Core Knowledge Language Arts

1. Core Knowledge Language Arts Teaching and Learning in CKLA: Examining the Evidence February, 2014 EngageNY.org 2

2. Session 1: The Student Profile Considering Progress in CKLA EngageNY.org 3

3. 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.org

4. 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.org

5. Different Data Sources to Discuss Performance SPECIFIC/ CONTEXTUALIZED 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 BROAD/ GENERALIZED Curricular-based Formative Criterion-Referenced Diagnostic/Normative EngageNY.org

6. How is my child doing? Reframe the Question Formative Criterion-Referenced Diagnostic/Normative Curricular-based • 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.org

7. What Type of Data? Formative Criterion-Referenced Diagnostic/Normative Curricular-based • 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.org

8. What Type of Data? Formative Criterion-Referenced Diagnostic/Normative Curricular-based • 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.org

9. What Type of Data? Formative Criterion-Referenced Diagnostic/Normative Curricular-based • 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? EngageNY.org

10. Sample Assessment Profile1st 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.org

11. 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.org

12. An Example Response from first gradeHow is my child doing? EngageNY.org

13. A Finer-Grained Look at Progress EngageNY.org

14. 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.org

15. Notice and Wonder What do you notice? What do you wonder? EngageNY.org

16. Table Round Share something you noticed and wondered EngageNY.org