The ISI Classroom Learning Environment Scale (excerpts – the full scale is available upon request)

Classroom Orienting, Organization and Planning	Support for Language/Vocabulary	Warmth and Responsiveness/Control/Discipline
Rating 1 Indicators	Rating 1 Indicators	Rating 1 Indicators
No evidence of classroom organization. Teacher frequently does not have materials ready or enough materials for all children. Classroom is frequently chaotic and very little time is spent on meaningful instruction. No observable system is in place to facilitate students’ transition from one station or location to another.	Teacher does not introduce any new words, does not provide explicit or systematic instruction in vocabulary and does not provide opportunities for students to engage in oral language. Students are not provided opportunities to practice key vocabulary. Teacher does not monitor students’ vocabulary and comprehension.	No evidence that the teacher redirects in respectful ways nor is there evidence that the teacher emphasizes student change in behavior through praise. There is no evidence of the teacher communicating what students did correctly or how they can improve. There is no evidence of students treating each other with respect. Whenever discipline is imposed, it is ineffective.
Rating 3 Indicators	Rating 3 Indicators	Rating 3 Indicators
Transitions are of reasonable length but not consistently efficient (not all children). There is an observable, but not always efficient or working system (e.g., center chart, daily schedule) in place for organizing students into groups. The teacher may use a daily lesson plan (e.g., group activity planner print-out).	Teacher introduces too many new Tier 1 words per story/text and not enough Tier 2 words. Provides explicit or systematic vocabulary instruction (not both). Occasionally extends meanings. Occasionally provides opportunities for students to engage in oral language and practice key vocabulary. Teacher monitors students’ vocabulary and comprehension, but rarely provides feedback.	Teacher inconsistently redirects in respectful ways and inconsistently emphasizes student change in behavior through praise. Teacher talk is inconsistently encouraging and respectful and inconsistently connects students’ personal experiences to lesson content. Inconsistently communicates clearly what students did correctly or how they can improve. Students inconsistently treat each other with respect.
Rating 6 Indicators	Rating 6 Indicators	Rating 6 Indicators
The classroom is well organized and instruction is well organized. Classroom routine is evident. Transitions are efficient.	Word knowledge is an ongoing part of the instructional day. Teacher's selection of words demonstrates knowledge of the words’ utility and relation to previously known words and relevance for text being taught. Students are encouraged to make connections between words/meaning they are already familiar with and new words/meanings. Much of the instruction is provided in small groups.	Teacher is the authority figure in the class but is never punitive. Classroom consistently offers a positive learning environment with clear expectations for students’ behavior as a member of the learning community. Effectively selects and incorporates students’ responses, ideas, examples, and experiences into the lesson.