10/15/20151. 2 Welcome Introductions Norms / Housekeeping

04/19/23 1

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Welcome Introductions Norms / Housekeeping

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Goal

Administrators, Curriculum Leaders, and Teacher Leaders will understand the components of CSCOPE and how to support its implementation.

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Objectives

You will be able to: Explore the components and uses of the

CSCOPE Curriculum System. Support teacher implementation and monitor

instructional delivery of CSCOPE Ensure that all students have access to a

TEKS based curriculum Develop a common vocabulary

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Understand Importance of vertical alignment Specificity and clarity to standard

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And be able to do the following: Navigate CSCOPE website Use existing lessons Create a lesson plan Use CSCOPE as a leadership tool

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Guiding Questions Why CSCOPE? Why do we need

curriculum? What is CSCOPE? What are the parts of

the district curriculum? How do school leaders support high

quality teaching and learning using CSCOPE?

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Why?

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Road Map for Student Success CSCOPE

Clearly articulates the student expectations identified in the TEKS Concepts and understandings Performances and products Instructional delivery

Provides the tools for teachers to teach the TEKS

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What are the benefits? Provide a guaranteed, viable curriculum

to teachers Provide a common language, structure,

and process for curriculum implementation

Align the written, the taught, and the tested curriculum

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What is Curriculum? With your group on poster paper answer

the following--

What does curriculum mean to you?

Post It

Share & Discuss in Group

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Question Does Curriculum change?

Why or why not?

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Three BIG IdeasCurriculum is about Communication – ongoing conversations Customization – making it our own Connection – cumulative effects

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The forces are demanding: New TEKS New tests New standards New teachers New graduation plans

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Student Learning Issues Missing learning

Incomplete learning

Inaccurate learning

Competing learning

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Let’s think about a TAKS item Why would so many students miss this

item? How can this be a curriculum issue? How can this be a staff issue? How do you know the difference?

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The School Factors that Affect Student Learning Guaranteed and viable curriculum

Challenging goals and effective feedback

Parent and community involvement

Safe and orderly environment

Collegiality and professionalism

Robert Marzano, What Works in Schools

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What does it mean? Guaranteed Viable

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Guaranteed Viable Curriculum Opportunity to Learn

If students do not have the opportunity to learn the content expected of them, there is little chance that they will.

Time Given the massive amount of content to be taught, we don’t

have time in our busy school calendars for redundancies.

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Student groups General education

Struggling Excelling

Supplementary Education Special Education English Language Learners

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Marzano’s Action Steps

1. Identify & communicate the essential content for all students

2. Ensure that the essential content can be addressed in the amount of time available for instruction

3. Sequence and organize the content to provide ample opportunity to learn

4. Ensure teachers address the essential content

5. Protect the instructional time available

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What?

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Your District Curriculum powered by CSCOPE Developed by the system of ESCs with

content area expert writers and developers

Online system that is customizable to your district needs

Curriculum – Assessment – Instruction – Professional Development

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ESC Development Team

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A Systemic Curriculum ModelUnderlying Assumptions

Student achievement can only be increased if students master the student expectations delineated in the TEKS.

The TEKS alone do not give enough specificity to teachers.

The only way to ensure that all students have access to this curriculum is to standardize the content and assessments.

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Research Base Curriculum Design, Standards, Instructional Design

Robert Marzano Fenwick English Grant Wiggins and Jay McTighe Heidi Hayes Jacobs John Crain James Barufaldi H. Lynn Erickson

Learning Theory Reuven Feurstein Lev Vygotsky

Professional Development Thomas Guskey Linda Hammond

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Content Areas/Grade Levels High School Courses

K-4 5-8 High School

Science

K 1 2 3 4

5 6 7 8

Integrated Physics/ChemistryBiologyChemistryPhysics (lag)

Social Studies

K 1 2 3 4

5 6 7 8

World Geography World History US History Government and Economics (lag)

Math

K 1 2 3 4

5 6 7 8

Algebra I Algebra II Geometry Math Models and Applications

ELA

K1234

5 6 7 8

English I English II English III English IV

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Difference between CurriculumCurriculum and Instruction

Why

HowWhat

When

Curriculum

Instruction

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The WHATWHAT - the “stuff”

TEKS(Texas Essential Knowledge and Skills)

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The WHATWHAT What we want students to know and be able to do

Content Standards clearly articulated

Skills Standards appropriately applied

The Verbs Identify, Describe, Explain, Compare, Analyze, Evaluate Application / Analysis / Synthesis / Evaluation (Bloom)

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The WHY

The performance standard

What we want the student to do with ‘the stuff’

What we expect the students to do at the end of the unit of instruction

Performance indicators and unit tests

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The WHENWHEN

The Sequence ensures all student expectations

are taught to the appropriate rigor

Timeframe when each concept will be

taught

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The HOW The instruction

What the teacher will do to teach

Instructional activities What the students will be doing to learn

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Difference Between Curriculum and Instruction (Crain)

What (SCOPE) The stuff Knowledge and skills

Why What we want the kids to do with the stuff Performance Indicator

When (SEQUENCE) Sequence and duration of instruction

How Instruction component How do we design instructional activities so that students learn the

stuff and are able to perform at the level indicated in the performance indicator?

