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

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)

“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.

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

Effective data-gathering strategies Reflective analysis of Curriculum Reflective thinking strategies

Classroom walkthroughs are not part of the formal evaluation process

Developed by a team VESID Quality Indicators were used as the benchmark Each QI has corresponding ‘Look Fors’

Look Fors: 5 4 3 2 1

Physical Environment matches student need for visual, auditory and tactile stimulation.Classroom routines are evident and predictableCues for routines/schedules are designed to support individual student needsInstructional materials are available in multiple formatsAssistive 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.

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

This occurs during the walkthroughEach person walking through will

look for the ‘look fors’ for the targeted Indicator For each ‘look for’, a rubric scale number

will be assignedThere is also a comment section for

additional noteworthy comments to be added

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.

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

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

After the Activities/Actions occur the teams will reconvene and discuss effectiveness

Discussion will also occur surrounding next steps

At this time: Gather names of volunteers for the

walkthroughProvide training for Initial TeamsConduct Walkthroughs Reflect on process and protocols In September:

All Special Education Programs will be included in the walkthrough process