21st Century Community Learning Centers Study

Contract # ED-CFO-10-A-0110-0001

21^st Century Community Learning Centers: Lessons Learned Guides

Deliverable 5.3/6.3/7.3/8.3: Final Observation Protocol

STEM, EL, CTE, & ILT

January 16, 2012

Revised February 6, 2012

P repared for

Prepared by

Observation Instrument

(Science, Technology, Engineering, and Math – STEM)

21st CCLC Program:			State:				Total minutes observed:	Observer initials:
Total number of staff:			Grade levels and numbers included (check all that apply):				Type of space (check all that apply during observation):
How many are school day teachers?		☐K-1 students		No:	☐6-8 students	No:	☐classroom ☐specialized studio/lab ☐gym ☐cafeteria ☐field trip (please describe) ☐auditorium ☐library ☐computer/media room ☐school playground ☐other (please describe)
		☐2-5 students		No:	☐9-12 students	No:
How many only work in the afterschool program?
Are high school or college-age students working during this observation? If so, how many?
Are parent or community volunteers working during this observation? If so, how many?
Are community partners working during this observation? If so, how many?

Activity Type (Check all that apply DURING observation)
1 H.W. time/H.W. assistance ☐	2 Peer tutoring or peer group work ☐	3 Adult-youth tutoring ☐		4 Academic instruction ☐
5 Recreational reading or storytelling ☐	6 Research/inquiry ☐	7 Computers/media	☐	8 Games/puzzles ☐
9 Visual arts/crafts activities ☐	10 Performing arts (music, theater, dance ☐	11 Fitness/exercise/team sports ☐		12 Apprenticeship/job training ☐
13 Leadership/community service ☐	14 Snack/meal ☐	15 Cooking class/youth preparing meal ☐		16 Sign in/registration ☐
17 Transition between activities ☐	18 Dismissal, sign-out ☐

OBSERVATION DESCRIPTION

Instructions: Provide a general description of what occurs during the observation period. As you observe, list key aspects of the activity(ies) in 15-minute intervals. If you observe more than one activity during the observation period, record information for EACH activity you observe. Focus on: How the instructor introduces the activity (for example, reference to past lessons, in-school curriculum, review of past learning) How the students are interacting with one another and the instructor What the instructors are doing at key points in the activity What the students are doing at key points in the activity The materials that are being used during this activity How the instructor differentiates between students (for example, levels of competency, levels of language fluency) How the instructor ends the activity (for example, wrap-up, reference to following lesson or next activity) How the instructor transitions students to the next activity.
Time:	Description of Activity:	Activity type # (from first page):	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes

Instructional Practices – STEM

Fill this section out immediately after your observation. Use your notes from the observation to fill in the form.

Practice: Students are engaged in project-based activities	Yes	No	Time Occurred		Activity Type (from first page)	Description/Comments
Check off any of the following that occurred during your observation:
Students are engaged in hands-on, experiential activities
Students are leading investigations to solve authentic problems
Students are working on projects that will end with a product

Practice (continued): Students are engaged in project-based activities	Yes		No		Time Occurred		Activity #			Description/Comments
Students use technology to support their work in STEM-related projects (for example, using a GPS for a mapping project or cameras/PDAs to document a science project).
Other example(s) observed of this practice:
Practice: Alignment With the School Day	Yes		No		Time Occurred		Activity #			Description/Comments
Check off any of the following that occurred during your observation:
There are indications that the program is aware of national or state standards (for example, a standard is written on the board; there is a poster of the standards in the program space, etc.)
There are indications that activities are aligned with school-day instruction (for example, curricular materials are the same; activities are designed to build on or complement school-day instruction)
Practice (continued): Alignment With the School Day		Yes		No		Time Occurred		Activity #	Description/Comments
Academics are embedded in activities, (e.g., participants are practicing fractions and measurement units through cooking, learning about angles by folding paper airplanes, etc.)
Other example(s) observed of this practice:

Practice: Community Partnerships	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
The activity uses a scientist, engineer, or mathematician (e.g., statistician, accountant, actuary) to provide instruction or as a guest presenter
Practice (continued): Community Partnerships	Yes	No	Time Occurred	Activity #	Description/Comments
The activity uses a scientist, engineer, or mathematician (e.g., statistician, accountant, actuary) to expose students to STEM careers
The activity uses resources from local institutions, such as museums, parks, and nature preserves
Other example(s) observed of this practice:

General Activity Observation Information

Fill this section out immediately after your observation.