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CENTRALIZEDTESTING

CENTRALIZEDCURRICULUM

TIGHT FIT (no slack)

Slack in the System (Fenwick English)

Requires

SLACK is the presence of “space” within the three elements of quality control that creates ambiguity and erodes a tight linkage between the three elements

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Aren’t the TEKS good enough?

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TEKS and the Curriculum So, do the TEKS provide all that we need to know in

order to create a guaranteed viable curriculum?

Can the TEKS be the curriculum?

Would a first year teacher know what to teach from just looking at the TEKS?

Do the TEKS alone tell us how they will be tested on TAKS?

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TEKS

The TEKS are a framework for curriculum development. They were NEVER intended to be the curriculum.

The TEKS lack specificity.

The TEKS are not sequenced into units of instruction

TEKS statements have including and such as statements for a few TEKS.

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5th Grade Science 39 Student Expectations

*Unique Examples

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6th Grade Math 35 Student Expectations

*Unique Examples

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ELA and Punctuation What should be taught if the TEKS said …

1st Grade-Use basic punctuation. 4th Grade-Punctuate correctly to clarify and

enhance meaning. 8th Grade-Punctuate correctly to clarify and

enhance meaning.

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Punctuation Marks Period (2 rules) Question mark (3

rules) Comma (23 rules) Colon (4 rules) Semicolon (6 rules) Apostrophe (2 rules)

Quotation marks (9 rules)

Hyphen (7 rules) Dash (4 rules) Parentheses Brackets Ellipsis dots

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True Alignment Every student expectation should have an

including statement.

We need the specificity to be sure that everyone understands their responsibilities in the TEKS and gets to the heart of the curriculum for student learning.

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What do teacher bring to the teaching and learning environment? Instruction Different levels of success Different levels of content knowledge Knowledge of students Resources Accommodation Differentiation

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How…

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How can you best use CSCOPE? Addition to “tool bag” – tool to teach the TEKS Courses available Courses to be added Student learning issues Guaranteed, viable curriculum (relate to RTI) Instructional Sequence Opportunity to learn Time to learn Vertical alignment Example/exemplar lessons Communication regarding curriculum

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CSCOPE Components Vertical Alignment Documents

Specificity for each Student Expectation

Year at a Glance

Instructional Focus Documents Six weeks bundles that organize the specified student

expectations into logical units

Units of Study Overview of learning that include standards Rationale, lessons, misconceptions and much more

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Start with the standards…

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Vertical Alignment Documents

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Vertical Alignment Documents Campus leaders use the vertical alignment

documents to: Monitor instruction by ensuring that the specified

content is actually being taught at the correct time Give new to profession and new to grade level

teachers a deeper understanding of what is to be taught

Lead conversations about how the curriculum standards are integrated and supported.

Ensure that the level of rigor presented in the standard is being implemented

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How do school leaders use the Vertical Alignment Documents? Content clarity Backload TAKS items Scope Teacher content knowledge START HERE and stay here for a while!

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VADS What are they? TEKS specificity True alignment

When alignment is possible Clarification when alignment is not possible

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Explore – sample VAD documents Verbs Topics Bulleted items Notes Shading

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Can you find parts that are new?

What did I not know was in my grade content?

What specificity helped me evaluate what I have been doing?

Can you find parts that you have done well?

What is tested? What does the color coding mean?

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VAD Activity Use item analysis and released test items

locate the SE/specificity what other SEs does the item measure?

What do we have lots of resources to teach/few resources?

What do my kids just not get?

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District Negotiable/Non Negotiables Make a list

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CSCOPE Components Year at a Glance

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CSCOPE Components

Year at a Glance

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Year at a Glance Campus leaders use the Year at a Glance

to: Monitor instructional pacing by grade levels

and departments Communicate with parents about the scope

and sequence of the curriculum Plan regularly with teachers to ensure proper

pacing. Ensure availability of resources

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How do school leaders use the Year at Glance? Pacing Teaching before TAKS Sequence District Resources and sharing Mix and match within 12 weeks

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Year at a Glance Activity Highlight my favorite units to teach Circle new units Let’s look at pacing

Do we do this at a different time? If we have 12 weeks at a time, how can we

make CSCOPE work for that difference? (think in 12 week chunks)

Love units > new Love units

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CSCOPE Components Instructional Focus Documents

Six weeks bundles that organize the specified student expectations into logical units

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Instructional Focus Documents The TEKS are not organized for instructional

delivery. Arranged in strands, NOT coherent units of instruction Not arranged on a time-line

Instructional Focus Documents place TEKS in a coherent, rational sequence of instruction Indicate the TEKS and the specificity that will be

addressed in the instructional unit Refocus teacher planning time Ensure learning to performance indicators Provide rationale

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How can we teach so much? Bundling of the TEKS Organized into coherent sets of material Organized so taught before the test Evaluate any units that you currently do

that no longer fit … gain time

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CSCOPE Components Instructional Focus Documents

Bundles that organize the specified student expectations into logical units

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Parts of the IFD Unit name Number of days Rationale Performance Indicators Concepts Key Understandings Specified TEKS

Strikethroughs = not taught yet!

