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CSCOPE Curriculum Implementation and Support Workshop

This workshop aims to help administrators, curriculum leaders, and teacher leaders understand and support the implementation of the CSCOPE Curriculum System. Participants will explore the components and uses of CSCOPE, learn how to ensure TEKS-based curriculum access for all students, and develop a common vocabulary. They will also learn how to navigate the CSCOPE website, use existing lessons, create lesson plans, and use CSCOPE as a leadership tool.

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CSCOPE Curriculum Implementation and Support Workshop

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Presentation Transcript

  1. Welcome • Introductions • Norms / Housekeeping

  2. Goal • Administrators, Curriculum Leaders, and Teacher Leaders will understand the components of CSCOPE and how to support its implementation.

  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

  4. Understand • Importance of vertical alignment • Specificity and clarity to standard

  5. And be able to do the following: • Navigate CSCOPE website • Use existing lessons • Create a lesson plan • Use CSCOPE as a leadership tool

  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. Why?

  8. 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

  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

  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

  11. Question • Does Curriculum change? • Why or why not?

  12. Three BIG Ideas Curriculum is about • Communication – ongoing conversations • Customization – making it our own • Connection – cumulative effects

  13. The forces are demanding: • New TEKS • New tests • New standards • New teachers • New graduation plans

  14. Student Learning Issues • Missing learning • Incomplete learning • Inaccurate learning • Competing learning

  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?

  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

  17. What does it mean? • Guaranteed • Viable

  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.

  19. Student groups • General education • Struggling • Excelling • Supplementary Education • Special Education • English Language Learners

  20. Marzano’s 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

  21. What?

  22. 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

  23. ESC Development Team

  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.

  25. 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

  26. Difference betweenCurriculumandInstruction Why When Instruction What How Curriculum

  27. The WHAT - the “stuff” TEKS (Texas Essential Knowledge and Skills)

  28. 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)

  29. TheWHY • 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

  30. TheWHEN • The Sequence • ensures all student expectations are taught to the appropriate rigor • Timeframe • when each concept will be taught

  31. TheHOW • The instruction • What the teacher will do to teach • Instructional activities • What the students will be doing to learn

  32. 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?

  33. 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 Slack in the System (Fenwick English) CENTRALIZED TESTING CENTRALIZED CURRICULUM Requires TIGHT FIT (no slack)

  34. Aren’t the TEKS good enough?

  35. 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?

  36. 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.

  37. 5th Grade Science 39 Student Expectations *Unique Examples

  38. 6th Grade Math 35 Student Expectations *Unique Examples

  39. 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.

  40. 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 Punctuation Marks

  41. 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.

  42. 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

  43. How…

  44. 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

  45. 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

  46. Start with the standards…

  47. CSCOPE Components • Vertical Alignment Documents • Specificity for each Student Expectation

  48. CSCOPE Components • Vertical Alignment Documents • Specificity for each Student Expectation

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