1. Curriculum Boot Camp Dr. John A. Crain 818 S. Runnels St.
DeKalb, TX 75559

2. GUIDING QUESTIONS What is curriculum?
What’s wrong with using the Texas Essential Knowledge and Skills (TEKS) as a district/campus curriculum? Why aren’t they sufficient?
How do you use the TEKS as a framework for developing district specific curriculum?
Create a 12-K Vertical Alignment Document
Create “Big Bundles” on a Time Line
Create “Small Bundles” (maybe)
What is a reasonable time-line for these tasks?
Copyright: 2014, John A. Crain, Ed. D.

3. ACTIVITY
PAIR SHARE AND
ANSWER THE QUESTION:
WHAT IS CURRICULUM?

4. Differences Between Curriculum and Instruction
Why
How
What
Copyright: 2014, John A. Crain, Ed. D.

5. The “WHAT” – Content Standards--“the stuff”
1. Conceptual Knowledge
2. Procedural Knowledge
3. Factual Knowledge
Cognitive Curriculum
Copyright: 2014, John A. Crain, Ed. D.

6. The “WHY” – Performance Standards—the result, outcome, objective, etc.
The verb and its modifiers
What we want students to do with the “stuff”.
The complexity or sophistication with which we want students to do something with the “stuff”—the Application / Analysis / Synthesis / Evaluation of Bloom’s.
Copyright: 2014, John A. Crain, Ed. D.

7. Student Expectations
The student is expected to: Performance Content Standard--What Standard—Why? “verb” “some stuff”—knowledge or skills analyze characters, including their traits, motivations, conflicts, points of view, changes, and relationships
Copyright: 2014, John A. Crain, Ed. D.

8. Why are the Performance Standards so important?
Bloom’s Taxonomy of Cognitive Learning: “Acquiring and Processing Information”
Why are the Performance Standards so important?
Copyright: 2014, John A. Crain, Ed. D.

9. Identify Science Performance and Content Standard
 analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering
explain the purpose and process of transcription and translation using models of DNA and RNA
Copyright: 2014, John A. Crain, Ed. D.

10. Identify Mathematics Performance and Content Standard
use multiplication to solve problems (no more than two digits times two digits without technology)
compare and order fractions using concrete objects and pictorial models
use numeric and geometric patterns to develop algebraic expressions representing geometric properties
interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs
Copyright: 2014, John A. Crain, Ed. D.

11. Identify ELA/R Performance and Content Standard
identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument;
determine the facts in text and verify them through established methods
summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order
Copyright: 2014, John A. Crain, Ed. D.

12. Identify History Performance and Content Standard
explain the possible origins of American Indian groups in Texas and North America
summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion
translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps
Copyright: 2014, John A. Crain, Ed. D.

13. HOW? The instruction What the teacher will do to teach
What the students will do to learn
Instructional activities
The processes through which the students will learn the curriculum.
Copyright: 2014, John A. Crain, Ed. D.

14. Negotiable vs. Non-negotiable
Copyright: 2014, John A. Crain, Ed. D.
Negotiable vs. Non-negotiable
The “WHAT/Content Standard” is non-negotiable.
The “WHY/Performance Standard” is non-negotiable.
The TIMELINE may or may not be negotiable.
The “HOW” is negotiable within limits:
The children learn what that are supposed to
learn.
They are treated with courtesy and dignity.

15. Why must the Curriculum Be Non-Negotiable?
It’s the Law
Assure Equity
Provide a Rational System
Reduce Gaps and Unproductive Redundancies
Reduce/Refocus Teacher Planning Time
Copyright: 2014, John A. Crain, Ed. D.

16. Law
State law requires that teachers teach the Texas Essential Knowledge and Skills.
District policy requires that teachers teach the Texas Essential Knowledge and Skills as defined by the district.
Copyright: 2014, John A. Crain, Ed. D.

17. Quality Assurance To The Community
Equity
Quality Assurance To The Community
The State of Texas says, through TEKS: It doesn't matter whether you live in Highland Park, El Paso, Houston, rural east Texas, or The Rio Grande Valley. The State of Texas guarantees that your 10th grader will have the opportunity to learn "X."
Your ISD must say: It doesn't matter which attendance zone (campus) you live in. Our ISD guarantees that your 4th grader will have the opportunity to learn "X" It doesn’t matter whose 7th grade Texas History class you are in, you will have the opportunity to learn “x.”
Copyright: 2014, John A. Crain, Ed. D.

