EDLD 5335 Curriculum Management
Peggy Hale - #8014
Week 1 Assignment
Overview
In this course, you will develop the knowledge and skills of an instructional leader who also
effectively manages curriculum and instruction. The course assignments will guide you as you
increase your leadership abilities in the areas of curriculum management, application of state
law and local policy as they relate to curriculum and instruction, and campus improvement
planning.
In this week’s assignment, you will summarize required curriculum components and high school
graduation requirements, describe the components of the TEA learning system
and make suggestions for improvement, and collect data to begin decision-making on a
learner-centered staff development session. This week, you should:
 identify and summarize the components of a state-required curriculum.
 analyze the components of the TEA learning system and make suggestions for
improvements.
 analyze state-generated data and a Campus Improvement Plan for the purpose
of decision-making.
Rubric
Use the following rubric to guide your work.
Part 1: Summary of
Curriculum
Requirements
Part 2: TEA Learning
System Components
Accomplished
Proficient
Clearly summarizes the
requirements of the Texasmandated curriculum with
seven paragraphs – one for
each component.
Does not summarize the
requirements of the Texasmandated curriculum.
(0 points)
(3 points)
Summarizes the
requirements of the Texasmandated curriculum. Not
all seven components
addressed.
(2 points)
Effectively summarizes the
state and local provisions of
the TEA learning system.
(3 points)
Summarizes the state and
local provisions of the TEA
learning system.
(2 points)
Does not summarize the
state and local provisions of
the TEA learning system.
(0 points)
2009 Lamar University
Unacceptable
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Part 3: Gathering
Data for Decision
Making
Makes an in-depth analysis
of AEIS data and a CIP to
select a content area and
objective for a learnercentered staff development
session.
(3 points)
Mechanics
Few to no errors in
grammar, spelling or
punctuation.
(1 point)
Analyzes AEIS data and a
CIP to select a content area/
objective for a learnercentered staff development.
(2 points)
Does not analyze AEIS data
and a CIP to select a
learner-centered staff
development topic.
(0 points)
Responses lack clarity and
depth and/or multiple errors
in grammar, spelling or
punctuation.
(0 points)
Week 1 Assignment: Curriculum and the TEA Learning System
Part 1: Summary of Curriculum Requirements
Knowledge of the state’s required curriculum provides an emerging leader with a foundation for
decision making. In this part of the assignment, you will examine what Texas law says about
curriculum.
Directions:
From your Web address box, access the TEA Web site
http://www.tea.state.tx.us/rules/tac/chapter074/index.html.
Read and study the following sections of the Texas Administrative Code, Title 19, Part II:
74.1 Essential Knowledge and Skills
74.2 Description of a Required Elementary Curriculum
74.3 Description of a Required Secondary Curriculum
74.4 English Language Proficiency Standards
74.62 Minimum High School Program
74.63 Recommended High School Program
74.64 Distinguished Achievement High School Program—Advanced High School Program
(Note: Requirements changed as of the 2007-2008 school year, and §74.63 and §74.64
reflect the new 4 x 4 requirements.)
Compose a two-page summary of the seven components. Include at least one paragraph on
each section. Type your paper in the expandable box below.
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Summary of Curriculum Requirements
Essential Knowledge and Skills
School districts in the state of Texas that offer Kindergarten through Grade 12 have required
curriculum that must be offered to students. There are two components: the foundation and the
enrichment curriculum. The foundation curriculum consists of English Language Arts,
Mathematics, Science, and Social Studies. Social Studies include the studies of Texas, United
States, world history, government, and geography. The enrichment curriculum consists of other
possible languages, health, physical education, fine arts, economics, career and technical
education, technology applications, and religious literature. Students are provided instruction in
the essential knowledge and skills according to grade level by the school district in both the
foundation curriculum and the enrichment curriculum. A school district may choose to add
elements to its curriculum, but never should they omit or delete instruction that is in both
curriculum according to the requirements.
