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Reconnecting to CSCOPE

Reconnecting to CSCOPE. Ft. Hancock ISD. Welcoming Comments . Content of Folder Norms and Goals Celfonias quieti Relaxio frequenti Longus lunchus Distractos minimus Attitudios positivus Practicius aplenti Expertus becomus Me thinkus CSCOPUS Fantasticus !. What is CSCOPE?.

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Reconnecting to CSCOPE

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  1. Reconnecting to CSCOPE Ft. HancockISD

  2. Welcoming Comments • Content of Folder • Norms and Goals • Celfoniasquieti • Relaxiofrequenti • Longuslunchus • Distractosminimus • Attitudiospositivus • Practiciusaplenti • Expertusbecomus • Me thinkus CSCOPUS Fantasticus!

  3. What is CSCOPE? • True or False? • CSCOPE is a big company. The guy who owns it has a mansion on the hill in Austin. • FALSE

  4. What is CSCOPE? • CSCOPE is a HUGE moneymaking operation. • FALSE • CSCOPE is only about the TAKS test! • FALSE • The documents are written by a couple of people with strong opinions. BIASED! • FALSE • CSCOPE is going to make my life harder. It’s just the latest new thing to come along. • FALSE!

  5. What is CSCOPE? • True or False? • CSCOPE is a big company. The guy who owns it has a mansion on the hill in Austin. • FALSE • Everything is written by people who aren’t even in the classroom. What do they know? • FALSE • CSCOPE is textbook-driven. • FALSE

  6. Our kids NEVER come to us with gaps in their learning?

  7. First Grade Standards Kindergarten Standards Second Grade Standards Third Grade Standards Second Grade Standards Fourth Grade Standards Fifth Grade Standards Second Third Fourth Will our kids be college ready?

  8. Facts about the TEKS • The TEKS are a framework for curriculum development. They were NEVER intended to be the curriculum. • TEKS do have including and such as statements. • 7.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. • 6.3C   Identify advantages and limitations of models such as size, scale, properties, and materials.

  9. Facts about the TEKS • Many have nothing at all as far as specificity! **Example—Science 5.6D • TEKS and SE’s are different. • 5.6 is one of the TEKS. • 5.6D is an SE which fall below the TEKS. 5.6 Force, motion and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: 5.6D Design an experiment that tests the effect of force on an object.

  10. 5th Grade Science (2010) 38 Student Expectations

  11. 3rd Grade ELA (2009) 105 Student Expectations

  12. 7th Grade Math34 Student Expectations *Unique Examples

  13. 8th Grade ELA (2009) 105 Student Expectations

  14. High School World History 80Student Expectations

  15. TEKS Revisions • Purpose: To add clarity and specificity. • ELA taught this year. Tested 2010/2011. • Science taught 2010-2011. Tested 2011-2012. • Social Studies taught 2011-2012. Tested 2012-2013. • Math TEKS will be revised in 2012-2013. • Although becoming clearer, it’s still NOT enough! • CSCOPE has created “Specificities” to help you. • Word of the day? • SPECIFICITY!

  16. So what does CSCOPE have to offer?

  17. CSCOPE Curriculum Resources • CSCOPE covers the 4 core subjects K-12: • ELA, Math, Social Studies, and Science. • Teachers have access to all four K-12 tools regardless of assignment. • CSCOPE has 5 main documents: • Vertical Alignment Document (VAD) • Year at-a-Glance (YAG) • Instructional Focus Document (IFD) • Unit Assessments • Exemplar Lessons

  18. Vertical Alignment Document (VAD) Standards 12-K in the Core Content Areas

  19. Creation of the VAD(Vertical Alignment Document) • Adding Clarity and Specificity to the TEKS through the use of released TAKS tests, TAKS information booklets, TEA produced study guides, Dana Center materials, etc. • Alignment of TEKS from a 12-K perspective • Begin with the end in mind!

  20. Vertical Alignment Document(VAD) • The “What” of Teaching • Visually represents students’ learning for their entire academic career • Provides specificity • Supports a vertical continuum • Identifies tested standards • Reflects most current information

  21. What

  22. Year at a Glance: TEKS bundled into coherent units of study

  23. 14 days 10 days 6 days

  24. Year At A Glance(YAG) “Scope and Sequence” Topics, order, and suggested timing. Flex time. Tested taught prior to TAKS. Coherent units of study. Print and highlight tested TEKS.

  25. Lay the VAD and the YAG side by side… Whole Year Academic Career

  26. How do you envision the Year at a Glance supporting your instruction? The Year at a Glance will support my instruction by… Provides a suggested timeline to ensure that each standard is taught within a school year Addresses all testable TEKS prior to TAKS administration Sequences instruction so students spend more time on the important standards for each grade level

  27. What When

  28. Instructional Focus Documents (IFD): Units of Study with Conceptual Focus

  29. Scavenger Hunt

  30. Lay the VAD, YAG, the IFD and the Lesson side-by-side… Academic Career Whole Year One unit from YAG

  31. Instructional Focus Document(IFD) • The “How” • Focus for one unit of the year • Highlights key components that should be considered when developing instruction

  32. What When The Focus of the What And When

  33. Written Curriculum

  34. Unit Assessments: Aligning the written, tested, and taught curriculum

  35. Unit Assessments • Aligned to the Instructional Focus Document • Grades K-1 performance based • Grades 2-12 written assessments • Unit assessments • multiple choice • open-ended • griddableitems • prompt-based • SAT/ACT format

  36. Unit Assessments(Pre-Planning Tool) • Analyze the unit assessment before instruction • Read the assessment through the lens of your students • Anticipate challenges/obstacles • Purposefully plan instruction for this unit with those identified challenges/obstacles in mind • Analyze your graded unit assessments to reflect on instruction/intervention strategies

  37. Lesson Frameworks: Detailed Daily Lesson Plans

  38. The 5E Model • Engage • Attention grabbing activities to tap into student’s prior knowledge. • Explore • Investigative opportunities to discover new learning; constructivist approach to learning • Explain • Student explains their findings from the exploration portion of the lesson. Teacher formalize the students knowledge of the content. • Elaborate • Extension; makes connections • Evaluate • Performance Indicator: Your summative assessment

  39. Exemplar Lessons • The “How” • Adheres to the content and cognitive expectations of the standards • 5E/Balanced Literacy • A comprehensive guide to instruction

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