1. What was the configuration, or grouping, of students during the observation? Check all that apply and provide a brief description of what activity took place during this configuration and who was interacting with the students during these configurations (program staff, teachers working in the afterschool program, high school/college students, adult volunteer, etc.)

• One-on-one instruction

Description of activity:

Time(s) occurred:

Who was interacting with students:

• Students working in teams/small groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Peer-to-peer learning:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Large groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

2. Did students appear to be engaged in the activity (ties) offered during the observation period? What evidence did you see to support this impression? Check all that apply and provide illustrative examples of specific evidence of student engagement.

• Sustained work on a project

• Linking students’ learning to real-world experiences

• Students engaged in community service or service learning opportunities

• Students engaged in decision making

• Students engaged in leadership activities

• Opportunities for cultural or identity affirmation and/or exploration

• Opportunities for teamwork/social skills development

• Opportunities to build youth-adult relationships among program participants and staff

• OTHER

3. If you noted that community partners were involved at any time during the activity/program, describe the organizations they were from and what they did during the observation period.

4. If formal lesson plans were used at any point during the observation describe how they were used (and collect it, if possible).

5. If your observation was of a single activity what was the curricular context of the activity (e.g., it was the second lesson in a larger unit on weights and measures)?

Reflection

Briefly reflect on your observations. Consider the following as you write your summary:

• What, if any, innovations specific to STEM did you see during your observation period?

• From your perspective, what made this a good activity/program to support STEM?

• Did anything surprise you about what you observed? If so, what?

• What, if any, new insights related to STEM did you gain through your observation?

Observation Instrument

(English Language - EL)

21st CCLC Program:			State:				Total minutes observed:	Observer initials:
Total number of staff:			Grade levels and numbers included (check all that apply):				Type of space (check all that apply during observation):
How many are school day teachers?		☐K-1 students		No:	☐6-8 students	No:	☐classroom ☐specialized studio/lab ☐gym ☐cafeteria ☐field trip (please describe) ☐auditorium ☐library ☐computer/media room ☐school playground ☐other (please describe)
		☐2-5 students		No:	☐9-12 students	No:
How many only work in the afterschool program?
Are high school or college-age students working during this observation? If so, how many?
Are parent or community volunteers working during this observation? If so, how many?
Are community partners working during this observation? If so, how many?

Activity Type (Check all that apply DURING observation)
1 H.W. time/H.W. assistance ☐	2 Peer tutoring or peer group work ☐	3 Adult-youth tutoring ☐		4 Academic instruction ☐
5 Recreational reading or storytelling ☐	6 Research/inquiry ☐	7 Computers/media	☐	8 Games/puzzles ☐
9 Visual arts/crafts activities ☐	10 Performing arts (music, theater, dance ☐	11 Fitness/exercise/team sports ☐		12 Apprenticeship/job training ☐
13 Leadership/community service ☐	14 Snack/meal ☐	15 Cooking class/youth preparing meal ☐		16 Sign in/registration ☐
17 Transition between activities ☐	18 Dismissal, sign-out ☐

OBSERVATION DESCRIPTION

Instructions: Provide a general description of what occurs during the observation period. As you observe, list key aspects of the activity(ies) in 15-minute intervals. If you observe more than one activity during the observation period, record information for EACH activity you observe. Focus on: How the instructor introduces the activity (for example, reference to past lessons, in-school curriculum, review of past learning) How the students are interacting with one another and the instructor What the instructors are doing at key points in the activity What the students are doing at key points in the activity The materials that are being used during this activity How the instructor differentiates between students (for example, levels of competency, levels of language fluency) How the instructor ends the activity (for example, wrap-up, reference to following lesson or next activity) How the instructor transitions students to the next activity.
Time:	Description of Activity:	Activity type # (from first page):	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes

Instructional Practices – EL

Fill this section out immediately after your observation. Use your notes from the observation to fill in the form.

