Core Knowledge Language Arts

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Core Knowledge Language Arts

Teaching and Learning in CKLA: Examining the Evidence

February, 2014

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Sessions 3 and 4: Quality of

ImplementationSupporting Classrooms as Instructional

Leaders

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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.”

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Fidelity of Implementation

How do you define fidelity of implementation?

On your classroom visits and lesson observations what do you see as most

important?

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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

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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

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Focus of Inquiry: Exposure/Dosage

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• 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)?




• 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

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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

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Focus of Inquiry: Quality of CCSS Instruction

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Focus of Inquiry: Quality of CCSS Instruction

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Focus of Inquiry: Quality of CCSS

InstructionChinese 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

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Debrief

How did your lens and observations shift, as your focus of inquiry moved from

Exposure/Dosage to Quality of CCSS Instruction?

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Instructional Leadership and Classroom

Observation“The Classroom Walkthrough and Student

Achievement”

- Dan Willingham reviews recent study on Instructional Leadership

HERE

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http://www.danielwillingham.com/1/post/2014/01/the-classroom-walkthrough-and-student-achievement.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+nbspDanielWillingham-DanielWillinghamScienceAndEducationBlog+(Daniel+Willingham's+Science+and+Education+Blog)


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.

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Coaching Walkthroughs

Big Idea: A Clear Focus of Inquiry supports walkthroughs that translate into support that has

a coaching focus.

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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

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Practice Walkthrough



• 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…?”

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Practice Walkthrough



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Gather Evidence: Kindergarten

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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.org 22

Having a Clear Focus of Inquiry for Effective

Walkthroughs



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

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Having a Clear Focus of Inquiry for Effective

Walkthroughs



Another Example- second half

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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.

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