Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "©TESCCC, is a TESCCC Partner Implementation Guide Its a PROCESS not a training EVENT!"— Presentation transcript:

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

2 ©TESCCC, is a TESCCC Partner What quantitative evidence doesnt 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!

3 ©TESCCC, is a TESCCC Partner 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!

4 ©TESCCC, is a TESCCC Partner The CSCOPE Rubric The performance continuum for each of the indicators. Level 5 is where its at!

5 ©TESCCC, is a TESCCC Partner 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 0.07

6 ©TESCCC, is a TESCCC Partner 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)

7 ©TESCCC, is a TESCCC Partner 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)

8 ©TESCCC, is a TESCCC Partner 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)

9 ©TESCCC, is a TESCCC Partner 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)

10 ©TESCCC, is a TESCCC Partner 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

11 ©TESCCC, is a TESCCC Partner 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 StudyTEKS Discovery Tool Vertical Alignment StudyVAD Study Tool Reconciling the Course SequenceYAG Tool Identifying Instructional DiscrepanciesIRD Tool Determination of Assessment EvidenceAssessment Planning Tool Instructional Resource Evaluation and CalibrationResource Calibration Tool

12 ©TESCCC, is a TESCCC Partner TEKS Framework Module Division of Instructional Support Curriculum, Instruction and Assessment

13 ©TESCCC, is a TESCCC Partner What is my level of implementation of the TEKS?

14 ©TESCCC, is a TESCCC Partner TEKS Format Strand Knowledge and Skills Statement Student Expectation

15 ©TESCCC, is a TESCCC Partner 1.01

16 ©TESCCC, is a TESCCC Partner Notice: From the strand to the knowledge and skills statement to the student expectation, the information changes from general to more specific..

17 ©TESCCC, is a TESCCC Partner Level 5 Processes and Tools TEKS Exploration

18 ©TESCCC, is a TESCCC Partner 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.

19 ©TESCCC, is a TESCCC Partner The TEKS Landscape How are the TEKS distributed across my grade level/course?

20 ©TESCCC, is a TESCCC Partner 1.02 & 1.03

21 ©TESCCC, is a TESCCC Partner In the first column, record the strands for the content area. 1.02 & 1.03

22 ©TESCCC, is a TESCCC Partner In this column, record the number of knowledge and skills statements for each strand.

23 ©TESCCC, is a TESCCC Partner In this column, record the number of student expectations for each strand.

24 ©TESCCC, is a TESCCC Partner

25 Your Turn! Using the TEKS for another grade level and/or subject complete a TEKS Recording Document. 1.03

26 ©TESCCC, is a TESCCC Partner 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?

27 ©TESCCC, is a TESCCC Partner Exploring Cognitive and Content Expectations Whats the difference?

28 ©TESCCC, is a TESCCC Partner 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.

29 ©TESCCC, is a TESCCC Partner 1.04 & 1.05

30 ©TESCCC, is a TESCCC Partner In the first column, record the identifying number of the knowledge and skills statement.

31 ©TESCCC, is a TESCCC Partner In the second column, record the identifying number and letter for the student expectation(s).

32 ©TESCCC, is a TESCCC Partner In the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills and student expectations.

33 ©TESCCC, is a TESCCC Partner In the fourth column, list the content items that students must demonstrate at the cognitive levels listed in the previous column.

34 ©TESCCC, is a TESCCC Partner

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

36 ©TESCCC, is a TESCCC Partner Debriefing Cognitive and Content Expectations From the cognitive expectations column, what determines the level of rigor and why is this important? What is the importance of knowing the content expectations?

37 ©TESCCC, is a TESCCC Partner

38 Vertical Alignment/TEKS Clarification Document Study The Guidelines for Your Lane

39 ©TESCCC, is a TESCCC Partner What is my level of implementation of the Vertical Alignment Document?

