CSCOPE for Administrators: The Good, The Bad, The Ugly sense of humor

1. CSCOPE for Administrators:The Good, The Bad, The Ugly (sense of humor) Jennifer Payne Region 14 CSCOPE Consultant jpayne@esc14.net

2. Goals Good�[CSCOPE supports for you] CSCOPE components briefly reviewed Region 14 Website support (safety net) Bad as Clint Eastwood [implementation] Negotiable/non-negotiable for your district/campus Bridging Gaps for Induction year suggestions Ugly�Tough questions Let�s brainstorm solutions�together.

3. The Good� Curriculum Specificity of TEKS TEKS are Content Too Broad Open to interpretation Vertical Alignment Clarity of what is expected from prior grade levels. Fixed

4. Review of Components--Brief TEKS/SE Specificity and Vertically Aligned-VAD --Vertical Alignment Document Found under Curriculum Elements/CSCOPE Resources Timeline of content (SE list, number of days)--Year at a Glance Found under Curriculum Elements/CSCOPE Resources TEKS/SE timeline (within 6 weeks)�TEKS Verification Matrix Found under Curriculum Elements/CSCOPE Resources

5. Review of Components--Brief Unit rationale, presence of lessons, duration, specificity, and misconceptions�Instructional Focus Documents Found under Home, Content, view IFD 5E presentation of content�Lesson plans Found under Home, Content, Unit, Unit Elements, Select Lesson Activities

6. If folks need� then go to Knowledge of components Location of components Rationale of components, timelines, etc. Examples of forms Region 14 consultant contact information Joining CSCOPE list serv NEW! Additions to CSCOPE Training opportunities Leadership Conference info Purchasing information for CSCOPE unit support.

7. Safety net� Region 14 website www.esc14.net

9. Consider� Doctor Visits Call Leslie or Jennifer Conference time (knee to knee with teachers) Go into rooms/teachers to lab area Conversation about specific needs prior to meeting with staff for specialized focus and consistency. Email/visit with administrator about outcome or further measure to support.

10. The BAD � (like Clint Eastwood) Knowing ins and outs of CSCOPE Rigor, Relevance from CSCOPE VAD is reference point Teachers bring Relationship knowledge

11. Negotiable and Non-negotiable

13. Bad to the Bone� Personal experience� Had to do something different or get the same result. Time marches on �so action is now. Must pull down walls. Campus teams-super stars Present at meetings. Training, training, training Science closet Supplies Copies VIPS to support Budget is tight PTA Parent letters Partner In Education Schedule of times and days for CSCOPE Visit classrooms (25 per week?) Could not rely upon �vertical alignment� because this was our first year. Some suggestions: IFD Has Misconceptions Lessons Has Misconceptions Background Knowledge Transition activities Bell ringers Centers Stations Sponges (quick, effective, lay ground work, intervention, revisit, spiral for support)

14. The UGLY� (tough questions) Questions you may have heard/or not heard How/why are we to use CSCOPE? What is in it for me to use CSCOPE? Where is my stuff to do CSCOPE? Will our test scores drop? When do I find the time to look up things on CSCOPE? I do not like CSCOPE�s order of so can�t I do the order I always do? Why does it not match my textbook? Do we have to do CSCOPE? Why do we need CSCOPE? What parts do I have to do? Is CSCOPE just for this year? If they are doing CSCOPE for one year why should I even change what I am doing?

15. The solutions are in our focus on kids, and team work. Questions you may have heard/or not heard What/why do we need CSCOPE? What is in it for me to use CSCOPE? Where is my stuff to do CSCOPE? Will our test scores drop? When do I have time to look my CSCOPE stuff up? My order is ___ why change? Does not match my textbook. What parts do I have to do? If they are doing CSCOPE for this year why should I even change what I am doing?

16. Some things to consider� Confusion Anxiety Resistance Frustration Are we on a Treadmill (moving legs but going nowhere?) Real Change

17. A plate of noodles�

18. Where are we going Blondie?

19. More Noodles�

20. What do you want to do Blondie?

21. Oodles of noodles�

22. Where is mine, Blondie?

23. Please, Blondie, please�

24. I don�t got no boots, Blondie�

25. What are we going to do now, Blondie?

26. How to cook the Spaghetti Western?

27. Recipe card for our Spaghetti Western

28. Sample 5E ---------- TIME Engage �puff cup competition/Questions Explore�cards sorted push/pull on Venn Explain�generate Venn Diagram Elaborate�The Important Book page of FORCES Evaluate�questions, page, venn, handouts, etc. Lesson has: toy cars on inclined plane, toy car impact, clips with rubber bands, erasers with wax paper, erasers with sand paper and handouts. MUST consider efficiency of lessons if time is an issue.

29. CSCOPE Teacher Role in 5E looks different� 5E places teachers to be the �guide on the side�. Not �sage on stage�. Students work hard and are invested in lessons. Teacher facilitates learning, tying to prior knowledge. Working smarter not harder. Teachers frame student�s learning. Constant Assessment. Building questions. Language of discipline Teachable moments�

30. Walk through

33. Plan?

34. Keys to CSCOPE success� Expectations Rigor Relevance Relationship Implementations Urgency Scale Clarity to stakeholders Communication is constant Buy in Administration Staff Parents Monitoring Walkthrough PDAS/GL meetings Continuous improvement model

35. Region 14 supports are in place. How may we serve you?