On National Teacher Day, meet the 2024-25 Kenan Fellows
Day 3 presentation skills strand
1. The CKLA Instructional Path
www.todaysmeet.com/RCSDskills
Adapted from Core Knowledge by Stephanie Bizzigotti, Ashlee Rhodes & Pamela Tellier
2. The CKLA Instructional Path
• Data-based
• Explicit and Systematic
• Individualized Support through Teacher
Interactions, Small Groups, Centers
EngageNY.org 2
4. Lesson Review Activity
• Choose a grade level (K, 1, 2)
– Read through the lesson at that grade level
– Work to answer the following questions
• What types of lessons are included?
• What do you need to prepare in advance?
• What do the students already need to know?
• What is the objective of the lesson and how will you know that they
met the objective?
• How are you going to help your struggling students?
• What can you do to challenge the higher students?
• Record your responses on chart paper.
– Choose one person from your group to share to your table about
your lesson .
• Discuss with your group how the K, 1 & 2 lessons you
heard about are aligned.
6. Three-Step Writing Process
• Various text types are
taught across the grades.
• For any one text type
(e.g., fictional
narrative), the writing
process for that text type
occurs over consecutive
lessons.
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7. Planning
• Introduction of text
type.
• Connection to previous
text types.
• Teacher models
planning of piece with
class.
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9. Drafting: Fictional Narrative
As a class:
• review of what was
done in planning stage;
• students share ideas
verbally; and
• teacher serves as scribe
writing down the
student’s ideas.
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10. Plan and Draft a Fictional Narrative
Independently
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Students:
• Apply what they’ve learned.
• Write another version of the story on their own.
• Are reminded of the three- step writing process.
• Can refer to brainstorming ideas.
• Use Story Elements template for planning
• Receive teacher support if they are not ready to
write independently
11. Editing
• Students volunteer to have
their piece edited by the
class.
• Peers offer suggestions.
• Teacher conferences with
student.
• Student self-assesses using
checklist specific to text
type.
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12. Editing
• Students are taught how to
edit.
• Editing is practiced as a
class.
• Mr. Mowse asks for help.
• Students contribute to
make his piece better.
• Students are taught editing
conventions.
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13. Five Features of Teaching Writing in
CKLA
1. Carefully sequenced progression of skills that are
scaffolded, modeled, and taught in steps.
2. Opportunities for instruction in group or partner setting
prior to independent application.
3. Instruction is consistent, building automaticity.
4. Each lesson builds on previously taught skills.
5. Oral activities take place before written activities.
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15. Common Core Writing Standards
• Look at your grade level standards
• Use the following questions to guide your
thinking . . .
– What should students be able to do when leaving
your grade level?
– What should students already be able to do when
coming to your grade level?
16. Kindergarten
• Dictation
• Tracing, Copying
• Shared writing (class charts, class stories and letters, class books,
timelines, etc.)
• Free writing
• Drawing
• Labeling
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24. Kindergarten
Kindergarten
(Group based on trend of data across first 5 Units)
Letter Name/Letter Sound Unit 2
Optional Pretest
Writing Strokes Test End of Unit 2
Given to all students
Word Recognition/Word
Reading
Unit 3, 4, 5
Given to all students; Expands to Word Reading if child
doesn’t pass benchmark on Recognition
Story Comprehension NA for initial test battery
Pseudo Word Reading OPTIONAL assessment from Unit 8
For probing placement of incoming K students with very
strong contextual reading skills
Code Diagnostic Test NA for initial test battery
32. 1st Grade
First Grade
(Group based on Formal Placement Assessment)
Letter Name/Letter
Sound
Unit 1 Placement Assessment
For those children who fall below benchmarks on all other Unit
1 Assessments
Writing Strokes Test NA
Word Recognition/Word
Reading
Unit 1 Placement Assessment
Word Recognition given to all students; no Word Reading
Story Comprehension Unit 1 Placement Assessment
Only for those children who score AT OR ABOVE benchmark on
Word Recognition
Pseudo Word Reading Unit 1 Placement Assessment
Only given for those who score BELOW benchmark on Word
Recognition
Code Diagnostic Test Unit 1 Placement Assessment
Only for those falling below benchmark on Word Recognition
and Pseudoword reading
43. 2nd Grade
Second Grade
(Group based on Formal Placement
Assessment)
Letter Name/Letter Sound NA
Writing Strokes Test NA
Word Recognition/Word Reading Unit 1 Placement Assessment
Word Reading for students who fall below
benchmarks on story reading assessments
Story Comprehension Unit 1 Placement Assessment
All Students
Pseudo Word Reading Unit 1 Assessment
Only given to those who score BELOW
benchmark on Word Recognition
Code Diagnostic Test NA
49. • 1 classroom teachers
– Start all students Grade __, Unit 1
– Teach unit as manual states
– Provide individualized remediation in small groups
using pausing point activities or A & R guide
• 2 classroom teachers
– Teacher #1 provides instruction starting at Grade
__, Unit 1
– Teacher #2 pulls small group using A & R guide
• 3 or more classroom teachers
– Divide students into smaller groups based on needs
as determined from assessments
50. Road Blocks
• Read the road block on your index card
• Brainstorm ways to solve this road block
• Record your ideas on chart paper
• Share your ideas with the group
51. “If you're trying to achieve, there will be
roadblocks. I've had them; everybody has had
them. But obstacles don't have to stop you. If
you run into a wall, don't turn around and give
up. Figure out how to climb it, go through it, or
work around it.”
