It’s a PROCESS not a training EVENT!

It’s a PROCESS not a training EVENT!
Implementation Guide It’s a PROCESS not a training EVENT! 1

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! Use this slide to have participants reflect on and identify the areas that they feel students are consistently unprepared in as they advance from grade level to grade level.

The performance continuum for
The CSCOPE Rubric The performance continuum for each of the indicators. Level 5 is where it’s at! Title slide to transition to the IRD template and examples.

0.07 STANDARDS: TEKS/NATIONAL Through professional dialogue in a PLC, teachers continually articulate current state and national standards, their structure, and differentiate between cognitive and content expectations. Our Goal

CURRICULUM: VADs (Vertical Alignment Documents)
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: YAG (Year at A Glance)
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: IFDs (Instructional Focus Documents)
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

INSTRUCTION: Assessment (Unit Assessments and PIs)
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: Design/Delivery
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. 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 Support
Curriculum, Instruction and Assessment

What is my level of implementation of the TEKS?
(This document is part of the overview module for printing purposes) Use this slide to allow participants to pre-assess their level of understanding and implementation of the TEKS component of the CSCOPE curriculum. Since participants may tend to overrate themselves, it is suggested that the levels of the spectrum are summarized so that participants gain an understanding of each before they are asked to self-assess. For example, it is important to note that the level 5 descriptors all require that teachers are working in a professional learning community. Some teachers may not understand the importance and meaning behind PLCs and therefore might tend to overrate themselves.

Strand Knowledge and Skills Statement Student Expectation
TEKS Format Strand Knowledge and Skills Statement Student Expectation While content areas may be formatted differently, all have three commonalities: Strand Knowledge and Skills Statement Student Expectation

1.01 This short activity pre-assesses participant’s knowledge of the location of the three commonalities in each subject area. Individually, participants will identify and label the three areas. This should only take 2-3 minutes.

Notice: From the strand to the knowledge and skills statement to the student expectation, the information changes from general to more specific.. Notice that history represents the strand. Following the strand, is the knowledge and skills statement. Finally the student expectations are listed. NOTE: After the above discussion, click for the notice to spiral in to briefly discuss the movement from general to more specific.

Level 5 Processes and Tools
TEKS Exploration Title slide to transition to level 5 processes and tools…

Through professional dialogue in a PLC, teachers continually articulate current state and national standards, their structure, and differentiate between cognitive and content expectations. Revisit the rubric to set the level five expectation of your process and how to use the tool. Our Goal

How are the TEKS distributed across my grade level/course?
The TEKS Landscape How are the TEKS distributed across my grade level/course? Title slide

1.02 & 1.03 Example changed to 6th Grade Language Arts 06/13/2011
The following four slides will lead participants through the recording process of this document. Ask participants to complete the header of their document.

In the first column, record the strands for the content area.
1.02 & 1.03 In the first column, record the strands for the content area. Example changed to 6th Grade Language Arts 06/13/2011

In this column, record the number of knowledge and skills statements for each strand.
Example changed to 6th Grade Language Arts 06/13/2011

In this column, record the number of student expectations for each strand.
Example changed to 6th Grade Language Arts 06/13/2011

Example changed to 6th Grade Language Arts 06/13/2011
This slide is an example of the completed tool. The numbers on this slide for writing, oral and written conventions, listening and speaking, and research are used for demonstration only.

1.03 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? On this slide, each bulleted question will appear upon clicking. Give participants time to discuss these questions at their tables. After table discussions, have groups share-out with the audience. Use guiding questions to get participants to start thinking about how classroom teachers must have a thorough knowledge of the grade-level TEKS. A teacher must know his/her standards in order to know “what” to teach. These standards must drive the classroom instruction. Examples of Guiding Questions “What is guiding your instruction, if you do not know “all” of your standards?” “Are you depending on textbooks to teach all the standards that must be taught?” “Are you teaching only the things that you like to teach and that are interesting to you?”

