4b: Identifying CCSS-Aligned Instruction
Recognizing Effective Instructional Practices
Goals and Outcomes
Overarching Objectives of the November 2013 Network Team Institute

Participants will be able to establish structures and systems that support a culture of professional risk taking.

Participants will be able to recognize effective and ineffective implementation of the curriculum materials.

Participants will be able to provide feedback that supports effective module implementation and adaptation.
High-Level Purpose of this Session
The purpose of this session is to identify and name instructional moves, that are consistent with, and inconsistent with, effective implemenation of
the NY ELA Curriculum Modules.
November 2013—Page 1
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New York State Common Core
Session Outcomes
What do we want participants to be able to do as a result of this session?

Identify instructional decisions that are consistent with effective implementation of
the NY ELA Curriculum Modules.

Support the use of Evidence Guides as a tool to identify CCSS-aligned practices in
the ELA classroom.

Recognize closely aligned instructional practices within ELA 9.1 lesson.

Detect “red flags” in teacher and student practices that do not align with the
Common Core.
How will we know that they are able to do this?

Participants will use the Evidence Guide in
Module 9.1.3 to identify CCSS-aligned
practices that can be observed through
fidelity of lesson implementation.

Aligned survey question.
Related Learning Experiences



Session 1b: Supporting Curriculum Material Use
Session 5: Traditional vs. CCSS Approaches to Canonical Texts
Session 7b: Providing Feedback and Support
Key Points



Teacher and student actions in a CCSS aligned classroom are deeply connected to engagement with the text and can be observed and
analyzed with the use of aligned tools.
Evidence Guides provide a framework for teachers and leaders to clearly demonstrate aligned practices in lessons within the ELA curriculum
module.
Leaders must develop clear and consistent expectations for implementation of CCSS aligned instruction as outlined in Module 9.1.
November 2013—Page 2
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New York State Common Core
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator Preparation

Introduction
Identifying CCSSAligned Practices
Using the ELA
Evidence Guide as a
Tool for Determining
Alignment
8 min
Introduce the Session
8 min
Overview of shift in teacher and
student practices evident in a CCSS
aligned classroom
12 min
Review of the ELA Grades 9–12
Evidence Guide to ensure clarity
and consistency when conducting
walkthroughs.
Analyzing Lesson for
CCSS Lesson
32 min
Alignment
Instructional Practices
Examine Module 9.1.3 Lesson 7 of
Romeo and Juliet to identify areas
of instructional alignment that
should be clearly evident and how
that manifests into teacher actions
throughout the lesson.
November 2013—Page 3
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Read and download session
materials.
Read and download Romeo
and Juliet Module 9.1.3
Lesson 7.
Session PowerPoint

Session PowerPoint
Position mic runners at various
spots around the room for
report out.







Session PowerPoint
ELA Grades 9–12 Evidence
Guide
“Note Catcher Evidence
Guide” handout
Become familiar with ELA Grades
9–12 Evidence Guide.
Session PowerPoint
ELA Grades 9–12 Evidence
Guide
“Identifying Aligned Practices
in the Classroom - Focus on
Teachers” handout
Module 9.1.3 Romeo and
Become familiar with activity
handout.
New York State Common Core
Section
Time
Overview
Prepared Resources

Analyzing Lesson for
CCSS Lesson
Alignment - Focus on
Student Actions
Implications for
School Leaders,
Reflections and
Closing
20 min
10 min
90 mins
Revisit Module 9.1.3 Lesson 7 of
Romeo and Juliet to identify
student actions and engagement
that are clear evidence of an
effective implementation of the
Module’s aligned lesson.
Identify areas that will need strong
leadership for success in
implementing modules. Reflect on
learning in the session.
Total for this session
November 2013—Page 4
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





Facilitator Preparation
Juliet Lesson 7
Traditional Instructional
Practices for Romeo and Juliet
Session PowerPoint
ELA Grades 9–12 Evidence
Guide
“Identifying Aligned Practices
in the Classroom - Focus on
Student Actions” handout
Module 9.1.3 Romeo and
Juliet Lesson 7
Become familiar with activity
handout.
Session PowerPoint
“Note Catcher Session
Reflection” handout
Position mic runners at various
spots around the room for
report out.
New York State Common Core
Session Roadmap
Section: Introduction
In this section, participants will develop an understanding of the purpose Materials used include: Session PowerPoint
of this session and lay the groundwork for understanding the
complexities of shifting instructional practice.
Slide
Time
1
0 min
Picture
Script/Activity directions
Welcome participants to the session.
November 2013—Page 5
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New York State Common Core
Slide
Time
2
1 min
Picture
Script/Activity directions
The purpose of this session is to:




Identify instructional decisions that are consistent with effective
implementation of the NY ELA Curriculum Modules.
Support the use of Evidence Guides as tools to identify CCSSaligned practices in the ELA classroom.
Recognize closely aligned instructional practices within ELA 9.1
lesson.
Detect “red flags” in teacher and student practices that do not
align with the Common Core.
What we are sharing with you are recommendations for how you can
support your staff with alignment implementation. The curriculum and
instructional decisions are owned by you and your staff. The decision of
how to best implement CCSS-aligned curriculum ultimately lies with
schools and districts to allow them to best meet their students' needs.
November 2013—Page 6
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New York State Common Core
Slide
Time
3
7 min
Picture
Script/Activity directions
Introduce yourself to the group and ask participants to read the quote on
the bottom of the slide. This quote came from Dr. Mel Riddile, Director of
High School Services, NASSP. Read the quote aloud and ask participants
to discuss in their table groups whether they agree or disagree with the
quote.
4 minutes
Groups share out.
3 minutes
Total
time:
8 min
November 2013—Page 7
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New York State Common Core
Section: Identifying CCSS-Aligned Practices
In this section, you will learn what instructional practices should be
included in an aligned CCSS Lesson. This section will focus on both what
the teacher and student should be doing within the classroom
throughout the lesson.
Slide
4
Materials used include: Session PowerPoint
Time Picture
Script/Activity directions
1 min
Review the slide: Developing Expectations for Instructional Practice
Talking Points:



November 2013—Page 8
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Successful implementation of the CCSS will require shifts in
instructional practice.
Standards-aligned curriculum alone will not ensure fidelity; successful
implementation is also dependent on teacher practice.
Schools must create clear, measurable, guidance on Common Core
instructional practice aligned to New York State 2013-2014 Metrics and
Expectations document.
New York State Common Core
Slide
5
Time Picture
2
Script/Activity directions
Review the slide: Importance of Shared Vision for Classroom Lessons
Common language and understanding of the instructional shifts inherent in
the CCSS is critical:


Creating a common language to ensure clear communication
Establishing a clear and well defined, shared vision of the expectations
for CCSS-aligned instruction
 Understanding the instructional shifts inherent in the CCSS
Talking points:
It is critical to build a shared understanding and clear expectations for both
teachers and school leaders in terms of what CCSS-aligned instruction looks
like.
November 2013—Page 9
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New York State Common Core
Slide
6
Time Picture
Script/Activity directions
2 min
Review slide of CCSS Teacher Practices




Complex text at the center of the lesson
Class time spent engaged in text
Questions and tasks are text dependent
Evidence and precision expected from students
Talking Points:
Becoming clear on aligned practices is important for both teachers and
leaders. As you review this slide emphasize that regardless of what module
teachers are facilitating, these practices should be woven throughout. By
articulating key expectations in all ELA classrooms, school leaders will have
focus areas to observe as they conduct informal walkthroughs.
To deepen students’ content knowledge, teachers may also consider using an
integrated, interdisciplinary approach. This may include:
1. Literature: realistic fiction, fantasy, historical fiction, mystery, science
fiction, poetry, traditional literature, drama
2. Literary non-fiction and Informational Text: biography, literary
criticism, essays, textbooks, newspapers, journals and magazines
3. Digital Text: webcasts, podcasts, photographs, websites, online
government reports, works of art and music, interviews, blogs
4. Primary source documents: speeches, documents, photographs,
historical artifacts, newspapers
November 2013—Page 10
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New York State Common Core
Slide
Time Picture
Script/Activity directions
Reference :
Cappiello, M.A., & Dawes, E.T. (2013). Teaching with text sets. Huntington
Beach, CA. See pp. 254–257 for examples of text set structures.
7
3 min
Review slide of CCSS Student Practices




