Curriculum Management Plan - Texarkana Independent School

Curriculum Management Plan

School Improvement Department

Curriculum Office Central Office

2020 College Drive 4241 Summerhill Road Texarkana, Texas 75503 Texarkana, Texas 75503

903.793.7561 903.794.3651

www.txkisd.net

http://www.txkisd.net/

TISD Curriculum Management Plan 2

Table of Contents

District Philosophy .................................................................................................3 District Mission Statement .....................................................................................3 District Goals .........................................................................................................3 1. Philosophical Framework of Curriculum Design ............................................4 2. Roles and Responsibilities ........................................................................ 5-6 3. Direction of Curriculum Development ............................................................7 4. Curriculum Review Cycle ..............................................................................8 5. Curriculum Review Process ..........................................................................9 6. Format and Components ............................................................................. 10 7. Standards .................................................................................................... 11 8. Assessment ................................................................................................. 12 9. Assessment Data ........................................................................................ 13 10. Professional Development .......................................................................... 14 11. Monitoring the Curriculum ........................................................................... 15 12. Communication Plan ................................................................................... 16 Glossary of Terms ......................................................................................... 17-18 Appendices A Calendars A.1 Curriculum Calendar ..................................................................... 19-20 A.2 District Calendar ................................................................................. 21 B Textbook Adoption Forms B.1 Textbook Evaluation and Selection ............................................... 22-23 B.2 Textbook Recommendation ................................................................ 24 B.3 Texas Textbook Proclamation Summary ............................................ 25 C Curriculum Documents C.1 Sample Scope and Sequence Form ................................................... 26 C.2 Sample Vertical Alignment Document ................................................ 27 C.3 Curriculum Map Template ................................................................... 28 D Assessment D.1 Assessment Calendar ................................................................... 29-31 D.2 Matrix of Elementary Assessment Tools ............................................. 32 D.3 Matrix of Secondary Assessment Tools .............................................. 33 D.4 Sample TAKS Deconstruction Template ............................................ 34


Texarkana Independent School District

District Philosophy

All students can learn and are expected to learn. The education of our youth is a shared responsibility of the school, the family, and the community. All groups should be focused on the pursuit of excellence in education.

Mission Statement Texarkana Independent School District will provide an exceptional education for all learners in a quality environment which nurtures the intellectual, social, cultural and physical development of each student’s overall well-being.

District Beliefs

We believe that our strength lies in the cultural and socio-economic diversity of our students.

We believe in a personalized education that maximizes the potential of each student.

We believe that community trust and support are critical to the success of our district.

We believe that a competent, committed, and caring staff is essential to a quality education.


1. Philosophical Framework for Curriculum Design

The essential purpose of a school system is to educate all students to high levels through quality teaching and learning. The Texarkana Independent School District is committed to continuous improvement of the teaching and learning process so that students will have the knowledge, skills, concepts, processes, and attitudes to function successfully in society. In TISD, the curriculum will be designed and delivered using an approach that includes the following premises:

1. All students are capable of striving towards excellence in learning. 2. Success influences self concept; self-concept influences learning and behavior. 3. The instructional process can be adapted to improve learning. 4. Schools can maximize the learning conditions for all students through clearly stated expectations

of what students will learn, high expectations for all students, short- and long-term assessment of student achievement, and modifications based on assessment results.

5. Successful student learning must be based on providing appropriate educational experiences at the appropriate level of challenge to ensure maximum student achievement.

6. High levels of student achievement are the benchmarks for effective curriculum and instruction.

The purpose of the Texarkana Independent School District Curriculum Management Plan is to provide a framework for the alignment of the written, taught, and tested curriculum. This comprehensive plan provides the structure to ensure quality control of the designed and delivered curriculum, internal consistency, and resources necessary to address the district’s mission and goals. The plan also conveys the procedural intent of the district leadership with respect to curriculum development, adoption, implementation, evaluation, and revision. It provides clear direction for students, parents, teachers, and administrators in the system, establishing a framework that outlines guidelines and procedures for the design, delivery, monitoring, and evaluation of curriculum.