40 ©TESCCC, is a TESCCC Partner How are the Vertical Alignment Documents Grouped? English Language Arts and Reading o K – 2 nd o 3 rd – 5 th o 6 th – 8 th o English I – English IV

41 ©TESCCC, is a TESCCC Partner How are the Vertical Alignment Documents Grouped? Mathematics o K – 2 nd o 3 rd – 5 th o 6 th – 8 th o Clarification Documents o Algebra I o Algebra II o Geometry o Math Models o Pre-Calculus

42 ©TESCCC, is a TESCCC Partner How are the Vertical Alignment Documents Grouped? Science o K – 2 nd o 3 rd – 5 th o 6 th – 8 th o Clarification Documents o Integrated Physics and Chemistry o Biology o Chemistry o Physics o Environmental Science

43 ©TESCCC, is a TESCCC Partner How are the Vertical Alignment Documents Grouped? Social Studies o K – 3 rd o 4 th and 7 th (Texas History) o 5 th, 8 th and United States History o 6 th, World Geography o Clarification Documents o Economics o Government o World History

44 ©TESCCC, is a TESCCC Partner 2.02

45 ©TESCCC, is a TESCCC Partner

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

47 ©TESCCC, is a TESCCC Partner 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.

48 ©TESCCC, is a TESCCC Partner In this example, STAAR Readiness and Supporting Standards are identified.

49 ©TESCCC, is a TESCCC Partner Specificity Specificity Specificity determines the rigor and complexity of the content that must be provided through the instruction.

50 ©TESCCC, is a TESCCC Partner 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.

51 ©TESCCC, is a TESCCC Partner After the Cognitive Specificity, the content is highlighted in ALLCAPS.

52 ©TESCCC, is a TESCCC Partner 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.

53 ©TESCCC, is a TESCCC Partner CSCOPE Specificity Resources 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

54 ©TESCCC, is a TESCCC Partner The purpose of the TEKS Clarification Document is to provide further specificity for some high school courses.

55 ©TESCCC, is a TESCCC Partner Level 5 Processes and Tools Vertical Alignment Study

56 ©TESCCC, is a TESCCC Partner 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.

57 ©TESCCC, is a TESCCC Partner Cognitive and Content Specificity Across Grade Bands

58 ©TESCCC, is a TESCCC Partner

59 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. 2.03

60 ©TESCCC, is a TESCCC Partner Completing the Tool First, complete the header of the document.

61 ©TESCCC, is a TESCCC Partner Find the identifying number and letter for the student expectation. Record it in the TEKS row of the MY LANE column.

62 ©TESCCC, is a TESCCC Partner Find the verb or verbs written below the student expectation and record them in the cognitive specificity row of MY LANE.

63 ©TESCCC, is a TESCCC Partner Locate the content title written in ALL CAPS. Record it in the CONTENT TITLE row of the MY LANE column.

64 ©TESCCC, is a TESCCC Partner Follow the same process to complete the BEFORE column. Find the identifying number and letter for the student expectation.

65 ©TESCCC, is a TESCCC Partner Find the verb(s) in the student expectation. Record them in the cognitive specificity of the BEFORE column.

66 ©TESCCC, is a TESCCC Partner Locate the content title and record the title in the row labeled CONTENT TITLE of the BEFORE column.

67 ©TESCCC, is a TESCCC Partner Follow the same process to complete the AFTER column. Find the identifying number and letter for the student expectation.

68 ©TESCCC, is a TESCCC Partner Find the verb(s) in the student expectation. Record them in the cognitive specificity of the AFTER column.

69 ©TESCCC, is a TESCCC Partner Locate the content title and record the title in the row labeled CONTENT TITLE of the AFTER column.

70 ©TESCCC, is a TESCCC Partner Identify which Student Expectations are introduced or transformed in a particular grade level.

71 ©TESCCC, is a TESCCC Partner 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.

72 ©TESCCC, is a TESCCC Partner Which best describes TEKS 4.6A ? Introduced or Transformed?

73 ©TESCCC, is a TESCCC Partner Which best describes TEKS 4.6A ? Introduced or Transformed? Transformed

74 ©TESCCC, is a TESCCC Partner Why could this be considered an introduced TEKS?

75 ©TESCCC, is a TESCCC Partner Why could this be considered a transformed TEKS?

