1. Christina M. Cloidt, NBCT Special Education School Improvement Specialist (SESIS) Special Education Technical Assistance Support Center (SETASC) Coordinator

2.  VESID has an accountability system  RV is identified as a District in need of assistance in the category of Dropout for SWDs  QIP: Quality Improvement Process Plan  A document that consists of activities that enable a district to improve in its targeted areas  Created by a team (administrative, teacher, etc)

3. “Unlike a classroom observation which provides a view of a single classroom, a walk through creates a school-wide picture made up of many small snapshots.... It’s a strategy for providing a school, not an individual teacher, with feedback about what it’s doing or not doing....” “Walk throughs are a way of collecting data about the school’s success in achieving its goals…. They provide a way for the principal to determine what additional support teachers need in order to achieve the school’s goals.” Richardson, J. (2001). Seeing through new eyes. Tools for Schools.

4.  A process and a set of tools that have a specific focus  A way to provide the school with continual feedback about what’s working and what’s not working  A way to build a professional learning community at a school  A way to improve student achievement  A way to focus on effective instruction  A tool to enhance classroom visits

5.  Effective data-gathering strategies  Reflective analysis of Curriculum  Reflective thinking strategies Classroom walkthroughs are not part of the formal evaluation process

6.  Developed by a team  VESID Quality Indicators were used as the benchmark  Each QI has corresponding ‘Look Fors’ Look Fors:54321 Physical Environment matches student need for visual, auditory and tactile stimulation. Classroom routines are evident and predictable Cues for routines/schedules are designed to support individual student needs Instructional materials are available in multiple formats Assistive technology is used as necessary to support learning Indicator Observed: Indicator Met: Yes No Not Observed The instructional environment is designed to support individual student needs. Indicator Observed: Indicator Met: Yes No Not Observed The instructional environment is designed to support individual student needs.

7. Focused PlanningCollecting Data Analyzing Data Reflecting on Data Identifying Appropriate Action Application of Action Reflection and Evaluation of Action

8.  Prior to the Walkthrough  The Indicator(s) that is the main focus will be discussed and decided  Teams will be assigned to their walkthrough rooms

9.  This occurs during the walkthrough  Each person walking through will look for the ‘look fors’ for the targeted Indicator  For each ‘look for’, a rubric scale number will be assigned  There is also a comment section for additional noteworthy comments to be added

10. Reflection is “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up, and what you need to do to prepare.” York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools.

11.  After the walkthrough, the teams will gather for debriefing  This will be where the discussion will take place within and between the teams  Strengths in the program will be showcased  Gaps in the program will be identified

12.  After analyzing and reflecting on the areas of strength and need appropriate action will be suggested for example:  Showcasing best practice  Determining professional development needs

13.  After the Activities/Actions occur the teams will reconvene and discuss effectiveness  Discussion will also occur surrounding next steps

14.  At this time:  Gather names of volunteers for the walkthrough  Provide training for Initial Teams  Conduct Walkthroughs  Reflect on process and protocols  In September:  All Special Education Programs will be included in the walkthrough process