1. Does CSCOPE Set Higher Standards? NO!

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The TEKS arranged by grading periods.

NO. CSCOPE does not set higher standards. Instead, CSCOPE is a monitoring system that if followed does not allow teachers to veer from the scope and sequence set by CSCOPE. It is the main CSCOPE document because it identifies the TEKS they are to teach in each grading period.

CSCOPE’s objective is COMMON LANGUAGE, which means that every teacher throughout the state would have to follow the CSCOPE scope and sequence for their grade and subject.

Look at the sample scope and sequence. Does it indicate anything about the standards for a school? No! Does it identify that the CSCOPE material is rigorous? No!
Instead, the CSCOPE scope and sequence identifies the TEKS for a specific subject and grade level. Some one has divided the TEKS into set time periods, and our Texas
Public School superintendents are forcing their teachers to stick to this schedule.

Do these superintendents know that this is the best schedule? NO! How can they, no one has tested the schedule. Teachers who have used it are forbidden to give input. Superintendents have forced their teachers to sign a gag order so that these teachers will not reveal to the public anything negative about CSCOPE. After all, it is the superintendents who approve the product. It also the superintendents who have decided not to provide students with text books. Maybe the superintendents do not want the public to know that CSCOPE had not been approved and is only a supplementary material for teachers.

CSCOPE IS NOT A MATERIAL FOR STUDENT USE.

CSCOPE DOES NOT HAVE INSTRUCTIONAL MATERIALS FOR STUDENTS.

Schools using only CSCOPE without text books best review the requirement that schools must provide
each student instructional material that supports each element of the TEKS for each grade and subject. 

No, there is nothing that I know about CSCOPE that would rate it has setting higher standards. In fact, the reverse is true.

If I am wrong, I would like the CSCOPE directors to please reveal these higher standard lessons to me.

Since I am tutoring a boy taking CSCOPE Alg.2 and the only instructions he has are those he copies off the board.
Does this count as providing instructions? If he copies the equations wrong, he fails.

Some schools are only concerned with the CSCOPE scope and sequence. As a teacher,

I don’t find anything in the scope and sequence worth paying about $10 per year per student for.

CSCOPE directors refuse to identify the authors of the CSCOPE product. How do we know the scope and sequence is of any value?

The CSCOPE product has not been evaluated by any outside agency, thus the only one confirming that CSCOPE prepares students for the State tests is the Vendor that sells
CSCOPE.

From teachers who must anonymously reveal any negative comments about CSCOPE,
this product is hard, not because of its rigorous content, but because it has no factual
content.

Students are encouraged to give ideas that are to be accepted, right or wrong. Then the instructor gives input, but even some of the
CSCOPE assessments do not have answers. Anything students answer is accepted.

Why  CSCOPE  is based on the constructive type of learning–more subjective. The state exams are accessing the facts that
students have learned. CSCOPE doesn’t teach facts, so how can it prepare kids for the state assessments?

What would administrators pay about $10.00 per student per year for this information.

Why were teachers forced to sign a CSCOPE non-disclosure form preventing them from telling that the CSCOPE curriculum that is guaranteed to be aligned with the state curriculum (the TEKS), is nothing but a copy of the TEKS.

I am not sure that aligned is the correct term for the CSCOPE curriculum. Actually the CSCOPE curriculum is an organized version of the

 

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