Luling Independent School District

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Improving the academic performance for ALL students.
 
Curriculum and instructional materials are integral parts of a public school system.  The current standards, which outline what students are to learn in each course or grade, are called Texas Essential Knowledge and Skills (TEKS).  The standards are adopted by the State Board of Education, after extensive input from educators and other stakeholders.The State Board of Education periodically updates the state’s curriculum standards. The TEKS are the foundation for each class/subject and are tested yearly in Math, Science, Reading, Writing and Social Studies through the State of Texas Assessment of Academic Readiness (STAAR) Grades 3-8 and End-of-Course (EOC) assessments.
 
 Below are links to the current standards, as well as information about the adoption process:
 

 

Luling ISD uses the TEKS Resource System as the online curriculum management system. The content found on the site includes curriculum components and sample unit assessment items aligned to the most current versions of the State Board of Education-adopted standards (TEKS) for the following subject areas:

  • English Language Arts and Reading (K-12)
  • Spanish Language Arts and Reading (K-5)
  • Mathematics (K-12)
  • Science (K-12)
  • Social Studies (K-12)
  • Spanish translated versions of Mathematics, Science, Social Studies, and SLAR (K-5)

 

Specifically, the components that will be utilized are:

 
Vertical Alignment Document (VAD), TEKS Clarification Document (TCD), and Enhanced TEKS Clarification Document (ETCD – math only)
Documents Scope:
  • Outlines what is taught (TEKS) for each grade level/course
  • Defines the rigor and content of the TEKS
  • Includes the TEKS specificity (examples/details)
  • Highlights Readiness and Supporting Standards
  • Targets expectations (TEKS) within and across grade levels/courses
 
Teachers use the documents to:
  • Clarify grade level/course expectations
  • Understand the vertical depth and complexity of the TEKS within and across grade levels/courses
  • Identify potential gaps in students’ understanding and plan for appropriate intervention
 
Year at a Glance (YAG) and TEKS Verification Document (TVD)
Documents Scope:
  • Groups (bundles) the TEKS into curricular units
  • Includes a suggested sequence and duration for each unit
  • Offers a sequence that ensures all TEKS are addressed within the year and STAAR®assessed standards (TEKS) are presented prior to the state assessment
 
Teachers use the documents to:
  • View the TEKS taught within the year in a single snapshot
  • Organize and plan longterm high quality instruction
  • Collaborate with peers to share and allocate instructional resources
  • Pace instruction and customize sequencing as appropriate
  • Align the suggested unit duration to the district calendar considering additional days for support/practice/assessment
 
Instructional Focus Document (IFD)
Documents Scope:
  • Bridges curriculum, assessment, and instruction
  • Explains the details of each curricular unit including:
    • An overview
    • Performance Assessments
    • Overarching Concepts, Understandings, and Questions
    • Unit Concepts, Understandings, and Questions
    • Misconceptions
    • Vocabulary
    • Bundled TEKS with targeted specificity
    • English Language Proficiency Standards (ELPS)
 
Teachers use the documents to:
  • Determine what content should be taught in each grading period
  • Organize and plan medium to short term highquality instruction
  • Determine unit learning objectives and focused learning experiences
  • Select instructional resources and materials that are aligned with the specified TEKS
  • Maintain focus on the TEKS while planning and implementing instruction
 
Performance Assessments (PA), Assessment Item Bank, and Formative Spiral Item Bank (Math Only)
Documents Scope:
  • Offers evidence of student progression toward and/or attainment of identified TEKS
  • Provides a collection of selected, numerical, and constructedresponse items aligned to specific units and TEKS
  • Provides a collection of mostly constructedresponse items
  • Aligns items to previously taught grade level TEKS and current grade level TEKS in order to spiral concepts
  • May include multiple content TEKS in a single item
 
Teachers use the documents to:
  • Determine student progression toward and/or attainment of identified TEKS
  • Determine the ability of students to apply the learning in a new context
  • Determine which students need intervention and accelerated instruction