2. Roles and Responsibilities

All district staff members are responsible for ensuring that all students learn the district’s curriculum and demonstrate achievement at high levels. As a function of responsibilities, certain roles can be specified, although the responsibilities are not limited to those listed.

Board of Trustees The Board will:

Adopt goals that provide a well-balanced curriculum resulting in improved student learning; Establish policies to direct and support ongoing curriculum development and evaluation; Adopt a budget that provides for the development, implementation, training, and evaluation of

curriculum; Authorize the implementation and review of a strategic plan for the district that identifies

community expectations of curriculum; Communicate to its constituents the Board’s curricular expectations.

Superintendent The Superintendent will:

Implement board policies related to curriculum; Annually report to the Board concerning implementation; Oversee the work of district staff in accomplishing their responsibilities.

Superintendent and District Curriculum Staff The Superintendent or designee will:

Ensure that a master long-range plan is in place for curriculum development, revisions, program evaluation, and student assessment;

Implement the master long-range plan, providing technical and expert assistance as required; Approve the District’s curriculum, based on input from teachers; Provide district-wide professional development needed to implement the curriculum; Provide materials and design instructional programs that deliver district curriculum effectively; Support principals and teachers in their roles of delivering and managing curriculum and

professional development; Provide support for analysis and interpretation of assessment data.

Principals Principals will:

Develop a working knowledge of the curriculum content for all subjects/courses to effectively monitor delivery of the curriculum;

Translate the importance of effective curriculum and instruction practices on a daily basis; Monitor the delivery of the district curriculum through the following basic strategies:

a. Walk-through observations b. Formal classroom observations c. Periodic review of lesson plans and curriculum documents

Ensure effective instructional delivery; Collaborate with individuals and learning teams; Work with teams to review and interpret assessment data, set goals, and plan for continuous

improvement of achievement; Update Campus Improvement Plans to support effective curriculum management; Ensure that student progress in achievement is reported regularly to parents in an

understandable manner; Facilitate and participate in professional development.


2. Roles and Responsibilities (continued)

Teachers Teachers will:

Deliver the District curriculum, using strategies most effective for the students; Assess student learning with a variety of classroom, district, and state assessments; Use assessment data to drive instructional decisions; Involve students in the learning and assessing process; Involve parents in the learning process; Communicate strengths and weaknesses to students, parents, and others as appropriate; Participate in district, campus, and personal professional development.

Students Students will:

Be an active partner in the learning and assessing process; Understand their own learning strengths and weaknesses; Meet or exceed learning requirements based on the District curriculum and standards; Exhibit behavior that is conducive to learning for self and others.

Parents Parents will:

Be valued partners in the learning process; Accept a shared responsibility working with the teacher in the learning process; Support the development of academic, communication, life, and technology skills.


3. Direction of Curriculum Development

The curriculum initially will be developed based on a 6-phase implementation schedule.

Phase 1 – Test Deconstruction Deconstruct 2003, 2004, and 2006 tests for elementary and secondary tested areas.

(2005, 2007, and 2008 TAKS were not released by State.) Analyze specific concepts, skills, vocabulary, context, distractors for each test question.

Phase 2 – Development of Working Curriculum Documents Develop first drafts of curriculum products (scope and sequences, curriculum maps, benchmarks,

common vocabulary, guiding principles, course syllabi). Develop a curriculum Web site to house documents.

www.txkisd.net/curriculum/ Implement written curriculum for trial period.

Phase 3 – Vertical Alignment and Specificity Establish vertical teams for each core subject area, consisting of a representative from

Kindergarten through grade 12. Add specificity to each objective to clarify the learning target. Revise scope and sequences and curriculum maps.

Phase 4 – Development/Identification of Exemplars Develop model plans as pilot. Train writers and develop FOCUS Plans. Implement Direct Reading lesson plans. Identify additional exemplars (i.e., 5E Model Lesson Plans).