Michael Jordan
Key Points: PREPARE participants for the principles that are reflected in their “Instructional Pathway” handout.Data-based: Meaning children’s instructional path is determined by data ‘trends’ using curricular based assessments (end of unit assessments) and formal placement tests in 1st and 2ndExplicit: Meaning the emphasis is on mastery and filling holes explicitly to support successful acquisition.Individualized: Meaning all along the instructional path is an ongoing dialogue about how to support and enrich the experiences so children can use the materials in the ways that are best suited to their skills.
Key Points: INTRODUCE the “Instructional Path” handout:Help participants orient to this document. The middle column is the instructional pathway, meaning key decision points are highlighted as you move children through the curricular materials.The left side reflects the ‘ongoing conversation’ that occurs between the curricular path and the strategies CKLA has built in for added support to struggling or vulnerable students.The right side reflects the ‘ongoing conversation’ that occurs between the curricular path and the approaches to extension that you may consider for stronger students.We recommend you start with the middle column and read through, then read the Support column, then read the Enrichment column. HANDOUT: Provide the [grade-level] Instructional and Assessment Pathway handout. We recommend giving participants their own grade’s pathway for examination. Ask administrators to choose a grade.
There are many types of writing, or text types, that are explicitly taught within CKLA–NY.Woven into teaching children about the various text types and the relevant grammar, content, and form needed to support those text types, is the writing process.The series of lessons that would occur around any particular text type is typically the same.CKLA calls it the Three-Step Writing Process Framework. The approach and tools used are introduced in first grade, and continue on through the end of second.
Say:CKLAguides students through a three-stage writing process.When a writing text type is introduced, it is done so over the course of back-to-back lessons. For instance, when learning about fictional narratives, students do so over the course of seven consecutive sessions of 40 minutes each.The amount of time devoted to this text type is typical of the way CKLAintroduces all of the text types; the process allows time for step-by-step instruction with plenty of modeling and oral and whole group practice, before actual independent writing.The process of the lessons is consistent. First, the text type is introduced and defined by analyzing the elements present within that type of text. This is done by looking at a related writing piece or story that they are familiar with—either from a student reader or a story that they have heard read aloud.Then, as a class, they move on to planning to do a piece together as a class while the teacher models.
Say:The writing process begins by the teacher defining the text type to be worked on. She may connect it to previous text types the students have worked on, so that they can make and bring any connections to the new piece.The teacher will model for the class by planning their piece together.The planning stage is treated in great detail. Teachers encourage students to brainstorm, explaining that brainstorming is an important part of planning.Students are exposed to good and bad examples of each text type.They have the opportunity to work orally before setting their ideas down on paper. With the introduction to fictional narrative, the first lesson is spent on introducing the story elements of “Goldilocks and the Three Bears."
