1. On The “ROAD” Again With…TEKS CURRICULUM ALIGNMENT Created by Shelby Waller, Educational Specialist Region 9 ESC

2. THEN THIS TRAINING IS DESIGNED JUST FOR YOU! Worn out? Has “curriculum alignment” got you stressed out! Or Burned out…

3. What does “curriculum alignment” really mean? Why is “curriculum alignment” so important? How can I align my curriculum when I’ve got more on my professional “plate” than I can handle now? Is there a way to make this process more efficient and effective? We will focus on easy-to-understand answers to the following questions:

5. What is “Curriculum Alignment?” 1.Curriculum alignment means the skills & concepts we TEACH the students MATCH the skills/concepts that are ASSESSED. “The basic construct for curriculum alignment is to ensure what is tested is what is taught.” [English, Fenwick & Steffy, Betty (2001) Deep Curriculum Alignment]

6. What is “Curriculum Alignment?” have a SCOPE of WHAT to teach (the TEKS) and we follow an established SEQUENCE of WHEN to teach each skill/concept within the school year. 2. Curriculum alignment means that we have a SCOPE of WHAT to teach (the TEKS) and we follow an established SEQUENCE of WHEN to teach each skill/concept within the school year. “Curriculum refers to a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning.” [Wiggins, Grant & McTighe, Jay (1998) Understanding by Design]

7. What is “Curriculum Alignment?” 3. Curriculum alignment means that we establish an on-going DIALOGUE (horizontally & vertically) with our peers about how to IMPROVE TEACHING & LEARNING by identifying & addressing potential gaps and/or trouble spots. “[Curriculum] …mapping enables teachers to identify gaps, redundancies, and misalignments in the curriculum and instructional programs and to foster dialogue among teachers about their work.” [Jacobs, Heidi Hayes (2004) Getting Results With Curriculum Mapping]

8. Aligning what we teach to what is assessed is best practice! But some may feel like we are “teaching to the test!”

9. Consider this scenario… Did you take spelling tests when you were in elementary school? Did your teacher administer Friday’s spelling test over a DIFFERENT set of words than the set she gave you on Monday? –Of course not! –You were provided a list of spelling words on Monday. –You completed activities during the week that helped you master the words. –You completed a test over the SAME WORDS on Friday. –How unfair it would have been to study a set of words all week and then get an entirely NEW set of words on Friday’s test!

10. If we neglect our TEKS to teach alternate skills & concepts (even if we are outstanding instructors), we are in essence teaching our students one set of “spelling words” and testing them over “another set of words!”

11. Where educators may get accused of “teaching to the test” is when we… Ignore the untested TEKS to focus only on TAKS skills. (You may only need to introduce or reinforce some TEKS, but if they are neglected, you create GAPS!)Ignore the untested TEKS to focus only on TAKS skills. (You may only need to introduce or reinforce some TEKS, but if they are neglected, you create GAPS!) Replace good instruction (such as cooperative learning, graphic organizers, hands-on learning, etc.) with TAKS Practice sheets… ad nauseum.Replace good instruction (such as cooperative learning, graphic organizers, hands-on learning, etc.) with TAKS Practice sheets… ad nauseum.

12. If you combine dynamic, student-engaging instruction over all your TEKS (mastering those that are tested) with balanced TAKS practice, you will have a good beginning “road map” for curriculum alignment.

14. The text may not thoroughly address a tested SE in which your students are weak. The text may not “get to” a tested SE before testing date! 1. Relying on textbooks to determine what is taught and when it is taught is a curriculum error!

15. The text may not teach specific skills to the appropriate thinking level (Bloom’s) at which it is tested on TAKS. For example, a text may cover a skill at “application” level, but TAKS may test it at “evaluation.” 1. Relying on textbooks to determine what is taught and when it is taught is a curriculum error!

16. Texts claim to be correlated to multiple state standards - BIG red flag! How can 1 text be everything to everybody? Quick references – not always in depth coverage. 1. Relying on textbooks to determine what is taught and when it is taught is a curriculum error!

