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Goals for the day…. Have clarifying conversations regarding CSCOPE. Identify misconceptions. Identify core, non-negotiable pieces and processes necessary for implementation. Model appropriate activities to use with staff to support the successful implementation of CSCOPE.

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Goals for the day
Goals for the day…

  • Have clarifying conversations regarding CSCOPE.

    • Identify misconceptions.

    • Identify core, non-negotiable pieces and processes necessary for implementation.

  • Model appropriate activities to use with staff to support the successful implementation of CSCOPE.

  • Discuss the leadership processes necessary for implementation.

©2007, TESCCC


Exploding the myths

Exploding the myths…

What CSCOPE is and is not!

©2007, TESCCC


What are your teachers saying
What are your teachers saying?

  • Think about comments, concerns, etc. that you commonly hear teachers voice regarding CSCOPE.

  • Common themes…

©2007, TESCCC


What is cscope
What is CSCOPE?

  • Common Misconceptions

    • The CSCOPE curriculum is the model lessons.

    • I am using CSCOPE if I use CSCOPE model lessons.

    • I can use CSCOPE lessons even though I don’t use the 5E cycle.

    • I have to finish each “E” of the 5E cycle.

    • “I don’t like CSCOPE because it does…”

©2007, TESCCC


State Standards

Curriculum

Instruction/

Assessment


So how does it all fit together
So how does it all fit together?

Venn Diagram?

Assessment

Curriculum

Instruction

TEKS

©2007, TESCCC


One possible misalignment
One Possible Misalignment…

Venn Diagram?

  • Where are the gaps?

  • What’s missing?

  • How do we reconcile it?

  • How many other ways?

Assessment

TEKS

Instruction

Curriculum

©2007, TESCCC


Perfect alignment
Perfect alignment…

Venn Diagram?

What’s the biggest piece of the curriculum process?

Instruction

Curriculum

Research Shows:

Instruction has the largest influence on achievement.

Most instruction, despite best intentions, is not effective but could improve significantly through ordinary and accessible arrangements among teachers and administrators.

Schmoker, Mike (2006) Results now: How we can achieve unprecedented improvements in teaching and learning, ASCD, Alexandria, VA.

TEKS

Assessment

©2007, TESCCC


Perfect alignment1
Perfect alignment…

Venn Diagram?

Instruction

Caveat: Very little instruction should be beyond the curriculum-We’re not there yet!

Curriculum

TEKS

Assessment

©2007, TESCCC


An in depth look at the cscope curriculum

An In Depth Look at the CSCOPE Curriculum

Core Components of CSCOPE

©2007, TESCCC


Vertical alignment documents vad

Vertical Alignment Documents (VAD)

The difference between waterskiing and scuba diving.

©2007, TESCCC


How do school leaders use the vertical alignment documents
How do school leaders use the Vertical Alignment Documents?

  • Clarify content via the specificity

  • Identify gaps or overlaps between grade levels

  • Backloaded TAKS items

  • Verify depth (Scope)

  • Reinforce teacher content knowledge

  • Start here and stay here awhile!

©2007, TESCCC



Reconciling instruction to the teks specificity
Reconciling Instruction to the TEKS/Specificity…

In your groups…

  • Explore the given VAD or clarification document.

  • Reflect on your instructional practices-current, past, future.

  • Identify any discrepancies, specifically

    • Missing content (something I’m not doing)

    • Extraneous content (a.k.a. love units outside my lane)

    • Underdeveloped content (Something I could do better)

©2007, TESCCC


Understanding the teks
Understanding the TEKS

  • Strand

    • Knowledge and Skill Statement

      • Student Expectations

        • Specificity (CSCOPE)

          • Content experts

          • Content area toolkits

          • TAKS Information Booklets/Study Guides

          • Released tests

          • TEA

          • National Standards

©2007, TESCCC


Where is the vad on the cscope bridging document

Where is the VAD on the CSCOPE bridging document?

Negotiability?


Teks verification matrix

TEKS Verification Matrix

The, "When is it taught?” document.


TEKS Verification Matrices

  • Course and grade level specific

  • Snapshot of which TEKS are taught each six week time period

  • Both direct teach TEKS and process TEKS noted



Where is the teks verification matrix on the cscope bridging document

Where is the TEKS VerificationMatrix on the CSCOPE bridging document?