Practice: Instructional Practices Focused on Language/Academic Support	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
Students are provided structured and focused opportunities to practice using English in a variety of settings (including project-based learning) by listening, speaking, reading, and writing in English
Students are provided with opportunities to practice using English by engaging with English speakers in a variety of contexts designed to ensure EL participation

Practice (continued): Instructional Practices Focused on Language/Academic Support	Yes	No	Time Occurred	Activity #	Description/Comments
Students are provided with explicit language development and vocabulary development support
Students are provided academic support in their primary language
Other examples of this practice observed:
Practice: Culturally Relevant Programming	Yes	No	Time Occurred	Activity #	Description/Comments
The instructor speaks to and supports youth in their primary language

Practice (continued): Culturally Relevant Programming	Yes	No	Time Occurred	Activity #	Description/Comments
The activity builds healthy cultural identities
The activity reflects the lives, experiences, and cultures of students
The activity materials reflect the lives, experiences, and cultures of students
There are opportunities for non-ELs to formally learn the language of ELs

Practice (continued): Culturally Relevant Programming	Yes	No	Time Occurred	Activity #	Description/Comments
The activities address the socio-emotional needs specific to ELs, such as culture shock, trauma, family separation, etc.
Other example(s) observed of this practice:
Practice: Alignment With the School Day	Yes	No	Time Occurred	Activity #	Description/Comments
There are indications that activities are aligned with school-day instruction (for example, curricular materials are the same; activities are designed to build on or complement school-day instruction)
There are indications that information about students’ English language proficiency and academic level (including reading, writing, speaking, and listening) is shared between the 21st CCLC program and the school day teachers (for example, h.w. assignments have margin notes to program staff; during transitions teachers and staff are observed discussing specific students)
Practice (continued): Alignment With the School Day	Yes	No	Time Occurred	Activity #	Description/Comments
There are indications that the program is aware of national or state standards (for example, a standard is written on the board; there is a poster of the standards in the program space, etc.)
There are indications that activities build on school-day instruction (for example, language or computer games that reinforce language skill taught during the day)
Practice: Family and Community Engagement	Yes	No	Time Occurred	Activity #	Description/Comments
Instructors observed to speak to family/community members in community language
Practice (continued): Family and Community Engagement	Yes	No	Time Occurred	Activity #	Description/Comments
Family/community member(s) observed participating in the activities
Family/community member(s) observed participating in literacy services
Practice: Meaningful EL Inclusion and Affirming Learning Environment	Yes	No	Time Occurred	Activity #	Description/Comments
Staff use strategies that ensure EL comprehension and frequently monitor students for their comprehension
Staff use accessible vocabulary
Practice (continued): Meaningful EL Inclusion and Affirming Learning Environment	Yes	No	Time Occurred	Activity #	Description/Comments
Staff intentionally elicit participation from all participants, specifically English learners
Staff intentionally create emotionally safe learning environments by discouraging bullying and teasing of ELs

General Activity Observation Information

Fill this section out immediately after your observation.

1. What was the configuration, or grouping, of students during the observation? Check all that apply and provide a brief description of what activity took place during this configuration and who was interacting with the students during these configurations (program staff, teachers working in the afterschool program, high school/college students, adult volunteer, etc.)

• One-on-one instruction

Description of activity:

Time(s) occurred:

Who was interacting with students:

• Students working in teams/small groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Peer-to-peer learning:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Large groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

2. Did students appear to be engaged in the activity? What evidence did you see to support this impression? Check all that apply and provide illustrative examples of specific evidence of student engagement.

• Sustained work on a project

• Linking students’ learning to real-world experiences

• Students engaged in community service or service learning opportunities

• Students engaged in decision making

• Students engaged in leadership activities

• Opportunities for cultural or identity affirmation and/or exploration

• Opportunities for teamwork/social skills development

• Opportunities to build youth-adult relationships among program participants and staff

3. If you noted that community partners were involved at any time during the activity/program, describe the organizations they were from and what they did during the observation period.

