Walkthrough Protocols

CSDE K-2 Literacy Learning Walk Form: The purpose of the CSDE K–2 Literacy Learning Walk Form, adapted from K–2 Literacy Protocols by Literacy How, Inc., is not to evaluate how effectively a specific reading program is being implemented or to assess individual teachers. Rather, it is designed to help districts and schools analyze teaching practices and learning tasks, intending to increase the use of evidence-based literacy practices that have the greatest impact on helping students learn to read.

CSDE K-2 Literacy Learning Walk Debrief Discussion Guide: This document outlines the steps to take before, during, and after classroom walkthroughs, and guides follow-up discussions and next steps.

The Science of Reading Literacy Look-Fors Walkthrough Guide: This practical tool was created in partnership with the Connecticut Association of Public School Superintendents (CAPSS) and Literacy How, Inc., to assist in establishing a common understanding of evidence-based literacy practices. Although not exhaustive, this non-evaluative guide includes essential “look-fors” designed to support teams of educators as they collaborate to develop effective literacy practices across the classrooms. For information on purchasing spiral-bound hard copies from CAPSS, please visit the Literacy Look-Fors Flipbook Order Form.

Guide and Checklists for a School Leader’s Walkthrough During Literacy Instruction in Grades 4–12: Grounded in rigorous research, this tool, published by the Institute of Education Sciences, is designed to help principals and assistant principals conduct 5–15-minute classroom walkthroughs to observe specific research-based practices during literacy instruction and students’ independent use or application of those practices. Based on the School Leader’s Literacy Walkthrough: Kindergarten, First, Second, and Third Grades (Kosanovich et al., 2015), the tool includes two meeting guides and eight checklists covering walkthroughs for grade 4 and 5 classrooms and for English language arts courses, content area courses, and literacy intervention courses in grades 6–8 and grades 9–12. It is designed so that even school leaders with a limited background in literacy instruction can use it effectively.

Connecticut Core Standards Classroom “Look Fors” English Language Arts/Literacy (ELA/L) and Mathematics: The Connecticut Core Standards “Look Fors” should be evident to Connecticut principals, assistant principals, and other leaders during classroom visits and walk-throughs. This guide is not intended for evaluation purposes. Rather, it is intended to assist principals regarding the instructional shifts and rigor inherent in the standards. For each lesson, “Look Fors” might include the use of texts and other materials, the design of instructional tasks for students, direct teacher instruction, student discussion, and other learning behaviors, as well as student work.