© A Very Good Teacher 2007 Exit Level TAKS Preparation Unit Objective 5.
TAKS 2007 Performance Mathematics TAKS 2007 Performance Science.
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Transcript of TAKS 2007 Performance Mathematics TAKS 2007 Performance Science.
TAKS 2007 Performance Mathematics
828386
67
89
79
888687
95
100
9493
100
858688
100
95
100
7980
93
100
9295
88
7679
8284
82
77
60
717474
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25
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65
40
17
63
6869
56
71
48
10
808384
80
8583
0
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50
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70
80
90
100
Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11
State Region Llano Hispanic White Ec. Dis. Sp Ed
TAKS 2007 Performance Science
77 79
85
75
87
78
7075
8376
8478
5358
66
7265
72
50
30
7782 83
70
84
76
0
10
20
30
40
50
60
70
80
90
100
Gr 5 Gr 8 Gr 10 Gr 11
State Region Llano Hispanic White Ec. Dis. Sp Ed
TAKS 2007 Performance Reading/English Language Arts
89
9491
63
9595
83 8485
8992
89
82
89
82
90
8689
86
8183
9292
991009998
8586
94959492
899093
83
95
89
73
868789
65
93
81
56
8485
91
85
92
86
57
9092
96
100
9694
0
10
20
30
40
50
60
70
80
90
100
Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10(ELA)
Gr 11(ELA)
State Region Llano Hispanic White Ec. Dis. Sp Ed
TAKS 2007 Performance Writing
919196 92
9796100939394
1009492
60
0
10
20
30
40
50
60
70
80
90
100
Gr 4 Gr 7
State Region Llano Hispanic White Ec. Dis. Sp Ed LEP
TAKS 2007 Performance Social Studies
87 8892
8992
85 86 86 8883
68
85
71
43
94 95 95100
9490
86
0
10
20
30
40
50
60
70
80
90
100
Gr 8 Gr 10 Gr 11
State Region Llano Hispanic White Ec. Dis. Sp Ed
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.
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
Guaranteed Viable Curriculum
• New TEKS
• New tests
• New standards
• New teachers
• New graduation plans
• Time is right for new curriculum.
Student Learning Issues
• Missing learning
• Incomplete learning
• Inaccurate learning
• Competing learning
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.
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?
Guiding Questions
The School Factors
• Guaranteed and viable curriculum
• Challenging goals and effective feedback
• Parent and community involvement
• Safe and orderly environment
• Collegiality and professionalismRobert Marzano, What Works in Schools
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.
Marzano’s Action Steps 1. Identify & communicate the essential content
for all students
2. Ensure that the essential content can be addressed in the amount of time available for instruction
3. Sequence and organize the content to provide ample opportunity to learn
4. Ensure teachers address the essential content
5. Protect the instructional time available
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
ESC Development Team
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
What is curriculum all about?
What
Why How
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?
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)
CENTRALIZEDTESTING
CENTRALIZEDCURRICULUM
TIGHT FIT (no slack)
Slack in the System (Fenwick English)
Requires
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
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?
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.
3rd Grade ELA 105 Student Expectations
81%
12%
7%
Including*
Such As*
No Example
*Unique Examples
5th Grade Science 39 Student Expectations
8%
13%
79%
Including*
Such as*
No Example
*Unique Examples
6th Grade Math 35 Student Expectations
*Unique Examples
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.
Punctuation Marks
• 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
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
• 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?
Considerations
TEKS-Science with specificity2.9A
Identify the external characteristics of different kinds of plants and animals that allow their needs to be met.
Animal characteristics include:
• Types of mouths
• Ways to move
• Outer coverings
Plant characteristics include:
• Root length
• Leaf type
• Stem type
• Seed type
3.9A
Observe and identify characteristics among species that allow each to survive and reproduce.
Including:
• Bird beak and feet
• Skin coloration
• Thorns on plants
• Waxy skin on desert plants
• Gills in fish
• Regeneration
4.8AIdentify characteristics that allow members within a species to survive and reproduce.
Animals including: •Body parts•Body coverings •Camouflage •Mimicry •Defense mechanisms against predators and climate
Plants including: •Size and pattern of plant root system •Size and shape of leaves
•Seed dispersal
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.
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
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
Vertical Alignment Documents
• Assure equity
• Backload tested standards
• Reduce gaps and unproductive redundancies– Love Units
Vertical Alignment Documents
Year at a Glance
• Organize TEKS by six or nine weeks
• Organize Units of Study
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
Instructional Focus Documents
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
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
InstructionalDelivery
Sequenced Plan of Learning
Activities (Unit)
Excite
Explore
Explain
Extend
Extend
Instructional Development
CurriculumFramework
Concepts & Key
Understandings
Unit Map
TEKS
PerformanceIndicators
Key Understandings
Performance Continuum
Sequence Topics
Embed Concepts
Draft PerformanceIndicators
Instructional Focus
TEKS“Unpack”
Concept Skills Content
SEQUENCED
Lessons
• Built on the 5E Model– Engage– Explore– Explain– Extend/Elaborate– Evaluate
Lessons
More Lessons
• State Lessons
• District Lessons
• Make it yours!
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
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
Online Curriculum Management System
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
• District Curriculum hosted online
• Domain name registration
• Unlimited number of users
• The ability to share units, daily lessons and rubrics with other districts using the service
Pricing Structure
• Online System
• System Support
• Additional Professional Development
ESC XIII Commitment• Provide full access to the CSCOPE Curriculum System.• Provide training for designated district curriculum leaders on the
operations and implementation of the system.• Coordinate with NER service providers on end-user issues.• Provide consultation and technical assistance. • Provide eight (8) days professional development on the
implementation of the system onsite and or in cluster sites • Provide quarterly leadership professional development activities• Provide professional development teleconferences and webcasts
each six weeks for each grade level. • Ongoing listserv support.
District Commitment• Designate a district contact/representative for coordination purposes• Engage in a preplanning process with ESC staff on implementation
sequence• Dedicate staff time to implementation of the curriculum• Provide release time for teachers and principals to participate in
staff development activities of the cooperative.• Abide by the terms of the End User License Agreement. • Provide a current listing of all approved district domain names.• Provide ESC with teacher names, grade level course assignments,
email addresses.• Provide ESC13 with one (1) district curriculum user assignment. • Participate in user group meetings
www.cscope.us
Success Stories• Teachers are talking, planning, and collaborating
ideas!• Students are engaged in relevant activities and
making connections to prior learning.• A wealth of resources provided with lessons• Challenging learning through performance
indicators and teachers are beginning to embrace performance indicators
• Spiraling of instruction-not just teach once and move on
• Provides tremendous support for new teachers and for teachers with new assignments
What are the benefits?
• Providing a guaranteed, viable curriculum to teachers
• Provide a common language, structure, and process for curriculum development and access
• Designed to align the written, the taught, and the tested curriculum into a seamless web
Blueprint for Student Success
• CSCOPE– Clearly articulates the expectations of
students identified in the TEKS• Concepts and understandings• Performances and products• Instructional delivery
– Provides the tools for teachers to teach the TEKS
CSCOPE provides the blueprint for the essential outcome of curriculum…
Success for Our Kids.
Math Vertical Alignment
• When: June 6 and 7
• Where: Llano Junior High computer labs
• Time: 9:00 – 4:00
• Who: Llano and Johnson City