17. We know when we’ve “taught it”… but do we know when they’ve “got it?” If we just check off the TEKS as we teach them, we miss a very important part of alignment… FORMATIVE ASSESSMENT! Short, informal assessments along the way are vital in knowing who needs intervention in specific skills.Short, informal assessments along the way are vital in knowing who needs intervention in specific skills. Formal benchmarks help us predict success and target learning gaps.Formal benchmarks help us predict success and target learning gaps. 2. Just using the TEKS as a checklist is a curriculum error!

18. START with your TEKS. Then develop a lesson plan that contains appropriate research- based strategies that compliment that particular skill or concept. 3. Writing instruction first, and THEN matching the lesson plan to a TEKS/TAKS skills is a curriculum error!

19. Hiding our head in the “curriculum” sand will not make alignment issues go away. Only by addressing alignment, following the TEKS first, and beginning a dialog horizontally (same grade/subject) & vertically (same subject/multiple grades) will we be able to “hit the bull’s eye” with our instruction and fill in the gaps. 4. Skipping alignment discussions completely is a curriculum error!

20. Start by identifying the lowest 3 or 4 Student Expectations from your TAKS data. Work horizontally and then vertically to align those 3 or 4 Student Expectations that are “trouble spots” rather than trying to align your entire TEKS! 5. Trying to complete too many alignment steps at once is a curriculum error!

22. How can we take this potentially overwhelming, stressful process… …and make it simple, effective, and stress- free?

23. Let’s create an analogy by comparing “curriculum alignment” to taking a road trip!

24. Know Your Destination Know Your Destination (Success on TAKS) Step #1 to “Curriculum Alignment.”

25. To Success City You must first determine your DESTINATION before you begin the journey! Our destination = academic success (as evidenced by TAKS test results.)

26. Step #2 to “Curriculum Alignment.” HIGHWAY Know which HIGHWAY to take (Following the TEKS as your “road”…not the textbook)

27. TEKS The TEKS compose the “HIGHWAY” that will get you to your academic destination! You need a proper ROAD MAP or “scope & sequence” of what to teach (TEKS Scope) and when to teach it (Sequence). The Curriculum Leadership Cooperative (CLC) has a suggested scope and sequence for every grade level in every core subject area!

28. Step #3 to “Curriculum Alignment.” Closely watch the ROAD SIGNS (The TAKS Objectives & their corresponding tested TEKS Student Expectations)

29. TEKS The TAKS Objectives and their corresponding TEKS Student Expectations are the “ROAD SIGNS” you should pay close attention to since they are tested skills/concepts. But remember…if we ignore the non-tested TEKS, we create GAPS in our curriculum! 3.1 (A) 3.2 (A) 3.1 (C) 3.1 (B)

30. Step #4 to “Curriculum Alignment.” Travel in a dependable VEHICLE (Research-based instructional strategies)

31. TEKS 3.1 (A) 3.2 (A) 3.1 (C) 3.1 (B) Research-based Strategies are the VEHICLE you use to deliver content along the TEKS Highway. Strategies such as graphic organizers, cooperative learning, and hands-on activities are examples of research-based strategies. (Refer to Robert Marzano’s Classroom Instruction That Works for 14 research-based strategies that are highly effective!)

32. Step #5 to “Curriculum Alignment?” PACK your suitcase (The resources you need to help you teach & assess the content.) Formative assessments Benchmark tests Intervention strategies And more! Textbooks Essential vocabulary Websites

33. Step #6 to “Curriculum Alignment?” ENJOY the journey!

34. Step #6 to “Curriculum Alignment?” Meaningful, productive, EFFECTIVE alignment discussions help build a “team” rather than pointing fingers of blame. They make us better teachers & administrators, and they help us move forward with a plan! Most of all…working together to align our curriculum… HELPS US BETTER SERVE OUR STUDENTS!

35. Know Your Destination (Academic Success!) Closely watch the ROAD SIGNS. (The TAKS Objectives & their corresponding tested SE's.) ON THE ROAD AGAIN WITH CURRICULUM ALIGNMENT! Know which HIGHWAY to take Travel in a dependable VEHICLE (Research-based instructional strategies that engage the learners) ENJOY the journey! (The TEKS) PACK everything you will need PACK everything you will need (vocabulary, assessments, texts, etc.

