TAKS 2007 Performance Mathematics

2. TAKS 2007 Performance Mathematics

3. TAKS 2007 Performance Science

4. TAKS 2007 Performance Reading/English Language Arts

5. TAKS 2007 Performance Writing

6. TAKS 2007 Performance Social Studies

7. What is our Goal? • To improve student proficiency in Math and Science In order to accomplish this goal, we must be one united system. Not individual islands.

8. Benefits of Curriculum Alignment • Ensure Equity • Rational System • Alignment makes education in Llano a system • Alignment reduces and refocuses teacher planning time. • Alignment reduces the time teachers spend trying to define what the TEKS mean • Alignment reduces gaps and unproductive redundancies • Alignment allows us to work smarter

9. Guaranteed Viable Curriculum • New TEKS • New tests • New standards • New teachers • New graduation plans • Time is right for new curriculum.

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

11. Education: Blueprint to the Future • By 2040, Texas will see a 75% increase in the number of children in our public schools. • If our schools are unable to keep pace with the needs of students today, our labor force in 2040 will be less well-educated, but we will live in a more technologically sophisticated society and international community than we live in today. • A rigorous, relevant curriculum for all students is an important factor for the short and long term health of our state and our society.

12. Guiding Questions 1. When you look at your data, what does it tell you? - What about the district’s curriculum? - Whose responsibility is it? 2. Is the curriculum being implemented in every classroom? - Whose responsibility is this? 3. At what quality level is the curriculum being delivered? -Whose responsibility is this?

13. The School Factors • 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

14. 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.

15. 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

16. CSCOPE • Developed by the system of ESCs with content area expert writers and developers • Online system that is customizable to your district needs • Affordable • Curriculum – Assessment – Instruction – Professional Development

17. ESC Development Team

18. 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 Vegotsky • Professional Development • Thomas Guskey • Linda Hammond

19. Why How What is curriculum all about? What

20. Difference Between Curriculum and Instruction (Crane) • What • The stuff • The content standard • Knowledge and skills • Why • What we want the kids to do with the stuff • The performance standard • 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?

21. What is negotiable in the process? • The “What” is NON-NEGOTIABLE. • The “Why” is NON-NEGOTIABLE. • The “How” is negotiable within limits: • Children learn what they are supposed to learn. • Everyone is treated with courtesy and respect. • Paint generally stays on the walls. • Tiered by teacher developmental level. (Crane)

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

23. 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? • Can a textbook be the curriculum? • Can a program 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?

24. 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.

25. 3rd Grade ELA 105 Student Expectations *Unique Examples

26. 5th Grade Science 39 Student Expectations *Unique Examples

27. 6th Grade Math 35 Student Expectations *Unique Examples

28. 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.

29. 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

30. Science TEKS Science Concepts • 2nd Grade • 2.9(A)  identify the external characteristics of different kinds of plants and animals that allow their needs to be met; • 3rd Grade • 3.9(A)  observe and identify characteristics among species that allow each to survive and reproduce; • 4th Grade • 4.8(A)  identify characteristics that allow members within a species to survive and reproduce

31. Considerations • If these are the TEKS, would a teacher know what he/she is supposed to teach and what students are supposed to learn? • Would an assessment-item writer be able to construct an item that would align with the taught curriculum?

32. TEKS-Science with specificity

33. 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.

34. 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

35. CSCOPE Components • Lessons • Stand-alone, state developed, customized district lessons – all built on research based lesson design • Lesson Planner • TEKS Verification Matrix • Unit Tests • Common assessments including items in TAKS format for each six weeks • Statewide professional development • Customized professional development

36. Vertical Alignment Documents • Assure equity • Backload tested standards • Reduce gaps and unproductive redundancies • Love Units

37. Vertical Alignment Documents

38. Year at a Glance • Organize TEKS by six or nine weeks • Organize Units of Study

39. Instructional Focus Documents • The TEKS are not organized for instructional delivery. • Arranged in strands, NOT coherent units of instruction • Not arranged on a time-line • Instructional Focus Documents place TEKS in a coherent, rational sequence of instruction • 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

40. Instructional Focus Documents

41. Units of Study • Built around instructional sequence • Performance Indicators • Free of commercial products and not tied to a particular textbook • Add/adapt/change the learning experiences as long as students can perform at a rigorous level • Provide examples of the How

42. Units of Study • Key Elements • Concepts • Key Understandings and Guiding Questions • Specified TEKS • Performance Indicators • Sequence of Lesson Activities • Reference to State Lessons • Customizable District Lessons • Key Content, Skills, Materials, Vocabulary • Misconceptions

43. Instructional Focus Instructional Development TEKS “Unpack” Instructional Delivery Curriculum Framework Content Concept Skills Sequenced Plan of Learning Activities (Unit) SEQUENCED Unit Map Sequence Topics TEKS Key Understandings Excite Embed Concepts Concepts & Key Understandings Explore Explain Performance Continuum Draft Performance Indicators Extend Performance Indicators Extend

44. Lessons • Built on the 5E Model • Engage • Explore • Explain • Extend/Elaborate • Evaluate

45. Lessons

46. More Lessons • State Lessons • District Lessons • Make it yours!

47. Other CSCOPE Components • TEKS Verification Matrix • Unit Tests • Common assessments including items in TAKS format for each six weeks • Statewide professional development • Customized professional development

48. Teacher Level of Development • Experienced AND Successful (VAD, IFD, Assessment) • Experienced BUT Struggling • New to grade level • New to profession VAD IFD Units Lessons Assessments

49. Online Curriculum Management System

50. Online System - NER • Web-Based Curriculum Management System (Housing mechanism) • Operational 24/7 - Technical Support via the phone or the Internet • Partnership with National Education Resources for over a decade