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Pewitt CISD

Reviving the TEKS Resource System

Pewitt CISD (3A)

Pewitt Elementary – 488

Pewitt Junior High – 198

Paul H. Pewitt High School – 293

Total Enrollment: 979

Employed Staff: 155

Teachers: 79

Instructional Aids: 12

2015 Accountability Rating: Met Standard

Pewitt CISD (3A)

Hispanic—12%

African American—14%

White—68%

American Indian—0.4%

Asian—0.2%

2 or More—5.3%

Special Ed—10.4%

EcDis—64.7%

At Risk—35%

Changes in leadership over the past 5 years

Lack of Clear Systemic Expectations

Student Progress

Staff Professional Development Survey

What were our symptoms that something could be wrong?

1. Content and performance standards (TEKS) in my primary

subject field.

2. Utilization and implementation of the curriculum documents

housed in the TEKS Resource System.

Thinking of your own professional developmental needs, please indicate

the extent to which you have such needs in each of the following:

Professional Development Survey

for District Teachers

Do WE have the capacity to

support alignment as our

Instructional Leadership—

What does it require and involve?

• Common direction

• Familiar with curriculum expectations and what should be used in the classroom

• Be a facilitator

• Learning from each other

• Knowing best instructional strategies and modeling for staff

• Be a resource

• Remove barriers

• Encourage risk taking

• Culture of whatever it takes to be effective and collaborative for student success

• Time

• Being in classrooms

Effective Instructional Leadership

Have clear informed visions of what they want

their schools to become—visions that focus on

students and their needs

Translate these visions into goals for their schools

and expectations for their teachers, students and

administrators

Do not stand back and wait for things to happen

but continuously monitor progress

Intervene in a supportive and corrective manner

when this seems necessary

Effective Instructional Leadership, E. McEwan

Resources

•Superintendent

•Director of Curriculum

•Campus Leaders

•Staff

•Time

•Money

• Long term plan

• Assemble a

Focus Alignment

Team

Characteristics of Focus Team

Members

• Representatives from all 3 campuses

• All core content represented

• Respected by their peers

• Solid teacher

• Utilizes the non-negotiable district curriculum

documents

• Sees a need for a district Focus on Alignment

Assembling the Focus Team

• 8 member team • Director of Curriculum

• Elementary

• Reading Interventionist -- ELAR

• 2nd grade teacher – Science

• 5th grade teacher – Social Studies

• Junior High

• 6th grade teacher -- Science

• 7th grade teacher -- ELAR

• 8th grade teacher – Social Studies

• High School

• Math teacher -- Mathematics

• First meeting was held from 8 – 10am during the school day in October at central office.

Welcome

Good News

Objective

Curriculum Alignment

You

Process

Plan

What’s Next?

AGENDA

We will identify and define the

components of curriculum

alignment.

We will create a training plan for

the first phase of district curriculum

alignment.

Objectives

Provide insight

Guidance

Time

Leadership

Facilitator

What are we asking of you?

Catalog of Social Studies

Performance Assessments

TEKS Verification

Year at a Glance

Vertical Alignment Document

ELAR STAAR Stem Resource--

Expository

Content

Length

Location

Materials

Delivery

When

What must our plan take into

consideration for optimal

results?

Must Haves…

•Small groups

•Content specific

•During the day

Specifics

• Elementary

• Grade levels have common planning time

• Self-Contained

• Departmentalized

• Concerns—teachers missing planning 2 days in a row

• Secondary

• Junior High – no common planning time

• High School – common planning time by department

• Small enough numbers by department to meet together during the

high school department planning time

Delivery

• On the campus

• Facilitate in pairs

• Goal was by content strength

• Bigger Goal was at least one facilitator from another

campus

• Hands-On with a take away

Materials

• Teacher login information to TEKS

Resource System

• Projector

• Laptops—enough for the largest

session

• Posters stating the objective

• Posters with quotes and facts about

alignment

• Snacks

• TAKE AWAY

TEKS Resource System Component Documents

MATHEMATICS

Document Grades Available Description How I would use it

Vertical Alignment Document K-HS View of TEKS/SEs (with specificity) in your grade level/course and those aligned in the grade level before and after you

To see what my students received last year and what they will be asked to do next year

Enhanced TEKS Clarification K - HS

Student Expectations listed in numerical order with detailed specificity-“Including, but not limited to” with example problems using various formats

In lesson planning to see the depth that I need to take the students, to see all the possible ways that I need to have my students interact with that particular skill/content

Year at a Glance K - HS Order and bundling of standards into units of instruction

See the “Big Picture” for the year in a specific course

TEKS Verification K - HS Six weeks glance for what grading period each SE is taught (T) or if it is ongoing “O” or blank for not addressed in that grading period

Quick look to see if I will touch a specific SE again in future units

Concept Tree K - HS K-12 Combined Mathematics Key Concepts Vertical Meeting discussions, visual of concepts

Implementation TAG Tool 1st - HS Transition Alignment Guide—address potential gaps due to changes in math standards

In lesson planning—to have a plan for possible gap concepts that would need to be addressed

STAAR Enhanced Blueprint STAAR tested

grades/courses

Reporting Categories listed with the SEs that fall in each and the number of questions on the STAAR from each category

See the student expectations (R & S)grouped by STAAR Reporting Category

Instructional Focus Document K – HS Provides bundled student expectations with specificity for the unit, key academic vocabulary, and performance assessment ideas

Lesson planning to maintain focus on standards and their specificity while planning and implementing instruction

Formative Spiral Items K – 8th

(in Assessment Creator) Additional question items for SEs that were taught in a previous unit

Use questions from previous grade level as a pre-assessments, target SEs of concern from previous unit as part of summative assessment for current unit

