©TESCCC, is a TESCCC Partner Implementation Guide Its a PROCESS not a training EVENT!

©TESCCC, is a TESCCC Partner

Implementation Guide

It’s a PROCESS not a training EVENT!

What quantitative evidence doesn’t tell you…

• How are we doing right NOW?• How will I know if we need to change course?• What do I need to tell my teachers to do between

now and…?• How is the system functioning on a day to day basis?• What evidence suggests that we are on the right

track?As good as the quantitative indicators are, they only tell

part of the picture; the END result!

Successful Implementation

Requires:• Systemic thinking with a common vision, mission, and

set of beliefs,• The willingness to confront the brutal facts,• Active Leadership,• A long term commitment that begins with a 2 year plan, • Culture conducive to a Professional Learning

Community,• Time!

The CSCOPE Rubric

The performance continuum foreach of the indicators.

Level 5 is where it’s at!

Through professional dialogue in a PLC, teachers continually articulate current state and national standards, their structure, and differentiate between cognitive and content expectations.

STANDARDS: TEKS/NATIONAL

Our Goal

Through professional dialogue in a PLC, teachers continually look for and identify student achievement gaps by reflecting on data, the specificity from the VADs, and connect gaps to resources and instruction across grade bands.

Our Goal

CURRICULUM: VADs (Vertical Alignment Documents)

Through professional dialogue in a PLC and the YAG, teachers are able to reconcile the course sequence to the district calendar and ensure that essential TEKS and standards are mastered at appropriate times.

Our Goal

CURRICULUM: YAG (Year at A Glance)

Through professional dialogue in a PLC, teachers routinely identify and reconcile instructional discrepancies within the context of a unit of instruction by examining the specificity on the IFD.

Our Goal

CURRICULUM: IFDs (Instructional Focus Documents)

Through professional dialogue in a PLC, teachers devise and use a variety of common assessments including Performance Indicators, Unit Tests, and Facilitation Questions to not only measure learning but shape instructional practices. Our Goal

INSTRUCTION: Assessment (Unit Assessments and PIs)

Through professional dialogue in a PLC, teachers evaluate and calibrate resources to design constructivist lessons that meet the specificity and Performance Indicators on the IFD.

INSTRUCTION: Design/Delivery

Our Goal

Where do we go from here?Coaching Teachers and Administrators:

Processes for each of the six implementation indicators.

Recording tools to provide evidence of implementation.

TEKS Study TEKS Discovery Tool

Vertical Alignment Study VAD Study Tool

Reconciling the Course Sequence YAG Tool

Identifying Instructional Discrepancies IRD Tool

Determination of Assessment Evidence Assessment Planning Tool

Instructional Resource Evaluation and Calibration Resource Calibration Tool

TEKS Framework Module

Division of Instructional SupportCurriculum, Instruction and Assessment

What is my level of implementation of

the TEKS?

TEKS Format

StrandKnowledge and Skills Statement

Student Expectation

Notice: From the strand to the knowledge and skills statement to the student

expectation, the information changes from general to more specific..

Level 5 Processes and Tools

TEKS Exploration

Our Goal

Through professional dialogue in a PLC, teachers continually articulate current state and national standards, their structure, and differentiate between cognitive and content expectations.

The TEKS Landscape

How are the TEKS distributed across my grade level/course?

1.02 & 1.03

In the first column, record the strands for the content area.

1.02 & 1.03

In this column, record the number of knowledge and skills statements for each strand.

In this column, record the number of student expectations for each strand.

Your Turn!

• Using the TEKS for another grade level and/or subject complete a TEKS Recording Document.

Debriefing the TEKS Landscape

• How many strands are represented in your grade level/course?

• How many knowledge and skills statements are represented per strand?

• How many student expectations are in a strand? Do they vary in number? If so, what might that imply?

• How does the above knowledge help in the understanding of the grade/course?

Exploring Cognitive and Content Expectations

What’s the difference?

Cognitive and Content Expectations

• Cognitive– The level at which students are expected to perform in order

to adequately meet the standard.– Determined by the verbs used in both the knowledge and

skills statements and student expectation(s).

• Content– The content items for which students must demonstrate

understanding at the appropriate cognitive level in order to adequately meet the standard.

1.04& 1.05

In the first column, record the identifying number of the knowledge and skills statement.

In the second column, record the identifying number and letter for the student expectation(s).

In the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills and student expectations.

In the fourth column, list the content items that students must demonstrate at the cognitive levels listed in the previous column.

Your Turn!

• Using the TEKS for another grade level and/or subject complete a TEKS Exploration Tool.