Negotiability?


Year at a glance yag

Year At a Glance (YAG)

The sequence at your fingertips.

©2007, TESCCC


Year at a glance yag1
Year at a Glance (YAG)

  • Sequence of the Bundles for the YEAR

  • Organize TEKS by six or nine weeks

  • Organize Units of Study

©2007, TESCCC



How do school leaders use the year at glance
How do school leaders use the Year at Glance?

  • Pacing

  • Teaching before TAKS

  • Sequencing

  • District Resources and sharing

©2008, TESCCC


Where is the yag on the cscope bridging document

Where is the YAG on the CSCOPE bridging document?

Negotiability?


Instructional focus documents ifd

Instructional Focus Documents (IFD)

The roadmap of instruction…but, the teacher still gets to drive.

©2007, TESCCC


Instructional focus documents ifds
Instructional Focus Documents (IFDs)

  • Instructional Focus Documents

    • 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

    • Identifies the performance indicator for assessment

    • Provides guaranteed (students have same access) curriculum*

      *Marzano (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.

©2007, TESCCC


The first paragraph explains how the unit is bundled.

The last paragraph sites the research that was used to inform curriculum choices.

The design of the second paragraph is three fold. First, is the picture of what has happened previously in this concept, second is to bridge the connection between prior and new knowledge, and third is to describe how this new knowledge will be extended in this grade level or the next.


The performance indicator is the essential tool to demonstrate student understanding through a performance.


The Key Academic Vocabulary ensures consistency and appropriateness of grade level content.


The CSCOPE specificity is to further define and clarify the student expectations and knowledge statements from the state (TEA).


©2007, TESCCC student expectations and knowledge statements from the state (TEA).


Where is the ifd on the cscope bridging document

Where is the student expectations and knowledge statements from the state (TEA).IFD on the CSCOPE bridging document?

Negotiability?


So that s the curriculum what about instruction

So that’s the curriculum, what about instruction? student expectations and knowledge statements from the state (TEA).

Instruction-the intangible piece!

©2007, TESCCC


Model lessons
Model Lessons student expectations and knowledge statements from the state (TEA).

Review of the Instructional Components


Lessons
Lessons student expectations and knowledge statements from the state (TEA).

©2007, TESCCC


Model lessons1
Model Lessons student expectations and knowledge statements from the state (TEA).

  • Key Elements (determined from unit IFD)

    • Concepts

    • Key Understandings and Guiding Questions

    • Specified TEKS

    • Performance Indicators

    • Reference to State Lessons

    • Materials

    • Resources

    • Written in the 5E Model

      • Our constructivist delivery tool

©2007, TESCCC


Performance indicators pis
Performance Indicators (PIs) student expectations and knowledge statements from the state (TEA).

  • “Begin with the end in mind.”

  • The predetermined learning destination

  • Performance Indicators – Authentic Assessment

  • A performance indicator is the EVIDENCE of student obtainment of, and/or progression toward an identified standard (TEKS)


Performance indicators
Performance Indicators student expectations and knowledge statements from the state (TEA).

Examples of Performance Indicators:

  • Create a foldable book to identify the characteristics of a living organism.

  • Write a summary about the impact of the battle of Gettysburg on the outcome of the civil war.


Performance indicators1
Performance Indicators student expectations and knowledge statements from the state (TEA).

Anatomy of a Performance: Three Dimensions

Process + Content/Concepts = Product

1 2 3

Example: (Write) a one-page (summary) about the impact of the (Battle of Gettysburg) on the outcome of the civil (war).


Performance indicator activity
Performance Indicator Activity student expectations and knowledge statements from the state (TEA).

Activity Instructions:

  • Use the IFD to identify the “anatomy” of a Performance Indicator (PI).

  • Using the third PI on p. 2 of the IFD, identify the three dimensions of the PI.

  • Draw a box around the PROCESS

  • Underline the CONTENT

  • Draw a circle around the PRODUCT


Reconciling instructional practices to the demands of the ifd
Reconciling instructional practices to the demands of the IFD

In your group:

Based on the specificity of the IFD, design a conceptual lesson(s) that would prepare a student to meet or exceed the demands of the predetermined student performance indicator(s).

