Using CSCOPE for Instructional Planning - a PowerPoint outlining how to use the YAG, TEKS Verification Document, IFD, VAD, and EITG for effective lesson planning.

1. Brea C. Ratliff, DeSoto ISD Math Supervisor

2. What do you believe about how
students learn?

4. Step 1
Knowledge 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?

5. Deconstructing the TEKS
Math TEKS
(Link to the TEA website)
 Be sure to review the
new Math standards
ASAP.

6. Staying “On Target” With the
TEKS
Introduction
Grade Level or
or Basic
Course Understanding
Strand
Reporting
Categories
(STAAR)
Objectives
(TAKS)
Subject Area

10. List the strands for Algebra 1. Is this a student expectation or a knowledge Under which grade level would you find this
and skills statement: introductory statement:
“The student adds, subtracts, multiplies, or “The primary focal points at Grade __ are
divides to solve problems and justify using direct proportional relationships in
solutions.” number, geometry, measurement, and
Explain why. probability...”
True or False: Reporting Categories, True or False: There is no direct / explicit Where in the TEKS would you be able to find
Strands, and Objectives are exactly the link to Geometry written in the Algebra II information about the Process Standards for
same. Explain why. TEKS. Explain why. the EOC tested courses?
Is this a student expectation or a knowledge List two 5th grade student expectations that “The student is expected to determine the
and skills statement: are indicators of Algebra Readiness. domain and range of functions using graphs,
“The student is expected to collect and tables, and symbols.”
organize data, make and interpret Which grade level or course does this apply
scatterplots, fit the graph of a function to the to?
data, interpret the results, and proceed to
model, predict, and make decisions and
critical judgments.”
Explain why.
Under which course would you find this Is this a student expectation or a knowledge True or False: There is no introductory
basic understanding: and skills statement: statement for Algebra 1.
“Students use a variety of representations “The student applies logical reasoning to
(concrete, pictorial, numerical, symbolic, justify and prove mathematical statements.”
graphical, and verbal), tools, and technology Explain why.
(including, but not limited to, calculators
with graphing capabilities, data collection
devices, and computers) to solve meaningful
problems…”

11. Step 2
Year-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)

12. 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 Strands; Key Words from Purpose for
Knowledge and Skills or
Has Taken Place Student Expectations
Learning
Knowledge and Skills Statements; Cognitive Processes and LIMITED
Student Expectations Examples from VAD

13. Performance Indicator
Rubric
Reasoning and
Proof
Problem Solving Communication
NCTM Process Standards
Representation Connections

14. Step 3
Instructional 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. 15

16. The Gap
Grade 5 Grade 6 Grade 7
2012-2013 No treatment of integers “Use integers to represent
real life situations” 6.1C
“Use models, such as
concrete objects, pictorial
Current TEKS models, and number lines
to add, subtract, multiply,
and divide integers and
connect the actions to
algorithms” 7.2C
2013-2014 No treatment of integers “Use integers to represent
real life situations” 6.1C
“Use models, such as
concrete objects, pictorial
Current TEKS models, and number lines
to add, subtract, multiply,
and divide integers and
connect the actions to
algorithms” 7.2C
2014-2015 No treatment of integers “represent integer
operations with concrete
No treatment of integers
NEW TEKS models and connect the
actions with the models to
standardized algorithms”
“add, subtract, multiply,
and divide integers
fluently”

17. Step 4
Vertical 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?

18. 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

19. Step 5
Unit 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.

20. Final Steps…
Step 6 Step 7
Plan Instruction Teacher Reflection
1. What materials will the teacher need in
order to effectively teach each lesson? 1. What did students learn? Cite
2. How will the teacher provide and activate
background knowledge for each lesson?
evidence.
3. What thought provoking questions will the 2. What, if anything, would you do
teacher ask the students during each differently?
lesson?
4. How and when will the Math Journal be
3. What are the next steps for
used for instruction? instruction and RTI?
5. How will the teacher use the Spiral
Reviews?

21. 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

22. 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.

23. Vertical Alignment
Equity
(Who we teach)
Content Pedagogy
(What we (How we
teach) teach)

24. Math Non Negotiables
(Secondary)
November 2012
•Full Implementation
October 2012
of all Math Non-
Negotiables
•Talk Moves
September – October 2012
•4 Step Problem Solving
Model
•Technical Reading
August 2012
• CSCOPE Documents
• Math Journals
• Formative &
Summative
Assessment

25. Self Assessment