Persist in efforts to engage with complex texts
Construct meaning collaboratively
Support answers with textual evidence
Transfer learning to new experiences with deeper understanding
Talking Points:
An important factor for any walkthrough when assessing CCSS alignment is a
focus on student engagement and actions. The CCSS emphasizes textdependent questions and evidence-based answers, which means that students
need to carefully read and cite specific evidence to support their claims,
assertions, and interpretations of text. Students are expected to read and reread, engage with, and analyze text as evidenced by their highlighting,
annotating, note-taking, and responses to text-dependent questions
throughout lessons. Students should also engage in discourse with peers about
the text to deepen understanding. This will necessitate having a common text
(or texts) present within the lesson to facilitate this depth of engagement and
textual understanding. Scaffolding strategies may also be employed to allow
all students access to complex texts and the ideas therein. Rather than have
November 2013—Page 11
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New York State Common Core
Slide
Time Picture
Script/Activity directions
students describe how the text relates to their own experiences/feelings (e.g.
text-to-self connections), students engage in learning that is deeply connected
to the words on the page.
Total
time:
8 min
November 2013—Page 12
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New York State Common Core
Section: Using the ELA Evidence Guide as a Tool For Determining Alignment
In this section, you will examine the ELA Evidence Guide, familiarizing
yourself with the Core Action Areas specifically focused on teacher
practice.
Slide Time Picture
8
2 min
Materials used include: Session PowerPoint, ELA Grades 9–12 Evidence
Guide
Script/Activity Directions
Draw participants’ attention to the Evidence Guide in their packet. They will be
using the ELA Grades 9–12 Evidence Guide throughout this next section.
Inform participants that there are two versions of the Evidence Guide, one for
daily planning and a second for long term or year-long planning. For this
session, they will focus on the ELA Evidence Guide for Daily Planning. Also note
that there are additional Evidence Guides for K–2, 3–5, and 6–8. Grades 3–8
are parallel to the high school version and will provide continuity for teachers
and students as they progress through the system.
Refer to the slide for the big ideas of the Evidence Guide which include:




November 2013—Page 13
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Aligns with Common Core
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
New York State Common Core
Slide Time Picture
Script/Activity Directions
Clearly state to participants that the Evidence Guide is not intended to be used
for evaluative purposes. Through the use of this tool, teachers and leaders can
assess the level of implementation and additional needs for professional
learning. The tool is available at achievethecore.org/instructional-practice.
9
10
min
Explain to participants that they will now engage in an activity to critically
evaluate the clarity of the Evidence Guide to ensure school leaders have a clear
understanding of how the tool can support them and their teachers in
identifying CCSS-aligned instruction.
Activity (10 minutes) Although many leaders will be familiar with the Evidence
Guide, we will take a few minutes to focus attention on the components of the
guide and build shared knowledge and understanding as a group. Remind the
participants that there are many iterations of the Evidence Guides and we will
be using the version published in July 2013. This version looks different from
previous drafts, which may be the document currently being used by the
school leader. Ask participants to focus on Core Action Areas 1 and 2. These
two areas primarily address teacher actions which will be our initial focus. Ask
participants to do the following:


November 2013—Page 14
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Review the Core Action Areas for clarity and understanding.
Focus on the Likert Scale after each indicator. Do they believe there
is enough information to make an accurate determination of
New York State Common Core
Slide Time Picture
Script/Activity Directions

evidence based on the scale?
What additional clarifications would the school leader need to have
to accurately assess CCSS alignment?
After 5 minutes of engaging with the document, provide 5 minutes to debrief
with table group members and share thinking. Pose the following discussion
question: How could the Evidence Guide be used to support clarity and
consistency during classroom walkthroughs and support learning for both
leaders and teachers?
Total
time:
12
min
November 2013—Page 15
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New York State Common Core
Section: Analyzing Lesson for CCSS Lesson Alignment Instructional Practices
In this section, you will do a deep dive into a lesson of Romeo and Juliet,
identifying practices that align to the Evidence Guide’s Core Areas 1 and
2 indicators. Additionally, you will recognize effectively aligned practices
as well as practice that may raise a red flag in terms of its alignment to
the module or the CCSS.
Slide Time Picture
10
25
min
Materials used include: Session PowerPoint, Evidence Guide, ELA Module
9.1.3 Romeo and Juliet Lesson 7, “Identifying Aligned Practices In the
Classroom - Focus on Teachers” handout, “Traditional Instructional
Practices to Romeo and Juliet” handout
Script/Activity directions
Activity (25 minutes) This slide is an overview of an activity that participants
will be engaged in. Participants will need:
1. ELA Module 9.1.3 Romeo and Juliet Lesson 7 (pp. 1–10)
2. ELA Evidence Guide
3. “Identifying Aligned Practices In the Classroom - Focus on Teachers”
handout
4. “Traditional Instructional Practices to Romeo and Juliet” handout
Direct participants to the slide. Review the steps to complete the activity:


