schedule and upcoming activities, students took turns answering and did not call
out. During the small group activity, Jayvien supported Venecia by recording her
exercises, and cheering her on as she went. Your instructional planning indicates
that you considered the students’ multi-cultural backgrounds. You accommodated
George’s language barrier by using the paraprofessional for support and providing
visuals, and you referenced students’ lives and interests. Your body language
suggested warmth and caring; you participated in the warm-up alongside students,
and were right next to Venecia, encouraging her as she completed her fitness
assessments. You gave her a high-five when she finished the jumping jacks.
Student interactions were polite, collaborative, and fair, as evidenced by the lack of
disrespectful behavior or language, and the supportive behavior during the small
group work. The PRIDE Matrix was used to support behavioral and instructional
expectations. The language of the PRIDE Matrix was used to reinforce positive
behavior when you told Jayvien, “Good job being involved.”

2d: Managing student behavior 4- Highly Effective

The expectations for student conduct have been established per the Horan/P79M
PRIDE Matrix. The PRIDE Matrix was posted and referred to during the lesson.
Jayvien initially was hesitant to participate, and you gave him two choices: to either
be the recorder or the timer. He chose to be the recorder, and you reinforced this
choice by saying, “Good job being involved, Jayvien.” Camaraderie and mutual
respect were present in the actions of students and other stakeholders in the
classroom. Jayvien supported Venecia by recording her and then showing her the
video so that she could see how she’d done. Students were respectful of one
another; there was no disrespectful language or behavior observed. You
monitored and assessed students' behavior throughout the lesson. You remained
in close proximity to students so that you could observe and monitor their
behavior, and you reinforced the positive behavior that you saw. There was an
absence of misbehavior throughout the lesson. All three students remained on
task, in location, and demonstrated respectful behavior. Students followed the
directives and participated.

3b: Using questioning and discussion techniques 3- Effective

Questions were designed to promote thinking, build conceptual knowledge, and
were cognitively challenging for some students. Questions were a combination of
higher-tier and lower-level to provide access to all learners. Following the warm-
up, you asked, “What did we just complete?” Venecia was able to point to “warm-
up” on the schedule. You then asked, “George, can you show me warm-up?” You
then asked, “What’s next?” George was able to point to exercise, and you
encouraged him to say the word, which he did. Later, after Venecia completed 41
jumping jacks, you asked her, “What is your goal for next time? We’re going to
assess in two months, so how many do you want to be able to do in two months?”
She answered that she wanted to complete 58. You also asked recall questions,
such as, “What muscles are you using when you do a squat?” Venecia said, “legs.”
Students were not given explicit opportunities to ask questions about what they
understood or did not understand about the concepts being taught. Students were
able to explain and justify their thinking. After doing her squats, you asked
Venecia, “I want you to tell me one thing you think you’re doing well?” She said,
“It’s good.” You agreed with her that it was good, but pushed her thinking further
by asking, “What do you think is good about it?” She said she had good position,
and you again agreed, and used this as a teachable moment to discuss that this
was a sign of muscular strength, which you showed her on the vocabulary wall.
The questions were age-appropriate, and visuals were included for students who
needed additional support. You had visuals on the wall, representing different

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vocabulary words, including muscular strength and flexibility. You also had visuals
corresponding to each part of the schedule. The whole group practice lasted for 5
minutes. During this time, students participated in warm-ups, and answered
questions regarding the schedule of activities. There was no specific peer-to-peer
interaction beyond the small group support between Jayvien and Venecia.
Students did not engage in independent practice while I was present in the
classroom. Your practice, student actions, and the questions asked were aligned
with the lesson’s objective. The questions you asked Venecia helped her to reflect
on her performance in the assessment and set fitness goals for the future.

3c: Engaging students in learning 3- Effective

The mini-lesson and instructional tasks that Venecia participated in were aligned
with the lesson’s objective. Venecia participated in a fitness activity and was able
to identify the fitness component associated with the activity. For example, after
doing squats, she was able to determine that this activity supported flexibility and
muscular strength. For most students, the activities were structured to facilitate
engagement, challenge students’ thinking, and provide opportunities for them to
make their thinking visible. Venecia was able to determine which exercise from the
fitness assessment she wanted to do, and then after completing it, she recorded
her data and used this data to set a goal for the future. Jayvien supported by
acting as the recorder. Providing him with a choice of roles in the activity facilitated
his engagement, as he is typically resistant to participating in physical activities.
George was engaged in his choice of activity, which was baseball, although the
activity did not challenge his thinking. You used the following strategies to allow
students to make their intellectual engagement visible: collaborative learning,
defined roles, using vocabulary words, and accessing prior knowledge. Jayvien
collaborated with Venecia and played a key role in the activity which allowed her to
watch a video of herself completing each exercise to support her reflection and
goal setting. Venecia was able to access prior knowledge about key vocabulary
words, including flexibility and muscular strength, to determine the benefits of each
exercise. Venecia was given an opportunity to problem solve with your support.
After doing 12 squats in 30 seconds, she set a goal for herself of doing 42 squats
in 30 seconds for the next assessment in two months. You reminded her, “We
want to be realistic, so it should be more than 12, but a number we think we can
reach.” She was able to think about it and adjust her goal to 20. Students did not
problem solve in groups; student groups were made based on who had completed
their fitness assessments, and roles were provided to support engagement (i.e.,
Jayvien choosing his role as the recorder). The students were highly motivated
and enthusiastically participated in the activities. Venecia completed each exercise
without prompting and demonstrated pride in her ability to do each exercise.
Jayvien was initially resistant, but once he was given a choice of roles, he fulfilled
the expectations without prompting. George had already completed his
assessment and was given a choice of activity with Mr. Fernandez. He chose to
practice hitting baseballs. All aspects of the lesson were suitably paced to meet
the needs of learners in the classroom. After each 30 second assessment,
Venecia was given a water break. You set a timer to ensure that the lesson
remained on track. The lesson was differentiated and specially designed with
visuals and text to meet the needs of all learners. Pictures and videos were taken
to show students’ participation in lesson tasks. You had visuals and text posted
around the gym to represent key vocabulary words and show students some of the
basic exercises that were part of the fitness assessment (I.e., squats, push-ups,
sit-ups). Jayvien helped to record Venecia, so that she could watch herself doing
each exercise and reflect on what she thought she did well. This supported her
with goal setting. You monitored student learning by pushing their thinking and