Description of a Required Elementary Curriculum
A Texas school district which includes Kindergarten through Grade 5, must offer the
Foundation and Enrichment curriculum for its students. The district must allow sufficient time
for teachers to teach and students to learn the essential knowledge and skills according to grade
level in the curriculum. Instruction can be provided in various arrangements and settings
including mixed-aged programs. This allows flexibility for developmentally appropriate
instruction for a diverse population of learners in attaining course and grade level standards.
Description of a Required Secondary Curriculum
A Texas school district which includes the middle grades 6-8 and/or the secondary grades 9-
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12, must offer the Foundation and Enrichment curriculum for its students. The district must
allow sufficient time for teachers to teach and students to learn the essential knowledge and skills
according to grade level in the curriculum. Instruction can be provided in various arrangements
and settings including mixed-aged programs. This allows flexibility for developmentally
appropriate instruction for a diverse population of learners in attaining course and grade level
standards. The secondary schools that have grades 9-12 have a list of require courses that must
be offered and evidence of students’ opportunity to take the courses must be available if needed.
These courses include four levels of English, five levels of Mathematics, four levels of Science
with hands-on labs and field work, and four different social studies courses. Also included in
this list of required courses are economics, physical education, health, fine arts, and three of
sixteen career and technical education cluster courses. Finishing off this required list are three
levels of another language, various courses in technology applications, and a speech course. In a
Texas high school program, only one credit of physical education is required for graduation, but
students are not required to have health or technology application credits to graduate. However,
a 9th grade student entering high school under the minimum program, must complete one fine
arts credit to satisfy the graduation requirements. It is necessary with the middle and secondary
curriculum for students to be allowed all grade level promotions and high school graduation
requirements in a timely manner.
English Language Proficiency Standards
The English language proficiency standards are published along with the Texas Essential
Knowledge and Skills (TEKS) for each subject in the required curriculum. English language
learners (ELL) must acquire both social and academic language proficiencies in order to be
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successful. For ELL to become successful and reach their full potential, classroom instruction
must integrate second language acquisition skills with quality content area instructions. ELL
must be given ample time to listen, speak, read, and write at their current level of English
development while they are expected to increase their English acquisition skills. These
guidelines apply to ELL students in Kindergarten – Grade 12. There are four levels of ELL
proficiencies that are not grade level specific. They include the beginning, intermediate,
advanced, and high-advanced levels which have descriptors outlined under each level. School
districts are responsible for identifying the level that ELLs are at and to provide instruction
according to that level in a sequenced and scaffolding manner.
Minimum High School Program
A student who is set to graduate under the minimum high school program is required to
complete 22 credits compared to 26 credits for the recommended high school program. Students
with a disability are automatically placed in the minimum high school program if the admission,
review, and dismissal committee (ARD) places them on a modified curriculum in any subject
area. For the minimum high school program, students must demonstrate proficiency in the core
subjects of English, Math, Science, Social Studies, Economics, Physical Education, Speech, Fine
Arts, and several credit opportunities for elective courses.
Recommended High School Program
Students entering Grade 9 now, are placed in the recommended high school program or the
advanced program, unless they have been assigned to take the minimum program for
modification reasons due to a disability, according to their ARD meeting. The recommended
high school program requires students to demonstrate proficiency in the core subjects and earn a
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total of 26 credits by their 12th year. In this program, students have up to 5 and one-half credits
for electives. The program does not allow for substitutions, except what is specified in Chapter
74 of Texas Education Code of Curriculum Requirements.
Distinguished Achievement High School Program—Advanced High School Program
The distinguished achievement or advanced high school program also requires students to
complete 26 credits to graduate. However, many of their credits for the math and science
courses are comprised of Advanced Placement courses. In this advanced program, students are
only allowed 4 and one-half credits for elective choices. The program requires at least four
advanced measures that demonstrate student performance at the college or professional level.
Student performance on advanced measures must be accessed through an external review
process.
Part 2: TEA Learning System Components
In this section of the assignment, you will describe the minimum state provisions of the six
components of the TEA learning system, desirable local provisions for each component, and
your preliminary ideas for improvement.
