10/15/20151

2 Welcome  Introductions  Norms / Housekeeping

10/15/ Goal  Administrators, Curriculum Leaders, and Teacher Leaders will understand the components of CSCOPE and how to support its implementation.

10/15/ 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

10/15/ Understand  Importance of vertical alignment  Specificity and clarity to standard

10/15/ And be able to do the following:  Navigate CSCOPE website  Use existing lessons  Create a lesson plan  Use CSCOPE as a leadership tool

10/15/ 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?

10/15/ Why?

10/15/ 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

10/15/ 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

10/15/ What is Curriculum?  With your group on poster paper answer the following-- What does curriculum mean to you?  Post It  Share & Discuss in Group

10/15/ Question  Does Curriculum change?  Why or why not?

10/15/ Three BIG Ideas Curriculum is about  Communication – ongoing conversations  Customization – making it our own  Connection – cumulative effects

10/15/ The forces are demanding:  New TEKS  New tests  New standards  New teachers  New graduation plans

10/15/ Student Learning Issues  Missing learning  Incomplete learning  Inaccurate learning  Competing learning

10/15/ 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?

10/15/ 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

10/15/ What does it mean?  Guaranteed  Viable

10/15/ 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.

10/15/ Student groups  General education Struggling Excelling  Supplementary Education Special Education English Language Learners

10/15/ 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

10/15/ What?

10/15/ 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

10/15/ ESC Development Team

10/15/ A Systemic Curriculum Model Underlying 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.

10/15/ 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

10/15/ Content Areas/Grade LevelsHigh School Courses K-45-8High School Science K1234K Integrated Physics/Chemistry Biology Chemistry Physics (lag) Social Studies K1234K World Geography World History US History Government and Economics (lag) Math K1234K Algebra I Algebra II Geometry Math Models and Applications ELA K1234K English I English II English III English IV

10/15/ Curriculum Difference between Curriculum and Instruction Why HowWhat When Curriculum Instruction

10/15/ WHAT The WHAT - the “stuff” TEKS (Texas Essential Knowledge and Skills)

10/15/ WHAT The WHAT  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 )

10/15/ 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

10/15/ WHEN The WHEN  The Sequence ensures all student expectations are taught to the appropriate rigor  Timeframe when each concept will be taught

10/15/ The HOW  The instruction What the teacher will do to teach  Instructional activities What the students will be doing to learn

10/15/ 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?

10/15/ CENTRALIZED TESTING CENTRALIZED CURRICULUM 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

10/15/ Aren’t the TEKS good enough?

10/15/ 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?

10/15/ 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.

10/15/ th Grade Science 39 Student Expectations *Unique Examples

10/15/ th Grade Math 35 Student Expectations *Unique Examples

10/15/ ELA and Punctuation  What should be taught if the TEKS said … 1 st Grade-Use basic punctuation. 4 th Grade-Punctuate correctly to clarify and enhance meaning. 8 th Grade-Punctuate correctly to clarify and enhance meaning.

10/15/ 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

10/15/ 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.

10/15/ 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

10/15/ How…

10/15/ 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

10/15/ 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

10/15/ Start with the standards…

10/15/ CSCOPE Components  Vertical Alignment Documents Specificity for each Student Expectation

10/15/ CSCOPE Components  Vertical Alignment Documents Specificity for each Student Expectation

10/15/ Vertical Alignment Documents

10/15/ 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

10/15/ 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!

10/15/ VADS  What are they?  TEKS specificity  True alignment When alignment is possible Clarification when alignment is not possible

10/15/ Explore – sample VAD documents  Verbs  Topics  Bulleted items  Notes  Shading

10/15/ 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?

10/15/ 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?

10/15/ District Negotiable/Non Negotiables  Make a list

10/15/ CSCOPE Components  Year at a Glance

10/15/ CSCOPE Components  Year at a Glance

10/15/ 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

10/15/ How do school leaders use the Year at Glance?  Pacing  Teaching before TAKS  Sequence  District Resources and sharing  Mix and match within 12 weeks

10/15/ 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

10/15/ District Negotiable/Non Negotiables  Make a list

10/15/ CSCOPE Components  Instructional Focus Documents Six weeks bundles that organize the specified student expectations into logical units

10/15/ 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

10/15/ 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

10/15/ CSCOPE Components  Instructional Focus Documents Bundles that organize the specified student expectations into logical units

10/15/ Parts of the IFD  Unit name  Number of days  Rationale  Performance Indicators  Concepts  Key Understandings  Specified TEKS Strikethroughs = not taught yet!

10/15/ 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

10/15/ 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

10/15/ 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

10/15/ District Negotiable/Non Negotiables  Make a list

10/15/ Maintaining the right discussions  Use the IFD as the starting point  Don’t jump to lessons

10/15/ Let’s log on!

10/15/ CSCOPE Online Curriculum Management System  address:  username: cscopedemo  password: cscopedemo

10/15/ NOW… Let’s talk instruction!

10/15/ 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

10/15/ CSCOPE Components  Units of Study Overview of learning that include standards Rationale, lessons, misconceptions and much more

10/15/ CSCOPE Components  Lessons Stand-alone, state developed, customized district lessons – all built on research based lesson design

10/15/ 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

10/15/ Sequence of Lesson Activities

10/15/ Lessons  Built on the 5E Model Engage Explore Explain Extend/Elaborate Evaluate

10/15/ Lessons

10/15/ 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?

10/15/ 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)

10/15/ 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?

10/15/ How do school leaders use the lessons?  Exemplars  Vocabulary  Background Knowledge  Notes to teacher  Other resources  Customize, critique, communicate, collect

10/15/ More Lessons  State Lessons  District Lessons  Make it yours!

10/15/ 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

10/15/ District Negotiable/Non Negotiables  Make a list

10/15/ Let’s log on!

10/15/ CSCOPE Online Curriculum Management System  address:  username: cscopedemo  password: cscopedemo

10/15/ 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

10/15/ CSCOPE is YOUR Curriculum  Customizable  Placeholder for your resources  Tool for communication about curriculum

10/15/ Carrying on conversations

10/15/ District Supports  What district/campus supports can you utilize? Technology Instructional coaches Team meetings

10/15/ Professional Development  Teachers Region XIII  Web Casts  8 Days of training District  Administrators Quarterly sessions at Region XIII and Cluster Sites

10/15/ Region XIII Contacts CSCOPE Teaching and Learning ELA Cindy Hamilton Rebecca Lang Karen Harris Math Carol Gautier Susan Hemphill Jo Peters Science Jennifer Shinners Jennifer Jordan Social StudiesTina Melcher CSCOPE Jennifer Drumm – Your District