Exploring Cognitive and Content Expectations
What’s the difference? Ask participants to discuss at their tables the difference between cognitive and content expectations. Ask for a volunteer to share out.

Cognitive and Content Expectations
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. While discussing the cognitive expectations, the presenter should refer to Bloom’s Taxonomy and how the verbs of the TEKS knowledge and skills statements and student expectations are comparable.

1.04 & 1.05

In the first column, record the identifying number of the knowledge and skills statement.
Please NOTE the TEKS used in for the example on slide was changed on 6/13/2011 per Gerbie Rodriguez, Math Coordinator and Eunice Garza, ELAR Coordinator.

In the second column, record the identifying number and letter for the student expectation(s).
When exploring the TEKS format, make sure participants understand that the TEKS are in outline form (all 1’s must have a 2 and A’s must have B’s. In cases in which there is only one expectation, it will not be written as a list. Instead, it will be wrapped as part of the knowledge and skills statement). It is very important that participants understand that the student expectations are tied to a particular knowledge and skills statement. Please NOTE the TEKS used in for the example on slide was changed on 6/13/2011 per Gerbie Rodriguez, Math Coordinator and Eunice Garza, ELAR Coordinator.

In the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills and student expectations. Discuss the importance of identifying the cognitive level according to Bloom’s and how it impacts classroom instruction. Please NOTE the TEKS used in for the example on slide was changed on 6/13/2011 per Gerbie Rodriguez, Math Coordinator and Eunice Garza, ELAR Coordinator.

In the fourth column, list the content items that students must demonstrate at the cognitive levels listed in the previous column. The content items (nouns) point to the “big idea” of the expectation.

Please NOTE the TEKS used in for the example on slide was changed on 6/13/2011 per Gerbie Rodriguez, Math Coordinator and Eunice Garza, ELAR Coordinator.

1.05 Your Turn! Using the TEKS for another grade level and/or subject complete a TEKS Exploration Tool. Have participants complete a TEKS Exploration Tool independently.

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? On this slide, each bulleted question will appear upon clicking. Give participants time to discuss these questions at their tables. The level of rigor is determined by the verbs. It determines the depth in which teachers are to teach and students are to learn. Teachers must know the skills/concepts they are teaching (this question is a perfect lead-in for the VAD study because we want teachers to realize how broad our state standards are with content expectations. Hopefully in the VAD study, teachers will have the realization that the VAD specificity tells them exactly what is to be taught.

Vertical Alignment/TEKS Clarification Document Study
The Guidelines for Your Lane Today we will be exploring the tools that clarify the alignment of a course or grade level. We will also examine the rigor that increases from one grade level to the next in order to give students a strong foundation at each level.

What is my level of implementation of the Vertical Alignment Document?
Use this slide to allow participants to pre-assess their level of understanding and implementation of the TEKS component of the CSCOPE curriculum. Since participants may tend to overrate themselves, it is suggested that the levels of the spectrum are summarized so that participants gain an understanding of each before they are asked to self-assess. For example, it is important to note that the level 5 descriptors all require that teachers are working in a professional learning community. Some teachers may not understand the importance and meaning behind PLCs and therefore might tend to overrate themselves.

How are the Vertical Alignment Documents Grouped?
English Language Arts and Reading K – 2nd 3rd – 5th 6th – 8th English I – English IV

Mathematics K – 2nd 3rd – 5th 6th – 8th Clarification Documents Algebra I Algebra II Geometry Math Models Pre-Calculus

Science K – 2nd 3rd – 5th 6th – 8th Clarification Documents Integrated Physics and Chemistry Biology Chemistry Physics Environmental Science

Social Studies K – 3rd 4th and 7th (Texas History) 5th, 8th and United States History 6th, World Geography Clarification Documents Economics Government World History

2.02 We are going to take a journey through the components of the VAD. Let’s begin with the title. In the title you will find the content and grade span or course of the document. The knowledge and skill statement begins each grade or course, then the student expectation(s) will follow. The Texas Knowledge and Skill statement and student expectations are documented in black text. Blue text includes the cognitive and content expectations and specificity. The beige shaded columns identify tested student expectations. These are the comments for slides Point out title, grade levels and year. Science has 3 at this time but that will change with the implementation of the new science TEKS.