Directions:
Review the components of the TEA learning system in the Week 1 lecture and the information
you gathered in Part 1 of the assignment. As you review, think about desirable local provisions
for each component. Consider strengths and weaknesses in local provisions. Access the Texas
Education Code at http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm and/or the Texas Administrative
Code, Title 19, (TAC): Part II Texas Education Agency at
http://www.tea.state.tx.us/rules/tac/index.html. Peruse these sites for more information about the
TEA learning system components.
Collaborate online with two colleagues to complete the table on the TEA learning system by
describing the minimum state provisions, desirable local provisions for each of the six
components, and your preliminary suggestions for improvement. Your suggestions may change
after completing the course.
TEA Learning System Components
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Collaborator #1: Kathy Finch
Collaborator #2: Kim Allen,
Collaborator #3: Deann Thompson
Collaboration Wiki Link: http://curriculumedld5335.wikispaces.com/
Component
Learning Goals: what we
want students to know and
do
Curriculum Documents:
resources we will use to
meet our goals for students
Minimum State
Provision
TEKS: Texas Essential
Knowledge and Skills
Teacher Training and
support
Teacher Training and
support; online
collaboration; opensource
resources such as Curriki;
Revisit location and
organization of these
documents through staff
development sessions
Must cover TEKS and
offer a variety of
arrangements and
settings
Best Practices Methods,
Dana Center Math and
Science, Writing Academy,
New Jersey Writing Project
in Texas, Technology
Integration, Gateways to
Science, Science Starters,
Math Bell Ringer Activities,
AP Training; Continue to
use District developed
scope & sequences for
subjects
Planning time for teachers
to collaborate in grade
level teams and in vertical
teams; develop PLNs;
Make revisions as needed
based on benchmark
testing and TAKS testing
to ensure all TEKS are
covered in a timely manner
Mandatory District
professional development
throughout the school year
as well as training at Region
4 & 5 and conferences;
volunteer trainings and staff
development
Apply for needed funding
sources; Work with
departments and teachers
to gain input for sessions
needed to plan; gather
input from departments to
ensure there are not
overlapping sessions
taught; combine trainings
to help with funding
TAKS Results; Benchmark
Tests; Formative
Assessments; Summative
Review testing calendar to
ensure testing is spread
Project Share, Personal
Learning Networks,
District-provided staff
Staff Development Program: development,
how we acquire and improve Department and Team
the skills we need to teach
training sessions;
all learners
District level staff
development; individual
support by District level
specialists as needed
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TEKS Infusion
Preliminary
Suggestion for
Improvement
Content curriculum
Use curriculum scope and
guide in Eduphoria;
sequences and multiple
resources to teach TEKS;
Region IV's curriculum
for Math and Science;
Gateways to Science;
State adopted textbooks
used as resources;
Curriculum guides
provided by TEA
Instructional Program:
strategies we will use to
teach students what we
want them to know
Measurement System: how
we will evaluate what we do
Desirable Local
Provision
TAKS Results;
Benchmark Tests;
Formative
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Administrative Procedures:
what policies support or
hinder the goals we are
trying to help our students
attain
Assessments;
Summative
Assessments
Assessments
throughout the year
Current policies do not
hinder but rather
support goals of the
District, including Board
of Trustees goals at this
time
District Improvement Plan
(DIP), Campus
Improvement Plan (CIP)
Department plans; Site
Based Decision Making
(SBDM) committees
Review all plans to make
revisions that support
state/district/campus goals
and objectives
How can understanding the components of the TEA learning system assist you in your work as
an instructional leader?
As an instructional leader, understanding the components of the TEA learning system is
one of the most important job responsibilities. The learning system is an ever changing cycle
that needs to be adapted to support the district and campus goals. A leader who is involved in
the entire learning process creates teachers who are more willing to support the learning
process and work together to implement the campus goals and objectives. Teachers are more
motivated by an effective instructional leader who can empathize with what is going on in the
classroom and with the demands of the instructional program. An instructional leader who has
a deep understanding of the learning system is able to provide guidance and support for
teachers.