Debriefing Cognitive and Content Expectations

• From the cognitive expectation’s column, what determines the level of rigor and why is this important?

• What is the importance of knowing the content expectations?

Vertical Alignment/TEKS Clarification Document Study

The Guidelines for Your Lane

What is my level of implementation of the

Vertical Alignment Document?

How are the Vertical Alignment Documents Grouped?

• English Language Arts and Readingo K – 2nd

o 3rd – 5th o 6th – 8th

o English I – English IV

• Mathematicso K – 2nd

o Clarification DocumentsoAlgebra IoAlgebra IIoGeometryoMath ModelsoPre-Calculus

• Science o K – 2nd

o Clarification Documentso Integrated Physics and ChemistryoBiologyoChemistryoPhysicso Environmental Science

• Social Studieso K – 3rd

o 4th and 7th (Texas History)o 5th, 8th and United States Historyo 6th, World Geography o Clarification Documents

o EconomicsoGovernmentoWorld History

In this example, the strands are written into the knowledge and skills statement.

This model of an ELA Vertical Alignment Document shows an example of a knowledge and skills statement that spans the four high school English courses.

In this example, STAAR Readiness and Supporting Standards are identified.

Specificity

Specificity determines the rigor and complexity of the content that must be provided through the instruction.

Cognitive Specificity - Verbs from the knowledge and skills statement as well as the student expectation are highlighted to direct teachers to the level at which students should be performing.

After the Cognitive Specificity, the content is highlighted in ALLCAPS.

Content Specificity - Following the content in ALLCAPS, is the “Including, but not limited to,” bulleted items. “Including” means students must be given learning opportunities for each of the bulleted items.“…but not limited to,” means instruction can go beyond those items listed.

CSCOPE Specificity Resources• STAAR Assessed Curriculum• STAAR Reference Materials• STAAR Test Schematics• College and Career Readiness Standards• TAKS Information Booklets• TAKS Study Guides• Released TAKS Test• National and State Standards• AAAS – American Association for the Advancement of Science• Early Childhood Research• Texas Social Studies Tool Kit• Charles A. Dana Center Tool Kit• State Resources: Content

New for 2011

The purpose of the TEKS Clarification Document is to provide further specificity for some high school courses.

Vertical Alignment Study

Our Goal

Through professional dialogue in a PLC, teachers continually look for and identify student achievement gaps by reflecting on data and the specificity of the VADs, in order to connect gaps to resources and instruction across grade bands.

Cognitive and Content Specificity Across Grade Bands

The Vertical Alignment Study tool is used to document introduced and transformed student expectations as well as changes in cognitive and content specificity from one grade level to the next.

Completing the Tool

First, complete the header of the document.

Find the identifying number and letter for the student expectation. Record it in the TEKS row of the “MY LANE” column.

Find the verb or verbs written below the student expectation and record them in the cognitive specificity row of “MY LANE”.

Locate the content title written in ALL CAPS. Record it in the CONTENT TITLE row of the “MY LANE” column.

Follow the same process to complete the BEFORE column. Find the identifying number and letter for the student expectation.

Find the verb(s) in the student expectation. Record them in the cognitive specificity of the “BEFORE” column.

Locate the content title and record the title in the row labeled CONTENT TITLE of the “BEFORE” column.

Follow the same process to complete the AFTER column. Find the identifying number and letter for the student expectation.

Find the verb(s) in the student expectation. Record them in the cognitive specificity of the “AFTER” column.

Locate the content title and record the title in the row labeled CONTENT TITLE of the “AFTER” column.

Identify which Student Expectations are introduced or transformed in a

particular grade level.

Introduced or Transformed TEKS

• An introduced Student Expectation would start in “your lane” and continue from there.

• A transformed Student Expectation would stop in “your lane” or could be an altered Student Expectation.

Which best describes TEKS 4.6A ? Introduced or Transformed?

Transformed

Why could this be considered an introduced TEKS?

Why could this be considered a transformed TEKS?

What is the significance of this type of alignment?

TEKS Clarification Documents

At this time, high school social studies and mathematics are the only content areas with clarification documents; however, others will follow for additional high school level courses.

The Vertical Alignment Study tool can also be used to study alignment between a high school course that has a clarification document and a previous grade level. In this example, a student expectation from Geometry will be mapped back to 8th grade.

This 8th grade Student Expectation maps to the specificity of geometry TEKS in the Clarification Document.

Bridging to a VAD

Use the Vertical Alignment Document to complete the “before” column.

Bridging to a VAD

There may not be an alignment of Student Expectations for the courses following this one.

Determine the differences in the cognitive and content specificity for the

student expectation from one grade level or course to the next.

