3. Portfolio of Implementation Showing Fidelity

Describe the group or student (size of group, level, student characteristics, etc.):   The setting was a seventh and eighth grade Comprehensive Therapeutic Emotional Support classroom at one of our campus schools. The students in the classroom often differed from lesson to lesson, with some coming into the placement, some leaving to return to their home district schools, and others leaving to be placed in more restrictive settings. Throughout the implementation of the Framing Routine through the Talking Together strategy, I had between 3 and 7 students in the room per lesson.
Describe the length of implementation (weeks or months, amount of time per day, days per week):   10-19-18: Teaching Lesson 1, from set-up to clean-up 1 hour 30 minutes. 10-23-18: Teaching Lesson 2, from set-up to clean-up 1 hour 30 minutes. 10-25-18: Teaching Lesson 3, from set-up to clean-up 1 hour. 11-1-18: Teaching Lesson 4, from set-up to clean-up 1 hour 15 minutes. 11-5-18: Teaching Lesson 5, from set-up to clean-up 1 hour. 11-19-18: Teaching Lesson 6, from set-up to clean-up 45 minutes.
Submit a narrative log of your implementation experiences (what went well and/or poorly, adjustments made if necessary, ideas generated for issues encountered, and impact.):   The students were more open to using the frame than I had thought they would be going into the lessons. Most willingly engaged and participated in completing their frames as we worked through the Talking Together lessons with minimal prompting. In one of our lessons, I had a student who was soon transitioning back to her home district building and opened-up in conversation about how the staff, even in her worst moments, were respectful to her and how thankful she was for them. She said they were a model for her to follow to try harder and strive to show the same level of respect with people moving forward in her life.  The transient nature of the student population in the setting I implemented the Framing Routine was a challenge. It often took a lot of reviewing previous lesson concepts to be able to move to the lesson we were scheduled to complete each day. I ended up drawing the Frame parts on the dry erase board to fill in with the main idea items because there was not a projector screen that the students could easily see to be able to complete their frames. Using the dry erase board took a little more set up time, however was much more effective for the students. Next time, I would like to have a more student-led completion of the Frame for Talking Together. I would introduce the frame and the main idea for the lesson and then go through the lesson with the students. Then, I would revisit the frame and have the students take a more active role in completing the points under the main idea for the day with guided questioning to allow for more thoughtful responses.
Submit a narrative describing coaching, feedback, and follow up, identifying your coach: I have engaged in group coaching session on 9/2/18, 11/2/18, 12/4/18, 12/5/18, 2/1/19, 4/5/19, 4/23/19, 4/24/19, and 4/25/19.  I engaged in individual coaching sessions on 10/19/18 and 4/9/19.