Why is it important that an instructional leader improve the components of the TEA learning
system?
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Peggy Hale - #8014
The components of the TEA learning system will always be a work in progress according to
campus needs each school year. By having an instructional leader who is willing to plan,
deliberate, and implement changes in this system, student learning and instruction can be
maximized. An instructional leader needs to be able to keep up with the changes in state
mandates and make adjustments. This will ensure that the campus goals are met while
focusing on improving campus performance. Fairly often a school district’s goals and mission
will change, and the instructional leader needs to be able to ensure that any change
implemented focuses on academic success for all learners.
Part 3: Gathering Data for Decision Making
A critical skill for an instructional leader is the ability to make data-based decisions. You will
practice this skill as you begin work on a learner-centered staff development session. You will
select a school—ideally one in which you work, review its AEIS data and Campus Improvement
Plan (CIP), and select a content area/objective for improvement. You are not required to present
the staff development during this course, but you must have a principal approve your agenda
and arrange a time with the principal for presentation of the session.
Directions:
Access the 2006-07 AEIS Campus Reports at:
http://www.tea.state.tx.us/perfreport/aeis/2007/campus.srch.html.
Correct Link: http://ritter.tea.state.tx.us/perfreport/aeis/2010/campus.srch.html
Complete the form to select a school and access a campus report.
Review the Academic Excellence Indicator System (AEIS) data, answer questions about the
data, and identify four content areas that need improvement.
Review the selected school’s Campus Improvement Plan (CIP). Answer questions about the
data, and locate two objectives for each of the four content areas identified in the AEIS data.
Based on the data, choose one content-area and an objective within that content area as the
focus of a learner-centered staff development session.
Data-Based Reflection and Decision Making
Is there anything in the AEIS or CIP data that you do not understand? If so, what would you like
clarified?
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Peggy Hale - #8014
First of all, the Lamar assignment instructions say to access the 2006-2007 Academic
Excellence Indicator System (AEIS) for our school. I wondered why we had to evaluate data
that is four years old. Then the web conference verified that the most current version was the
one we should use for our assignment. That solved my confusion and I was able to get the
correct link to access the AEIS report. If I had to pinpoint an area that need clarification on the
AEIS campus report, it would be the term, Texas Projection Measure (TPM). I know that it is a
projection measure of what they think the score should be based on the numbers and data. I
bet scoring above this would be a great goal for a school. The Campus Improvement Plan was
lengthy and was filled with a large number of goals. I have served on our Site Based Decision
Making Committee for several years in the past, and have been involved with the Campus
Improvement Plan. Taking this course has given me the opportunity to understand the process
more and explains the purpose of a campus improvement plan, which is to improve student
performance for all student populations within the school.
What about the data surprises you? What about the data concerns you?
The one thing that surprised me most from my evaluation of the data was some
inconsistencies between the 2009-2010 AEIS report and the Summative Evaluation at the end
of the CIP. I had to take several minutes to study it before the percentage scores matched. I
had to view the scores in parentheses that were without the TPM. I was surprised by the 27
point increase among the African American population on all tests. This was a significant
improvement and makes you wonder what strategies were so effective on this student
population group. I looked up the number, thinking that maybe it was only a few students, but
there were 36 in that group, which was 10% of the tested group. Another large increase was
seen in Science for the Hispanic student population. They made up 6% of the testing group and
had a 32% increase. An area of concern would be the low scores on all tests with the
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Economically Disadvantaged subgroup. One reason for my concern is the fact that I would
need to know which other group do these students fall under. Are we getting a double hit with
low test scores? I would first check this out before making any recommendations.
How does the information fit with your feelings about how the students at this school are doing?
I cannot make a fair judgement about the students in this school. I work in the technology
department and spend very little time with the students in this school or other schools for that
matter. I am able to make a few visits and each time I visit, the students are on task and
involved in their lessons. I have visited the computer lab many times and the students are
always working hard with little behavior problems. You think I would be able to select these
students from a group, but when I look at the students, I rarely think about the population
groups.