Exploring Specificity

• Using the science example of the tool, examine the three aligned student expectations.

• Determine the differences in the cognitive and content specificity for the student expectation from one grade level or course to the next.

• Record findings in the last two rows on the Vertical Alignment tool.

Specificity Debrief• What were the changes in cognitive specificity

across the aligned grade band? • What were the changes in content specificity

across the aligned grade band? • What reasons could account for a change in

specificity?• Why is specificity important to instruction? • What would happen if portions of the

specificity were omitted or moved to another grade level?

Small Group Study

• Decide on a content area or grade level that you would like to explore with the Vertical Alignment tool.

• Look at the alignment of three different student expectations for a content area or grade level.

Small Group Debrief

• Were there any changes in the verbs from one grade level to the next? How did they change?

• How did the verbs change?• Were there any examples where changes were

not found? What does that mean?• Were there any changes in the content title

from one grade level to the next? How did they change?

Year at a Glance

A guide to developing your course sequence

Pre-assessment of the Year at a Glance Implementation

CSCOPE Implementation Rubric

the Year at a Glance?

Overview of the Year at a Glance

Major Components

CSCOPE Year at a Glance Documents

• Represent a logical sequence and timeframe of concepts for a particular grade level or course.

• Are designed so that each six weeks of instruction is approximately 25 class days.

• Are designed with an ideal school calendar in mind.

• DO NOT account for anomalies in the local calendar.

• Represent a basis from which a district can build a sequence that reconciles to the local calendar.

Purpose Statement-Statement of alignment to the national standards.

CSCOPE Statement-Statement of alignment to State Standards (TEKS)

Grade/Course TEKS Statement- An overview of the grade level or course TEKS.

CSCOPE Grade/Course Statement-The rationale for the bundling of TEKS and sequence of CSCOPE units.

Bibliography-A reference to research supporting the Year at a Glance.

Year at a Glance Header-Eighth Grade Mathematics.

This particular example is based upon six-week grading periods. Year at a Glance documents based upon a nine-week grading period are also available.

Each six-week grading period contains a sequence of units that comprise a total of approximately 25 instructional class days.

Units of instruction are noted by number and in bold print, followed by the suggested number of days of instruction in parentheses.

A day of instruction is assumed to be approximately 50 minutes.

Direct teach TEKS for each unit of instruction are noted under the unit title.

Reconciling Course Sequences to the District/Campus Calendar

Actual Instructional Days

Reconciling a Sequence to the District/Campus Calendar

• How does my district/campus calendar compare to that of the CSCOPE Year at a Glance?

• What does the district/campus calendar NOT show that I need to plan for?

• How will extracurricular events affect my instructional time?

Guiding questions for finding areas of discrepancies between the local calendar and the CSCOPE Year at a Glance…

Possible Areas of Discrepancies• The short/long six weeks• Assessment days counted as instructional days

– Regular assessments, six weeks tests, etc.– Benchmarking– TAKS/STAAR/EOC

• Early release days• Teacher leave days• Intersession days-only certain students are present• Extracurricular events• Local celebrations

Create a Local Year at a Glance

Our Goal

Through professional dialogue in a PLC, teachers are able to reconcile the course sequence to the district calendar and ensure that essential TEKS and standards are mastered at appropriate times.

Reconciling Your Course Sequence

Steps…1. Identify the number of instructional days in the six

weeks according to the district/campus calendar.2. Subtract discrepant days (early release, assessment

days, extracurricular events).3. Compare to CSCOPE six week timeframe (usually 25

days).4. Adjust unit timeframes based on local consensus of

grade level or course teams.

The Year at a Glance Tool can be used to create and format a grade level or course sequence that reconciles to the local calendar.

Tabs are given for each six weeks. Use the appropriate tab to enter the information for each six weeks.

Cells that are shaded gray are input fields.

Total Calendar Days Available is the number of days in the current six weeks according to the district/campus calendar.

This cell should take into consideration non instructional days that may not be counted as such on the district/campus calendar. Examples: benchmarking or assessment days, extracurricular days, assemblies, etc.

Other parameters are automatically calculated as the cells are populated.

A zero or positive balance indicates that there are enough instructional days available to follow the CSCOPE Year at A Glance for the six weeks period.

After each six weeks has been populated with data, click the tab labeled “Local YAG” to see the reconciled course sequence.

The local Year at a Glance is formatted based on parameters input for each six weeks. The balance of days is shown for each six weeks, each semester, and for the year so that teachers and administrators can begin the process of reconciling the calendar to the instructional days needed.

