Transcript Document
7/22/2015 1 Welcome Introductions Norms / Housekeeping 7/22/2015 2 Goal Administrators, Curriculum Leaders, and Teacher Leaders will understand the components of CSCOPE and how to support its implementation. 7/22/2015 3 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 7/22/2015 4 Understand Importance of vertical alignment Specificity and clarity to standard 7/22/2015 5 And be able to do the following: Navigate CSCOPE website Use existing lessons Create a lesson plan Use CSCOPE as a leadership tool 7/22/2015 6 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? 7/22/2015 7 Why? 7/22/2015 8 Road Map for Student Success CSCOPE Clearly articulates the student expectations identified in the TEKS 7/22/2015 Concepts and understandings Performances and products Instructional delivery Provides the tools for teachers to teach the TEKS 9 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 7/22/2015 10 What is Curriculum? With your group on poster paper answer the following-What does curriculum mean to you? Post It Share & Discuss in Group 7/22/2015 11 Question Does Curriculum change? Why or why not? 7/22/2015 12 Three BIG Ideas Curriculum is about Communication – ongoing conversations Customization – making it our own Connection – cumulative effects 7/22/2015 13 The forces are demanding: New TEKS New tests New standards New teachers New graduation plans 7/22/2015 14 Student Learning Issues Missing learning Incomplete learning Inaccurate learning Competing learning 7/22/2015 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? 7/22/2015 16 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 7/22/2015 17 What does it mean? Guaranteed Viable 7/22/2015 18 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. 7/22/2015 19 Student groups General education Struggling Excelling Supplementary Education 7/22/2015 Special Education English Language Learners 20 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 7/22/2015 21 What? 7/22/2015 22 Your District Curriculum powered by CSCOPE 7/22/2015 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 23 ESC Development Team 7/22/2015 24 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. 7/22/2015 25 Research Base Curriculum Design, Standards, Instructional Design Learning Theory Robert Marzano Fenwick English Grant Wiggins and Jay McTighe Heidi Hayes Jacobs John Crain James Barufaldi H. Lynn Erickson Reuven Feurstein Lev Vygotsky Professional Development 7/22/2015 Thomas Guskey Linda Hammond 26 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/Chemistry Biology Chemistry Physics (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 K 1 2 3 4 5 6 7 8 English English English English 7/22/2015 I II III IV 27 Difference between Curriculum and Instruction Why When Instruction What How Curriculum 7/22/2015 28 The WHAT - the “stuff” TEKS (Texas Essential Knowledge and Skills) 7/22/2015 29 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 30 7/22/2015 (Bloom) 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 7/22/2015 31 The WHEN The Sequence Timeframe 7/22/2015 ensures all student expectations are taught to the appropriate rigor when each concept will be taught 32 The HOW The instruction What the teacher will do to teach Instructional activities 7/22/2015 What the students will be doing to learn 33 Difference Between Curriculum and Instruction What (SCOPE) What we want the kids to do with the stuff Performance Indicator When (SEQUENCE) The stuff Knowledge and skills Why (Crain) Sequence and duration of instruction How 7/22/2015 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? 34 Slack in the System (Fenwick English) 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 Requires CENTRALIZED TESTING 7/22/2015 CENTRALIZED CURRICULUM TIGHT FIT (no slack) 35 Aren’t the TEKS good enough? 7/22/2015 36 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? 7/22/2015 37 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. 7/22/2015 38 5th Grade Science 39 Student Expectations 8% 13% Including* Such as* No Example 79% *Unique Examples 7/22/2015 39 th 6 Grade Math 35 Student Expectations 6% 3% Including* Such as* No Exam ple 91% *Unique Examples 7/22/2015 40 ELA and Punctuation What should be taught if the TEKS said … 7/22/2015 1st Grade-Use basic punctuation. 4th Grade-Punctuate correctly to clarify and enhance meaning. 8th Grade-Punctuate correctly to clarify and enhance meaning. 41 Punctuation Marks Period (2 rules) Question mark (3 rules) Comma (23 rules) Colon (4 rules) Semicolon (6 rules) Apostrophe (2 rules) 7/22/2015 Quotation marks (9 rules) Hyphen (7 rules) Dash (4 rules) Parentheses Brackets Ellipsis dots 42 True Alignment Every student expectation should have an including statement. 7/22/2015 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. 43 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 7/22/2015 44 How… 7/22/2015 45 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 7/22/2015 46 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 7/22/2015 Overview of learning that include standards Rationale, lessons, misconceptions and much more 47 Start with the standards… 7/22/2015 48 CSCOPE Components Vertical Alignment Documents 7/22/2015 Specificity for each Student Expectation 49 CSCOPE Components Vertical Alignment Documents 7/22/2015 Specificity for each Student Expectation 50 Vertical Alignment Documents 7/22/2015 51 Vertical Alignment Documents Campus leaders use the vertical alignment documents to: 7/22/2015 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 52 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! 