Does it seem to differ from what you have personally experienced? Did the students do as well
as you and the school expected?
I know that the principal was disappointed in the results of her scores. She is very
determined to get her Exemplary rating and was very close, but this year the stakes are at 90%
in all subjects. Looking at the data, the goal is attainable and I know she is encouraging her
staff to succeed. The area that kept her from success last year was in 4th grade writing. They
scored 88% and needed 90%. She has been pushing her staff to support writing improvements
for every student. I am anticipating great improvement with writing next year.
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On the basis of the data you examined, in which areas of the curriculum are students
performing well?
Based on Little Cypress Mauriceville Intermediate’s AEIS data, the areas of the curriculum
that students are performing well are Reading, Language Arts, Mathematics, and Science. All
of the scores were 90% or above. The campus actually received two Gold Performance
Acknowledgements: Commended on Science and Comparable Improvement on Mathematics.
I would like to iterate that there will always be room to improve, no matter how well a campus
succeeds. When you do receive that Exemplary rating, then the goal will be to maintain that
level of excellence yearly. What a wonderful goal to dream about.
On the basis of the data you examined, in which area(s) of the curriculum are students
performing poorly? Why do you think students are performing poorly in those areas?
As I mentioned earlier, the area of the curriculum in which the students performed poorly
was writing. The two subgroups who scored the lowest in writing were the African American
and then the Economically Disadvantage subgroup. I think that the students are performing
poorly in this area because they have not had the background experience necessary to express
themselves. I think that Reading and Writing are closely intertwined and when you improve
one, you improve the other. I would be interested in researching the African American subgroup
and see the percentage of those who are also in the Economically Disadvantage subgroup also.
Focusing on this group may be helping in two areas at the same time. I think this would be a
great focus group in Reading and Writing.
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Complete the following table to clarify content areas and objectives that need improvement.
Campus: Little Cypress
Intermediate School (4th/5th )
AEIS-Identified
Content Area
Content Area #1
District: Little CypressMauriceville CISD
Grade:
4th Grade
AEIS Data
Evidence
88%
Writing
Principal: Julia Dickerson
CIP-Identified Objectives
#1 – implement the Systematic
Writing instruction program
#2 – provide the Writing Academy
training and implement the
program.
Content Area #2
4th Grade
85%
Reading
#1 – implement new reading
adoption and scope and sequence
#2 – implement the Renaissance
AR Reading program
Content Area #3
5th Grade
88%
Reading
#1 – implement new reading
adoption and scope and sequence
#2 – implement the Renaissance
AR Reading program
Content Area #4
4th Grade
Mathematics
88%
#1- Use AIM Web and Region IV
Math Curriculum to develop an
acceleration plan in Math
#2 – Analyze CBA and Benchmark
reports to improve instructional
process and student performance
in Math
Select a content area/objective for your learner-centered staff development. To do this, answer
the following question:
Based on the data, which content-area should be the principal’s highest priority? Explain why
you think so.
I think that the principal’s highest priority based on the data, should to work on improving
the 4th grade writing process. She has many goals and objectives in the Campus Improvement
Plan that is focused on writing. If teachers are able to get the writing score up by 2 or more
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points and the remaining scores remaing the same, then this school is headed to it’s first
exemplary rating.
How can a leader use the AEIS to initiate the development of an instructional focus for a
campus?
The AEIS report is thorough in breaking up the campus data by subjects and then by the
different population groups. If a leader is aware of her population groups and can analyze her
scores, it is usually evident where the strengths and weaknesses are in the numbers. Finding
the areas to focus on with her teachers, help get the staff motivated and geared up to reach
goals that are set by everyone. If everyone on the campus is made aware of the deficits and is
brought into the plan, then it is easier to gain support from the school environment and in the
meantime, creates a positive school mission which is to improve student achievement in all
populations.
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