©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. Session 1: The Student Profile Considering Progress in CKLA EngageNY.org3

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. How is My Child Doing? A mother and father want to discuss their first grade child’s reading. They know that the school is trying a new curriculum and feel the work they are seeing is quite different than the work they saw from their the child’s older brother. They want to know how to consider their child’s progress and whether their child is ‘on track’ EngageNY.org4

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. How is my child doing? Adapting to Change When the problem definition, solution, and implementation is clear, Heifetz calls this technical change... Adaptive change must come from the collective intelligence of the employees at all levels. So, together they learn their way toward solutions. EngageNY.org5

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Different Data Sources to Discuss Performance Curricular-based Formative Criterion-Referenced Diagnostic/Normative EngageNY.org6 SPECIFIC/ CONTEXTUALIZED BROAD/ GENERALIZED Measures what was just taught; tells about the student and the teaching/classroom Measures key skill development over time Measures skills in relation to specific, accepted standards Measures comprehensive area of development in relation to the ‘average’ child within the population

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. How is my child doing? Reframe the Question Is my child ready for the next ‘right step’ for the classroom? Did my child meet expectations for the grade? Is my child growing in key areas of reading development? Is my child learning what is taught? How is my child in comparison to all other children his or her age/grade? How are the children developing across the year in basic reading abilities? EngageNY.org7 Formative Criterion-Referenced Diagnostic/Normative Curricular-based

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. What Type of Data? Is my child ready for the next ‘right step’ for the classroom? Did my child meet expectations for the grade? Is my child growing in key areas of reading development in ways I expect? Is my child learning what is taught? How is my child in comparison to all other children his or her age/grade? How are the children developing across the year in basic reading abilities? EngageNY.org8 Formative Criterion-Referenced Diagnostic/Normative Curricular-based

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. What Type of Data? Is my child ready for the next ‘right step’ for the classroom? Did my child meet expectations for the grade/state/district? Is my child growing in key areas of reading development? Is my child learning what is taught? How is my child in comparison to all other children his or her age? How are the children developing across the year in basic reading abilities? EngageNY.org9 Formative Criterion-Referenced Diagnostic/Normative Curricular-based

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. What Type of Data? Is my child ready for the next ‘right step’ for the classroom? Is my child ready for the next year’s curricula? Did my child meet expectations for the grade/ state/district? How is my child growing in key areas of reading development? Is my child learning what is taught? How is my child in comparison to all other children his or her age? How are the children developing across the year in basic reading abilities? Formative Criterion-Referenced Diagnostic/Normative Curricular-based EngageNY.org10

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Sample Assessment Profile 1 st grade DRA (beginning of year; end of the year)  Phonemic Awareness (rhyming, alliteration, segmentation  Alphabetic Principle/Phonics (Letter names, word lists, decoding, analogies, structural analysis, syllabication)  Oral Reading Fluency End of Unit Assessments (word reading, tricky words, text decoding/comprehension) Spelling Tests (sound spelling patterns) Non word reading test (3 times a year; pulling/combing from Skills Pseudoword tests to see growth) Writing Mechanics (pull 1-3 samples of response to text questions across the year; rubrics focus on handwriting, spelling, and grammar) Writing Process (1 sample of genre writing 3 times/year; rubrics focus on plan, draft, edit and knowledge of the specific genre) Vocabulary and oral expression (domain-assessment and 10’s assessment lessons) Content knowledge (domain-assessment and 10’s assessment lessons) EngageNY.org11

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. How is My Child Doing? A mother and father want to discuss their first grade child’s reading. They know that the school is trying a new curriculum and feel the work they are seeing is quite different than the work they saw from their the child’s older brother. They want to know how to consider their child’s progress and whether their child is ‘on track’ Considering the student profile and key progress goals identified, reframe this broad request into one or two questions you can answer, given the data you have. EngageNY.org12

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. An Example Response from first grade How is my child doing? EngageNY.org13

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A Finer-Grained Look at Progress EngageNY.org14

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Building a Progress Report ( shown for a single unit; you can use this process to combine to report multiple units/domains at once)  Used the alignment chart to organize work according to CCSS standards.  The standard is in black (slightly rephrased sometimes)  The specific learning objective in CKLA appears under the standard. These reflect the most frequently addressed within the unit/domain.  Template amenable to school or district discretion to create performance indicators as either a rating (e.g., 1- 4) or a ‘meets/doesn’t meet’  The objectives listed should match your priorities for student learning EngageNY.org15

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Notice and Wonder EngageNY.org16 What do you notice? What do you wonder?

©2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Table Round Share something you noticed and wondered EngageNY.org17