Say:Let’s continue to examine the series of lessons related to fictional narrative. Again, remember that the same process is followed for most every text type, but we are using fictional narrative as a familiar example to illustrate the process.In the first of the six consecutive lessons on fictional narrative, students are introduced to the elements of a fictional story: title, characters, setting, and plots, using this story elements template. The students will be told that a fictional story is a made-up, imaginary story. Fictional stories have several elements: title, characters, setting, and plot, that can be divided into beginning, middle, and end.In the second lesson, students review elements of a fictional story, and students are told they will fill out the template again, but this time for “Goldilocks and the Three Bears.” In the third lesson, students review the story elements in “Goldilocks and the Three Bears,” and they are told that as a class, they will come up with a different version of the story. This is a way of scaffolding their creation of a fictional narrative. Rather than having to start from scratch, they use Goldilocks as a familiar model. This provides children practice with the general pattern and schema of a fictional narrative.During the planning stage, the students are taught that they first need to plan their story by brainstorming ideas.As the class is planning the teacher will summarize each student’s ideas. The teacher may also talk about personification and dialog within the fictional narrative.
Say:In this fourth lesson, of six consecutive lessons on fictional narrative writing, students review what they have done in the planning stages of their new version of “Goldilocks and the Three Bears.”They are told that now that the story has been planned, the next step is to write a draft of it. They will do this as a class. The teacher will write the story as the students tell it orally.As the teacher transcribes the sentences, she is modeling and discussing grammar, spelling, handwriting, and content.The teacher continues to reinforce the template of fictional narrative, as well as the particulars around grammar, spelling, handwriting and content.Again, embedded within the writing process is a very deliberate use of language. The teacher uses specific and consistent terms to introduce and summarize the writing process, so as to provide children a means of talking through the writing process themselves.For example, related to the Goldilocks assignment, the teacher will summarize the drafting lesson in this way: “In today’s lesson we wrote a draft of our story about the three bears visiting Goldilocks based on the plan we made earlier. Drafting is the second step in the writing process. In our draft as a class, we wrote a starting sentence that introduces characters and setting, the next sentences outline the plot, and an ending sentence that wraps up the story. The draft is written in paragraph format.”
Say:In the fifth lesson, students get to apply what they have learned. The modeling, support, and review has created a chance for students to strike out on their own—they are ready!There will be students who can do this on their own and they should be allowed to. If there is a second group of students who may have difficulty planning individually, then they can retell the version that the class made, and then attempt to write it down in their own words.In this individual planning stage, students are reminded of the three-step writing process.It is suggested that they look back to the brainstorming chart that was done as a class to see if there are ideas they may want to use.They are then given a story elements template to plan out their stories.At this point, teachers will write comments to the student helping them with next steps.If students have not done enough planning to successfully write a piece, then teachers must plan to spend time with those students.
Say:When it is time to edit, students have the opportunity to sign up to be author of the day.Students who are chosen can read their work to the classPeers can offer suggestions on what to add or change.All students will conference with the teacher regardless of having the opportunity to share with peers.The teacher will edit each piece, and then have a conference with eachstudent, using the editing checklist.Checklists are available in the teacher's guide and are available at the end of the editing lesson of the text type featured, as well as in the student workbook.Editing checklists included are specific to the text type being taught.
Say:In addition to editing in the three-step writing process, CKLA includes explicit lessons on the skill of editing writing. In this lesson, friendly little magical character named Mr. Mowse, leaves pieces of writing in the classroom from time to time to share with the students. Here he is requesting their help to edit this story.Using the editing checklist, the teacher guides the students in using the checklist to check off what they see in Mr. Mowse’s writing. They also make valid contributions about how they think the writing piece can be made better.Students are taught editing conventions when correcting their draft. It is explained that this is how professional writers edit their work.Students they will use these very same corrections when they edit their own work:Cross out punctuation mistakes and write the correct punctuation mark above the wrong one.Cross out capitalization mistakes and write the correct uppercase/lowercase letter above the wrong one.Write a carat (^) where a word or punctuation mark needs to be inserted.Write the word or punctuation mark above the carat.Correct spelling mistakes if your students notice or question.