Phase 5 – Monitoring and Assessment Develop district mid-semester and semester assessments. Identify/develop and administer benchmark assessments. Administer state assessments. Provide Spot a Leader training for walk-throughs.

Phase 6 – Data Disaggregation Provide a continuous, on-going process (district assessment data, campus level, student level,

objectives, sub-groups). Disseminate data.

Phase 1

Phase 2

Phase 3 Phase 4

Phase 5

Phase 6

http://www.txkisd.net/curriculum/


4. Curriculum Review Cycle

The curricula for all state foundation courses that lead to an assessment through the Texas testing system will be reviewed at the end of each academic year, following the receipt of the state assessment scores. All other courses, including foundation elective courses, will be reviewed every other year. The cycle of review will be as follows:

Course Area Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 State Foundation English Language Arts – Core English Language Arts – Core Electives Mathematics – Core Mathematics – Core Electives Science – Core Science – Core Electives Social Studies – Core Social Studies – Core Electives State Enrichment Health Languages other than English Career and Technology Fine Arts Physical Education Local Electives

This review cycle is for planning purposes. The cycle will be modified to reflect any changes in the state assessment system or in the Texas Essential Knowledge and Skills.


5. Curriculum Review Process

The curriculum review cycle will include four components: 1. Aligning and writing curriculum; 2. Adopting and implementing textbooks and other instructional materials to deliver the curriculum; 3. Evaluating curriculum implementation using assessment data; 4. Revising curriculum in accordance with the results of evaluation.

Component 1: Aligning and Writing Curriculum During this phase, district and campus staff review the district philosophy, mission, and goals, as well as the curriculum design philosophy. Grade level or course teams will meet in May to analyze the assessment data and to make recommendations for adjustments to the curriculum according to the results of the data. Teams will consider issues of mastery and complexity of learning within their grade level or course. Following these meetings, subject area committees will consider the recommendations of these teams and will review and revise the curriculum for horizontal and vertical alignment with respect to the data. Revised curriculum documents will be submitted for publication by August 1.

Component 2: Adopting and Implementing Textbooks and Instructional Materials During this phase, the instructional materials are reviewed. The District will follow the state adoption cycle for review and purchase of textbooks and materials. Teacher committees will use district criteria to evaluate the state adopted resources in comparison to the district objectives. This will be completed between October and March of each year. A selection will be made based on the tightest alignment between materials and district objectives and on the effectiveness of teaching materials. Materials will be recommended to the Board of Trustees for district adoption and will be ordered no later than April. Arrangements for training in the use of the materials will be made prior to the start of the next academic year. Textbook evaluation forms are provided in Appendix B.

Component 3: Evaluating Curriculum Implementation Using Assessment Data The revised curriculum content and new materials will be implemented each fall by each grade level and subject area respective to the updates and adoptions. Data from local and state assessments will be used to determine effectiveness of the curriculum documents and instructional materials. For further information, see the District Comprehensive Assessment Plan.

Component 4: Revising Curriculum District and campus administration will analyze assessment data and will share the analysis with grade level and course teams. Teams will submit recommendations for curriculum revisions to the subject area committees. Document revisions or adjustments, such as clarification of objectives, resource references, or suggested activities will be made during the summer and before August 1. District assessments will be analyzed for alignment with the written curriculum. All documents will be published by August 15.


6. Format and Components of Curriculum Guides

Requirements for Quality Curricular Control

(1) A rigorous written curriculum, in clear and consistent form, for application by teachers in

classrooms or related instructional settings (2) A rigorous taught curriculum that is shaped by and interactive with the written one (3) A rigorous assessed curriculum that is linked to both the taught and written curricula and that

includes the tasks, concepts, and skills for student learning (4) Technology, used for instruction, assessment, management, and the support of teaching and

learning, is also an integral component.

