The Comprehensive Walk Through Protocol

The Comprehensive Walkthrough Protocol

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

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?

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

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

The Walk through Formats: Supplementary

Team members can use these components individually or together with the Focused Components:

A. School Climate and SafetyB. LiteracyC. MathD. ScienceE. Special Education

F. ESOL/Bilingual

Walkthrough Components:Focused

• 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

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

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.

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

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

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

• 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

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

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

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

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

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

• Questions

• Concerns

• “What if ?”