We are going to take a journey through the components of the VAD
We are going to take a journey through the components of the VAD. Let’s begin with the title. In the title you will find the content and grade span or course of the document. The knowledge and skill statement begins each grade or course, then the student expectation(s) will follow. The Texas Knowledge and Skill statement and student expectations are documented in black text. Blue texts includes the cognitive and content expectations and specificity. The beige shaded columns identify tested student expectations. These are the comments for slides 7-10.

In this example, the strands are written into the knowledge and skills statement.
Make sure that you point out on this example of the VAD that strands are written into the knowledge and skills statement. (At this time the science VADs do not follow this example).

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. This model of an ELA VAD 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.
Make sure that you point out on this example of the VAD that strands are written into the knowledge and skills statement. (At this time the science VADs do not follow this example).

Specificity Specificity determines the rigor and complexity of the content that must be provided through the instruction. Closer look at specificity – What is it and where did it come from?

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. “Including but not limited to” means a teacher MUST provide learning opportunities for students as specified by the bulleted items, but the teacher can provide opportunities that go beyond those as well.

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
New for 2011 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 How was the CSCOPE Specificity determined?

The purpose of the TEKS Clarification Document is to provide further specificity for some high school courses. Clarification Documents contain the same information found in a VAD (title, strand, KS, SE, cognitive expectations, content expectations, specificity, and shading). The creation of the document is to provide further details for end of course. What does it look like for specific content areas?

Level 5 Processes and Tools
Vertical Alignment Study Title slide to transition to level 5 processes and tools…which should be used to facilitate the conversations in the professional learning community.

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. Revisit the rubric to set the level five expectation of your process and how to use the tool. Move the embedded arrow that says “our goal” to your particular level 5 component… Change the text in the textbox to reflect your level 5 descriptor… Our Goal

Cognitive and Content Specificity Across Grade Bands
Today we will be exploring the tools that clarify the alignment of a course or grade level. We will also examine the rigor that increases from one grade level to the next in order to give students a strong foundation at each level.

Distribute Science VAD grades 3 – 5 (Constancy and Change) page 2 to participants.
(If addressing specific content areas, it is suggested that you distribute the applicable document). Pass out the science VAD and tool.

2.03 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.
First, you need to complete the header of the document. Science at this time only has scientific processes and science concepts. They are not identified on the VAD as part of the knowledge and skills statement. Other content areas will have the strand written in the knowledge and skill statement.

Find the identifying number and letter for the student expectation
Find the identifying number and letter for the student expectation. Record it in the TEKS row of the “MY LANE” column. Participants will focus on 4th grade science when completing this guided sample. We will record 4.6A in the TEKS row for “my lane”.

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

Locate the content title written in ALL CAPS
Locate the content title written in ALL CAPS. Record it in the CONTENT TITLE row of the “MY LANE” column. Now, we will locate the content title written in all caps and record the title in the row labeled content title of “my lane”.

Now, we will follow the same process to complete the other columns.
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. Now, we will follow the same process to complete the other columns.

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
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.

What changes, in the cognitive specificity or content title, did you notice? What is the significance of the changes from one grade level to the next? 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.
Title slide to transition to Introduced or Transformed TEKS.

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. At this time we will define what an introduced or terminated student expectation and provide VAD examples of what each looks like on the vertical alignment document (VAD). An introduced SE would start in “your lane” and continue from there. A transformed SE would stop in “your lane” or be a continuous SE.

Which best describes TEKS 4.6A ? Introduced or Transformed?
An introduced SE would start in “your lane” and continue from there. A transformed SE would stop in “your lane” or be a continuous SE.