37. 1.Determine your academic destination… 2.Follow the TEKS in a strategic sequence… 3.Watch for the TAKS Objectives & their correlating Student Expectations… 4.Implement research-based strategies to deliver the content to the students… 5.Use the texts, benchmarks, & supplementary resources for teaching the skills… Once you truly understand that you should… Alignment becomes as easy as “A-B-C!”

43. Example & Explanation Fifth Grade Math TEKS (5.13)Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. TAKS Objective 5 The student will demonstrate an understanding of probability and statistics. Notice wording changes New TEKS Student Expectation: 5.13(B) describe characteristics of data presented in tables and graphs including median, mode, and range 1. Cooperative Learning & Graphic Organizers: Cooperative groups collect data of “favorites restaurants” OR “favorite sports team.” Organize data into a TREE MAP Create a computer TABLE with data Create computer GRAPHS from the data tables: Pie Chart, Bar Graph, etc. Interpret/present DATA CHARTS to class Kinesthetic Activity: Becoming “M & M MACHINES.” Ten students get Data Cards they hang around their necks with a number on it. The audience places the students in progressive order with repeated numbers lining up behind each other. The teacher asks students to identify WHO is the middle & what number that person has = MEDIAN. The teacher asks WHO has the same numbers and which number is repeated most = MODE. The teacher asks WHO starts the line and WHO ends the line and what numbers they have = RANGE. Students then work in cooperative groups to create a “M & M Machines” reflecting the ages of all their family members. They create data cards, line up at the front, and present the median, mode, and range. 3. Using Basketball to teach mean, median, mode, and range. http://euclid.barry.edu/~marinas/mat476/bball/kup3 19fr.html Graph Data Table Characteristics Median Mode Range Math book: Chapter 13, pages 121-124 (introduction to graphs; only 1 lesson here…need to supplement) Chapter 10, pages 97-101 (mean, median, mode) We DON”T need to hit “mean” too hard since it is not assessed, and we need to supplement by adding something about RANGE…nothing in the book. Supplemental Website: http://mathforum.org/library/drmath/view/583 26.html Textbook Correlations PASSWITHCARE REST STOP AHEAD: Benchmark/Formative Assessments TEKS Highway To Success City TAKS OBJECTIVE MERGE with TAKS Ahead How Do You Teach This Concept? For RESEARCH- BASED STRATEGIES FOR ESSENTIAL VOCABULARY FORMER Student Expectation 5.13(B): (Should be revised to reflect refined TEKS within 2 years) Describe the characteristics of data presented in tables and graphs, including the shape and spread of the data and the middle number and… Formative assessments: cooperative graphs, individual graphs, student presentations, two 5-question quizzes from WebCCAT over graphs & median, mode, range. Formal Benchmarks Oct., Jan. & March Created by Shelby Waller