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IFD Activity Use one of the IFDs from your grade level

Add to the rationale Create a new rationale Which performance indicators are best to

use? Could there be other performance

indicators? CAUTION – remember rigor and relevance

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Instructional Focus Document Campus leaders use the Instructional Focus

Documents to: Lead conversations about the standards taught in

each six week period and how they will be evaluated through the performance indicators

Support teacher development in the integration of the standards into a complementary system of instruction

Monitor high quality instruction Benchmark student progress

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How do school leaders use the Instructional Focus Documents?

STAY HERE Use this for instructional leadership Pay attention to rationale Performance indicators TEKS + Specificity + Strikethrough SE + SE + SE = 1 learning element

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Maintaining the right discussions Use the IFD as the starting point Don’t jump to lessons

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Let’s log on!

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CSCOPE Online Curriculum Management System

address: http://cscopedemo.nerdeveloper.net

username: cscopedemo password: cscopedemo

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NOW…Let’s talk instruction!

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The parts of the Units of Study Concepts Key Understandings and Guiding Questions Specified TEKS Performance Indicators Sequence of Lesson Activities Reference to State Lessons Customizable District Lessons Key Content, Skills, Materials, Vocabulary

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CSCOPE Components Units of Study

Overview of learning that include standards Rationale, lessons, misconceptions and much more

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CSCOPE Components Lessons

Stand-alone, state developed, customized district lessons – all built on research based lesson design

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Units of Study Campus leaders use the Units of Study to:

Lead conversations about the standards taught in each six week period and how they will be evaluated

Focus on the rationale and misconceptions to ensure that early learning is complete and accurate.

Review the concepts, key understandings, and guiding questions for the instructional unit in order to monitor instructional delivery

Begin conversations regarding the performance indicators and Unit Assessments to ensure the alignment of quality instruction to assessment

Evaluate teacher weekly lesson plans Identify misconceptions in a prerequisite grade that impact

student learning and performance in subsequent grades resulting in an achievement gap. This component alerts those using the system to these issues

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Sequence of Lesson Activities

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Lessons Built on the 5E Model

Engage Explore Explain Extend/Elaborate Evaluate

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Lessons

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Lesson Activity Let’s define! Use the vocabulary list

Make a t-chart (Instructional Vocabulary | TEKS/TAKS Vocabulary) Put the vocabulary on the t-chart Put a star by any vocabulary that is used across content areas Box words that are used across grade levels

Star words (vocabulary that is used across content areas) What is our definition? Why is this important?

Boxed words (vocabulary that is used across grade levels) What is our definition? Why is this important?

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Lesson Activity Exploring Background Knowledge

Read the background knowledge from each lesson

Make a K|W|L chart to organize the background information (if enough)

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Lesson Activity Misconceptions/Underdeveloped

concepts Look through the lessons

Are there any? Why are they important? What is the impact if we don’t address this?

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How do school leaders use the lessons? Exemplars Vocabulary Background Knowledge Notes to teacher Other resources Customize, critique, communicate, collect

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More Lessons State Lessons District Lessons Make it yours!

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Lessons Campus leaders use the lessons to:

Provide all teachers with a resource for instruction

Ensure that instruction is rigorous and relevant

Customize the lessons to unique campus initiatives and resources

Provide mentors a tool to use with new to

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Let’s log on!

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CSCOPE Online Curriculum Management System

address: http://cscopedemo.nerdeveloper.net

username: cscopedemo password: cscopedemo

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Other CSCOPE Components Lesson Planner

TEKS Verification Matrix Ensure all of the state curriculum is included in the CSCOPE curriculum system Provide documentation for value added components of CSCOPE, state, and

district resources Unit Tests

Common assessments including items in TAKS format for each six weeks

Statewide professional development Provide job-embedded professional development Maintain curriculum conversations among campus leaders

Customized professional development

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CSCOPE is YOUR Curriculum Customizable Placeholder for your resources Tool for communication about curriculum

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Carrying on conversations

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District Supports What district/campus supports can you

utilize? Technology Instructional coaches Team meetings

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Professional Development Teachers

Region XIII Web Casts 8 Days of training

District

Administrators Quarterly sessions at Region XIII and Cluster

Sites

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Region XIII Contacts

CSCOPE Teaching and Learning

ELACindy [email protected]

Rebecca LangKaren Harris

MathCarol [email protected]

Susan HemphillJo Peters

ScienceJennifer [email protected]

Jennifer Jordan

Social Studies Tina Melcher

CSCOPE Jennifer Drumm – [email protected]

Your District