Which best describes TEKS 4.6A ? Introduced or Transformed?
An introduced SE would start in “your lane” and continue from there. A transformed SE would stop in “your lane” or be a continuous SE. This particular example represents a Transformed TEKS statement because it is addressed continuously across grade levels 3, 4 and 5.

Why could this be considered an introduced TEKS?
An introduced SE would start in “your lane” and continue from there. A transformed SE would stop in “your lane” or be a continuous SE. Why could this be considered an introduced TEKS?

Why could this be considered a transformed TEKS?
An introduced SE would start in “your lane” and continue from there. A transformed SE would stop in “your lane” or be a continuous SE.

What type of TEKS could this example represent?
What is the significance of this particular situation? Continuing with a fourth grade focus, we would identify this student expectation as an introduced and terminated student expectation. What is the significance of this particular situation? Possible answer: This is the only time students are exposed to this student expectation. Direct participants to the bottom row of the VAD slide. The bottom represents a terminated student expectation for third grade and then introduced again in fifth. What is the significance of this type of alignment? Answers will vary.

What is the significance of this type of alignment?
Continuing with a fourth grade focus, we would identify this student expectation as an introduced and terminated student expectation. What is the significance of this particular situation? Possible answer: This is the only time students are exposed to this student expectation. Direct participants to the bottom row of the VAD slide. The bottom represents a terminated student expectation for third grade and then introduced again in fifth. What is the significance of this type of alignment? Answers will vary.

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. Thus far we have focused on the VAD, now let’s use a clarification document in our study. At this time social studies and mathematics are the only content areas with clarification documents, however, others will follow. Use the fly in boxes to guide participants in locating the information for using the vertical alignment tool.

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. The purpose of this tool is to bridge the student expectations from eighth grade to those found on the geometry clarification document. These clarification documents are designed to address end-of-course expectations and identify the tested student expectations for current and/or other grade levels for TAKS. Participants should be provided with page 19 of the Geometry Clarification Document and page 22 of the Math 6-8 VAD for this activity.

Thus far we have focused on the VAD, now let’s use a clarification document in our study. At this time social studies and mathematics are the only content areas with clarification documents, however, others will follow. Use the fly in boxes to guide participants in locating the information for using the vertical alignment tool. Pass out the VAD for 8th grade and the Geometry TEKS verification Document.

Thus far we have focused on the VAD, now let’s use a clarification document in our study. At this time social studies and mathematics are the only content areas with clarification documents, however, others will follow. Use the fly in boxes to guide participants in locating the information for using the vertical alignment tool.

This 8th grade Student Expectation maps to the specificity of geometry TEKS in the Clarification Document. Using the math 6-8 VAD page, locate 8.6B and complete the column before “my lane” on the recording tool.

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. Title slide to transition to Introduced or Transformed TEKS.

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. Each table will already have the needed documents for this activity. They will need to construct a T-chart on paper to record the similarities and differences for whole group.

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? Answers will vary. Make sure participants understand that specificity clarifies the content given to us in our TEKS.

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. Provide the following VADs/Clarification Documents for each small group: Science (Constancy and Change) grades 3-5; 6-8 ELA (Reading) grades 6-8; high school Math grades 3-5; 6-8; Clarification Geometry Social Studies 4th/7th Texas History; 5th/ 8th /United States History; Clarification Economics Participants will complete the bottom section of the Vertical Alignment Study Document of their choosing.

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? Use the listed guiding questions to debrief their exploration of the tool. Possible answers could be: Changes in the verbs could include: higher level, more verbs, fewer verbs. May have the same content but rigor increases. In some cases there are no changes because it is a process that is being taught, In many cases the content title changed as the depth of the content increases.

A guide to developing your course sequence
Year at a Glance A guide to developing your course sequence Title slide..

Pre-assessment of the Year at a Glance Implementation
CSCOPE Implementation Rubric Transition to first objective.