4. If formal lesson plans were used at any point during the observation describe how they were used (and collect it, if possible).

5. If your observation was of a single activity what was the curricular context of the activity (e.g., it was the second lesson in a larger unit on weights and measures)?

Reflection

Briefly reflect on your observations. Consider the following as you write your summary:

• What, if any, innovations specific to EL did you see during your observation period?

• From your perspective, what made this a good activity/program to support EL?

• Did anything surprise you about what you observed? If so, what?

• What, if any, new insights related to EL did you gain through your observation?

Observation Tool

(Career and Technology Education - CTE)

21st CCLC Program:			State:				Total minutes observed:	Observer initials:
Total number of staff:			Grade levels and numbers included (check all that apply):				Type of space (check all that apply during observation):
How many are school day teachers?		☐K-1 students		No:	☐6-8 students	No:	☐classroom ☐specialized studio/lab ☐gym ☐cafeteria ☐field trip (please describe) ☐auditorium ☐library ☐computer/media room ☐school playground ☐other (please describe)
		☐2-5 students		No:	☐9-12 students	No:
How many only work in the afterschool program?
Are high school or college-age students working during this observation? If so, how many?
Are parent or community volunteers working during this observation? If so, how many?
Are community partners working during this observation? If so, how many?

Activity Type (Check all that apply DURING observation)
1 H.W. time/H.W. assistance ☐	2 Peer tutoring or peer group work ☐	3 Adult-youth tutoring ☐		4 Academic instruction ☐
5 Recreational reading or storytelling ☐	6 Research/inquiry ☐	7 Computers/media	☐	8 Games/puzzles ☐
9 Visual arts/crafts activities ☐	10 Performing arts (music, theater, dance ☐	11 Fitness/exercise/team sports ☐		12 Apprenticeship/job training ☐
13 Leadership/community service ☐	14 Snack/meal ☐	15 Cooking class/youth preparing meal ☐		16 Sign in/registration ☐
17 Transition between activities ☐	18 Dismissal, sign-out ☐

OBSERVATION DESCRIPTION

Instructions: Provide a general description of what occurs during the observation period. As you observe, list key aspects of the activity(ies) in 15-minute intervals. If you observe more than one activity during the observation period, record information for EACH activity you observe. Focus on: How the instructor introduces the activity (for example, reference to past lessons, in-school curriculum, review of past learning) How the students are interacting with one another and the instructor What the instructors are doing at key points in the activity What the students are doing at key points in the activity The materials that are being used during this activity How the instructor differentiates between students (for example, levels of competency, levels of language fluency) How the instructor ends the activity (for example, wrap-up, reference to following lesson or next activity) How the instructor transitions students to the next activity.
Time:	Description of Activity:	Activity type # (from first page):	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes

Instructional Practices – CTE

Fill this section out immediately after your observation.

Practice: Authentic Career-Related Learning Opportunities (e.g., apprenticeships or internships)	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
Students are engaged in hands-on, experiential opportunities to learn industry-specific and career-related skills
Students are engaged in project-based learning that pertains to a specific career, industry, or technology
Other example(s) observed of this practice:

Practice: Alignment With the School Day	Yes	No	Time Occurred	Activity #	Description/Comment
Check off any of the following that occurred during your observation:
There are indications that activities are aligned with school-day instruction (for example, curricular materials are the same; activities are designed to build on or complement school-day instruction)
There are indications that information about students is shared between the 21st CCLC program and the school day teachers (for example homework assignments could have margin notes to program staff; during transitions teachers and staff are observed discussing specific students
Other example(s) observed of this practice:

Practice: Using Data to Target Skills and Outcomes	Yes	No	Time Occurred	Activity #	Description/Comments
Students are being assessed for their technical skills (i.e., through a written exam, capstone project presentation, or other demonstration of skill)
Students are being assessed for their employability
Other example(s) observed of this practice:

Practice: Community Partnerships	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
Business or other professional is providing CTE activities
Business or local industry is providing site-based apprenticeships and on-the-job training
Practice (continued): Community Partnerships	Yes	No	Time Occurred	Activity #	Description/Comments
Business or other professional is exposing students to careers
Other example(s) observed of this practice:

General Activity Observation Information

Fill this section out immediately after your observation.