Describe in depth your:

  • Instructional delivery methods

  • Sequence and method of conceptual development

  • Required resources

©2007, TESCCC


In my lessons what percent of the time are my students required to
In my lessons, what percent of the time are my students required to…

  • Respond to concrete representations visually?

  • Listen to ideas/concepts?

  • Express ideas/concepts verbally or in writing?

  • Manipulate or create models for ideas/concepts?

©2007, TESCCC


Model lessons2
Model Lessons required to…

  • Built on the 5E Model

    • Engage

    • Explore

    • Explain

    • Extend/Elaborate

    • Evaluate

©2007, TESCCC


5e model embracing diverse learners
5E Model-Embracing Diverse Learners required to…

*In a typical class room of 32 students,

  • 4 have been identified as special education,

  • Another 4 have unidentified special education needs,

  • 2 have attention deficit disorders,

  • 2 are English Language Learners,

  • 8 are visual learners,

  • 7 are auditory learners, and

  • 18 are tactile learners.

    *Nunley, Kathie F. (2001) Layered Curriculum: The practical solution for teachers with more than one student in their classroom, Morris Publishing, Kearney, NE.

©2007, TESCCC


Where is the instruction section on the cscope bridging document

Where is the required to…INSTRUCTION section on the CSCOPE bridging document?

Negotiability?


So where do we go from here
So, where do we go from here? required to…

In your district…on your campuses…

  • What systems are in place to assure that teachers are dialoguing and reconciling instruction to the curriculum?

  • What systems are in place so that administrators are monitoring the process?

  • What data (qualitative and quantitative) is being used to assess and guide the underlying processes?

©2008, TESCCC


The magic bullet is the organization s commitment to function as a system of excellence

The MAGIC bullet is the organization’s commitment to function as a SYSTEM of excellence!


© function as a SYSTEM of excellence! of Region 8 ESC 2009


The Infrastructure of Every Organization function as a SYSTEM of excellence!

Easiest

Short-Term

Ability to Influence or Change

Physical

Durability of the Change

(the visible aspects

of the organization)

-------------------------------------------------------------------------------

Understand what it takes

for enduring change!

Infrastructure

(the systems and processes for directing and managing work)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Behavioral

(the daily actions and

reactions of employees)

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _

Cultural

(the underlying assumptions, values, beliefs

and norms that shape daily behavior)

Most

Difficult

Long-Term


Managing the systemic process requires the management of complex change

Managing the Systemic Process function as a SYSTEM of excellence!Requires the Management of Complex Change


Managing Complex Change function as a SYSTEM of excellence!

Systemic

Plan

CHANGE

+

Skills

+

Motivation

+

Resources

+

=

Strategic

Plan

© of Region 8 ESC 2009


Managing Complex Change function as a SYSTEM of excellence!

=

Motivation

Motivation

Motivation

Motivation

Motivation

Motivation

Resources

Resources

Resources

Resources

Resources

Resources

Systemic

Plan

Systemic

Plan

Systemic

Plan

Systemic

Plan

Systemic

Plan

Systemic

Plan

Strategic

Plan

Strategic

Plan

Strategic

Plan

Strategic

Plan

Strategic

Plan

Strategic

Plan

Skills

Skills

Skills

Skills

Skills

Skills

CHANGE

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

+

=

Confusion

=

Anxiety

=

Gradual

Change

=

Frustration

=

False Starts

© of Region 8 ESC 2009


For lasting increases in student achievement teachers must
For lasting increases in student achievement, function as a SYSTEM of excellence!TEACHERS must…

  • Predict impact of actions on students

  • Adjust actions based on results

  • Confirm the effect of one’s actions through continued implementation and reflection

  • Participate in a high-performing learning community

    PROFESSIONAL DIALOGUE

© of Region 8 ESC 2009


Building district capacity for continuous improvement
Building district capacity for continuous improvement… function as a SYSTEM of excellence!

  • Visionary leadership structure

  • “Learning organization” at all levels

  • Shared decision making and responsibility

  • Re-culturing the organization for change

  • Challenging status quo

    Opinion vs. Research

© of Region 8 ESC 2009


Questions comments

Questions? Comments? function as a SYSTEM of excellence!


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