1. The Comprehensive Walk Through Protocol The Comprehensive Walkthrough Protocol

2. 1.To learn the purposes of the Comprehensive Walkthrough 2.To learn the various types of components 3.To learn how to collect evidence 4.To learn to debrief the evidence 5.To learn to collate the evidence into findings for the Summary Report Goals of this Session

3. What is a Comprehensive Walk Through A comprehensive visit of a school’s classrooms and other areas by a team of participants, either school-based, external, or both What is a Comprehensive Walkthrough?

4. Purpose of the Walk Through To determine the school’s strengths and areas for concern in implementing curriculum, instruction and assessment, climate and safety To assess implementation of the SIP Action Sequences and determine whether midcourse corrections are indicated To use the data gathered to focus actions for the school to attain AYP Purposes of the Comprehensive Walkthrough

5. Team members can use the General Components of the protocol in any classroom to look at: A.Classroom and Learning Environment B.Classroom Instruction and Assessment C.Students’ Learning and Behavior Walkthrough Components: General

6. The Walk through Formats: Supplementary Team members can use these components individually or together with the Focused Components: A. School Climate and Safety B. Literacy C. Math D. Science E. Special Education F. ESOL/Bilingual Walkthrough Components: Focused

7. Choose components and team members based on the needs of the school. Conduct any parts of the walkthrough simultaneously or at different times. Components: How and When

8. Before Conducting a Focused Walkthrough Identify the focus of the walkthrough Review the school’s SIP Action Sequences Review school’s Roster/Schedule Divide the SAT into pairs and assign each pair designated room(s) Review Code of Conduct

9. During a Focused Walkthrough Upon entering the room, the team members situate themselves in different areas of the room. Make every attempt not to interrupt classroom activity.

10. Conducting the Walk Through Spend 10-15 minutes in each classroom. Look at and listen to what is occurring. If indicator is present and implemented, as written, put “Y” (Yes). If indicator is present, but not implemented as written, put “N” (No). Record all evidence while in the classroom. Conducting the Walkthrough

11. Conducting the Walk Through: Collecting Evidence Record the following types of evidence: Quotes Anecdotes Comments Evidence is crucial data that supports your decisions about indicators. Conducting the Walkthrough: Collecting Evidence

12. Evidence: Quotes Quotes reflect what you hear teachers, students or other staff say, either by themselves or in exchanges with each other. Examples: “Today, we are going to practice writing an opening sentence for a paragraph.” “Miss Smith, how can I find the ‘percent’ key on this calculator?” “Steven, refer to your notes from yesterday.” Evidence: Quotes

13. Anecdotes reflect a short summary or retelling of an event that may include quotes or paraphrasing of exchanges. Example: “ Teacher has students at board. They each have a problem to solve using the ‘T-chart’ strategy. Teacher asks each to explain ‘why’ for each step to the rest of the class” Evidence: Anecdotes

14. Evidence: Comments Comments reflect descriptive details about what the team member sees or hears. Examples: “The teacher is using strategies today that were taught in last month’s Professional Development.” “The objectives for this lesson are aligned with the Planning and Scheduling Timeline.” Evidence: Comments

15. Debriefing the Evidence At the end of the walkthrough visits, partners meet to discuss findings. All team members discuss findings collectively. The facilitator leads a discussion about the evidence, looking for trends (strengths and areas for improvement), rather than isolated incidents. Debriefing the Evidence

16. Debriefing Examples After visiting seven classrooms, a participant might summarize, for example: “In five of the seven classrooms, there was evidence that the math curriculum was not being followed.” or “The teacher did not appear to have content knowledge.” Findings from this evidence may prompt the school to seek more professional development for math teachers. Debriefing Examples

17. The Summary Report The Summary Report is compiled by the facilitator of the walkthrough. The report includes findings based on the accumulated evidence, listed under headings, as “Strengths” and “Areas for Improvement”. Future supports for the school will be determined from the findings in this report. The Summary Report

18. Your Turn to Practice Attached is a sample lesson for your review. Read through the sample dialogue and record evidence in the form of quotes, anecdotes or comments as though you were conducting a walkthrough in that room. Turn to a partner and debrief your visit. Your Turn to Practice

19. Questions Concerns “What if ?”