CSCOPE Unit Planning

1. CSCOPE Unit Planning

2. Objective Understand how to effectively plan student-centered, engaging lessons based on the CSCOPE IFD and Unit Assessments.

3. 3 Big Ideas • Focus on Learning • Collaborative Culture • Focus on Results

4. Big Idea #1 Focus on Learning What do we want students to learn?

5. Focus on Learning How will we know if they have learned?

6. Focus on Learning What will we do if they don’t learn?

7. Focus on Learning What will we do if they already know it?

8. Big Idea #2 Collaborative Culture • Highest levels can’t be achieved in isolation • Improvement = time to work together to • clarify essential learning • develop common assessments • analyze evidence of student learning • learn from one another

9. Big Idea #3Focus on Results • Success measured by results not intentions • Continuous review of practice and its impact on student learning • Timely feedback on effectiveness of efforts

10. Focus on Results • How will we know if your students are learning? • Is common data shared in comparison with other’s results?

11. Revisiting the Purposeful Planning Process • Purpose of the step/component • Information obtained • Why is it important to the planning process?

12. Revisiting the PPP • Data Exploration and the YAG • Rationale • TEKS with Specificity • Vertical Alignment Documents • Performance Indicators • Unit Assessment • Concepts/Key Understandings • Key Academic Vocabulary • Misconceptions and Underdeveloped Concepts

13. 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

14. 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

15. REMEMBER THE BIG PICTURE

16. The Role of Data Examine your district and campus data: • Which reporting categories need work? • Which TEKS/SEs are we weak in? • We need to know these as we plan so that we ensure that we give extra focus to these targets.

17. Longitudinal SE Analysis – Grade 5 Science

18. Data Exploration • Brainstorm the data sources you need to examine. • Discuss how you will determine your areas of concern – What are your “flags”? • How will data sources change over course of year?

19. Identifying Readiness and Supporting Standards

20. Refer to Your YAG Did you: • Highlight your Readiness Standards? • Highlight your Supporting Standards? • In Math, Science and Social Studies highlight skills and processes? And identify areas of concern based on your data review?

22. Discussion Point • Look at the big picture • Where are your Readiness Standards? • Where are your Supporting Standards? • Based on data exploration, where are your areas of concern?

23. IFD Analysis

24. Without a strong foundation, your unit could end up crumbling! • The Rationale is often overlooked; however, this information sets the entire foundation for the unit.

25. Analyzing the Rationale helps to focus on… • Where students have been (Do you need to “plug” some holes?) • Where students are now • Where students are heading

26. Rationale Paragraph #1: Explains how the TEKS are bundled in this unit. Rationale Paragraph #2: Explains the prior knowledge and goal of this unit and future learning. Rationale Paragraph #3: (Optional) May include instructional notes or reminders. Rationale Paragraph #4: (Optional) May cite relevant research or national standards.

27. Review the Rationale • What is the primary focus for this unit? • Past, present, future learning? • Any STAAR references I need to be aware of?

28. So What’s in Your Unit? • How many standards in the unit are Readiness Standards? • How many standards in the unit are Supporting Standards? • What processes and skills are emphasized in this Unit?

29. It’s All About the TEKS

30. TEKS: 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 the Student Expectations • Content • The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard.

31. We Need to Determine... What do the students need to KNOW? What do the student need to be able to DO? How will we know they got there? How will we get them there?

32. What Should Students KNOW? • Background knowledge they will need to have? • Vocabulary? • What should they understand at end of unit?

33. What Should Students be Able to DO ? Look at the cognitive level of the verb • But is this all? • If the cognitive level of the SE is ANALYZE, what does that mean students have to be able to do?

34. So what do they need to Know and Do? 5.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: • 5.3A Compare and contrast the themes or moral lessons of several works of fiction from various cultures.

35. So what does it mean??

36. Your Turn • With a Partner • Choose an SE from your IFD. • Analyze what a student will need to “Know” and be able to “Do”

37. Use the Vertical Alignment Document to examine the SE’s in the Unit across the grade levels Vertical Alignment Documents

38. Do your students have the skills taught to them in previous grade levels? Alignment How will you discover what they know and don’t know?

39. Vertical Alignment • Examine the SE’s in the Unit • Introduced? • Transformed? • Last time it is ever taught?

40. Introduced in Grade 1 2 parts in Grade 1 Transforms to: And also 2.3A Aligns with 3.3A which is a Supporting Standard in 3rd Grade

41. Cognitive Rigor Specificity

42. Cognitive Rigor Cognitive Rigor

43. The Next Step This would have been enough in the TAKS world…. But now we bundle.

44. Social Studies Example • 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. • 8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing of the Treaty of Paris

45. Together: • Analyze how the frame of reference of various significant Americans impacted their points of view regarding the signing of the Declaration of Independence, the work of militias, joining troops at Valley Forge or the signing of the Treaty of Paris

46. Math Example • 6.12B Evaluate the effectiveness of different representations to communicate ideas. • 6.3B Represent ratios and percents with concrete models, fractions, and decimals.

47. Together • Evaluate the effectiveness of a concrete or pictorial model representing percent.

48. Your Turn With a partner- • Pick a content SE and a process/skill SE to pair with it. • Why does the skill fit?

49. Align Instruction to the Assessment

50. Performance Indicators (PI’s) Review of Performance Indicators • Process • Product • Instructional Implications • Content