Yag-O-Matic!
Created by Shelby Waller, Missy Mayfield, and Kathy Harvey, Region 9 ESC
Objectives
1. Pre-assess using the CSCOPE implementation rubric.
2. Build an understanding of the YAG and its
components.
3. Compare the YAG to the district’s calendar and plug
in the “invisible” days that take away from
instruction.
4. Determine the differences in instructional days on
the YAG and the number of days you actually have.
5. Use the YAG-O-MATIC tool to determine your
discrepant days.
6. Adjust instructional sequences accordingly.
What is my level of
implementation of the
Year at a Glance?
Pre-assessment of
Year-at-a-Glance (YAG)
Implementation
CSCOPE Implementation Rubric
Rate the teachers in your district on their
implementation of the YAG:
1. Teachers are unaware of an appropriate sequence of topics that comprise
the course study. Teachers use adopted textbook chapters as the course
sequence.
2. Teachers individually attempt to devise a sequence for a course of study but
with minimal regard to factors such as district calendar and assessment
dates.
3. Teachers individually attempt to devise a sequence of a course of study by
considering essential factors such as district calendar and assessment dates.
4. Teachers routinely collaborate with other teachers in order to devise a
sequence for a course of study with regard to factors such as the district
calendar and assessment dates.
Level 5
Implementation
5. Through the PLC and the YAG, teachers are able to reconcile the course
sequence to the district calendar and ensure that essential TEKS and
standards are mastered at appropriate times.
Through the PLC and the YAG, teachers
are able to reconcile the course
sequence to the district calendar and
ensure that essential TEKS and
standards are mastered at appropriate
times.
Our Goal
Overview of the
Year at a Glance (YAG)
Major Components
CSCOPE Year at a Glance Documents
• Represent a logical sequence and timeframe
• Each six weeks of instruction is approximately 25
class days.
• Designed with an ideal school calendar in mind.
• DOES NOT account for anomalies in the local
calendar.
• Represents a basis from which a district can build a
sequence that reconciles to the local calendar.
CSCOPE Year at a Glance Documents
•
YAGO = Year at a Glance Overview
3-4 page document) available in
Math and Social Studies.
• YAG = Year at a Glance (1 page
document) available in ELA and
Science.
Purpose Statement-Statement of
alignment to the national standards.
CSCOPE Statement-Statement of alignment to State
Standards (TEKS)
Grade/Course TEKS Statement- An
overview of the grade level or course
TEKS.
CSCOPE Grade/Course Statement-The
rationale for the bundling of TEKS and
sequence of CSCOPE units.
Bibliography-A reference to research supporting
the Year at a Glance.
Year at a Glance HeaderEighth Grade Mathematics.
This particular example is based upon sixweek grading periods. Year at a Glance
documents based upon a nine-week grading
period are also available.
Each six-week grading period
contains a sequence of units that
comprise a total of approximately 25
instructional class days.
Units of instruction are noted by
number and in bold print, followed
by the suggested number of days of
instruction in parentheses.
Math, Science, Social Studies: A day
of instruction is assumed to be
approximately 50 minutes.
ELAR: A day of instruction is
assumed to be approximately 90
minutes.
Direct teach TEKS for each unit of
instruction are noted under the unit
title. (Process TEKS are not included
on the YAG!)
Reconciling Course
Sequences to the
District/Campus
Calendar
Actual Instructional Days
Reconciling a Sequence to the
District/Campus Calendar
Guiding questions for finding areas of discrepancies between the
local calendar and the CSCOPE Year at a Glance…
• How does my district/campus calendar compare to
that of the CSCOPE Year at a Glance?
• What does the district/campus calendar NOT show
that I need to plan for?
• How will extracurricular events affect my
instructional time?
Possible Areas of Discrepancies
• The short/long six weeks
• Assessment days counted as instructional days
– Regular assessments, six weeks tests, etc.
– Benchmarking
– TAKS/EOC
• Early release days
• Teacher leave days
• Intersession days-only certain students are present
• Extracurricular events
• Local celebrations
Reconciling Your Course Sequence
1. Identify the number
of instructional days in
the six weeks
according to the
district/campus
calendar.