76 ©TESCCC, is a TESCCC Partner What type of TEKS could this example represent? What is the significance of this particular situation?

77 ©TESCCC, is a TESCCC Partner What is the significance of this type of alignment?

78 ©TESCCC, is a TESCCC Partner 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.

79 ©TESCCC, is a TESCCC Partner 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 8 th grade.

80 ©TESCCC, is a TESCCC Partner

81

82

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

84 ©TESCCC, is a TESCCC Partner Bridging to a VAD Use the Vertical Alignment Document to complete the before column.

85 ©TESCCC, is a TESCCC Partner Bridging to a VAD There may not be an alignment of Student Expectations for the courses following this one.

86 ©TESCCC, is a TESCCC Partner Determine the differences in the cognitive and content specificity for the student expectation from one grade level or course to the next.

87 ©TESCCC, is a TESCCC Partner 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.

88 ©TESCCC, is a TESCCC Partner

89 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?

90 ©TESCCC, is a TESCCC Partner 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.

91 ©TESCCC, is a TESCCC Partner 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?

92 ©TESCCC, is a TESCCC Partner Year at a Glance A guide to developing your course sequence

93 ©TESCCC, is a TESCCC Partner Pre-assessment of the Year at a Glance Implementation CSCOPE Implementation Rubric

94 ©TESCCC, is a TESCCC Partner What is my level of implementation of the Year at a Glance?

95 ©TESCCC, is a TESCCC Partner Overview of the Year at a Glance Major Components

96 ©TESCCC, is a TESCCC Partner 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.

97 ©TESCCC, is a TESCCC Partner Purpose Statement-Statement of alignment to the national standards. 3.02

98 ©TESCCC, is a TESCCC Partner CSCOPE Statement-Statement of alignment to State Standards (TEKS)

99 ©TESCCC, is a TESCCC Partner Grade/Course TEKS Statement- An overview of the grade level or course TEKS.

100 ©TESCCC, is a TESCCC Partner CSCOPE Grade/Course Statement-The rationale for the bundling of TEKS and sequence of CSCOPE units.

101 ©TESCCC, is a TESCCC Partner Bibliography-A reference to research supporting the Year at a Glance.

102 ©TESCCC, is a TESCCC Partner Year at a Glance Header- Eighth Grade Mathematics.

103 ©TESCCC, is a TESCCC Partner 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.

104 ©TESCCC, is a TESCCC Partner Each six-week grading period contains a sequence of units that comprise a total of approximately 25 instructional class days.

105 ©TESCCC, is a TESCCC Partner Units of instruction are noted by number and in bold print, followed by the suggested number of days of instruction in parentheses.

106 ©TESCCC, is a TESCCC Partner A day of instruction is assumed to be approximately 50 minutes.

107 ©TESCCC, is a TESCCC Partner Direct teach TEKS for each unit of instruction are noted under the unit title.

108 ©TESCCC, is a TESCCC Partner Reconciling Course Sequences to the District/Campus Calendar Actual Instructional Days

109 ©TESCCC, is a TESCCC Partner 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…

110 ©TESCCC, is a TESCCC Partner Possible Areas of Discrepancies 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

111 ©TESCCC, is a TESCCC Partner Create a Local Year at a Glance Level 5 Processes and Tools

112 ©TESCCC, is a TESCCC Partner 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.

113 ©TESCCC, is a TESCCC Partner 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.

114 ©TESCCC, is a TESCCC Partner 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. 3.03

115 ©TESCCC, is a TESCCC Partner Tabs are given for each six weeks. Use the appropriate tab to enter the information for each six weeks. 3.04

116 ©TESCCC, is a TESCCC Partner Cells that are shaded gray are input fields.

117 ©TESCCC, is a TESCCC Partner Total Calendar Days Available is the number of days in the current six weeks according to the district/campus calendar.

118 ©TESCCC, is a TESCCC Partner 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.

119 ©TESCCC, is a TESCCC Partner Other parameters are automatically calculated as the cells are populated.

120 ©TESCCC, is a TESCCC Partner 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.

