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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.

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Goals for the day…

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  1. ©2007, TESCCC

  2. 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

  3. Exploding the myths… What CSCOPE is and is not! ©2007, TESCCC

  4. What are your teachers saying? • Think about comments, concerns, etc. that you commonly hear teachers voice regarding CSCOPE. • Common themes… ©2007, TESCCC

  5. 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

  6. State Standards Curriculum Instruction/ Assessment

  7. So how does it all fit together? Venn Diagram? Assessment Curriculum Instruction TEKS ©2007, TESCCC

  8. 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

  9. 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

  10. Perfect alignment… Venn Diagram? Instruction Caveat: Very little instruction should be beyond the curriculum-We’re not there yet! Curriculum TEKS Assessment ©2007, TESCCC

  11. An In Depth Look at the CSCOPE Curriculum Core Components of CSCOPE ©2007, TESCCC

  12. Vertical Alignment Documents (VAD) The difference between waterskiing and scuba diving. ©2007, TESCCC

  13. 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

  14. Vertical Alignment Documents ©2007, TESCCC

  15. 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

  16. 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

  17. Where is the VAD on the CSCOPE bridging document? Negotiability?

  18. TEKS Verification Matrix The, "When is it taught?” document.

  19. 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

  20. Sample from Math Models

  21. Where is the TEKS VerificationMatrix on the CSCOPE bridging document? Negotiability?

  22. Year At a Glance (YAG) The sequence at your fingertips. ©2007, TESCCC

  23. 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

  24. ©2007, TESCCC

  25. How do school leaders use the Year at Glance? • Pacing • Teaching before TAKS • Sequencing • District Resources and sharing ©2008, TESCCC

  26. Where is the YAG on the CSCOPE bridging document? Negotiability?

  27. Instructional Focus Documents (IFD) The roadmap of instruction…but, the teacher still gets to drive. ©2007, TESCCC

  28. 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

  29. 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.

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

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

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

  33. ©2007, TESCCC

  34. Where is the IFD on the CSCOPE bridging document? Negotiability?

  35. So that’s the curriculum, what about instruction? Instruction-the intangible piece! ©2007, TESCCC

  36. Model Lessons Review of the Instructional Components

  37. Lessons ©2007, TESCCC

  38. Model Lessons • 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

  39. Performance Indicators (PIs) • “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)

  40. Performance Indicators 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.

  41. Performance Indicators 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).

  42. Performance Indicator Activity 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

  43. 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

  44. 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

  45. Model Lessons • Built on the 5E Model • Engage • Explore • Explain • Extend/Elaborate • Evaluate ©2007, TESCCC

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