Say:We covered a lot of material in the morning related to writing. We focused on the ways that grammar, spelling, handwriting, and content are targeted. We focused on how lessons are specifically geared to teach the plan, write, edit process.Some of this may seem new and some of it may seem familiar.I want to sum up where we have been thus far by talking about many of the ideas we mentioned ad hoc, in a more concrete way.Much of what we have been mentioning throughout the morning was trying to emphasize features of writing instruction within CKLA. I want to talk to these directly.Feature #1:Our young writers are given the time to learn the skills they need to learn before they move on to complex writing tasks.By introducing each step mindfully, these writers literally learn the process of writing as a process.Learn to use graphic organizers as a class before they are introduced to independent writing.Feature #2:When a new genre of writing is introduced for the first time, the teacher will model exactly how to make a plan and make a draft with the class as a whole. Students are then encouraged to independently make a plan and draft.Order of writing genre introduction:Writing a Friendly Letter as a Class: Making a PlanWriting a Friendly Letter as a Class: Making a DraftWriting a Friendly Letter Independently: Making a PlanWriting a Friendly Letter Independently: Making a DraftFeature #3When learning a new text type, the teacher will refer to strategies already taught or may include familiar terminology or organizers.Students become familiar because they have seen the teacher model or they themselves have used the item. (The story elements planning template, editing checklist tools used over and over through the grades to help organize the writing.)Feature #4As new strategies, terminology, or activities are introduced, teachers will refer to or point out that previous lessons have included a basis for the new skill.Helping students to make connections to strategies that have already been tested with just a different spin to it, help them to feel comfortable to try out something new(connecting narrative types).Interactive illustrations give way to being able to edit a peers work.Learning how to write a caption or label a diagram will be useful when doing book report.Feature #5When approaching a new text type, students are able to share or practice their responses with the class in a group or with a partner before trying it independently putting ideas onto paper. In this way they can be sure that how they respond is what is being asked of them. They can focus on the content of what they want to say, formulating what they want to say first verbally, as that is a less difficult process than having to think about grammar, handwriting, and spelling all at once.
Time: Now, we are going to take a deeper look into the writing standards for grades K-2. Trainer’s Notes:Say:Now we are going to switch gears a bit.
Say:In Listening and Learning, students are introduced to elements of writing through extensions to read-alouds, activities that support what was heard. Some of these activities include writing. Class charts expose children to a variety of graphic organizers—like K-W-L charts, T-Charts, and Venn Diagrams—where teachers illicit responses from students and validate their ideas while modeling how to write them on paper. While many of their writing experiences are done as a class, like building the timeline of the life of Helen Keller or adding their illustration to a large class book of their favorite fables, there are opportunities to write independently. In the extensions part of the read-aloud, there will often be an independent writing activity. They may draw their favorite scenes from read-alouds, create personal booklets filled with illustrations documenting what they have learned in a domain, or label a diagram such as “plant parts.”In the CKLA kindergarten Skills strand, students begin their writing lives with pre-writing skills activities. They are very explicitly taught to hold a pencil and form a tripod grip and how to assume the proper desk-writing position. They learn to track left to right on paper. Their first activities involve drawing various types of strokes and shapes. Their fine-motor-skills are strengthened by making shapes with play dough, sand, or rice. Early on they recognize names in print and can trace and later write them.By the middle of the year, students engage in dictation exercises. They copy or try to spell decodable words, phrases, and then sentences from dictation. By the end of kindergarten, students have learned how to form all lowercase and uppercase letters using handwriting worksheets in a workbook.They can write tricky words, respond to and answer story questions in writing, and use correct punctuation marks period, question mark, and exclamation point.
Say:Let’s take a look at a kindergarten writing sample.Considering this work, I see evidence of the following Common Core standard being addressed:W.K.2 Draw, dictate, and write informative/explanatory texts; andThe words at the top of the page provide the “prompting” and “support” that students need to label the parts of the plant.
Say:In first grade, we continue with the same types of activities that were introduced in kindergarten. Students do copying work, practice handwriting, do chaining dictation, then dictation with words, and then dictation with phrases.In the Skills strand, each unit is accompanied by a student reader. Each story in the reader has a story question worksheet. Some of the worksheets contain questions; others contain illustrations from the reader. The students are asked to read the questions on the worksheet and write their answers to the questions using complete sentences. Worksheets with illustrations provide an opportunity to differentiate instruction. Students who are able to retell the part of the story shown in the illustration can do so, or they can use the prompt for writing listed in the teacher guide. Other students can copy the text that goes with the illustrations to practice handwriting.Once students have learned most of the basic code, grammar, handwriting, and punctuation, they are ready to begin more complex text types of writing. Ideally, students should know one way to write most sounds in the language before we require them to do paragraph-length writing tasks of this sort; In first grade, students are introduced to six different genre or “text types”. They include:instructional writing;descriptive writing;fictional narrative; personal narrative;friendly letter; andopinion paragraph/persuasive writing.The introduction of the writing process is also introduced through a mix of writing exercises, reading exercises, and grammar exercises.