3. Compare to
CSCOPE six week
timeframe (usually
25 days).
2. Subtract discrepant
days (early release,
assessment days,
extracurricular events).
4. Adjust unit
timeframes based on
local consensus of
grade level or course
teams.
The Year at a Glance Tool can be used to create
and format a grade level or course sequence that
reconciles to the local calendar.
Tabs are given for each six weeks. Use
the appropriate tab to enter the
information for each six weeks.
Cells that are shaded gray are input fields.
Total Calendar Days Available is the number of days
in the current six weeks according to the
district/campus calendar.
This cell should take into consideration
non instructional days that may not be counted as
such on the district/campus calendar.
Examples: benchmarking or assessment days,
extracurricular days, assemblies, etc.
Other parameters are automatically calculated as the
cells are populated.
A zero or positive balance
indicates that there are
enough instructional days
available to follow the CSCOPE
Year at A Glance for the six
weeks period.
After each six weeks has been populated with
data, click the tab labeled “Local YAG” to see the
reconciled course sequence.
The local Year at a Glance is formatted based on
input for each six weeks. The balance of days is
shown for each six weeks, each semester, and for
the year so that teachers and administrators can
begin the process of reconciling the calendar to
the instructional days needed.
Grade
Level/Course
Groups
An example using 8th grade math.
Sample 8th Grade Discrepant Days
Semester 1
Semester 2
1st Six Weeks
• 2 days – Six Week Exams
• 3 days – Unit Assessments
4th Six Weeks
• 2 days – Six Week Exams
• 4 days – Unit Assessments
2nd Six Weeks
• 2 days – Six Week Exams
• 2 days – Unit Assessments
• 1 day – Homecoming Event
5th Six Weeks
• 2 days – Six Week Exams
• 2 days – Unit Assessments
• 3 days – Spring Benchmark
• 1 day - 8th Grade Math TAKS
• 1 day – 8th Grade Reading TAKS
3rd Six Weeks
• 2 days – Six Week Exams
• 3 days – Unit Assessments
• 3 days – Fall Benchmark
• 1 day – Band Concert
6th Six Weeks
• 2 days – Six Week Exams
• 2 days – Unit Assessments
• 1 day – 8th Grade Science TAKS
• 1 day - 8th Grade Social Studies TAKS
• 2 days – 8th TAKS Retest Math/Reading)
Why is it important
to use this tool to
reconcile sequences
to actual
instructional days?
YAG-O-MATIC
Work
Session
Created by Shelby Waller, Missy Mayfield, and Kathy Harvey, Region 9 ESC
ON TARGET
Reconciling Your Course Sequence
1. Identify the number
of instructional days in
the six weeks
according to the
district/campus
calendar.
3. Compare to
CSCOPE six week
timeframe (usually
25 days).
2. Subtract discrepant
days (early release,
assessment days,
extracurricular events).
4. Adjust unit
timeframes based on
local consensus of
grade level or course
teams.
ON TARGET
WORK SESSION:
Looking at your district calendar and noting
other “invisible” days that take away
instruction, complete the YAG-O-MATIC
course reconciliation document for your
grade level/subject.
Materials:
1. YAG
2. Yag-o-matic paper copies
3. Yag-o-matic on flash drives
ON TARGET
Where does Coaching fit in?
COACHES WILL…
• Train the other teachers in what the YAG-OMatic is (and it’s importance) at a faculty
meeting, after school training, etc.
• Facilitate a work session where teachers
reconcile their course sequences using the
YAG-O-MATIC (some time before school starts
next year.)
• Encourage teachers to look at ways they can
make adjustments in the suggested YAG
course sequences as appropriate.
The Bucket Analogy
Revisited
What about those holes?
ON TARGET
• Where does the
YAG-0-MATIC fit
into the bucket
analogy?
Where do we go from here?
Level 5 implementation of the Year at a Glance requires the
reconciliation of course sequences to local calendars.
• The reconciliation process must occur prior to the
beginning of the year.
• The reconciliation process must drive the professional
dialogue of your professional learning community.
• The reconciled course sequence must be documented
and followed in order to have a viable curriculum.
• Reconciled course sequences agreed upon by a
professional learning community provide equity of
learning opportunities for all students.