121 ©TESCCC, is a TESCCC Partner After each six weeks has been populated with data, click the tab labeled Local YAG to see the reconciled course sequence.

122 ©TESCCC, is a TESCCC Partner

123 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.

124 ©TESCCC, is a TESCCC Partner Grade Level/Course Groups An example using 8 th grade math.

125 ©TESCCC, is a TESCCC Partner Sample 8 th Grade Discrepant Days Semester 1Semester 2 1 st Six Weeks 2 days – Six Week Exams 3 days – Unit Assessments 4 th Six Weeks 2 days – Six Week Exams 4 days – Unit Assessments 2 nd Six Weeks 2 days – Six Week Exams 2 days – Unit Assessments 1 day – Homecoming Event 5 th Six Weeks 2 days – Six Week Exams 2 days – Unit Assessments 3 days – Spring Benchmark 1 day - 8 th Grade Math TAKS 1 day – 8 th Grade Reading TAKS 3 rd Six Weeks 2 days – Six Week Exams 3 days – Unit Assessments 3 days – Fall Benchmark 1 day – Band Concert 6 th Six Weeks 2 days – Six Week Exams 2 days – Unit Assessments 1 day – 8 th Grade Science TAKS 1 day - 8 th Grade Social Studies TAKS 2 days – 8 th TAKS Retest Math/Reading) 3.05

126 ©TESCCC, is a TESCCC Partner

127 Discrepant Days Record Form 3.05A Semester 1Semester 2 1 st Six Weeks 4 th Six Weeks 2 nd Six Weeks 5 th Six Weeks 3 rd Six Weeks 6 th Six Weeks District:Campus: Grade:Subject/Course:

128 ©TESCCC, is a TESCCC Partner Instructional Focus Documents IFD- The Roadmap of Instruction, but the teacher still gets to drive.

129 ©TESCCC, is a TESCCC Partner Pre-assessment: Implementation of Instructional Focus Documents CSCOPE Implementation Rubric

130 ©TESCCC, is a TESCCC Partner What is my level of implementation of the Instructional Focus Documents?

131 ©TESCCC, is a TESCCC Partner Overview of the Instructional Focus Documents Major Components

132 ©TESCCC, is a TESCCC Partner Header Information - This particular unit of instruction is 8 th Grade Mathematics.

133 ©TESCCC, is a TESCCC Partner 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.

134 ©TESCCC, is a TESCCC Partner The Suggested Duration of instructional time for this unit is 7 class days. (1 class day is approximately 50 minutes)

135 ©TESCCC, is a TESCCC Partner 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.

136 ©TESCCC, is a TESCCC Partner 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.

137 ©TESCCC, is a TESCCC Partner 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.

138 ©TESCCC, is a TESCCC Partner 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.

139 ©TESCCC, is a TESCCC Partner Concepts - Identify the major overarching ideas of the unit.

140 ©TESCCC, is a TESCCC Partner Key Understandings – Identify the specific understandings that students must develop in order to meet the demands of the student performance indicator.

141 ©TESCCC, is a TESCCC Partner Key Academic Vocabulary – Ensures consistency and appropriateness of grade level content.

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

143 ©TESCCC, is a TESCCC Partner 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.

144 ©TESCCC, is a TESCCC Partner 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.

145 ©TESCCC, is a TESCCC Partner 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.

146 ©TESCCC, is a TESCCC Partner Year at a Glance A guide to developing your course sequence

147 ©TESCCC, is a TESCCC PartnerObjectives 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.

148 ©TESCCC, is a TESCCC Partner Pre-assessment of the Year at a Glance Implementation CSCOPE Implementation Rubric

149 ©TESCCC, is a TESCCC Partner What is my level of implementation of the Year at a Glance?

150 ©TESCCC, is a TESCCC Partner Overview of the Year at a Glance Major Components

151 ©TESCCC, is a TESCCC Partner 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.

