1. EngageNY.org Principals’ Session: Addressing Rigor in Writing Instruction

2. Purpose of this Session Participants will be able to identify the differences between accommodations and modifications in the ELA curriculum modules. Participants will be able to identify components of a rigorous lesson designed for argument writing. Participants will be able to support ELA teachers by providing specific feedback designed to increase rigor in the classroom as it relates to argument writing. EngageNY.org2

3. Argument Writing Instruction Traditional Curriculum (persuasive)  Emphasizes use of “feelings” and anecdotes  Often associated with speeches and frequently requires listeners/readers to take some sort of action to remediate an issue CCSS-Aligned Curriculum  Burdon of proof is more demanding  Requires facts/evidence to support a claim  Attempts to convince the reader to accept a belief or claim/thesis as truth EngageNY.org3

4. Lesson Activity In pairs, review Lesson 10.  Identify CCSS-aligned instructional practices embedded within the lesson.  Determine observable teacher actions that would reflect the aligned practice. EngageNY.org4

5. Q & A for Module 9.4 EngageNY.org5

6. Rigor in Argument Writing Watch the video. What would a school leader expect to observe if the lesson is being effectively aligned to the module? Choose an Evidence Guide indicator. Write a CCSS-aligned instructional practice embedded within the lesson that is emphasized within the indicator. Determine observable teacher actions that would reflect the aligned practice. EngageNY.org6

7. Rigor In pairs, review Lesson 16.  Where are areas of challenge for your teachers and students?  Where does the lesson provide access?  Where does the lesson provide guided practice and support?  Where does the lesson support independent practice?  Where can the teacher increase these opportunities for support? EngageNY.org7

8. Instructional Shifts EngageNY.org8 Text-Based Answers Writing from Sources Academic Vocabulary

9. Module 9.4 Assessments Lesson 10 Lesson 24 Performance Assessment EngageNY.org9

10. Discussion At your tables, talk about your observations from your review. Use the following questions to guide the discussion.  What are my impressions of the assessments for Module 9.4 - Argument Writing?  Where will my teachers struggle?  Where will my students struggle?  Where is there opportunity for accommodations?  What can I do to help my teachers deliver these assessments with fidelity?  How can I help my teachers use the data from the assessments to increase student outcomes? EngageNY.org10

11. Leaders as Coaches Good coaching is about providing actionable feedback informed by data. Coaching should also be goal-oriented to help teachers improve practice. Effective feedback is targeted and non- judgmental. Good coaches are constructive and action- oriented, while being able to listen to teachers’ points-of-view. (Knight, 2011) EngageNY.org11

12. EngageNY.org12 Case Study Read the Case Study Using the Sample Evidence Guide in your packet, describe the feedback you would give to a teacher after an observation.  What are the things you would see/hear in a coaching session after an observation?  What should you not see/hear? EngageNY.org12

13. Q & A EngageNY.org13

14. Discussion and Reflection From today’s session, what was the most helpful to your work in your schools? EngageNY.org14

15. CONFIDENTIAL – DO NOT CIRCULATE Online Parking Lot Please go to http://www.engageny.org/resource/network-team- institute-materials-may-13-16-2014 and select “Online Parking Lot” for any NYSED related questions. http://www.engageny.org/resource/network-team- institute-materials-may-13-16-2014 Thank You! EngageNY.org

16. CONFIDENTIAL – DO NOT CIRCULATE Pulse Check Please go to http://www.engageny.org/resource/network-team- institute-materials-may-13-16-2014 and fill out the Plus/Delta for today’s sessions. http://www.engageny.org/resource/network-team- institute-materials-may-13-16-2014 Thank You! EngageNY.org