1. What was the configuration, or grouping, of students during the observation? Check all that apply and provide a brief description of what activity took place during this configuration and who was interacting with the students during these configurations (program staff, teachers working in the afterschool program, high school/college students, adult volunteer, etc.)

• One-on-one instruction

Description of activity:

Time(s) occurred:

Who was interacting with students:

• Students working in teams/small groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Peer-to-peer learning:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Large groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

2. Did students appear to be engaged in the activity? What evidence did you see to support this impression? Check all that apply and provide illustrative examples of specific evidence of student engagement.

• Sustained work on a project

• Linking students’ learning to real-world experiences

• Students engaged in community service or service learning opportunities

• Students engaged in decision making

• Students engaged in leadership activities

• Opportunities for cultural or identity affirmation and/or exploration

• Opportunities for teamwork/social skills development

• Opportunities to build youth-adult relationships among program participants and staff

3. If you noted that community partners were involved at any time during the activity/program, describe the organizations they were from and what they did during the observation period.

4. If formal lesson plans were used at any point during the observation describe how they were used (and collect it, if possible).

5. If your observation was of a single activity what was the curricular context of the activity (e.g., it was the second lesson in a larger unit on weights and measures)?

Reflection

Briefly reflect on your observations. Consider the following as you write your summary:

• What, if any, innovations specific to CTE did you see during your observation period?

• From your perspective, what made this a good activity/program to support CTE?

• Did anything surprise you about what you observed? If so, what?

• What, if any, new insights related to CTE did you gain through your observation?

Observation Tool

(Increased Learning Time - ILT)

21st CCLC Program:			State:				Total minutes observed:	Observer initials:
Total number of staff:			Grade levels and numbers included (check all that apply):				Type of space (check all that apply during observation):
How many are school day teachers?		☐K-1 students		No:	☐6-8 students	No:	☐classroom ☐specialized studio/lab ☐gym ☐cafeteria ☐field trip (please describe): ☐auditorium ☐library ☐computer/media room ☐school playground ☐other (please describe)
		☐2-5 students		No:	☐9-12 students	No:
How many only work in the afterschool program?
Are high school or college-age students working during this observation? If so, how many?
Are parent or community volunteers working during this observation? If so, how many?
Are community partners working during this observation? If so, how many?

Activity Type (Check all that apply DURING observation)
1 H.W. time/H.W. assistance ☐	2 Peer tutoring or peer group work ☐	3 Adult-youth tutoring ☐		4 Academic instruction ☐
5 Recreational reading or storytelling ☐	6 Research/inquiry ☐	7 Computers/media	☐	8 Games/puzzles ☐
9 Visual arts/crafts activities ☐	10 Performing arts (music, theater, dance ☐	11 Fitness/exercise/team sports ☐		12 Apprenticeship/job training ☐
13 Leadership/community service ☐	14 Snack/meal ☐	15 Cooking class/youth preparing meal ☐		16 Sign in/registration ☐
17 Transition between activities ☐	18 Dismissal, sign-out ☐

OBSERVATION DESCRIPTION

Instructions: Provide a general description of what occurs during the observation period. As you observe, list key aspects of the activity(ies) in 15-minute intervals. If you observe more than one activity during the observation period, record information for EACH activity you observe. Focus on: How the instructor introduces the activity (for example, reference to past lessons, in-school curriculum, review of past learning) How the students are interacting with one another and the instructor What the instructors are doing at key points in the activity What the students are doing at key points in the activity The materials that are being used during this activity How the instructor differentiates between students (for example, levels of competency, levels of language fluency) How the instructor ends the activity (for example, wrap-up, reference to following lesson or next activity) How the instructor transitions students to the next activity. In addition to recording what happens in the activities provided, also record information on: Transitions between the school day and the afterschool program (i.e., sign-in time, pick-up and drop-off time) Interactions (e.g., informal discussions, meetings) between the school-day and afterschool staff. References to school-day activities during the afterschool program
Time:	Description of Activity:	Activity type # (from first page):	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes
Time:	Description of Activity:	Activity type #:	Comments/Notes

Instructional Practices – ILT

Fill this section out immediately after your observation.