November 2013—Page 16
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In pairs, review Lesson 7 of Romeo and Juliet. The lesson is ten pages,
but segments of the plan are more preparatory and will not need a
close read.
Using the Evidence Guide, highlight CCSS-aligned practices found
New York State Common Core
Slide Time Picture
Script/Activity directions

within the lesson. The participants should review the indicators in the
Evidence Guide and highlight or note where practices aligned to the
indicator occur within the lesson (if at all). Inform the participants that
the lesson may not include all indicators of the Core Areas 1 and 2.
Identify CCSS-aligned-instructional practices that can be observed
during a walkthrough, which will ensure effective implementation of
the lesson. Once the partners have completed reviewing the lesson
noting aligned practices, they need to identify what teacher
practices/actions they should observe during the lesson that
demonstrate effective implementation using the aligned practices in
the module’s lesson.
An example would be:
1. Evidence Guide Indicator: A majority of the lesson is spent reading,
speaking, or writing about text(s).
2. Aligned Instructional Practice Embedded in Lesson: Teacher focuses
the lesson on close reading. Students are directed to specific lines
within the text to read and discuss throughout the majority of the
lesson.
3. Observable Practice within Classroom: Teacher interacts with students
as they read and re-read the text. Teacher asks questions to student
groups requiring them to cite evidence from the text.
Inform participants that the module has very clear instructions and directions
November 2013—Page 17
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New York State Common Core
Slide Time Picture
Script/Activity directions
for teachers to follow. Their task is to identify where the alignment is between
Lesson 7 and the Evidence Guide. It will be more challenging to outline teacher
practices/actions as there are directions in the guide clarifying what their
actions should be. Encourage participants to rely on their own experience with
walkthroughs and think about additional ways teachers would demonstrate
aligned instructional practices outside the suggestion of “circulate and
observe, supporting only when necessary.” Participants may want to
brainstorm what the additional supports may look like. Remind them that in
their packet there is a handout that provides examples of traditional
instructional practices to teach Romeo and Juliet for administrators who do not
have experience in ELA classrooms.
11
2 min
Review the slide Red Flags: Signs of Non-Alignment
Explain that texts like Romeo and Juliet have likely been taught using
traditional approaches for decades. Discuss the second bullet point, “Changing
long standing instructional practices are inherently difficult as instructional
decisions may be based on practices of habit rather than instructional
intent.” This bullet point references the notion that human behavior may
gravitate towards familiarity, and continuation of practices that have become
habits rather than intentional choices. It may be helpful for school leaders to
be aware of this as they conduct walkthroughs.
November 2013—Page 18
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New York State Common Core
Slide Time Picture
12
5 min
Script/Activity directions
Activity (5 minutes) Direct participants to the question on the slide. They will
discuss the question as a large table group.
What kinds of instructional practices could be present in Lesson 7 that would
be red flags indicating the lesson is not well aligned to the module? (Old
instructional habits)
Ask participants to reference their notes from the previous activity or go back
into the lesson text to uncover areas that could easily convert to a less aligned
classroom lesson.
Total
time:
32
min
November 2013—Page 19
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New York State Common Core
Section: Analyzing Lesson for CCSS Lesson Alignment - Focus on Student Actions
In this section, you will turn your focus to student actions and active
Materials used include: Session PowerPoint, Evidence Guide, ELA Module
engagement during Module 9.1.3 Lesson 7 of Romeo and Juliet. You will 9.1.3 Romeo and Juliet Lesson 7, “Identifying Aligned Practices - Focus on
review student actions that align to the Evidence Guide’s Core Area 3
Student Actions” handout
indicators. You will recognize student actions that should be specifically
observed in the CCSS-aligned classroom. Additionally, you will cite
student actions that may raise a red flag in terms of its alignment to the
module or the CCSS.
Slide
13
Time Picture
15
min
Script/Activity directions
Activity (15 minutes) This slide is an overview of an activity that participants
will engage in. It is a continuation of the previous activity, but through the
student lens.
Participants will need:
1. ELA Module 9.1.3 Romeo and Juliet Lesson 7 (pp. 1-10)
2. ELA Evidence Guide
3. “Identifying Aligned Practices - Focus on Student Actions” handout
As you explain the activity directions, be sure to clearly state that the
participants should focus on the students. What are they being asked to do in
the classroom? Do students appear to be actively engaged? If so, what is the
evidence? How much interaction with the text are they receiving? How much
November 2013—Page 20
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New York State Common Core
Slide
Time Picture
Script/Activity directions
time is spent in groups?
Direction on slide:
 Revisit Lesson 7. Using the Evidence Guide, highlight Core Area 3
focusing on student practices that should be observed during the
lesson.
 What student actions should be observed during the lesson to ensure
all students are actively engaged in an aligned lesson?
 What “red flags” would be present in the classroom if the lesson was
not aligned?
14
5 min
Activity (5 minutes) After diving into the module to assess CCSS aligned
practices, reflect on the following:



Total
Time
20
min
November 2013—Page 21
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How did digging into the lesson affirm your understanding of the
strong connection between the ELA Module 9.1 and the Evidence
Guide indicators?
Why would this activity be important as you assess “traditional” ELA
lessons?
How can you message to staff the importance of effectively
implementing the unit?
New York State Common Core
Section: Implications for School Leaders, Reflections and Closing
In this section, you will reflect on your learning and consider the
implications of recognizing and supporting aligned instruction in the
classroom.
Slide
15
Materials used include: Session PowerPoint, “Note Catcher” handout
Time Picture
Script/Activity Directions
3 min
Discuss the key components on the slide.
Key Components for School Wide Implementation


November 2013—Page 22
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Common Understanding of Expectations- As a school leader, it is
critical for you to set the expectation of effectively implementing the
aligned module. By communicating your expectations to staff, there
will be a more consistent and clear approach to implementing the
aligned curriculum
Alignment of Curriculum, Instruction, and Assessments- All key
stakeholders need a clear understanding of how the curriculum is
strongly aligned to the instruction and assessment. The
implementation of the standards and the modules that support the
standards should be clearly messaged. It is important that all members
of the school community develop a shared understanding that the skills
being built through the carefully crafted activities align with the
New York State Common Core
Slide
Time Picture
Script/Activity Directions


Common Core State Standards and will be assessed on the forthcoming
assessments.
Strong Leadership- It takes strong leadership and commitment to
ensure that the implementation of CCSS-aligned curriculum,
instruction, and assessment are effectively and successfully
implemented at the high school level. While there are many priorities
that arise in a high school, CCSS-aligned instruction should be a focus
priority.
Resources and Structures Supporting Implementation- School leaders
must ensure that all staff have the resources and structures in place for
successful implementation. Resources may include aligned
instructional material and high quality professional development.
Structures can include schedules that ensure time to teach the units
effectively, professional learning time to ensure staff can discuss and
work their way through intellectually challenging material and ideas.
Adapted from: FADSS Overview. www.fadss.org/ccss
November 2013—Page 23
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New York State Common Core
Slide
16
Time Picture
Script/Activity Directions
5 min
Activity (5 min) Participants should read the following questions silently and
jot down one idea for each question in their Note Catcher. Share in pairs.



November 2013—Page 24
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What opportunities exist for the use of the Evidence Guide in
supporting teachers in assessing level of implementation?
What are the major challenges and opportunities?
What additional supports will you or your staff need in order to feel
successful with this work?
New York State Common Core
Slide
17
Time Picture
Script/Activity Directions
2 min
Open up the last part of the session for questions, clarifications, and
comments.
November 2013—Page 25
©2013 Public Consulting Group. All rights reserved.
New York State Common Core
Slide
18
Total
time:
Time Picture
Script/Activity Directions
0 min
Online Parking Lot: Remind participants that if they have additional questions,
they may go to the Online Parking Lot or to Office Hours at the end of the day.
10
min
Turnkey Materials Provided





Session PowerPoint
ELA 9-12 Evidence Guide
“Note Catcher - Evidence Guide” handout
Module 9.1.3 Romeo and Juliet Lesson 7
“Identifying Aligned Practices in the Classroom - Focus on
Teacher Actions” handout
November 2013—Page 26
©2013 Public Consulting Group. All rights reserved.



“Identifying Aligned Practices in the Classroom - Focus on Student
Actions” handout
“Traditional Instructional Practices for Romeo and Juliet” handout
“Note Catcher - Session Reflection” handout