152 ©TESCCC, is a TESCCC Partner Purpose Statement-Statement of alignment to the national standards. 3.02

153 ©TESCCC, is a TESCCC Partner CSCOPE Statement-Statement of alignment to State Standards (TEKS)

154 ©TESCCC, is a TESCCC Partner Grade/Course TEKS Statement- An overview of the grade level or course TEKS.

155 ©TESCCC, is a TESCCC Partner CSCOPE Grade/Course Statement-The rationale for the bundling of TEKS and sequence of CSCOPE units.

156 ©TESCCC, is a TESCCC Partner Bibliography-A reference to research supporting the Year at a Glance.

157 ©TESCCC, is a TESCCC Partner Year at a Glance Header- Eighth Grade Mathematics.

158 ©TESCCC, is a TESCCC Partner 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.

159 ©TESCCC, is a TESCCC Partner Each six-week grading period contains a sequence of units that comprise a total of approximately 25 instructional class days.

160 ©TESCCC, is a TESCCC Partner Units of instruction are noted by number and in bold print, followed by the suggested number of days of instruction in parentheses.

161 ©TESCCC, is a TESCCC Partner A day of instruction is assumed to be approximately 50 minutes.

162 ©TESCCC, is a TESCCC Partner Direct teach TEKS for each unit of instruction are noted under the unit title.

163 ©TESCCC, is a TESCCC Partner Reconciling Course Sequences to the District/Campus Calendar Actual Instructional Days

164 ©TESCCC, is a TESCCC Partner 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…

165 ©TESCCC, is a TESCCC Partner Possible Areas of Discrepancies 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

166 ©TESCCC, is a TESCCC Partner Create a Local Year at a Glance Level 5 Processes and Tools

167 ©TESCCC, is a TESCCC Partner 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.

168 ©TESCCC, is a TESCCC Partner 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.

169 ©TESCCC, is a TESCCC Partner 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. 3.03

170 ©TESCCC, is a TESCCC Partner Tabs are given for each six weeks. Use the appropriate tab to enter the information for each six weeks. 3.04

171 ©TESCCC, is a TESCCC Partner Cells that are shaded gray are input fields.

172 ©TESCCC, is a TESCCC Partner Total Calendar Days Available is the number of days in the current six weeks according to the district/campus calendar.

173 ©TESCCC, is a TESCCC Partner 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.

174 ©TESCCC, is a TESCCC Partner Other parameters are automatically calculated as the cells are populated.

175 ©TESCCC, is a TESCCC Partner 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.

176 ©TESCCC, is a TESCCC Partner After each six weeks has been populated with data, click the tab labeled Local YAG to see the reconciled course sequence.

177 ©TESCCC, is a TESCCC Partner

178 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.

179 ©TESCCC, is a TESCCC Partner Grade Level/Course Groups An example using 8 th grade math.

180 ©TESCCC, is a TESCCC Partner Sample 8 th Grade Discrepant Days Semester 1Semester 2 1 st Six Weeks 2 days – Six Week Exams 3 days – Unit Assessments 4 th Six Weeks 2 days – Six Week Exams 4 days – Unit Assessments 2 nd Six Weeks 2 days – Six Week Exams 2 days – Unit Assessments 1 day – Homecoming Event 5 th Six Weeks 2 days – Six Week Exams 2 days – Unit Assessments 3 days – Spring Benchmark 1 day - 8 th Grade Math TAKS 1 day – 8 th Grade Reading TAKS 3 rd Six Weeks 2 days – Six Week Exams 3 days – Unit Assessments 3 days – Fall Benchmark 1 day – Band Concert 6 th Six Weeks 2 days – Six Week Exams 2 days – Unit Assessments 1 day – 8 th Grade Science TAKS 1 day - 8 th Grade Social Studies TAKS 2 days – 8 th TAKS Retest Math/Reading) 3.05

181 ©TESCCC, is a TESCCC Partner

182 Discrepant Days Record Form 3.05A Semester 1Semester 2 1 st Six Weeks 4 th Six Weeks 2 nd Six Weeks 5 th Six Weeks 3 rd Six Weeks 6 th Six Weeks District:Campus: Grade:Subject/Course:


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

Similar presentations


Ads by Google