What is my level of implementation of the Year at a Glance?
Use this slide to allow participants to pre-assess their level of understanding and implementation of the YAG component of the CSCOPE curriculum. Since participants may tend to overrate themselves, it is suggested that the levels of the spectrum are summarized so that participants gain an understanding of each before they are asked to self-assess. For example, it is important to note that the level 5 descriptors all require that teachers are working in a professional learning community. Some teachers may not understand the importance and meaning behind PLCs and therefore might tend to overrate themselves.

Overview of the Year at a Glance
Major Components Transition to second objective.

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. It is important to know and understand some basic assumptions regarding the CSCOPE Year at A Glance documents. These assumptions provide a basis for understanding and appreciating the sequences presented in the Year at a Glance documents.

Purpose Statement-Statement of alignment to the national standards.
3.02 Purpose Statement-Statement of alignment to the national standards. NOTE: Due to TEKS revisions, ELAR does NOT provide an overview with the Year at A Glance documents at this time. Each Year at A Glance document provides an overview of background information regarding the course sequence and how it aligns to both national and state standards.

CSCOPE Statement-Statement of alignment to State Standards (TEKS)
Each Year at A Glance document provides an overview of background information regarding the course sequence and how it aligns to both national and state standards.

Grade/Course TEKS Statement- An overview of the grade level or course TEKS.
An synopsis of grade level or course TEKS is given in the overview.

The rationale for the bundling of TEKS and the sequence of CSCOPE units is given in the overview.
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.
In the upper right hand corner of the document, the grade level/course and content area are identified.

This particular example is based upon six-week grading periods
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. Both six week and nine week versions of the Year at A Glance documents are available. Grading periods are identified in beige fields of the document.

Each six-week grading period contains a sequence of units that comprise a total of approximately 25 instructional class days. Although the number of CSCOPE units per six weeks will vary, the total number of days of instruction will be approximately 25 class days. A class day of instruction is approximately 50 minutes.

Units of instruction are noted by number and in bold print, followed by the suggested number of days of instruction in parentheses. Unit numbers and names are noted in bold print. Each unit of instruction has a suggested timeframe in parentheses just after each unit name.

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

Direct teach TEKS are noted under each unit title.
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 Transition to third objective.

Reconciling a Sequence to the District/Campus Calendar
Guiding questions for finding areas of discrepancies between the local calendar and the CSCOPE Year at a Glance… 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? Use these questions to discuss the need to reconcile the CSCOPE YAG to the district/campus calendars. Have participants discuss/brainstorm the last two questions with a partner or in groups.

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 Use this slide to debrief the participants’ findings from the previous two questions. Have participants indentify their findings and see how they compare to the ones listed on the slide.

Create a Local Year at a Glance
Level 5 Processes and Tools Create a Local Year at a Glance Transition to Level 5 processes and tools.

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. Have participants revisit the rubric and recall their self-assessment. Our goal is always level 5. The expectation for the effective use of the YAG, in a professional learning community, is set by the level 5 descriptor. Our Goal

Reconciling Your Course Sequence
Steps… Identify the number of instructional days in the six weeks according to the district/campus calendar. Subtract discrepant days (early release, assessment days, extracurricular events). Compare to CSCOPE six week timeframe (usually 25 days). Adjust unit timeframes based on local consensus of grade level or course teams. Use this slide to outline the process of reconciling a course sequence. Model and coach the process with participants through the first six weeks. Give participants time to complete each step. Debrief the process for the first six weeks and clarify any misunderstandings. Participants will complete the rest of the calendar later in the session.

3.03 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.

3.04 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
3.05 Semester 1 Semester 2 1st Six Weeks 2 days – Six Week Exams 3 days – Unit Assessments 4th Six Weeks 4 days – Unit Assessments 2nd Six Weeks 2 days – Unit Assessments 1 day – Homecoming Event 5th Six Weeks 3 days – Spring Benchmark 1 day - 8th Grade Math TAKS 1 day – 8th Grade Reading TAKS 3rd Six Weeks 3 days – Fall Benchmark 1 day – Band Concert 6th Six Weeks 1 day – 8th Grade Science TAKS 1 day - 8th Grade Social Studies TAKS 2 days – 8th TAKS Retest Math/Reading) Use this page to have participants fill in their YAG tool worksheet (example) and to complete the YAG TOOL in EXCEL.