Unit Assessment Items K – HS

(in Assessment Creator) Question items for the SEs taught in a specific unit

Use questions for pre-assessments, warm-ups, exit tickets, summative assessment for a unit


English Language Arts and Reading


Vertical Alignment Document K - HS View of TEKS/SEs (with specificity) in your grade level/course and those aligned in the grade level before and after you


Year at a Glance K - HS Order and bundling of standards into units of instruction




Conventions Alignment Tool: Capitalization

K – HS

Only addresses capitalization – a brief Vertical Alignment Document for capitalization procedures/rules. Grade level span showing how it builds at each level K-3, 3-6, 7-English I, English I-IV

To see where students have been and where they are going in regard to capitalization and what I should be teaching them

Conventions Alignment Tool: Grammar

K – HS

Only addresses grammar – a brief Vertical Alignment Document for grammar procedures/rules. Grade level span showing how it builds at each level K-3, 3-6, 7-English I, English I-IV

To see where students have been and where they are going in regard to grammar and what I should be teaching them

Conventions Alignment Tool: Punctuation

K - HS

Only addresses punctuation – a brief Vertical Alignment Document for punctuation procedures/rules. Grade level span showing how it builds at each level K-3, 3-6, 7-English I, English I-IV

To see where students have been and where they are going in regard to punctuation and what I should be teaching them

ELAR Phonics Scope and Sequence K – 2nd Arranged by unit, a table that lists the specific phonics skills that would be worked on during the unit.

Keep me focused on what I covering in a specific unit.

ELAR STAAR Resource: Drama, Expository, Fiction, Paired, Persuasive, Poetry, Literary Nonfiction, Editing, Revising

3rd - English II

List of question stems based on STAAR formatting organized by genre. Detailed analysis of released STAAR passages/questions.

Utilize these stems in your oral questioning, writing or aligning questions on student assignments, creating warm-ups, exit tickets, etc.

Instructional Focus Document K - HS Provides bundled student expectations with specificity for the unit, key academic vocabulary, and performance assessment ideas






Social Studies/Economics


Vertical Alignment Document K – 3rd VAD

4th and 7th grade VAD 5th, 8th and US History VAD

View of TEKS/SEs (with specificity) in your grade level/course and those aligned in the grade level before and after you


TEKS Clarification Document K – HS Student Expectations listed in numerical order with detailed specificity-“Including, but not limited to:”


Year at a Glance K – HS Order and bundling of standards into units of instruction


TEKS Verification K – HS Six weeks glance for what grading period each SE is taught (T) or if it is ongoing “O” or blank for not addressed in that grading period


Concept Tree K – HS K-12 Combined Social Studies Key Concepts Vertical Meeting discussions, visual of concepts

Catalog of Social Studies Performance Assessments

K - HS Alphabetical list of performance assessment ideas that could be utilized within any unit or with any content covered.

Lesson planning, developing student assessments, collaborative work, center activities

Performance Assessments Universal Rubric

4th – HS A 1-4 scale rubric on (1) content understanding (2) writing conventions/mechanics (3)organization of written products

Self, peer and teacher rubric to use on a performance assessment.

Backward Design 4th - HS

One page view, arranged by unit—starts at the student Performance Assessment and works backwards through unit questions, understanding, overarching questions and understandings

Seeing the unit as a whole with the content/course—how all the components align together.







Science Document Grades Available Description How I would use it

Vertical Alignment Document

K – 2nd VAD 3rd – 5th VAD 6th – 8th VAD

View of TEKS/SEs (with specificity) in your grade level/course and those aligned in the grade level before and after you


TEKS Clarification Document HS Student Expectations listed in numerical order with detailed specificity-“Including, but not limited to”


Year at a Glance K – HS Order and bundling of standards into units of instruction




Experimental Design Guide and Approval Form

5th - HS Description of the components of the experimental process and a template for students to use in going through the experimental process

Resource for labs

Concept Tree K - HS K-12 Combined Science Key Concepts Vertical Meeting discussions, visual of concepts

Sample Guiding Questions K - HS Arranged by unit, a list of questions that may be utilized as a scaffold to the unit understands and questions

In discussion to gauge the students background knowledge, lesson planning to move towards learning objectives

Experimental Investigation Resource

6th – 8th Templates for the stages of experimental investigation conducted by the student

Resource for labs

Overarching Understandings, Overarching Questions

K – 2nd 3rd – 5th

Middle School High School

List of overarching concepts that span a set of grade levels with questions associated with each understanding that students would be able to answer at the end of that grade span.

Vertical meeting discussions

Science Notebooking: A Reflective Tool for Assessing Student

Understanding K - HS

Practical suggestions and ideas for using a Science Notebook based on grade level

If you were considering implementing science notebooks

Standard Materials for a Science Classroom

K – 5th List of science equipment, supplies and materials for an elementary science classroom

Budget planning






Immediate Outcome

• Requested one-on-one teacher meetings • Access

• Questions regarding specific documents

• Utilization of resources in planning and instruction

• Meaningful conversations regarding curriculum

• Request for Vertical Discussions

Campus Leaders

• Attendance in a session for each content area

• Admin Meeting

• Learning Minute

• 5 – 10 minute targeted component of TEKS Resource System

• Checkpoint Follow-Up

• Data review conversations, guiding questions

• Curriculum Vocabulary

• Document Terms

Original Plan

TEKS Resource System

Familiarity

IFD and Student Friendly Learning

Objectives

Assessment

Formative & Summative

Instruction Assessment Formative & Summative

Adapted Plan

Next Phase

• August Professional Development

• Maximizing the Instructional Focus Document (IFD)

• Designing Engaging Lessons

• Delivery of Engaging Lessons

• Focus Team—

• Follow-up training with administrators for supporting

implementation

Questions

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Documents

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