AdvancED

Contents
Instructions for Using ELEOT .................................................................................................................................................. 2
General Instructions ........................................................................................................................................................... 2
Before the Observation...................................................................................................................................................... 2
During the Observation...................................................................................................................................................... 2
After the Observation ........................................................................................................................................................ 2
After the Completion of the External Review ......................................................................................................................... 3
Effective Learning Environments Observation Tool (ELEOT} ................................................................................................ 4
Student-focused Observations ........................................................................................................................................... 4
A. Equitable Learning Environment: ............................................................................................................................. 4
B. High Expectations Environment: ............................................................................................................................... 4
C. Supportive learning Environment: ............................................................................................................................. 4
D. Active learning Environment: ..................................................................................................................................... 4
E. Progress Monitoring and Feedback Environment:..................................................................................................... 5
F. Well-Managed Learning Environment: ..................................................................................................................... 5
G. Digital Learning Environment ..................................................................................................................................... 5
ELEOT Reference Guide .......................................................................................................................................................... 6
A. Equitable Learning Environment .................................................................................................................................... 6
B. High Expectation Environment ....................................................................................................................................... 6
C. Supportive Learning Environment .................................................................................................................................. 7
D. Active Learning Environment ......................................................................................................................................... 7
E. Progress Monitoring and Feedback Environment .......................................................................................................... 7
F. Well-Managed Learning Environment ............................................................................................................................ 8
F. Digital Learning Environment .......................................................................................................................................... 8
Frequently Asked Questions (FAQ) ......................................................................................................................................... 9
What purpose does ELEOT serve? ...................................................................................................................................... 9
What are learning environments? ...................................................................................................................................... 9
What is the expected length of time for the observation? ................................................................................................ 9
Is the ELEOT a tool to evaluate or measure an individual teacher’s performance or quality? .......................................... 9
Is the expectation to observe and score every item during the 20-minute period? .......................................................... 9
Why is it not possible to score an item "not applicable"? .................................................................................................. 9
Why is "not observed" scored as a one "1" and not a zero "0”? ...................................................................................... 10
Are the items aligned with the AdvancED Standards and Indicators? ............................................................................. 10
How do I get the aggregated mean scores for each of the environments that I need to complete the ELEOT section in
the External Review Report? ............................................................................................................................................ 10
What do I do with the hard copies of the completed ELEOTs? ........................................................................................ 10
How will the results be used by the External Review Team? ........................................................................................... 10
Are the External Review Team's scores shared with the institution during the External Review? .................................. 10
What do the various levels mean?.................................................................................................................................... 11
Can school leaders use ELEOT when their institution is not in an External Review? ....................................................... 11
Will ELEOT be available as a web-based tool? .................................................................................................................. 11

©2012 AdvancED ®
 AdvancED
Instructions for Using ELEOT

General Instructions
The External Review Team will use ELEOT for observations of classrooms or other learning venues. Observations are to
be conducted for a minimum of 20 minutes per observation, with review team members conducting multiple
observations during the review process. Results of the observations will be used to corroborate information obtained
from interviews, artifacts and student performance data.

Before the Observation

All External Review Team members must be trained on how to use ELEOT prior to the on-site review. Resources
available for t raining purposes include: the observation tool, an FAQ, the ELEOT Reference Guide, the Instructions for
Using ELEOT and the Lead Evaluator Worksheet .It might be helpful if observers pre-fill information in the blanks at the
top of the ELEOT form (e.g., school, date, city, state and observer's name) to save time and to prevent forgetting this
valuable information. Observers should thoroughly familiarize themselves with the 7 environments and the items
associated with each environment.

During the Observation

Circle the score (4, 3, 2, 1) that corresponds to the appropriate response scale level (Very Evident, Evident, etc.) for
each learning environment behavior item (30 total). As needed and appropriate, interact briefly with students to seek
clarification or additional information on specific items on ELEOT.A few guidelines to help use ELEOT are:

• Try to observe that all of the students' behaviors holistically through the eyes of the students and their
experiences in the classroom.
• Get a "feel" for the class by observing for a minimum of 20 minutes-you may need to extend this in
anticipation of, e.g., observing a transition from one activity to another or observing evidence for other ELEOT
items.
• Mark the behaviors as you observe them instead of spending time looking for evidence for one environment at a
time.
• Adjust your rating as needed throughout the observation.
• Use the NOTES box to make comments that can serve as reminders of powerful practices and opportunities for
improvements as well as for recording evidence that you observed that led to your ratings.
• Ensure you have a total of 30 ratings, that is, one rating for each item on the ELEOT-do not leave any items
without a rating.