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acknowledging positive behaviors. You pushed Venecia by asking follow-up
questions to push her to think about her goals, and you acknowledged Jayvien’s
positive behaviors to encourage his engagement.

3d: Using assessment in instruction 3- Effective

You clearly explained to Venecia how the assigned instructional tasks would be
assessed. You informed her that she was expected to complete as many of each
exercise as she could in 30 seconds, and then record that number on her
assessment. She was then expected to set a goal for the next assessment, which
would take place in two months. Jayvien and George were given clear directions,
however there were not clear assessment criteria for their tasks. Students were
not given specific opportunities to ask questions about the assessment
benchmarks or measures. For Venecia, the monitoring of student learning was
seamlessly woven into the lesson, and various learning tools and techniques were
used to support student engagement. The lesson was based on an assessment
tool, which provided the structure for the activity and supported engagement by
allowing Venecia to reflect on her own performance and set goals. Jayvien’s role
was clearly defined, and his participation was encouraged using the PRIDE Matrix.
Assessment criteria for George was unclear. Students were given opportunities to
self-assess and monitor their learning. For example, after completing each
exercise, Venecia was able to watch herself and reflect. After watching herself do
squats, she was asked what she did well, and after discussion she determined that
she had good position (form). You agreed, and also explained that she was able to
go very low, which is a sign of muscular strength. Your lesson plan indicates that
all students engaged in self-reflection at the end of the lesson, identifying one thing
they did well and one thing they want to do better next time. Throughout the
lesson, you provided timely, constructive, and substantive feedback to one
student, which was Venecia. You provided her with specific feedback on how to
improve her work. After discussing what she did well with the squats, you showed
her the video again and said, “I’m going to show you something that can help you
get a higher number next time. When you come up do you see how you pause for
a little? Next time, when you come up go right back down without pausing, and
you’ll be able to do more in 30 seconds.” No specific feedback was provided to
Jayvien, however he was consistently praised for his participation and fulfilling his
role.

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

You have consistently sought out professional development opportunities to
improve your instructional practices anchored in enhancing your content
knowledge and technological skills. You have chosen to participate in weekly
Instructional Academy meetings after school and have been an active and
engaged participant during these meetings. During these sessions, you have
engaged with colleagues and the administrative team in conversation and
discussions about instructional practice. You have made an effort to collaborate
with the APE team at the main site, working together to create consistency in APE
instruction across both sites. An essential aspect of your practice is ensuring that
you adhere to deadlines, which is evident in the daily uploading of your lesson
plans, as well as other key deadlines including setting up your Google Classroom
and sharing report card comments with teachers. You consistently meet the
expectation of implementing supervisory feedback to improve your practice and
address student behavior. In previous walkthroughs, you were given feedback on
creating opportunities for students to collaborate, and engaging students in more
rigorous questioning and discussion, which was evident in this lesson. Your
commitment has allowed you to make progress toward your IPC goals established

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for this school year, which is to utilize knowledge of students to support in your
planning. That was evident in this lesson in the way you supported Jayvien by
giving him a role that he would be comfortable with and able to fulfill.

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Teacher ID 1677568 Teacher Name Rohan Dandapani

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):

Domain 1:

The structures that were being utilized to support Venecia were effective, and those structures can be
replicated in other areas of your classroom to support students in a variety of activities. In this lesson, George
was able to engage in a choice time activity because he had already completed his assessment. George was
engaged with Mr. Fernandez in his choice time activity; however, the activity did not provide any opportunities
for George to engage in critical thinking or discussion for an extended period of time. While Venecia and
Jayvien were taking a break, it may have been helpful for you to check in with George to see how he was
doing and ask him questions about his progress. Additionally, it may have been helpful to give George some
of the same structures that Venecia was using. For example, if George chose to practice baseball, have him
keep track of how many balls he hit while practicing, or have him set a goal of how many he wanted to hit.
These minor adjustments will add additional structure to the routine and will support engagement.

Domain 3:

Next steps in this domain are to create additional opportunities for peer-to-peer discussion. This includes
having students respond to each other’s ideas, and having students ask each other questions during whole
and small group activities. As you pre-plan questions, consider what questions can be asked by students,
versus which questions should be asked by you. Students may need support with asking questions if that is
not a skill they are familiar with. Visual aids, sentence starters, or discussion scripts may be helpful in
supporting these conversations. This is something that the speech provider can support with.

In addition, the following resource provides some helpful information about discussion strategies for physical
education: https://blog.gophersport.com/using-question-techniques-for-learning-in-pe-interactive/

The following resource provides a list of discussion strategies, some of which can be adapted to use in a
physical education classroom: https://www.cultofpedagogy.com/speaking-listening-techniques/

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Teacher ID 1677568 Teacher Name Rohan Dandapani

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): Michelle Lefaivre

Evaluator's signature: Date

Last Revised: 11/30/23 1:22:20 PM By mlefaivre