special education walkthrough

Special Education WalkthroughJune 18th, 2011

Presentation OutlineHistorical Narrative of Process

Data

Next Steps

How we got started Identified for

dropout rate of students with disabilities

Assistance from State Education Department

Walkthrough History• Summer Planning Workshop 2010

• Dates and process set

• Quality Indicators/Walkthrough Rubrics developed

• Walkthrough Summary

ParticipationVolunteers canvassed

Walkthrough Cabinet

Where:all buildings selected for visits

Measures

Consensus

Quality Indicators Observation Tools Survey

Findings

• Positive Climate• Need for consistent literacy

instruction

FindingsStrengths Positive

relationships between teachers and students

Direct Instruction and use of technology progressing

Effective behavior management

Positive reward usage

Evidence of pre and post assessment is present in pockets

Evidence of modeling and think alouds to foster student learning and thought processes

Consistent and continuous checking for understanding throughout the classrooms

Explicit vocabulary development was evident on the elementary levels

Behavior management techniques were demonstrated at RVMS

Findings

Gaps Literacy skill development was not clearly evident in instruction in RVHS core classes

Inconsistent vocabulary development k-12

Lack of district wide clarity of developmentally appropriate and access across curriculum

Lack of clarity and presence of confusion surrounding program terms and definition

Pre and post assessment was not always evident

Progress monitoring was intermittent

Student engagement diminishes over time

Findings

Proposed Interventions

Improved mentoring program (formal and informal) new teachers as well as teachers new to teaching area

Professional learning community…beyond the jargon

Professional development on engaging students 

Organizational chart of program names and descriptions

Differentiated PD

Continuous vertical conversations

Findings

Process Comments and Suggestions

Full Day was much better than half day

Next year: more than one building in a day

Peer to Peer….Value in seeing others teaching and sharing best practices

Follow the student’s program: what does the student’s day look like?

More definitive protocols for communication

Would/should target areas vary depending upon program visiting?

Find evidence of direct and explicit literacy instruction k-12

Next Steps

Determine Targets Plan Schedules Develop script to

share purpose

Next Steps• Process findings to all

stakeholders• Equip observers with

necessary skills to assess programs

Vertical PlanningSummer Work

Life Skills Behavior

Management 1:15