After the Observation

Follow these steps for entering ELEOT ratings and deriving a mean score for each environment:

• The Lead Evaluator or designee enters each observer's ELEOT ratings onto the Lead Evaluator Worksheet. One
row represents one completed observation. The mean score for each of the 7 environments is automatically
calculated and appears at the top of the worksheet.
• Transfer the mean score for each environment (7 total) to the ELEOT table in the External Review Report.
• The Lead Evaluator Worksheet generates an additional graph that can be copied and pasted into the
PowerPoint template used for the final presentation at the end of the External Review. This graphic provides a
way to view the results of ELEOT that may be more meaningful for those present at the final presentation.

©2012 AdvancED ®
 AdvancED
After the Completion of the External Review

All completed ELEOTs must be returned to the Innovation Division. Email the scanned front and back copies of all completed ELEOTs to Karmen Gary at
kgary@advanc-ed.org OR mail the original completed hardcopies to:

AdvancED
Innovation Division-ELEOT
9115 Westside Parkway
Alpharetta, GA 30009

The Lead Evaluator Worksheet can be e-mailed to Karmen Gary at kgary@advanc-ed.org.

©2012 AdvancED ®
 AdvancED
Effective Learning Environments Observation Tool (ELEOT}
The purpose of this tool is to help you identify and document observable evidence of classroom environments th at are conducive to student l earning. Results of your observations
will be used to corroborate inform ation obtained from interviews, artifacts and student perform ance data. Please circle the number th at corresponds with your observation of
each learning environment item descriptor below. As needed and appropriate, briefly make inquiries with students.
Date School City State/Province Country Grade Level

Time Time Check ALL Lesson Lesson Lesson Subject Observer

In Out that apply Beg Middle End Observed Name
Very Somewhat Not
Student-focused Observations Evident Evident Evident Observed
A. Equitable Learning Environment:
1. Has differentiated learning opportunities and activities that meet her/his needs 4 3 2 1
2. Has equal access to classroom discussions, activities, resources, technology, and support 4 3 2 1
3. Knows that rules an d consequences are fair, clear, and consistently applied 4 3 2 1
4. Has ongoing opportunities to learn about their own and other's backgrounds/cultures/differences 4 3 2 1
B. High Expectations Environment:
1. Knows and strives to meet the high expectations established by the teacher 4 3 2 1
2. Is tasked with activities and learning that are challenging but attainable 4 3 2 1
3. Is provided exemplars of high quality work 4 3 2 1
4. I s engaged in rigorous coursework, discussions, and/or tasks. 4 3 2 1
5. IsIsa asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing)
5. 4 3 2 1
ngaged in rigorous coursework, discussions, and/or tasks
C. Supportive learning Environment:
1. Demonstrates or expresses that learning experiences are positive 4 3 2 1
2. Demonstrates positive attitude about the classroom and learning 4 3 2 1
3. Takes risks in learning (without fear of negative feedback) 4 3 2 1
4. Is provided support an d assistance to understand content and accomplish tasks 4 3 2 1
5. Is provided additional/alternative instruct ion and feedback at the appropriate level of challenge f or her/his needs 4 3 2 1
D. Active learning Environment:
1. Has several opportunities to engage in discussions with teacher and other students 4 3 2 1
2. Makes connections from content to real-life experiences 4 3 2 1
3. Is actively engaged in the learning activities 4 3 2 1

©2012 AdvancED ®
 AdvancED
Somewhat Not
Very Evident Evident Evident Observed
E. Progress Monitoring and Feedback Environment:
1. Is asked and/or quizzed about individual progress/learning 4 3 2 1
2. Responds to teacher feedback to improve understanding 4 3 2 1
3. Demonstrates or verbalizes understanding of the lesson/content 4 3 2 1
4. Understands how her/his work is assessed 4 3 2 1
5. Has opportunities to revise/improve work based on feedback 4 3 2 1
F. Well-Managed Learning Environment:
1. Speaks and interacts respectfully with teacher(s) and peers 4 3 2 1
2. Follows classroom rules and works well with others 4 3 2 1
3. Transitions smoothly and efficiently to activities 4 3 2 1
4. Collaborates with other students during student-centered activities 4 3 2 1
5. Knows classroom routines, behavioral expectations and consequences 4 3 2 1
G. Digital Learning Environment
1. Uses digital tools/technology to gather, evaluate, and/or use information for learning 4 3 2 1
2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning 4 3 2 1
3. Uses digital tools/technology to communicate and work collaboratively for learning 4 3 2 1