Say:Let’s take a look at a grade one writing sample.Considering this work, what evidence of Common Core standards being addressed do you see? Have participants assist in identifying the following:W.1.1 Write opinion pieces with reasons and basic structure–This student is expressing her opinion about her favorite of the “Kate” stories. Kate is a character in one of the grade 1 readers. She hasn’t yet provided reasons, but she is providing and sequencing key details from the story.W.1.3Write narratives using sequencing, details, temporal words, and a closing–Kate went on TV, then Roger Fletcher placed the microphone under Max’s nose.W.1.5 WPS, add details to strengthen writing on a topic–The student has included some nice details about the story she likes.W.1.8 WPS, recall information to answer a question–The student has recalled information from the story to answer the question, “What was your favorite ‘Kate’ story?”It is also worth taking a moment to consider the anchor standards with which each of these are associated.Writing an opinion piece with reasons and structure is a step on the path to “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.” Here we are building students’ capacity to distinguish key details, which in later grades will support “valid reasoning” and “relevant evidence.”Details are an important aspect of anchor standard 3 as well. Choosing and sequencing story details in grade 1 writing is a step on the path to “3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.”Adding details is also an important part of the writing process articulated in anchor 5: “Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.”Finally, “recalling information from the text” is a precursor to writing anchor 8: “Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.”Although this progression, which focuses on details before “evidence” may seem slow, the standards—and the CKLA program—are designed to ensure that students can identify then distinguish key and relevant details. Asking students to provide evidence, before they have a fluent ability to recognize key details may result in weak evidence based on irrelevant or minor details rather than evidence based in key details from the texts.
Say:When students enter second grade, time is spent on reviewing the basics of sentence building, punctuation and capitalization and practicing writing complete sentences when answering questions.They review: tricky spellings, spelling alternatives, quotations, and fictional narratives.The text types covered in second grade include:narrative book report;personal narrative;friendly letter;instructional writing;descriptive paragraph; and persuasive writingLet’s take a look at one more piece of student work.
Time:Trainer’s Notes:Say:This is a grade two writing sample from the Civil War domain. This is one of the domains that will be posted in June.Considering this work, what evidence of Common Core standards being addressed do you see? As a table, I want you to discuss and record the standards you see evidenced in the work.Have participants work to identify these on their own; walk around the room facilitating their work, looking for the following standards:W.2.1 Write opinion pieces with an introduction, reasons—using linking words—and a conclusion;W.2.5 WPS, strengthen topical writing as needed by revising and editing; and W.2.8 Recall information to answer a question.
Key Points:Start with letter sound because that is the focus of CKLA.Typically a child coming into K would have little of this knowledge.It may be an initial probe for stronger students.
Key Points:The letter name test is also optional.Typically, the specific letters known are not important.But it can provide a good sense of how much print exposure the child has coming into K, which is a good ‘school readiness’ indicator.
Key Points:Examine the sample writing strokes.
Key Points:Unit 2 in K has a writing strokes assessment.This assessment is available so you do not have to ‘assume’ any knowledge, but can test necessary skills directly (i.e., whether children have sufficient fine motor for handwriting/writing).
Key Points:The Teacher Guides provide very detailed administration and scoring instructions. Teachers will say a word and children will look at a line of word choices and circle the one that matches.The lines of words are precisely ordered to correspond to units of instruction in the first and second grade placement tests.In K, the assessments you are seeing are not comprehensive but focus on the content covered within a single unit. (Animation)NOTE that the circles come up through animation (K first, then G1) using a click. In first and second grade (Animation), the words systematically assess what code has been taught to date. The ordering of items across lines is intentional, to help you qualitatively understand how the score corresponds to an instructional place.
Key Points:See process for probing specific letters/sounds (and record form let you record details notes).Versus assessment is for singular score.K ones are not cumulative, but unit level.Because formal placement tests 1st/2nd, words reflect.Row by row organization is important.You say a word “net” ex. In K.
Key Points:In second grade, the word reading assessment that is part of the placement test is even more detailed in its interpretation.This is because the word reading assessment is only given in second grade if there is a ‘difficulty’ or problem, as a result of a low score on the passage reading/story comprehension test.The level of intensity of analysis required by the tests corresponds to where in the ‘problem-solving’ approach it is (and thus differs grade by grade).