Format of Curriculum Guides Curriculum Guides, at a minimum, will consist of the following documents: ▪ Scope and Sequences ▪ Curriculum Maps ▪ Vertical Documents (for core subject areas) ▪ District Mid-Semester Assessments ▪ District Benchmarks

Curriculum Guides also may contain: ▪ Subject area vocabulary charts ▪ Course syllabi ▪ Deconstructed TAKS charts

Components of Curriculum Guides Curriculum Guides, at a minimum, will contain the following components: ▪ Aligned Student Objectives

Aligned with TEKS and State Assessments Provide focus (coordination) and connection (articulation) Provide order, sequence, and definition Provide for basic skills as well as higher order skills Integrate appropriate technology applications

▪ Aligned Instructional Strategies

Use research-based practices and methodologies Show evidence of developmental appropriateness Use appropriate levels of depth and complexity

▪ Aligned Instructional Resources

Aligned with objectives and instructional strategies Use appropriate levels of depth and complexity

▪ Aligned Curriculum Assessments

Aligned with objectives Measure student progress Guide teachers’ instruction at appropriate levels of depth and complexity Guide teachers’ instruction for appropriate context Guide students’ learning Guide district/campus improvement of curriculum alignment and programmatic decisions


7. Standards

The primary function of a school system is to produce increased student learning over time. This requires a school system to establish a clear, valid, and measurable set of pupil standards for learning. It is the expectation of the District that learning will be enhanced by adherence to an aligned, articulated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and from school to school. With this expectation, the PK-12 curriculum will be based on a core set of objectives that are clearly articulated and aligned to the graduate profile and to state standards in each discipline and/or course of study. Standards will be used to formulate measurable objectives that are set into a workable framework for teachers. In the Texarkana Independent School District, these desired student learning expectations begin with the essential knowledge and skills specified by the State of Texas (TEKS). In the core subject areas, vertical alignment teams analyze each knowledge statement in the TEKS and determine what specificity should be added to each student expectation so that teachers will have a clear understanding of what students should know and be able to do on each grade level or in each course. These specified student expectations become the guiding force for curriculum, instruction, student assessment, and the teacher’s delivery system.


8. Assessment

Assessment Management Principles Effective disaggregation and use of student achievement data are critical to assessing student mastery of the learning objectives. Data driven instruction occurs when assessment data are used to guide instructional decisions at the student, classroom, grade, campus, and district levels. The assessed curriculum should:

▪ Measure student progress; ▪ Guide teachers’ instruction at appropriate levels of depth and complexity; ▪ Pre-assess students’ learning levels for diagnostic purposes; ▪ Focus/narrow instruction by teaching to objectives not mastered; ▪ Vary the instructional time, setting, and/or presentation for reteach and enrichment opportunities

based on student achievement data; ▪ Guide placement in tutoring/special help programs based on assessment data; ▪ Allow opportunities for students to accelerate through the curriculum requirements; ▪ Guide district/campus improvement of curriculum alignment and programmatic decisions; ▪ Identify general achievement trends of various student groups; and ▪ Communicate progress to parents.

Assessment Components The assessed curriculum should include the following components:

▪ On-going classroom level assessment of student learning in a variety of formats ▪ A variety of tools to assess students, resources, and curriculum ▪ Adequate practice and assessment in the testing format (context) of required state assessments ▪ A district-wide criterion-referenced information management system that provides timely, efficient

assessment feedback to students, teachers, and administrators ▪ An assessment process that allows students to demonstrate and receive credit with no prior

instruction in a particular course ▪ A program evaluation component that guides curriculum redesign, instructional planning, and

programmatic decisions based on student achievement within each program area Notes:

See Appendix D.1 for the current District Assessment Calendar. See Appendices D.2 and D.3 for a matrix of assessment tools. See the TISD Assessment Plan for more additional information.


9. Assessment Data

The following assessment model is used to maintain and improve student performance.