NOTES:

©2012 AdvancED ®

ELEOT Reference Guide
A. Equitable Learning Environment
Environment Item
1. Has a differentiated learning opportunities and activities
that meet her/his needs
2. Has equal access to classroom discussions,
activities, resources, technology and support
3. Knows that rules and consequences are fair, clear,
and consistently applied
4. Has ongoing opportunities to learn about their
own and other's backgrounds/cultures/differences
B. High Expectation Environment
Environment Item
1. Knows and strives to meet the high expectations established
by the teacher
2. Is tasked with activities and learning that are challenging
but attainable
3. Is provided exemplars of high quality work
4. Is engaged in rigorous coursework, discussions and/or
tasks
5. Is asked and responds to questions that require higher order
thinking (e.g., applying, evaluating, synthesizing)
AdvancED
Look for learners...
Demonstrating knowledge through multiple
modalities: using visuals, hands-o n activities,
auditory cues
Acting as group leader , note taker , t timekeeper or
presenter; moving freely from learning centers,
groups; using resources
Self-correcting, apologizing, showing acceptance
of rules
Sharing how content relates from their perspectives,
making statements or asking questions about peers'
backgrounds, working in groups with students from
other backgrounds
Look for learners...
Engaging in assignment or activity following
direction, asking questions or probing teacher
about content/concepts, revising work
Organizing information to make meaning of content,
locating and using classroom resources, referencing
sample work or teacher presented
examples
Using and talking about sample work to
complete tasks, making reference to sample
work
Using content specific vocabulary, using concepts
from other disciplines
Using multiple steps for conclusions, using hands-
on materials to arrive at an answer, creating
something new from content learned
Listen for learners...
The concepts are easier to understand w he n I (write an
outline, draw a picture, concept map, etc.).
I will be the line leader. We need to access Google maps
and get the elevation map from the resource file.
I'm moving my behavior clip to yellow.
In my home country, it is unlawful to protest against the
government.
Listen for learners...
I will turn this work back in to you by tomorrow
morning for extra credit.
If there wasn't a model posted in our sample corner, this lab
report would be tougher to finish.
I can use the mock writing prompt for ideas on plot
development.
We could use the formula we learned in math to predict
how big our landing area needs to be for our rocket test.
I'm constructing a new pattern using the different colored
blocks.

C. Supportive Learning Environment
Environment Item
1. Demonstrates or expresses that learning
experiences are positive
2. Demonstrates positive attitude about the
class room and learning
3.Takes risks in learning (without fear of negative
feedback)
4. Is provided support and assistance to understand
content and accomplish task s
5. Is provided additional/alternative instruction and
feedback at the appropriate level of challenge for
her/his needs
D. Active Learning Environment
Environment Item
1. Has several opportunities to engage in
discussions with teacher and other students
2. Makes connections from content to real-life
experiences
3. Is actively engaged in the learning activities
E. Progress Monitoring and Feedback Environment
Environment Item
1. Is asked and/o r quizzed about individual
progress/ learning
2. Responds to teacher feedback to improve
understanding
3. Demonstrates or verbalizes understanding of the
lesson/content
4. Understands how her/his work is assessed
5. Has opportunities to revise/improve work based on
feedback
AdvancED
Look for learners....
Volunteering to demonstrate/complete a task (e.g.,
reading aloud, board work, participating in
experiment)
Presenting individual or group work to teacher or
class, complimenting others, showing excitement
about being in class
Proposing non-traditional questions or answers,
presenting contrasting opinions, trying new tasks
Seeking help/clarification, asking for additional
instruction
Receiving small group or individual instruction,
accessing supplementary materials or resources
Look for learners....
Participating in small group activities and teacher
facilitated less ones, showing listening skills towards
other learners
Solving problems, applying information,
comparing new learning with real-life
Asking questions, talking to others about activity,
working towards completion of activity
Look for learners....
Using checklist's or rubrics, answering questions
from teacher about progress
Correcting written work, responding correctly to
questions
Taking notes, participating in activities,
contributing to discussions
Using rubrics. referring to course syllabus for
grading information, reviewing examples
Using additional time to revise work, making note of
new due date for work
Listen for learners...
I can work through the first problem on the board.
This is my favorite class. I love learning about ancient
Greece.
Why should we strive to have a democratic society?
If you are available during lunch, may I come back to your
room to review the assignment?
I'm struggling to capture the main idea of the chapter.
Can I use the guided reader to complete the assignment?
Listen for learners...
I've worked in two groups for this project. Ms.
Simpson asks questions that I want to talk about.
That is what I learned in Language Art s! I know how
to use this learning to design my own website.
As soon as I finish with this activity, I'd like to work on
the group project with Tanya and Marisa
Listen for learners...
I'm almost finished. I need help with #2.
Thank you. Now I get it. How is my work now?
Tim is like yesterday's lesson. I can do it!
I need to finish all four problems to make a good grade.
How will the work be graded )
This is my work that has to be done over. I have my new
work to give to you (teacher).

