Using CSCOPE for Instructional

Planning

Brea C. Ratliff, DeSoto ISD Math Supervisor

What do you believe about how students learn?

Step 1Knowledge of Students

1. What is the data saying about the students?

2.How will the teacher observe the students’ learning styles while teaching these units?

3.What background knowledge will students need to have in order to master these units?

Math TEKS (Link to the TEA website)

Be sure to review the new Math standards ASAP.

Deconstructing the TEKS

Staying “On Target” With the TEKS

Subject Area

Grade Level or Course

Introduction or Basic

Understanding

Strand

Reporting Categories

(STAAR)

Objectives (TAKS)

Knowledge and

Skills Statement

Student

Expectations

Readiness

Supporting

Process

Looking at CSCOPE…

List the strands for Algebra 1. Is this a student expectation or a knowledge and skills statement:

“The student adds, subtracts, multiplies, or divides to solve problems and justify

solutions.”Explain why.

Under which grade level would you find this introductory statement:

“The primary focal points at Grade __ are using direct proportional relationships in number, geometry, measurement, and

probability...”

True or False: Reporting Categories, Strands, and Objectives are exactly the

same. Explain why.

True or False: There is no direct / explicit link to Geometry written in the Algebra II TEKS.

Explain why.

Where in the TEKS would you be able to find information about the Process Standards for

the EOC tested courses?

Is this a student expectation or a knowledge and skills statement:

“The student is expected to collect and organize data, make and interpret

scatterplots, fit the graph of a function to the data, interpret the results, and proceed to

model, predict, and make decisions and critical judgments.”

Explain why.

List two 5th grade student expectations that are indicators of Algebra Readiness.

“The student is expected to determine the domain and range of functions using graphs,

tables, and symbols.”Which grade level or course does this apply

to?

Under which course would you find this basic understanding:

“Students use a variety of representations (concrete, pictorial, numerical, symbolic,

graphical, and verbal), tools, and technology (including, but not limited to, calculators

with graphing capabilities, data collection devices, and computers) to solve meaningful

problems…”

Is this a student expectation or a knowledge and skills statement:

“The student applies logical reasoning to justify and prove mathematical statements.”

Explain why.

True or False: There is no introductory statement for Algebra 1.

Activity

Step 2Year-at–a–Glance (YAG) and the TEKS Verification Document

1.Which units are being taught?

2.What are the concepts of focus and student expectations addressed in each unit?

3. Is the suggested time for teaching these units reasonable? (Explain)

CSCOPE Instructional Focus Documents are used to group the specified standards from the Vertical Alignment Documents and the Year-at-a-Glance into a logical sequence for instruction.

Pacing

Information Included in the Introduction of the TEKS; “Before / During / After” ; Research;

Mistakes in Learning

Tool to Show Learning Has Taken Place

Strands; Key Words from Knowledge and Skills or

Student Expectations

Purpose for Learning

Knowledge and Skills Statements; Student Expectations

Cognitive Processes and LIMITED Examples from VAD

Adapted from Lead4Ward, LLC - August 2012

Performance Indicator RubricReasoning and

Proof

Communication

ConnectionsRepresentation

Problem Solving

NCTM Process Standards

Step 3Instructional Focus Document (IFD)

1. Describe the instructional rationale. How will the teacher engage the students and make the concept relevant for learning?

2. Which resources are most appropriate for teaching these units?

3. Master Teachers Know This…If we know the kinds of misconceptions students develop as they learn these concepts, when will it become apparent and what will be done to correct them?

4. How will academic vocabulary be introduced and taught?

5. What should students be able to do by the end of the unit? How does the Performance Indicator evaluate student learning?

6. How else could the student expectations within these units be presented so students avoid becoming “sample item” dependent?

15

The GapGrade 5 Grade 6 Grade 7

2012-2013Current TEKS

No treatment of integers “Use integers to represent real life situations” 6.1C

“Use models, such as concrete objects, pictorial models, and number lines to add, subtract, multiply, and divide integers and connect the actions to algorithms” 7.2C

2013-2014Current TEKS

No treatment of integers “Use integers to represent real life situations” 6.1C

“Use models, such as concrete objects, pictorial models, and number lines to add, subtract, multiply, and divide integers and connect the actions to algorithms” 7.2C

2014-2015NEW TEKS

No treatment of integers “represent integer operations with concrete models and connect the actions with the models to standardized algorithms”

“add, subtract, multiply, and divide integers fluently”

No treatment of integers

© David Molina & Associates, Inc.

Step 4Vertical Alignment Document (VAD)

1.What do students learn in the previous two grades to prepare them for these concepts?

2.How will students use this knowledge in the next grade level / course?

Enhanced Instructional Transition Guides (EITGs)

EITGs are an extension of the IFDs and provide the following: lesson descriptions specified standards with strikethroughs identified instructional vocabulary defined materials lists modeled 5E instruction detailed instructional procedures and/or examples specific teacher notes aligned handouts/attachments

Step 5Unit Assessments and Enhanced Instructional Transition Guides

(EITG)1. How do the Unit Assessments determine the level of

specificity and rigor which need to be included in the teacher’s instruction?

2. Explain how the Exemplar Lessons / activities extend the knowledge specified in the Instructional Focus Document.

Final Steps…Step 6

Plan Instruction1. What materials will the teacher need in

order to effectively teach each lesson?2. How will the teacher provide and activate

background knowledge for each lesson?3. What thought provoking questions will the

teacher ask the students during each lesson?

4. How and when will the Math Journal be used for instruction?

5. How will the teacher use the Spiral Reviews?

Step 7Teacher

Reflection1. What did students learn? Cite

evidence. 2. What, if anything, would you do

differently?3. What are the next steps for

instruction and RTI?

Collaborative Planning

Form a group with other teachers from your grade level or course.

Use the “Steps For Planning Instruction Using CSCOPE” Template to plan instruction for the 1st Six Weeks

Collaborative Planning

Goals / Objectives

1. You will have 45 minutes to complete at least Steps 1 – 5 with your group. (Each person should write on his / her own template)

Augment the Exemplars Standards-Based Math Rubric for your PI

Use the iPads to access the Vertical Alignment Documents from CSCOPE, Lead4Ward, and Houston ISD

2. Create a poster size flow chart which highlights the main ideas from your session – be prepared to present your work.

Vertical Alignment

Equity(Who we teach)

Pedagogy(How we teach)

Content(What we

teach)

Math Non Negotiables(Secondary)

August 2012

• CSCOPE Documents• Math Journals• Formative & Summative Assessment

September – October 2012

• 4 Step Problem Solving Model

• Technical Reading

November 2012

•Full Implementation of all Math Non-Negotiables

October 2012

•Talk Moves

Self Assessment