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Principals’ Session: Identifying CCSS Aligned

Instruction in Writing

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Purpose of this Session• Participants will be able to:

Identify instructional strategies that are consistent with effective implementation of writing curriculum aligned to the Common Core State Standards

Support the use of evidence guides as a tool to identify CCSS aligned practices in the ELA classroom

Gather evidence while observing a lesson using the instructional/evidence guides

Provide feedback based on evidence to improve CCSS aligned writing instruction

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Welcome• Using the World Café Protocol, debrief the

writing session. Focus on the following questions:

What did I hear during the session that was a new idea or concept that reflects high quality writing instruction?

What did I learn from the session that will provide a focus for my classroom walkthroughs?

What questions do I have after attending the session that will deepen my understanding of CCSS aligned writing instruction?

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Developing Expectations for Instructional Practice in

Writing• Successful implementation of quality writing

aligned to the CCSS will require shifts in instructional practice and expectations.

• Standards-aligned curriculum alone will not ensure fidelity; successful implementation is also dependent on teacher practice.

• Principals must have tools that focus on aligned practice and provide consistency.

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Understanding the Role of Evidence Guides

• Aligns with the Common Core State Standards• Provides specific and measurable practices• Leads to appropriate alignment of

expectations across the system• Enables evidence of teacher practice and

student work to be gathered and communicated

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Using Evidence Guides to Assess Instruction

• View the video of a 9th grade English class.

• Use the Instructional Practice Evidence Guide to assess the lesson based on the three core principals of CCSS alignment.

• Be sure to assess both what the teacher is doing as well as the students.

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https://www.teachingchannel.org/videos/writing-soliloquies

Video: Writing Soliloquies

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Talk about it!• In groups, debrief the video discussing the

evidence collected. Focus on the following questions:

Which instructional strategies outlined in the Instructional Practice Evidence Guide were reflected in the classroom practice?

What information from the writing session informed your thinking as you viewed the video?

Based on the evidence collected, what feedback would you provide the teacher to better align the writing instruction to the CCSS in future lessons?

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Using Evidence Guides to Assess Instruction

• View the video of a 12th grade English class.

• Use the Instructional Practice Evidence Guide to assess aligned writing instruction to the CCSS.

• As watch the video, reflect on the differences between the two lessons.

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https://www.teachingchannel.org/videos/high-school-writing-lesson-idea

Video: High School Writing Lesson Idea

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Talk about it!• In groups, debrief the video discussing the evidence

collected. Focus on the following questions: Which instructional strategies outlined in the Instructional

Practice Evidence Guide were reflected in the classroom practice?

What information from the writing session informed your thinking as you viewed the video?

Which core focus areas were well aligned in the lesson? Based on the evidence collected for both videos, was one lesson more strongly aligned to the CCSS?

How does the Instructional Practice Evidence Guide inform your thinking around strong CCSS alignment?

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Implications for School Leaders

• What opportunities exist to use the Instructional Practice Evidence Guide in supporting both teachers and leaders in assessing level of implementation?

• How does the Instructional Practice Evidence Guide frame your classroom visits, guiding you in ensuring the writing lesson is well aligned?

• What are the potential challenges to using the tool?

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Reflecting on Next Steps

• What action steps will you take at your school based on today’s learning?

• Who do you need to involve at your school to support your action steps?

• What additions, deletions, or refinements should you make to your Building Capacity for the Work template?

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Q & A

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CONFIDENTIAL – DO NOT CIRCULATEEngageNY.org

Online Parking Lot

Please go to www.engageny.org/resource/network-team-institute-materials-february-4-7-2014

and select “Online Parking Lot” for any NYSED related questions.

Thank You!

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Plus/DeltasPlease go to

http://www.engageny.org/resource/network-team-institute-materials-february-4-7-2014

and fill out the Plus/Delta for today’s session.

Thank You!