Step 1: Understanding the Assessment TAKS: 1. Which TAKS objectives are assessed? 2. Which TEKS are assessed? 3. At what level are the questions asked? 4. What formats are used to ask questions? All Other Assessments: 1. What is measured? 2. What is our process for reporting?

Step 2: Analyzing TAKS Data 1. Based on the data, teachers identify the TAKS objectives (TEKS/SE) that need improvement. 2. TAKS results are analyzed by TEKS from the weakest to the strongest performance. 3. Each grade level/department in all core subject areas completes an item analysis of each

TAKS release test. 4. Causal factors for low success rate test items are identified. 5. Strategies for improvement are identified.

Step 3: Planning Instructional Sequence 1. TAKS analysis data are used to determine the time allocations of identified TAKS objectives

(TEKS). 2. An instructional calendar is established based on inclusion of TAKS objectives in the

curriculum. 3. Assessment dates are included in the instructional calendar.

Step 4: Administering District Assessments and Benchmarks 1. District assessments are administered at designated times during the year. 2. The mid-point assessment evaluates mastery of taught objectives. The district benchmarks

evaluate mastery of all state-tested objectives. 3. Teacher use assessment data to guide instruction

Step 5: Monitoring 1. Teachers and administrators use test results to assess the status of individual student

achievement, to identify general achievement trends of various groups of students, and to modify curriculum and/or instruction as warranted by assessment results.

2. Principals and campus curriculum coaches monitor to ensure implementation of these plans.


10. Professional Development

The program for professional development is focused on continuous improvement of instructional strategies and is designed to provide teachers with the tools and knowledge needed to teach the written curriculum. Professional development will provide for the following:

▪ Research-based training opportunities in the design and delivery of curriculum ▪ Induction training for new teachers ▪ Mentoring and coaching for all teachers ▪ On-the-job application of learning with follow-up and support ▪ Opportunities for teachers to share ideas and strategies ▪ The expectation that learning and improving is part of the job.

Note: See the TISD Professional Development Plan for additional information.


11. Monitoring the Curriculum

Curriculum monitoring is an evaluation process that occurs during every phase of the curriculum development cycle. All instructional staff members are responsible for monitoring the curriculum to ensure that the written, taught, and tested curricula are aligned. Teachers monitor through continuous evaluation of student performance data. Teachers identify the instructional needs of individual students and of groups of students and then modify instruction based on these needs. Throughout the year, teachers track the written curriculum, making notations for possible revisions to the written curriculum. Subject area departments or campus teams use data as a basis for collaboration and planning. As the instructional leader of the campus, the principal has the primary responsibility for monitoring the implementation of the written curriculum. Monitoring should occur through the following:

▪ Analysis of district and state assessment data ▪ Review of lesson plans and curriculum documents ▪ Individual conferencing ▪ Department or campus team meetings ▪ Classroom walk-throughs ▪ Formal observations

Campus curriculum coaches also are critical staff members in the monitoring process by stressing the importance of the written curriculum, by ensuring that resources are available, and by providing needed staff development in collaboration with School Improvement. District administrators monitor the curriculum through data analysis and provide periodic reports to the Superintendent and the Board of Trustees that project actions and summarize accomplishments.


12. Communication Plan

The TISD Curriculum Communication Plan is founded on the principle that communication is a social process based on openness, sharing, and participation. Communication must recognize and leverage people’s need for knowing and relating. Communication must be open, flowing vertically and horizontally throughout the organization. Communication must encourage and utilize user-created-content. The purpose of communication is not just to convey information, but to influence behavior. It influences behavior by persuading people to take action toward the organization's objectives. This communication must be continuous and consistent. Based on these principles, the communication of the curriculum takes place in every stage of design and delivery.

Initial Design The first stage of curriculum design is the primary responsibility of the School Improvement Department. These staff members develop the Curriculum Management Plan, along with the curriculum templates. The design plans are communicated first to the District Leadership Team and then to the campus principals and campus curriculum coaches. In collaboration with campus administrators, School Improvement establishes curriculum development teams for each grade level and/or subject area and selects facilitators for each team. On the elementary level, teams consist of teachers representing every campus and every subject area. On the secondary level, all teachers are assigned to an appropriate subject area team. Team members and facilitators are notified of their selection by School Improvement.

