©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: 1EngageNY.org 1

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Core Knowledge Language Arts Teaching and Learning in CKLA: Examining the Evidence February, 2014 EngageNY.org2

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Sessions 3 and 4: Quality of Implementation Supporting Classrooms as Instructional Leaders EngageNY.org3

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Fidelity and Quality Adaption Best Practice in Evidence-Based Adoption, “a community identifies an evidence-based program that matches its needs, values, and resources and modifies or adopts elements of the program to maximize community acceptance, implementation, and sustainability.” EngageNY.org4

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Fidelity of Implementation How do you define fidelity of implementation? On your classroom visits and lesson observations what do you see as most important? EngageNY.org5

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A Framework of Fidelity for CKLA ADHERENCE to the program structure MATERIALS used to support instruction DOSAGE/EXPOSURE to key ingredients of the lesson QUALITY of the moment-by-moment use of the materials so that the learning occurs EngageNY.org6

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A Tool to Support Observation of Fidelity Examine the Listening and Learning Checklist What do you notice? What do you wonder? Group 1: Examine Adherence Group 2: Examine Exposure/Dosage Group 3: Examine Quality EngageNY.org7

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Focus of Inquiry: Exposure/Dosage EngageNY.org8 Does the presentation of the read aloud reflect familiarity with the text (clear, steady pace; difficult words pronounced easily and correctly, evidence that the teacher knows what is coming up in the read aloud). Does the teacher employ guided listening supports? Is the text read in full (even if, in addition, the teacher recaps aspects of the text when children need it)? Can all students see the images (flip book or projection)?

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Focus of Inquiry: Exposure/Dosage As you watch the video clip, annotate your copy of the lesson to indicate: Lesson text / GLS followed X Lesson text / GLS omitted  Additions or modifications made EngageNY.org9

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Focus of Inquiry: Exposure/Dosage Chinese New Year, Before Reading (anthology p. 169)  Video clip from MV0045_secondgrade, 2:41- 3:48 Chinese New Year, “Calendar and Moon Cycle” (anthology p. 170).  MV0045_secondgrade 3:48 to 7:58 EngageNY.org10

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Focus of Inquiry: Quality of CCSS Instruction EngageNY.org11

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Focus of Inquiry: Quality of CCSS Instruction EngageNY.org12

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Focus of Inquiry: Quality of CCSS Instruction Chinese New Year, Before Reading (anthology p. 169)  Video clip from MV0045_secondgrade, 2:41- 3:48 Chinese New Year, “Calendar and Moon Cycle” (anthology p. 170).  MV0045_secondgrade 3:48 to 7:58 EngageNY.org13

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Debrief How did your lens and observations shift, as your focus of inquiry moved from Exposure/Dosage to Quality of CCSS Instruction? EngageNY.org14

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Instructional Leadership and Classroom Observation “The Classroom Walkthrough and Student Achievement” -Dan Willingham reviews recent study on Instructional Leadership HERE EngageNY.org15

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Instructional Leadership and Classroom Walkthrough “… time spent on instructional leadership was NOT associated with student learning outcomes. But once "instructional leadership" was made more fine- grained, the picture changed. “…informal classroom walkthroughs--the most common activity--were negatively associated with student achievement. Time spent coaching teachers…was associated with better student outcomes. EngageNY.org16

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Coaching Walkthroughs Big Idea: A Clear Focus of Inquiry supports walkthroughs that translate into support that has a coaching focus. EngageNY.org17

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. STEP 1: (10 minutes) Brainstorm (as a group) Specific questions that would guide your walkthrough/observation related to quality/fidelity of implementation STEP 2: (5 minutes) Determine, for yourself, the top priority question Make any refinements as needed EngageNY.org18 Practice Walkthrough

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Step 3: (20 Minutes) Gather Evidence (see protocol and record form)  Record factual data using quotes or specific behaviors “I heard… I saw…” and not subjective statements (“I liked...”).  Be as fine-grained and objective as possible, for example: Teacher asked: “How would you demonstrate that these fractions are equivalent…?” EngageNY.org19 Practice Walkthrough

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org20

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Gather Evidence: Kindergarten EngageNY.org21

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. STEP 4: (15 minutes) Present to the Team  One team member shares an example of how he or she scripted a piece of evidence.  Other team members discuss whether or not the evidence is non-judgmental and specific enough, probing with questions such as: What is the evidence? What did people actually do or say? How many [students] did/said _____________? How long did [the teacher] do/say _______________? Repeat if time allots STEP 5: Determine Next Steps EngageNY.org22 Having a Clear Focus of Inquiry for Effective Walkthroughs

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. STEP 5: (15 minutes) Debrief  Analyze Evidence.  Share highlights (big ideas, trends, areas of strong practice, areas of need) from the aggregated evidence.  Identify patterns, trends, and big ideas, noting areas of strength and areas in need of support. Repeat if time allots EngageNY.org23 Having a Clear Focus of Inquiry for Effective Walkthroughs

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Another Example- second half EngageNY.org24

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A Model of Fidelity for CKLA Some Key Points  Adherence is more about the structure and pacing than specifics around implementation  Exposure/Dosage focuses on key ingredients. Key ingredients can be present with adaptations.  Quality focuses on maintaining the integrity and spirit of the lessons and is more about the moment-by-moment instruction. EngageNY.org25