Grade Level/Course Groups

An example using 8th grade math.

Sample 8th Grade Discrepant Days

Semester 1 Semester 21st Six Weeks• 2 days – Six Week Exams• 3 days – Unit Assessments

4th Six Weeks• 2 days – Six Week Exams• 4 days – Unit Assessments

2nd Six Weeks• 2 days – Six Week Exams• 2 days – Unit Assessments• 1 day – Homecoming Event

5th Six Weeks• 2 days – Six Week Exams• 2 days – Unit Assessments• 3 days – Spring Benchmark• 1 day - 8th Grade Math TAKS• 1 day – 8th Grade Reading TAKS

3rd Six Weeks• 2 days – Six Week Exams• 3 days – Unit Assessments• 3 days – Fall Benchmark• 1 day – Band Concert

6th Six Weeks• 2 days – Six Week Exams• 2 days – Unit Assessments• 1 day – 8th Grade Science TAKS• 1 day - 8th Grade Social Studies TAKS• 2 days – 8th TAKS Retest Math/Reading)

Discrepant Days Record Form3.05A

Semester 1 Semester 21st Six Weeks• • • •

4th Six Weeks• • • •

2nd Six Weeks• • • •

3rd Six Weeks• • • •

District: Campus:

Grade: Subject/Course:

Instructional Focus Documents

IFD-The Roadmap of Instruction, but the

teacher still gets to drive.

Pre-assessment: Implementation of Instructional Focus Documents

What is my level of implementation of the Instructional

Focus Documents?

Overview of the Instructional Focus Documents

Major Components

Header Information - This particular unit of instruction is 8th Grade Mathematics.

Unit and Lesson Information -Unit Number indicates where this unit occurs in the CSCOPE Year at a Glance (YAG). Exemplar Lessons are resources that could be used to teach the unit. This Unit has one Exemplar Lesson.

The Suggested Duration of instructional time for this unit is 7 class days. (1 class day is approximately 50 minutes)

State Resources that could be used to help instruct the content of the unit are listed here. Contact your local service center to attend trainings or consult any of the listed resources that you may already have.

Rationale - This section provides the rationale for the unit of instruction. Typically, the justification addresses why certain TEKS are bundled together, the rationale for its sequence in the Year At a Glance, and cites supporting research.

Misconceptions and Underdeveloped Concepts -These are provided to give teachers a “heads up” as to the types of universal things that students may struggle with during the unit of instruction.

Performance Indicators - The evidence of student obtainment of, and/or progression toward an identified standard(s). Performance indicators are aligned to the TEKS and the ELPS.

Concepts - Identify the major overarching ideas of the unit.

Key Understandings – Identify the specific understandings that students must develop in order to meet the demands of the student performance indicator.

Key Academic Vocabulary – Ensures consistency and appropriateness of grade level content.

For example, area in kindergarten is defined for the teacher as the amount of surface that is contained within a boundary. On this 8th Grade Instructional Focus Document, area has been defined as the number of square units that cover a figure.

The bundled TEKS for the unit are listed in the column on the left. The strand(s) and the knowledge and skills statement(s) are given to provide a context for the student expectation(s). This information is provided by the Texas Education Agency.

The specificity for each of the TEKS is provided in the column on the right. The specificity has been determined by examining national standards, content area toolkits, released assessment items, and TEA publications such as study guides. Specificity from the Vertical Alignment Document is pulled forward to the Instructional Focus Documents as TEKS are bundled into a unit.

Strike throughs in the TEKS section of the Instructional Focus Documents indicate portions of the student expectation(s) that are not being addressed in the unit. This is not a concern since these portions of the student expectation(s) will be addressed in later units. This example shows that lateral area, volume and the use of concrete models are not being addressed in this unit.

Year at a Glance

A guide to developing your course sequence

Objectives

• Pre-assess the level of implementation of the Year at A Glance (YAG) using the CSCOPE Implementation Rubric.

• Identify and know the use of the major components of the CSCOPE Year at A Glance document.

• Reconcile course sequences to the district/campus calendar.

• Create a local Year at A Glance for a course or grade level content area.

Pre-assessment of the Year at a Glance Implementation

the Year at a Glance?

Overview of the Year at a Glance

Major Components

CSCOPE Year at a Glance Documents

• Represent a logical sequence and timeframe of concepts for a particular grade level or course.

• Are designed so that each six weeks of instruction is approximately 25 class days.

• Are designed with an ideal school calendar in mind.

• DO NOT account for anomalies in the local calendar.

• Represent a basis from which a district can build a sequence that reconciles to the local calendar.

Purpose Statement-Statement of alignment to the national standards.