Professional Development Team facilitators and campus curriculum coaches participate in training conducted by School Improvement staff. This training includes an overview of the design process, the curriculum templates, the timeline for development and implementation, document management, and curriculum vocabulary.

Curriculum Writing One of the tenets held by TISD is that curriculum is created for the teachers by the teachers. Another belief is that the process is sometimes as important as the product. For these reasons, all teachers in TISD are involved in the curriculum development process. Along with the development of curriculum documents, the curriculum writing workshops facilitate the sharing of ideas, instructional strategies, organizational strategies, assessment methods, and resources. Teachers also feel an ownership of the curriculum, because they are the primary developers.

Curriculum Publication Completed curriculum documents are published through the TISD Web site. All district personnel have access to these documents.

Curriculum Implementation and Monitoring Principals and curriculum coaches at the campus level discuss curriculum delivery at staff meetings, during planning time, at grade level or department meetings, and with individual teachers following walk-through and formal observations. Following each District assessment, all administrators participate in strategic communication based on curriculum documents, assessment data, and instructional strategies.


Glossary of Terms

Curriculum

Curriculum in Texarkana ISD is defined as the knowledge, skills, concepts, processes, and attitudes to be taught and learned at the appropriate levels/area or in courses in our schools. The word curriculum refers to what is written, taught, and tested.

Curriculum Alignment

Curriculum alignment is the coordination, or horizontal alignment, of what is written, taught, and tested within a course, within a grade level, and from school to school. It also is the articulation, or vertical alignment, of the curriculum from PK-12.

Written Curriculum

Written curriculum is defined as those standards, goals, and objectives students are to achieve and teachers are to teach. It contains knowledge, concepts, and skills which are aligned to state standards; developed assessments; suggested timeframes; and aligned resources.

Taught Curriculum

Taught curriculum refers to the delivery of the written curriculum. It is the process that is used by teachers to develop units of study, lesson plans, and/or approaches to instruction for teaching the written curriculum. Teachers follow the courses of study and instructional materials provided by the District, the essential knowledge and skills for each subject mandated by the state, and the scope and sequence developed by teachers and approved by the district.

Tested Curriculum

Tested curriculum is that portion of the written curriculum that is assessed, both formally and informally, to evaluate student progress toward mastery of the written curriculum. Teacher-made tests, district assessments and state assessments are congruent with what is written and taught.

Curriculum Design

Curriculum design refers to the act of creating the curriculum via specifications or templates.

Curriculum Delivery

Curriculum delivery refers to the act of implementing the curriculum, along with the identification of professional development procedures to assist in this implementation.

Context Alignment

Instruction and assessment are aligned with the format or testing protocol students must follow for success on an assessment.

Test Deconstruction

Test deconstruction is the act of taking test items and breaking them into smaller components, skills, knowledge, and content for teaching in smaller pieces and from which to adjust the curriculum or the work plan so teaching changes as a result. Deconstruction also involves the analysis of context.

Data Disaggregation

Data disaggregation refers to the act of analyzing student achievement data and other learning data to guide instruction, set goals, and monitor programs and curriculum.


Glossary of Terms (continued)

Written

Taught Tested

Curriculum Alignment Model


Appendix A.1

Curriculum Calendar

May Assessment data received and analyzed Grade level/course teams evaluate and make curriculum recommendations (Horizontal alignment – coordination) Subject area committees evaluate and finalize recommendations (Vertical alignment – articulation) Second budget reading – Board of Trustees

June Professional development – designated programs Amend operating budget – Board of Trustees Public hearing on budget/tax rate and budget approval – Board of Trustees Assessments due for printing: Pre-Kids Pre-Assessment (Pre-K), At-Risk Math (K), At-Risk

ELA (K)

