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

65

76

58

25

60

64

59

32

65

40

17

63

6869

56

71

48

10

808384

80

8583

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 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.

Contact

Ervin Knezek

Ervin.knezek@esc13.txed.net

512.919.5453

Math Vertical Alignment

• When: June 6 and 7

• Where: Llano Junior High computer labs

• Time: 9:00 – 4:00

• Who: Llano and Johnson City