Practice: Alignment With the School Day	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
There are indications that activities are aligned with school-day instruction (for example, curricular materials are the same; activities are designed to build on or complement school-day instruction)
21st CCLC instructor and school day teachers are observed planning instruction together (likely before the program starts but this could also happen during transitions)
There are indications that 21st CCLC activity leaders and school day teachers share curriculum and resources (for example, there is evidence that there is cross-over between curricular materials used in both the classroom and the program)
Other example(s) observed of this practice:

Practice: Promoting Attendance and Removing Barriers	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
There are indications that 21st CCLC program staff (including staff who work during the school day) are supporting attendance (helping arrange transportation, talking to parents at the end of the day about making sure their students come regularly, making phone calls to absent students, etc.)
Other example(s) observed of this practice:
Practice: Supporting Student Engagement	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
21st CCLC program staff are observed in intentional efforts to create positive youth-adult relationships
Practice (continued): Supporting Student Engagement	Yes	No	Time Occurred	Activity #	Description/Comments
21st CCLC program staff are observed considering the developmental needs of students in the program
Youth are observed participating in decision making
21st CCLC program staff are observed communicating with parents about the importance of their child’s participation
Other example(s) observed of this practice:

Practice: Promote Increased Time for Learning through Instructional Approaches	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
Project-based learning is used as an instructional approach
Collaborative peer learning is used as an instructional approach
Other example(s) observed of this practice:
Practice: Using Information to Evaluate Program Implementation and Student Outcomes	Yes	No	Time Occurred	Activity #	Description/Comments
Check off any of the following that occurred during your observation:
Data coaches observed helping staff use school day information
Test scores and other data are observed being used to target specific skills in need of remediation or support
There are indications that information about students is shared between the 21st CCLC program and the school day teachers (for example homework assignments could have margin notes to program staff; during transitions teachers and staff are observed discussing specific students)
Other example(s) observed of this practice:

Practice: Leveraging Partners	Yes	No	Time Occurred	Activity #	Description/Comments
Community partners are actively involved in the implementation of key practices
Other example(s) observed of this practice:

General Activity/Program Observation Information

Fill this section out immediately after your observation.

1. What was the configuration, or grouping, of students during the observation? Check all that apply and provide a brief description of what activity took place during this configuration and who was interacting with the students during these configurations (program staff, teachers working in the afterschool program, high school/college students, adult volunteer, etc.)

• One-on-one instruction

Description of activity:

Time(s) occurred:

Who was interacting with students:

• Students working in teams/small groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Peer-to-peer learning:

Description of activity

Time(s) occurred:

Who was interacting with students:

• Large groups:

Description of activity

Time(s) occurred:

Who was interacting with students:

2. Did students appear to be engaged in the activity? What evidence did you see to support this impression? Check all that apply and provide illustrative examples of specific evidence of student engagement.

• Sustained work on a project

• Linking students’ learning to real-world experiences

• Students engaged in community service or service learning opportunities

• Students engaged in decision making

• Students engaged in leadership activities

• Opportunities for cultural or identity affirmation and/or exploration

• Opportunities for teamwork/social skills development

• Opportunities to build youth-adult relationships among program participants and staff

3. If you noted that community partners were involved at any time during the activity/program, describe the organizations they were from and what they did during the observation period.

4. If formal lesson plans were used at any point during the observation describe how were they used (and collect it, if possible).

5. If your observation was of a single activity what was the curricular context of the activity (e.g., it was the second lesson in a larger unit on weights and measures)?

Reflection

Briefly reflect on your observations. Consider the following as you write your summary:

• What, if any, innovations specific to ILT did you see during your observation period?

• From your perspective, what made this a good activity/program to support ILT?

• Did anything surprise you about what you observed? If so, what?

• What, if any, new insights related to ILT did you gain through your observation?