During the 2011-2012 school year, the state of Texas will phase out TAKS testing for students in grades 9-11 and begin the End-of-Course (EOC) assessments. To graduate, students will be required to earn a cumulative score of 70 on each of the following EOC’s: Algebra I, Geometry, Algebra II, Biology, Chemistry, Physics, English I, English II, English III, World Geography, World History, and U.S. History. Change is never easy, but with new tests, new standards, new graduation plans, and increased accountability at the state and federal levels, the time is right for a constant and viable curriculum.

The CSCOPE curriculum is based directly on the TEKS and clearly identifies what must be taught and when teachers should teach it in grades K-12. CSCOPE covers the four core subject areas of Math, Science, English Language Arts, and Social Studies. CSCOPE provides teachers a clear understanding of the specific knowledge and skills for his or her grade level and/or subject. Each grade level is aware of their areas of responsibility in preparing students to be successful in the current grade and future grades as the students advance. An aligned curriculum ensures equity, refocuses teacher planning time, and prevents gaps and unproductive repetitiveness in the learning. In addition to alignment and specificity, CSCOPE contains exemplar lessons that demonstrate the depth, breadth, and rigor necessary for students to become successful learners throughout their school years. Teachers have the opportunity to supplement, add, and enhance the lessons with other high quality resources to allow students to master the student expectations included in the TEKS. CSCOPE identifies what should be taught and why, but teachers still have control of how instruction is delivered to students in the classroom.  We have asked teachers to attempt the exemplar lessons this year.  In this way we will have full understanding of what works with and for our students.  Teachers will be provided an opportunity for feedback each six weeks. 

 

Q What does it mean when CSCOPE calls the lessons “exemplars”?
A CSCOPE provides exemplar lessons to demonstrate the depth, breadth, and rigor of the clusters of specified student expectations taught in this unit. They are intended to be used as any other high quality teaching resource. Teachers can add to these lessons with other materials to allow students to achieve the standards clustered together in the instructional focus document. These exemplars contain the elements of learning to ensure that students have access to the rigor and content of the IFD; however, they can and should be supplemented with other available resources.
Q Is homework provided in the CSCOPE lessons?
A Homework or independent practice is assigned based on individual students' performance in guided practice and should reinforce the learning at the instructional level. As you know, assigning independent practice at a frustrational level is counterproductive and actually can inhibit student learning. Likewise assigning homework that the student can already do (even prior to instruction) is seen as busy work and contributes nothing to the learning. CSCOPE affords teachers the opportunity to design independent practice based on individual students' needs. Teachers are in the best position to make appropriate assignments based on student strengths and weaknesses and are encouraged to do so.
Q Do the CSCOPE lessons have phonics and spelling instruction?
A Teachers still need to use their district resources for developmental skills such as phonics and spelling. CSCOPE provides a booklet titled Daily Classroom Routines in which we outline the other components of instruction teachers will need to schedule during the 90 minutes of ELA. These are located in the Resource Sampler section under ELA.
Q Do the CSCOPE units build in review of the previous year?
A It is by design that CSCOPE builds rather than separating review of prior year's content at the beginning of the school year. The approach is one of a spiraled curriculum. As such, we purposefully use on-grade-level content to address the issue of building competency in the TEKS. Naturally, you may find students who would benefit from additional review and may have to supplement the lessons with additional time for specific interventions that will support their learning.