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©2007, TESCCC
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.
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Exploding the myths…
What CSCOPE is and is not!
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What are your teachers saying?
• Think about comments, concerns, etc. that
you commonly hear teachers voice
regarding CSCOPE.
• Common themes…
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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…”
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Curriculum
State Standards
Instruction/
Assessment
So how does it all fit together?
Venn Diagram?
Assessment
Curriculum
Instruction
TEKS
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One Possible Misalignment…
Venn Diagram?
Assessment
TEKS
Instruction
•Where are the gaps?
•What’s missing?
•How do we reconcile it?
•How many other ways?
Curriculum
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Perfect alignment…
Venn Diagram?
Instruction
Curriculum
TEKS
Assessment
What’s the biggest piece of
the curriculum process?
Research Shows:
1. Instruction has the largest influence on achievement.
2. 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.
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©2007, TESCCC
Perfect alignment…
Venn Diagram?
Instruction
Curriculum
TEKS
Assessment
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Caveat: Very little instruction
should be beyond the
curriculum-We’re not there
yet!
©2007, TESCCC
An In Depth Look at the
CSCOPE Curriculum
Core Components of CSCOPE
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Vertical Alignment Documents
(VAD)
The difference between
waterskiing and scuba diving.
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©2007, TESCCC
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!
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Vertical Alignment Documents
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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)
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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
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Where is the VAD on the
CSCOPE bridging document?
Negotiability?
TEKS Verification Matrix
The, "When is it taught?” document.
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
Where is the
TEKS Verification Matrix on the
CSCOPE bridging document?
Negotiability?
Year At a Glance (YAG)
The sequence at your fingertips.
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Year at a Glance (YAG)
• Sequence of the Bundles for the YEAR
• Organize TEKS by six or nine weeks
• Organize Units of Study
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How do school leaders use the
Year at Glance?
•
•
•
•
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Pacing
Teaching before TAKS
Sequencing
District Resources and sharing
©2008, TESCCC
Where is the YAG on the
CSCOPE bridging document?
Negotiability?
Instructional Focus Documents
(IFD)
The roadmap of
instruction…but, the teacher
still gets to drive.
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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
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The first paragraph explains
how the unit is bundled.
The last
paragraph
sites the
research
The design of the second paragraph is three fold. First, is
that was
the picture of what has happened previously in this concept, used to
second is to bridge the connection between prior and new
inform
knowledge, and third is to describe how this new knowledge curriculum
will be extended in this grade level or the next.
choices.
The performance
indicator is the
essential tool to
demonstrate
student
understanding
through a
performance.
The Key Academic Vocabulary ensures
consistency and appropriateness of
grade level content.
The CSCOPE
specificity is to
further define and
clarify the student
expectations and
knowledge
statements from the
state (TEA).
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Where is the IFD on the
CSCOPE bridging document?
Negotiability?
So that’s the curriculum, what
about instruction?
Instruction-the intangible piece!
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Model Lessons
Review of the Instructional Components
Lessons
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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
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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)
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.
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).
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.
1. Draw a box around the PROCESS
2. Underline the CONTENT
3. Draw a circle around the PRODUCT
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
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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?
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Model Lessons
• Built on the 5E Model
– Engage
– Explore
– Explain
– Extend/Elaborate
– Evaluate
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5E Model-Embracing Diverse
Learners
*In a typical class room of 32 students,
• 4 have been identified as special education,
• Another 4 have unidentified special education needs,
• 2 have attention deficit disorders,
• 2 are English Language Learners,
• 8 are visual learners,
• 7 are auditory learners, and
• 18 are tactile learners.
*Nunley, Kathie F. (2001) Layered Curriculum: The practical solution for teachers with
more than one student in their classroom, Morris Publishing, Kearney, NE.
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Where is the INSTRUCTION
section on the CSCOPE
bridging document?
Negotiability?
So, where do we go from here?
In your district…on your campuses…
• What systems are in place to assure that
teachers are dialoguing and reconciling
instruction to the curriculum?
• What systems are in place so that administrators
are monitoring the process?
• What data (qualitative and quantitative) is being
used to assess and guide the underlying
processes?
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The MAGIC bullet is the
organization’s commitment to
function as a SYSTEM of
excellence!
© of Region 8 ESC 2009
Easiest
The Infrastructure of Every Organization
Short-Term
Ability to Influence or Change
(the visible aspects
of the organization)
-------------------------------------------------------------------------------
Infrastructure
(the systems and processes for
directing and managing work)
-----------------------------------------------
Behavioral
Durability of the Change
Physical
(the daily actions and
reactions of employees)
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _
Cultural
Most
Difficult
(the underlying assumptions, values, beliefs
and norms that shape daily behavior)
Long-Term
Managing the Systemic Process
Requires the Management of
Complex Change
Managing Complex Change
Systemic
Plan
CHANGE
+
Skills
+
Motivation
+
Resources
© of Region 8 ESC 2009
+
Strategic
Plan
=
Managing Complex Change
Systemic
Plan
+
Skills
+ Motivation + Resources +
Strategic
Plan
=
CHANGE
Systemic
Plan
+
Skills
+ Motivation + Resources +
Strategic
Plan
=
Confusion
Systemic
Plan
+
Skills
+ Motivation + Resources +
Strategic
Plan
=
Anxiety
Systemic
Plan
+
Skills
+ Motivation + Resources +
Strategic
Plan
=
Gradual
Change
Systemic
Plan
+
Skills
+ Motivation + Resources +
Strategic
Plan
=
Frustration
Systemic
Plan
+
Skills
+ Motivation + Resources +
Strategic
Plan
© of Region 8 ESC 2009
=
False
Starts
For lasting increases in student achievement,
TEACHERS must…
– Predict impact of actions on students
– Adjust actions based on results
– Confirm the effect of one’s actions through
continued implementation and reflection
– Participate in a high-performing learning
community
PROFESSIONAL DIALOGUE
© of Region 8 ESC 2009
Building district capacity for
continuous improvement…
 Visionary leadership structure
 “Learning organization” at all levels
 Shared decision making and responsibility
 Re-culturing the organization for change
 Challenging status quo
Opinion vs. Research
© of Region 8 ESC 2009
Questions? Comments?