On The ROAD Again With…

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• On The ROAD Again With

TEKS
CURRICULUM ALIGNMENT
Created by
Shelby
Waller, Educational Specialist
Region 9 ESC
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Has curriculum alignment got you stressed out!
Worn out?
Or Burned out
alignment
THEN THIS TRAINING IS DESIGNED JUST FOR YOU!
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What does curriculum alignment really
mean?Why is curriculum alignment so
important?How can I align my curriculum when
Ive 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
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Let's begin with a definition of "curriculum
alignment."
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What is Curriculum Alignment?

• Curriculum alignment means the skills concepts
  we TEACH the students MATCH the skills/concepts
  that are ASSESSED.

Research Says...
The basic construct for curriculum alignment is
to ensure what is tested is what is taught.
English, Fenwick Steffy, Betty (2001)
Deep Curriculum Alignment
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What is Curriculum Alignment?

• 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.

Research Says...
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
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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.

Research Says...
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
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• Aligning what we teach to what is assessed is
  best practice!
• But some may feel like we are teaching to the
  test!

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• Consider this scenario Did you take spelling
  tests when you were in elementary school?
• Did your teacher administer Fridays 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 Fridays test!

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• 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!

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• 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!)
• Replace good instruction (such as cooperative
  learning, graphic organizers, hands-on learning,
  etc.) with TAKS Practice sheets ad nauseum.

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• 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.

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Now let's look at a few common alignment errors.
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• 1. Relying on textbooks to determine what is
  taught and when it is taught is a curriculum
  error!

• 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!

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• 1. Relying on textbooks to determine what is
  taught and when it is taught is a curriculum
  error!

• The text may not teach specific skills to the
  appropriate thinking level (Blooms) 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.

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• 1. Relying on textbooks to determine what is
  taught and when it is taught is a curriculum
  error!

• 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.

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• 2. Just using the TEKS as a checklist is a
  curriculum error!

• We know when weve taught it but do we know
  when theyve 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.
• Formal benchmarks help us predict success and
  target learning gaps.

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• 3. Writing instruction first, and THEN matching
  the lesson plan to a TEKS/TAKS skills is a
  curriculum error!

• START with your TEKS.
• Then develop a lesson plan that contains
  appropriate research-based strategies that
  compliment that particular skill or concept.

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• 4. Skipping alignment discussions completely is
  a curriculum error!

• 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 bulls eye with our instruction and fill in
  the gaps.

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• 5. Trying to complete too many alignment steps
  at once is a curriculum error!

• 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!

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Now let's simplify the process of curriculum
alignment.
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• How can we take this potentially overwhelming,
  stressful process

and make it simple, effective, and stress-free?
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• Lets create an analogy by comparing curriculum
  alignment to taking a road trip!

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Step 1 to Curriculum Alignment.
Know Your Destination (Success on
TAKS)
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Destination Academic Success
To Success City
You must first determine your DESTINATION before
you begin the journey! Our destination academic
success (as evidenced by TAKS test results.)
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Step 2 to Curriculum Alignment.
Know which HIGHWAY
to take (Following the
TEKS as your roadnot the textbook)
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Highway TEKS
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!
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Step 3 to Curriculum Alignment.
Closely watch the ROAD SIGNS
(The TAKS Objectives their corresponding
tested TEKS Student Expectations)

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Road Signs TAKS Objectives
3.2 (A)
3.1 (C)
3.1 (B)
3.1 (A)
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 rememberif we ignore
the non-tested TEKS, we create GAPS in our
curriculum!
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Step 4 to Curriculum Alignment.
Travel in a dependable VEHICLE (Research-based
instructional strategies)

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Vehicle Instructional Resources
3.2 (A)
3.1 (C)
3.1 (B)
3.1 (A)
TEKS
Research-based Strategies!
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 Marzanos Classroom Instruction That Works
for 14 research-based
strategies that are highly effective!)
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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
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Step 6 to Curriculum Alignment?
ENJOY the journey!
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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 allworking together
to align our curriculum HELPS US BETTER SERVE
OUR STUDENTS!
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ON THE ROAD AGAIN WITH CURRICULUM ALIGNMENT!
Closely watch the ROAD SIGNS.
(The TAKS Objectives their corresponding
tested SE's.)
Know Your Destination (Academic Success!)
Know which HIGHWAY
to take
(The TEKS)
PACK everything you will need (vocabulary,
assessments, texts,
etc.
Travel in a dependable VEHICLE (Research-based
instructional strategies that engage the learners)
ENJOY the journey!

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Let's simplify it to A-B-C!
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Once you truly understand that you should

• Determine your academic destination
• Follow the TEKS in a strategic sequence
• Watch for the TAKS Objectives their correlating
  Student Expectations
• Implement research-based strategies to deliver
  the content to the students
• Use the texts, benchmarks, supplementary
  resources for teaching the skills

Alignment becomes as easy as A-B-C!
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A
Analyze what is assessed so you will
truly understand the "destination."

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B
Begin HORIZONTAL discussions about trouble
spots in the curriculum

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C
Continue with VERTICAL discussions about those
trouble spots to correct gaps refine
instruction across grade levels.

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Here's a step-by-step "road map" to help you
target your horizontal vertical discussions!

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First, identify a Student Expectation in which
students scored low. Then complete this
alignment "road map."

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Example Explanation Fifth Grade
Math TEKS
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
Example
Formative assessments cooperative graphs,
individual graphs, student presentations, two
5-question quizzes from WebCCAT over graphs
median, mode, range. Formal Benchmarks Oct.,
Jan. March
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Example Explanation Fifth Grade
Math TEKS
This is the Knowledge Skills Statement from the
appropriate TEKS.
Essential Vocabulary Pick the academic
vocabulary which is essential for mastering this
skill, and then lets 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 Englishand in
Spanish!)
This is your Correlating TAKS Objective that
aligns with the TEKS Student Expectation
This is the TEKS Student Expectation youve
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!)
How does the textbook address this Student
Expectation? Does it have enough? Do we need to
supplement? What other resources are good?
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
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!
Formative assessments cooperative graphs,
individual graphs, student presentations, two
5-question quizzes from WebCCAT over graphs
median, mode, range. Formal Benchmarks Oct.,
Jan. March
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TEKS 5.13(B) REVISED TAKS Objective 5 Former
TEKS SE 5.13(B) to be revised to reflect
revised TEK within 2 years
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.)

• Spring 2006 TAKS
• The 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

2004 TAKS
2003 TAKS
Answer G
Answer F
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Blank Template

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Blank Template Subject __________
Grade Level _______
What benchmarks and formative assessment can we
put into place to make sure the students got it!
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Final Reminders...
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RememberThe 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.)
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RememberTeach the TEKSTeach 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.)
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RememberTalk 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.
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I hope now that you are NOT
Stressed out
Worn out
Or Burned out
alignment
but that youve FIGURED OUT just how to begin
aligning your curriculum in a
stress-free, effective manner!
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Presentation created by Shelby Waller,
Education SpecialistRegion 9 Education Service
Center301 Loop 11Wichita Falls, Texas
76306940-322-6928shelby.waller_at_esc9.net