July Publication of District Assessment Calendar Submission of professional development for fall semester

August

Revised curriculum documents submitted by August 1 Curriculum documents published by August 15 Professional development – textbook adoption Professional development – new teacher Induction Professional development – district-wide conference Public hearing and approval of tax rate – Board of Trustees Assessments due for printing: At-Risk Math (1-3), At-Risk Reading (3)

September

Test deconstruction team meetings begin Instructional strategies reviewed Textbook review teams determined Assessments due for printing: Mid-Semester Exams (ELA 6-12; SS 6-12; Math 9-12; Science

9-12)

October Submission of professional development for spring semester Assessments due for printing: Mid-Semester Exams (Science 6-8; Math K-8; Science K-5; SS

K-5)

November Course changes submitted to Board for approval Textbook adoption process begins Test deconstruction products published Submission of proposed District Calendar Needs assessment begins Assessments due for printing: Benchmarks (Writing 4, 7; Reading 3, 5, 8-9; ELA 10-11)


January Program of Studies and Course Guide published Student course selection process begins Textbook adoption exhibition Textbook adoption teams begin formal evaluation District-wide professional development planning begins Assessment Planning Team meets Budget estimates prepared Assessments due for printing: Benchmarks (Reading 4; Math K-5, 8; Science K-5)

February Textbook adoption teams make recommendations

Budget preparation begins (campuses and departments) Assessments due for printing: Benchmarks (Math 6-7, 9-11; Science 6-11; SS 8, 10-11;

Reading 6-7)

March Textbook and instructional materials recommendations submitted to Board for adoption Staffing recommendations submitted to Board Budgets returned for review Budget presentations begin

April Submission of professional development for summer First budget reading – Board of Trustees Assessments due for printing: Post-Kids (Pre-K); End of Year Math (K-2)


Appendix A.2

District Calendar

2008-2009


Appendix B.1

Textbook Evaluation and Selection

This Textbook Evaluation and Selection process has been developed

To make local decisions about materials selection

To use the TEKS as a focal point for analysis

To determine the degree to which the TEKS are met

To target areas that may need to be supplemented

To provide a process for review and discussion During the review process, teams will evaluate each textbook based on the Texas Essential Knowledge and Skills for that course. Teams will assign four scores to each Student Expectation based on subject area content, student experiences, teaching strategies, and assessment. (Note: Language Arts is used as an example.)

1) Language Arts Content Materials should develop students' abilities to:

Demonstrate the writing process

Read for appropriate comprehension and analysis of literature

Listen and speak effectively

Understand, analyze, and produce visual representations

2) Student Experiences Materials should consistently include activities that provide for:

Practicing the writing process

Reading to develop vocabulary, analysis, comprehension, cultural and research skills

Listening and speaking for a variety of purposes and audiences

Effectively communicating by and about visual representations.

3) Teaching Strategies Materials should promote:

Active student learning

Effective use of technology

A variety of research-based teaching strategies to address the needs of all students

4) Assessment Materials should include:

Multiple assessment tools

Objectives that evaluate the extent to which students can apply language arts processes to new situations

Textbook selection will be based on:

Scores determined by evaluation teams

Vertical alignment within the subject area


Appendix B.1 – continued

Sample Page from an Evaluation


Appendix B.2

Textbook Recommendation Form


Appendix B.3

Texas Textbook Proclamation Summary


Appendix C.1

Sample Scope and Sequence Form

Scope and Sequence

Texarkana Independent School District

I = Introduced P = Practiced M = Mastered


Appendix C.2

Sample Vertical Alignment Document

Punctuation English Language Arts


Appendix C.3

Curriculum Map Template


Appendix D.1

Assessment Calendar

2008-2009


Appendix D.2

Matrix of Elementary Assessment Tools


Appendix D.3

Matrix of Secondary Assessment Tools


Appendix D.4

Sample TAKS Deconstruction Template

Curriculum Management Plan - Texarkana Independent School

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