F. Well-Managed Learning Environment
Environment Item
1. Speaks and interacts respectfully with teacher(s )
and peers
2. Follows classroom rules and works well with
others
3. Transitions smoothly and efficiently to activities
4. Collaborates with other students during student -
centered activities
5. Knows classroom routines, behavioral
expectations and consequences
F. Digital Learning Environment
Environment Item
1. Uses digital tools/technology to gather, evaluate
and/or use information for learning
2. Uses digital tools/technology to conduct research,
solve problems and/or create original works for
learning
3. Uses digital tools/technology to communicate and
work collaboratively for learning
AdvancED
Look for learners....
Raising hand, making eye contact, not laughing or
using negative words
Staying in learning space, listening for directions
Moving quickly and quietly without additional
directions, helping others to move quickly and
quietly
Asking questions, sharing resources, talking to other
students about work, listening to others
Staying in learning space, listening for directions,
focusing on task
Look for learners....
Showing confidence, self -assurance; touching
screen/using key board with ease, using tools
without assistance, accessing search engines
Showing confidence, self-assurance; touching
screen/using keyboard with ease, using tools
without assistance, using multi-media tools (video,
camera)
Showing confidence, self-assurance; touching
screen/using keyboard with ease ,using tools
without assistance, using Wiki, blogs, social media
Listen for learners...
I like you. That is good work. I think you are
smart/nice/kind...
I know what Mr. Lee wants me to do for this assignment.
I am ready to begin my work in this center.
What about this? How did you do that? We're in the same
group! Let's try this together.
I know where to go for my group work. Those
books/programs arc for use at another time.
Listen for learners ...
This site is my favorite for finding information on how to
write a research paper.
Creating chart s and graphs using is so easy. I will use this
program to make edit s to my research paper.
Have you checked my blog? Ms. Mile's posting helped me
to understand the assignment.
 AdvancED
Frequently Asked Questions (FAQ)
Effective Learning Environments Observation Tool (ELEOT)

What purpose does ELEOT serve?

Essentially, ELEOT's purpose is to identify observable evidence of classroom environments that are conducive to
learning. ELEOT was developed for use by the External Review Team while on-site and replaces the former classroom
observation walk-through instrument. The instrument is a school improvement resource to conduct observations for the
purpose of creating the most optimal environments in which students can learn. The reason for the shift from a focus
on teachers to a focus on learners is to ensure that learners are engaging acting, reacting, and benefiting from various
contexts or environments that should be evident in all effective learning settings.

What are learning environments?

The simplest way to understand the concept of learning environments is first to consider a broad definition of
environment as a condition or setting. For purposes of using ELEOT, learning environment means the context in which
student learning occurs with a particular thematic overlay, e.g., an Equitable Learning Environment, High Expectations
Environment, etc. The items included in each of the environments are "evidence" that students are engaging in or
experiencing an environment that is conducive to learning that focuses on a number of important themes including
equity, high expectations, support of learning, active learning, progress monitoring and provision offer feedback, well
managed, and digital.

What is the expected length of time for the observation?

Observations of classrooms or other learning venues are conducted for a minimum of 20 minutes per observation.
Observing for a longer period of time is optimal, but not required at this time. It is possible that not every team member
will engage in conducting observations. The Lead Evaluator has the discretion to assign different roles for different
team members based on knowledge, expertise, schedule and willingness. We recommend that at least two members of
the team engage in observations though this may vary according to the constitution of the team.

Is the ELEOT a tool to evaluate or measure an individual teacher’s performance or quality?

No. Just as the AdvancED Standards and Indicators are used to provide school/system/organization level ratings
through performance levels (which the team determines), the aggregated mean rating for each environment of all
observations conducted during the External Review is what is reported and NOT individual classroom data.

Is the expectation to observe and score every item during the 20-minute period?
There will be instances in which you may observe evidence for each of the 30 items included in the ELEOT (at varying
levels) during the minimum observation period of twenty minutes. However, each classroom or learning venue is
unique, so it is probable that some items may not be evident during the observation period (and you would provide a
rating of "1" for these). Nevertheless, every item should have a rating of to 4 and no items should be left blank. The two
most important elements of this process are to observe as many individual learners as possible while also observing the
overall setting/context (as opposed to focusing on one learner) and to score the items fairly and appropriately.
Remember the ratings for individual observations will not be shared. Rather it is the collective of all ELEOT ratings
that provide an overview of the evidence of effective learning environments created a cross the school.

