Introductions

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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 Ideas

• Curriculum 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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Lets 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 dont 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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Marzanos Action Steps

• Identify communicate the essential content for
  all students
• Ensure that the essential content can be
  addressed in the amount of time available for
  instruction
• Sequence and organize the content to provide
  ample opportunity to learn
• Ensure teachers address the essential content
• 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 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.

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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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Difference between Curriculum and Instruction
Why
When
Instruction
How
What
Curriculum
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The WHAT - the stuff
TEKS (Texas Essential Knowledge and Skills)
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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)

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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 WHEN

• 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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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
CENTRALIZED TESTING
CENTRALIZED CURRICULUM
Requires
TIGHT FIT (no slack)
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Arent 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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CSCOPE Components

• Vertical Alignment Documents
• Specificity for each Student Expectation

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CSCOPE Components

• Vertical Alignment Documents
• Specificity for each Student Expectation

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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
• Lets 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 gt new Love units

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District Negotiable/Non Negotiables

• Make a list

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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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District Negotiable/Non Negotiables

• Make a list

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Maintaining the right discussions

• Use the IFD as the starting point
• Dont jump to lessons

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Lets log on!
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CSCOPE Online Curriculum Management System

• address http//cscopedemo.nerdeveloper.net
• username cscopedemo
• password cscopedemo

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NOWLets 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

• Lets 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 KWL 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 dont 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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District Negotiable/Non Negotiables

• Make a list

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Lets 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