CSCOPE Statement-Statement of alignment to State Standards (TEKS)

Grade/Course TEKS Statement- An overview of the grade level or course TEKS.

CSCOPE Grade/Course Statement-The rationale for the bundling of TEKS and sequence of CSCOPE units.

Bibliography-A reference to research supporting the Year at a Glance.

Year at a Glance Header-Eighth Grade Mathematics.

This particular example is based upon six-week grading periods. Year at a Glance documents based upon a nine-week grading period are also available.

Each six-week grading period contains a sequence of units that comprise a total of approximately 25 instructional class days.

Units of instruction are noted by number and in bold print, followed by the suggested number of days of instruction in parentheses.

A day of instruction is assumed to be approximately 50 minutes.

Direct teach TEKS for each unit of instruction are noted under the unit title.

Reconciling Course Sequences to the District/Campus Calendar

Actual Instructional Days

Reconciling a Sequence to the District/Campus Calendar

• How does my district/campus calendar compare to that of the CSCOPE Year at a Glance?

• What does the district/campus calendar NOT show that I need to plan for?

• How will extracurricular events affect my instructional time?

Guiding questions for finding areas of discrepancies between the local calendar and the CSCOPE Year at a Glance…

Possible Areas of Discrepancies• The short/long six weeks• Assessment days counted as instructional days

– Regular assessments, six weeks tests, etc.– Benchmarking– TAKS/STAAR/EOC

• Early release days• Teacher leave days• Intersession days-only certain students are present• Extracurricular events• Local celebrations

Create a Local Year at a Glance

Our Goal

Through professional dialogue in a PLC, teachers are able to reconcile the course sequence to the district calendar and ensure that essential TEKS and standards are mastered at appropriate times.

Reconciling Your Course Sequence

Steps…1. Identify the number of instructional days in the six

weeks according to the district/campus calendar.2. Subtract discrepant days (early release, assessment

days, extracurricular events).3. Compare to CSCOPE six week timeframe (usually 25

days).4. Adjust unit timeframes based on local consensus of

grade level or course teams.

The Year at a Glance Tool can be used to create and format a grade level or course sequence that reconciles to the local calendar.

Tabs are given for each six weeks. Use the appropriate tab to enter the information for each six weeks.

Cells that are shaded gray are input fields.

Total Calendar Days Available is the number of days in the current six weeks according to the district/campus calendar.

This cell should take into consideration non instructional days that may not be counted as such on the district/campus calendar. Examples: benchmarking or assessment days, extracurricular days, assemblies, etc.

Other parameters are automatically calculated as the cells are populated.

A zero or positive balance indicates that there are enough instructional days available to follow the CSCOPE Year at A Glance for the six weeks period.

After each six weeks has been populated with data, click the tab labeled “Local YAG” to see the reconciled course sequence.

The local Year at a Glance is formatted based on parameters input for each six weeks. The balance of days is shown for each six weeks, each semester, and for the year so that teachers and administrators can begin the process of reconciling the calendar to the instructional days needed.

Grade Level/Course Groups

An example using 8th grade math.

Sample 8th Grade Discrepant Days

Semester 1 Semester 21st Six Weeks• 2 days – Six Week Exams• 3 days – Unit Assessments

4th Six Weeks• 2 days – Six Week Exams• 4 days – Unit Assessments

2nd Six Weeks• 2 days – Six Week Exams• 2 days – Unit Assessments• 1 day – Homecoming Event

5th Six Weeks• 2 days – Six Week Exams• 2 days – Unit Assessments• 3 days – Spring Benchmark• 1 day - 8th Grade Math TAKS• 1 day – 8th Grade Reading TAKS

3rd Six Weeks• 2 days – Six Week Exams• 3 days – Unit Assessments• 3 days – Fall Benchmark• 1 day – Band Concert

6th Six Weeks• 2 days – Six Week Exams• 2 days – Unit Assessments• 1 day – 8th Grade Science TAKS• 1 day - 8th Grade Social Studies TAKS• 2 days – 8th TAKS Retest Math/Reading)

Discrepant Days Record Form3.05A

Semester 1 Semester 21st Six Weeks• • • •

2nd Six Weeks• • • •

3rd Six Weeks• • • •

District: Campus:

Grade: Subject/Course:

©TESCCC, is a TESCCC Partner Implementation Guide Its a PROCESS not a training EVENT!

Documents

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Contemporary Issues in Texas ©2012, TESCCC Grade 7 Unit 13, Lesson 1.

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© 2010, TESCCC Regions of Texas ©2012 TESCCC Kindergarten Unit 13, Lesson 2.