Why is it not possible to score an item "not applicable"?

Every item included in the ELEOT is applicable at all times, but may not be observed in every classroom setting or
context. Therefore, there a "not observed " category but no "not applicable" category.
 AdvancED
Why is "not observed" scored as a one "1" and not a zero "0”?
For research purposes, it is more advantageous to use the 1-4 scale so that we are able to analyze the
data using frequency counts, averages and means. This also is helpful when we begin the task of
correlating items with each other (factor and item analysis) as well as with other data we believe may
have relationships with ELEOT items. The Innovation Division still is discussing the rating scale
(using not observed, somewhat evident, evident and very evident) and still may modify these after the
pilot period. Likewise, the items themselves may change as we learn more about the discrete
properties of individual items. We are dedicated to not increasing the number of items (currently 30)
but may consider reducing the number based on pilot data.

Are the items aligned with the AdvancED Standards and Indicators?
Each student item is aligned to one of AdvancED's Standards for Quality Schools. The most prevalent indicators
aligned to the learner items are found in Standard 3.Please consult the document that aligns ELEOT items with the
AdvancED Standards and Indicators.

How do I get the aggregated mean scores for each of the environments that I need to complete the ELEOT section in
the External Review Report?
The Innovation Division will provide an Excel spreadsheet template into which the team can enter the 30 item
ratings for each observation (1row=1observation). Lead Evaluators may ask team members to help with data entry
of the ratings. After inputting all observations conducted, pre-set formulas automatically will calculate the mean
score for each of the seven environments, and these scores automatically will be labeled and displayed at the top
of the spreadsheet. The demographic data at the top of the ELEOT (date, school, etc.) does not need to be input
into the spreadsheet-completed ELEOT hardcopies should be returned to the Innovation Division.

What do I do with the hard copies of the completed ELEOTs?

All hardcopies must be returned to the Innovation Division electronically (by scanning front and back) and e-
mailed to Karmen Gary at kgary@advanc -ed. org OR originals in hardcopy may be mailed to:

AdvancED
Innovation Division-ELEOT 9115 Westside Parkway
Alpharetta, GA 30009

How will the results be used by the External Review Team?

The results of the ratings are used by the team to corroborate information obtained from interviews, artifacts or evidence,
student performance data and stakeholder feedback data. It is important that the External Review Team use the results to
form a collective perspective of a school and not focus on the results of one classroom. For example, if after all
observations were completed and results tabulated, team members found evidence for a number of environments (and thus
a higher average number, say 3.45 for "Active learning Environment) but a "not observed" (and thus a 1.0 rating) for one
environment in particular (e.g., Well-Managed learning Environment). The tea m could report that across all its
observations it found a preponderance of evidence that indicated that students were engaged in active learning, but that
there was little evidence that the environment was well-managed.

Are the External Review Team's scores shared with the institution during the External Review?
The mean rating for each learning environment is provided during the Exit Report and is included in the written External
Review Report. Because ELEOT is used as one of the several evidence-gathering techniques, its results should be treated
and regarded as all other evidence and not shared with the institution during conversations and interviews. Jf asked by the
Head of the Institution/Principal, the Lead Evaluator may provide a high-level summary of the ELEOT results. The results
can provide the External Review Tea m with information to write Powerful Practices, Opportunities for Improvement, and
Required Actions for inclusion In the External Review Report.
 AdvancED
What do the various levels mean?
Similar to the performance levels for each AdvancED Standards for Quality Schools, AdvancED Standards for Quality
Systems, etc., the levels for rating the items on ELEOT coincide with the indicator performance levels. For example,
Level 4 "Very Evident" means that all students in the classroom during the observation are engaging in or experiencing
the main focus of the ELEOT item, or there is an environment created that allows this to occur for any student. In the next
phase of development of ELEOT support materials; there will be descriptions for each of the rating levels.

Can school leaders use ELEOT when their institution is not in an External Review?
Once the pilot phase is completed by the end of the 2012-2013 school year, the AdvancED network will have access to
ELEOT for use as a continuous improvement tool.

Will ELEOT be available as a web-based tool?

Yes. In the near future ELEOT will be accessible from your iPad, Tablet and smartphone. An announcement will be made
when the tool is ready for use in these mobile formats.