44. Example & Explanation Fifth Grade Math TEKS (5.13)Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. TAKS Objective 5 The student will demonstrate an understanding of probability and statistics. Notice wording changes New TEKS Student Expectation: 5.13(B) describe characteristics of data presented in tables and graphs including median, mode, and range 1. Cooperative Learning & Graphic Organizers: Cooperative groups collect data of “favorites restaurants” OR “favorite sports team.” Organize data into a TREE MAP Create a computer TABLE with data Create computer GRAPHS from the data tables: Pie Chart, Bar Graph, etc. Interpret/present DATA CHARTS to class Kinesthetic Activity: Becoming “M & M MACHINES.” Ten students get Data Cards they hang around their necks with a number on it. The audience places the students in progressive order with repeated numbers lining up behind each other. The teacher asks students to identify WHO is the middle & what number that person has = MEDIAN. The teacher asks WHO has the same numbers and which number is repeated most = MODE. The teacher asks WHO starts the line and WHO ends the line and what numbers they have = RANGE. Students then work in cooperative groups to create a “M & M Machines” reflecting the ages of all their family members. They create data cards, line up at the front, and present the median, mode, and range. 3. Using Basketball to teach mean, median, mode, and range. http://euclid.barry.edu/~marinas/mat476/bball/kup3 19fr.html Graph Data Table Characteristics Median Mode Range Math book: Chapter 13, pages 121-124 (introduction to graphs; only 1 lesson here…need to supplement) Chapter 10, pages 97-101 (mean, median, mode) We DON”T need to hit “mean” too hard since it is not assessed, and we need to supplement by adding something about RANGE…nothing in the book. Supplemental Website: http://mathforum.org/library/drmath/view/583 26.html Textbook Correlations PASSWITHCARE REST STOP AHEAD: Benchmark/Formative Assessments TEKS Highway To Success City TAKS OBJECTIVE MERGE with TAKS Ahead How Do You Teach This Concept? For RESEARCH- BASED STRATEGIES FOR ESSENTIAL VOCABULARY FORMER Student Expectation 5.13(B): (Should be revised to reflect refined TEKS within 2 years) Describe the characteristics of data presented in tables and graphs, including the shape and spread of the data and the middle number and… Formative assessments: cooperative graphs, individual graphs, student presentations, two 5-question quizzes from WebCCAT over graphs & median, mode, range. Formal Benchmarks Oct., Jan. & March Created by Shelby Waller This is your Correlating TAKS Objective that aligns with the TEKS Student Expectation This is the TEKS Student Expectation you’ve identified as a ‘trouble spot.” This is where you talk with your horizontal team and later your vertical team about research-based, innovative lesson activities! (Focus on various learning styles & activities that engage the students!) Essential Vocabulary: Pick the academic vocabulary which is essential for mastering this skill, and then let’s all call these concepts the same thing the TAKS test calls them! (The CLC has an essential vocabulary list for each grade level … in every core subject… in English…and in Spanish!) How does the textbook address this Student Expectation? Does it have enough? Do we need to supplement? What other resources are good? You TAUGHT it, but have they “GOT IT?” Come up with not only big benchmark tests (2-3 before the test) but also some traditional & authentic formative assessment ideas! This is the Knowledge & Skills Statement from the appropriate TEKS.

45. TEKS 5.13(B) [REVISED] TAKS Objective #5: Former TEKS SE: 5.13(B) [to be revised to reflect revised TEK within 2 years] Spring 2006 TAKS: 23The graph shows the depth of 5 lakes. What is the median depth of these 5 lakes? A 50 ft B 60 ft C 80 ft D 90 ft Answer: B 2003 TAKS: 2004 TAKS: Answer: GAnswer: F Three years of released TAKS Tests provide examples of what this Student Expectation actually looks like on the test. (You can find the released tests on the TEA website.)

47. Blank Template Subject __________ Grade Level _______ (5.13) Knowledge & Skills Statement: TAKS Objective?Student ExpectationResearch-based Strategies & Creative Lesson Activities? Common, Essential Vocabulary for this SE? How well does the textbook address this SE? Textbook Correlations PASSWITHCARE What benchmarks and formative assessment can we put into place to make sure the students “got it!” REST STOP AHEAD: Benchmark/Formative Assessments TEKS Highway To Success City TAKS OBJECTIVE MERGE with TAKS Ahead How Do You Teach This Concept? For RESEARCH- BASED STRATEGIES FOR ESSENTIAL VOCABULARY Created by Shelby Waller

49. Remember… The textbook is NOT the road. It is a great tool, but there are potential problems in just following the textbook alone. Instead, follow an agreed upon TEKS “scope & sequence” and use the textbook as a TOOL. (The CLC has a suggested “scope and sequence” for every core subject area at each grade level.)

50. Remember… Teach the TEKS Teach ALL your TEKS, focusing on those that are tested, but introducing or reinforcing the skills that are not tested. (The CLC has a resource to tell you exactly which TEKS should be taught to mastery level, which should be reinforced, and which should be introduced.)

51. Remember… Talk to Each Other! Establishing meaningful dialogue with your horizontal peers and your vertical peers will help you to identify gaps, target troublesome skills, and speak the same “language” with essential vocabulary.

52. …but that you’ve FIGURED OUT just how to begin aligning your curriculum in a stress-free, effective manner! I hope now that you are NOT… Stressed out…Worn out…Or Burned out…

53. Presentation created by: Shelby Waller, Education Specialist Region 9 Education Service Center 301 Loop 11 Wichita Falls, Texas 76306 940-322-6928 shelby.waller@esc9.net