7/22/2015 53 VADS What are they? TEKS specificity True alignment 7/22/2015 When alignment is possible Clarification when alignment is not possible 54 Explore – sample VAD documents Verbs Topics Bulleted items Notes Shading 7/22/2015 55 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? 7/22/2015 56 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? 7/22/2015 57 District Negotiable/Non Negotiables Make a list 7/22/2015 58 CSCOPE Components Year at a Glance 7/22/2015 59 CSCOPE Components Year at a Glance 7/22/2015 60 Year at a Glance Campus leaders use the Year at a Glance to: 7/22/2015 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 61 How do school leaders use the Year at Glance? Pacing Teaching before TAKS Sequence District Resources and sharing Mix and match within 12 weeks 7/22/2015 62 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 7/22/2015 63 District Negotiable/Non Negotiables Make a list 7/22/2015 64 CSCOPE Components Instructional Focus Documents 7/22/2015 Six weeks bundles that organize the specified student expectations into logical units 65 Instructional Focus Documents The TEKS are not organized for instructional delivery. Instructional Focus Documents place TEKS in a coherent, rational sequence of instruction 7/22/2015 Arranged in strands, NOT coherent units of instruction Not arranged on a time-line Indicate the TEKS and the specificity that will be addressed in the instructional unit Refocus teacher planning time Ensure learning to performance indicators 66 Provide rationale 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 7/22/2015 67 CSCOPE Components Instructional Focus Documents 7/22/2015 Bundles that organize the specified student expectations into logical units 68 Parts of the IFD Unit name Number of days Rationale Performance Indicators Concepts Key Understandings Specified TEKS 7/22/2015 Strikethroughs = not taught yet! 69 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? 7/22/2015 CAUTION – remember rigor and relevance 70 Instructional Focus Document Campus leaders use the Instructional Focus Documents to: 7/22/2015 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 71 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 7/22/2015 72 District Negotiable/Non Negotiables Make a list 7/22/2015 73 Maintaining the right discussions Use the IFD as the starting point Don’t jump to lessons 7/22/2015 74 Let’s log on! 7/22/2015 75 CSCOPE Online Curriculum Management System address: http://cscopedemo.nerdeveloper.net username: cscopedemo password: cscopedemo 7/22/2015 76 NOW… Let’s talk instruction! 7/22/2015 77 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 7/22/2015 78 CSCOPE Components Units of Study 7/22/2015 Overview of learning that include standards Rationale, lessons, misconceptions and much more 79 CSCOPE Components Lessons 7/22/2015 Stand-alone, state developed, customized district lessons – all built on research based lesson design 80 Units of Study Campus leaders use the Units of Study to: 7/22/2015 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 81 Sequence of Lesson Activities 7/22/2015 82 Lessons Built on the 5E Model 7/22/2015 Engage Explore Explain Extend/Elaborate Evaluate 83 Lessons 7/22/2015 84 Lesson Activity Let’s define! Use the vocabulary list Star words (vocabulary that is used across content areas) 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 What is our definition? Why is this important? Boxed words (vocabulary that is used across grade levels) 7/22/2015 What is our definition? Why is this important? 85 Lesson Activity Exploring Background Knowledge 7/22/2015 Read the background knowledge from each lesson Make a K|W|L chart to organize the background information (if enough) 86 Lesson Activity Misconceptions/Underdeveloped concepts Look through the lessons 7/22/2015 Are there any? Why are they important? What is the impact if we don’t address this? 87 How do school leaders use the lessons? Exemplars Vocabulary Background Knowledge Notes to teacher Other resources Customize, critique, communicate, collect 7/22/2015 88 More Lessons State Lessons District Lessons Make it yours! 7/22/2015 89 Lessons Campus leaders use the lessons to: 7/22/2015 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 90 District Negotiable/Non Negotiables Make a list 7/22/2015 91 Let’s log on! 7/22/2015 92 CSCOPE Online Curriculum Management System address: http://cscopedemo.nerdeveloper.net username: cscopedemo password: cscopedemo 7/22/2015 93 Other CSCOPE Components Lesson Planner TEKS Verification Matrix Unit Tests Common assessments including items in TAKS format for each six weeks Statewide professional development 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 Provide job-embedded professional development Maintain curriculum conversations among campus leaders Customized professional development 7/22/2015 94 CSCOPE is YOUR Curriculum Customizable Placeholder for your resources Tool for communication about curriculum 7/22/2015 95 Carrying on conversations 7/22/2015 96 District Supports What district/campus supports can you utilize? 7/22/2015 Technology Instructional coaches Team meetings 97 Professional Development Teachers Region XIII Web Casts 8 Days of training District Administrators 7/22/2015 Quarterly sessions at Region XIII and Cluster Sites 98 Region XIII Contacts CSCOPE ELA Math Science [email protected] Rebecca Lang Karen Harris Carol Gautier [email protected] Susan Hemphill Jo Peters Cindy Hamilton Jennifer Shinners [email protected] Social Studies CSCOPE Your District 7/22/2015 Teaching and Learning Jennifer Jordan Tina Melcher Jennifer Drumm – 512-919-5459 [email protected] 99