Key Points:The Teacher Guides provide very detailed administration and scoring instructions. Teachers will say a word and children will look at a line of word choices and circle the one that matches.The lines of words are precisely ordered to correspond to units of instruction in the first and second grade placement tests.In K, the assessments you are seeing are not comprehensive but focus on the content covered within a single unit. (Animation)NOTE that the circles come up through animation (K first, then G1) using a click. In first and second grade (Animation), the words systematically assess what code has been taught to date. The ordering of items across lines is intentional, to help you qualitatively understand how the score corresponds to an instructional place.
Key Points:See process for probing specific letters/sounds (and record form let you record details notes).Versus assessment is for singular score.K ones are not cumulative, but unit level.Because formal placement tests 1st/2nd, words reflect.Row by row organization is important.You say a word “net” ex. In K.
Key Points:This assessment is not timed and does not test fluency.Rather it asks children to read a passage, or a number of passages, that are decodable text and answer text based, literal questions, on the text. The focus is whether the text could be decoded and understood at a rudimentary level.In first grade, the Story Comprehension Assessment is given only to those children demonstrating strong word reading skill
Key Points:This assessment is not timed and does not test fluency.Rather it asks children to read a passage, or a number of passages, that are decodable text and answer text based, literal questions, on the text. The focus is whether the text could be decoded and understood at a rudimentary level.In first grade, the Story Comprehension Assessment is given only to those children demonstrating strong word reading skill
Key Points:The Pseudoword assessment is only given in first and second grade if there seems to be difficulty with connected text and word recognition/word reading.This assessment provides a stringent look at children’s code knowledge, as it presents the code in predictable spelling patterns, but through non-words.. The design of the test allows for detailed problem solving about which spelling-sound patterns lack automaticity.Children who struggle on this test have often not internalized the code sufficiently for application in connected text or in making ‘fine’ distinctions among words (as is necessary for the word recognition /word reading tests).This test is not given in K, typically. However, if you believe you have a very advanced child- potentially one who comes in almost at a first grade level- this is a good test to give. You can give the Pseudoword test from the end of K (or beginning of first grade). This allows you to distinguish children who truly have automatic knowledge of the spelling-sound patterns that will be taught in K, versus those children who come in with strong contextual skills (i.e., can read books but are using varied cues and lack explicit code knowledge).
Key Points:The Pseudoword assessment is only given in first and second grade if there seems to be difficulty with connected text and word recognition/word reading.This assessment provides a stringent look at children’s code knowledge, as it presents the code in predictable spelling patterns, but through non-words.. The design of the test allows for detailed problem solving about which spelling-sound patterns lack automaticity.Children who struggle on this test have often not internalized the code sufficiently for application in connected text or in making ‘fine’ distinctions among words (as is necessary for the word recognition /word reading tests).This test is not given in K, typically. However, if you believe you have a very advanced child- potentially one who comes in almost at a first grade level- this is a good test to give. You can give the Pseudoword test from the end of K (or beginning of first grade). This allows you to distinguish children who truly have automatic knowledge of the spelling-sound patterns that will be taught in K, versus those children who come in with strong contextual skills (i.e., can read books but are using varied cues and lack explicit code knowledge).
Key Points:In second grade, the Story Comprehension Assessment is the place you begin the Placement test.Children will then continue to get harder passages, or, will get the Word Reading assessments to probe areas of strength and weakness with the code if they struggle with a passage.
Key point:Consider the sample scoring for this second grade story comprehension assessment.
Key Points:ORIENT participants to the goals of the session.The goals of the session are to consider three options for grouping students within a ‘case study’ scenario of classroom data.The three options are ones we have seen in the field. None are ideal but rather each has strengths and challenges.The three options are also not the only options as you may come up with a hybrid approach.The goal of this case is to systematically support you in thinking about the trade-offs that occur when you approach grouping in various ways. And we are focusing your attention, primarily, on tradeoffs that may occur in terms of CKLA preparation, organization, and implementation. In other words, the approach to grouping influences how implementation will ‘look’ and each grouping option requires you to be thoughtful about different things/manage different challenges in order to stay with a high quality/high-fidelity implementation.