Discrepant Days Record Form
District: Campus: Grade: Subject/Course: Semester 1 Semester 2 1st Six Weeks 4th Six Weeks 2nd Six Weeks 5th Six Weeks 3rd Six Weeks 6th Six Weeks

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?
Use this slide to allow participants to pre-assess their level of understanding and implementation of the IFD component of the CSCOPE curriculum. Since participants may tend to overrate themselves, it is suggested that the levels of the spectrum are summarized so that participants gain an understanding of each before they are asked to self-assess. For example, it is important to note that the level 5 descriptors all require that teachers are working in a professional learning community (PLC). Some teachers may not understand the importance and meaning behind PLCs and therefore might tend to overrate themselves.

Overview of the Instructional Focus Documents

Header Information - This particular unit of instruction
is 8th Grade Mathematics. Use this slide to discuss the information found in the title section of the header.

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. Use this slide to discuss unit and lesson information in the header. Although this unit only contains one exemplar lesson, some units will contain more.

The Suggested Duration of instructional time for this unit is 7 class days. (1 class day is approximately 50 minutes) Not all units will require the same amount of instructional time; therefore, a suggested timeframe for each unit is given. Note that timeframes are suggested because of individual teacher pacing.

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. References to professional resources are given that will complement the content of the unit.

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. Although the IFD contains what are believed to be common misconceptions, it is impossible to list all misconceptions that students may have. However, the misconceptions listed in the IFD should serve as a backdrop for teachers to informally assess their students.

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. Performance Indicators are given to inform teachers of the learning destination for students. Performance indicators are based on the “begin with the end in mind” philosophy. Therefore, teachers should examine the performance indicator statements with the intent of planning instruction that will allow all students to demonstrate their understanding.

Concepts - Identify the major overarching ideas of the unit.
Concepts are the big ideas that students will need to understand and internalize in order to demonstrate at the level of the performance indicator.

Key Understandings – Identify the specific understandings that students must develop in order to meet the demands of the student performance indicator. Key Understandings are the specific understandings related to a concept that students will need in order to demonstrate at the level of the 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. 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 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 strand and the knowledge and skill statements will always appear prior to the student expectations. These are found in the shaded gray cells in the TEKS section of the IFD. Although participants will have completed the TEKS portion of the implementation guide prior to the IFD session, it may be helpful to briefly remind them of the structure of the TEKS statements as well as the coding convention that has been carried over from the VAD.

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. The specificity that is pulled forward from the VAD and into the IFD is revisited on a regular basis by the CSCOPE content area development teams. As new publications such as released assessments, and study guides become available, and TEKS revisions take place, the specificities are revised to align to any changes.

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. Strike throughs DO NOT mean that content can be left out of the course or grade level. Strike throughs DO NOT represent revisions in the TEKS.

A guide to developing your course sequence
Year at a Glance A guide to developing your course sequence Title slide..

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. Use this slide to outline the objectives for the session and set the expectations for the coaching model. It is important that participants understand that the activities modeled in the session are centered around a coaching model. Successful implementation of CSCOPE will require that the activities modeled in the session continue to be coached and implemented at the district and campus levels throughout the year.

Pre-assessment of the Year at a Glance Implementation

What is my level of implementation of the Year at a Glance?
Use this slide to allow participants to pre-assess their level of understanding and implementation of the YAG component of the CSCOPE curriculum. Since participants may tend to overrate themselves, it is suggested that the levels of the spectrum are summarized so that participants gain an understanding of each before they are asked to self-assess. For example, it is important to note that the level 5 descriptors all require that teachers are working in a professional learning community. Some teachers may not understand the importance and meaning behind PLCs and therefore might tend to overrate themselves.

Overview of the Year at a Glance