18. Rational System
Is your district a confederacy of independent school districts or a single system?
We Are Either:
a rational system, with a vertically-aligned curriculum for all campuses or
an irrational system in which no one part knows (or cares) what other parts of the system are doing.
Copyright: 2014, John A. Crain, Ed. D.

19. Alignment Makes Education in Your I.S.D. a System - continued
Teachers Are Part of a System
Schools cannot be one-room schools located side-by-side along a common hallway.
Teachers are not independent subcontractors--we have a responsibility to “deliver the goods”. (knowledge and skills) that the system says we are to deliver.
Copyright: 2014, John A. Crain, Ed. D.

20. Reduce Gaps and Unproductive Redundancies in Knowledge and Skills
Examples
Critical Progression of Concepts and Skills In Mathematics
Foundation of Concepts in ALL the Sciences, Including Chemistry and Physics
Copyright: 2014, John A. Crain, Ed. D.

21. Refocus Teacher Planning Time
Reduce time teachers spend trying to define what the TEKS mean
Focus time planning instruction
Copyright: 2014, John A. Crain, Ed. D.

22. Common Errors in Curriculum Development & Implementation
Lining up the TEKS and then assuming you have an aligned curriculum—or skipping alignment altogether
The checklist phenomenon--writing instruction and back-loading curriculum
Frontloading textbooks and programs
Trying to do too many of the “steps” at one time or trying to move too rapidly
Copyright: 2014, John A. Crain, Ed. D.

23. Major Elements of Curriculum Development
Vertical alignment/Unpacking the TEKS, including the articulation of specific content standards.
Organizing the aligned student expectations into “big bundles”—on a time line (e.g., by 6-weeks or discreet number of days) + create Student Performance Indicator to clarify the Performance Standard
Articulating the TEKS in detail (e.g., into rational, coherent “units” of instruction,. e.g., by 2-weeks chunks or by a discrete number of days). MAYBE
Copyright: 2014, John A. Crain, Ed. D.

24. After the curriculum is done, you can…
Create parallel curriculum connections
Write Guiding Questions and Enduring Understandings
Create optional, “exemplar” instruction for all or some percentage of the “bundles” of instruction
Copyright: 2014, John A. Crain, Ed. D.

25. What’s Wrong With The Texas Essential Knowledge and Skills As A Curriculum Document?
The TEKS are a framework for curriculum development—NOT the curriculum.
The TEKS lack specificity in both the Content Standard and the Performance Standard.
The TEKS are not organized into rational, coherent units of instruction with recommended time lines
Copyright: 2014, John A. Crain, Ed. D.

26. Addressing Problem #1: Lack of Specificity of the Content Standard
12-K vertical alignment of every student expectation
Copyright: 2014, John A. Crain, Ed. D.

27. “Such as…” and “Including…”
Copyright: 2014, John A. Crain, Ed. D.
“Such as…” and “Including…”
The content standard for student expectations is articulated in the “such as…” and “including…” statements—the specific academic content (the “What”) that students will learn.
“Such as…” means that the given content is negotiable.
“Including…” means that the given content is non-negotiable.
Some of the content standards may not be clear, even with the “such as”/”including” from the state.
“Such as” in TEKS will likely become “including but not limited to” in the district curriculum.

28. The Case for Specificity of the Content Standard
Assumption: Every Student Expectation should have an “including . . .” statement.
Copyright: 2014, John A. Crain, Ed. D.

29. The Critical Questions
Is the content standard sufficiently specific that: 1. a new teacher know exactly what students are supposed to learn? 2. Could a test item writer construct a test item that would be aligned with that learning?
Copyright: 2014, John A. Crain, Ed. D.

30. ELA mechanics TEKS‑-examples/specifications—a “lined up curriculum”#
1st Grade TEKS
Examples/
Specifications
4th Grade TEKS
Examples / Specifications
8th Grade TEKS
Examples
1.21B
 recognize and use basic capitalization for:
4.16B
 use capitalization for:
8.20A
use conventions of capitalization
Copyright: 2014, John A. Crain, Ed. D.

31. Science TEKS‑‑without examples / specifications– a “lined up curriculum”#
2nd Grade TEKS
Examples /
Specifications
3rd Grade TEKS
Examples / Specifications
4th Grade TEKS
Examples/
2.9A
identify external characteristics of plants and animals that allow basic needs to be met
3.9A
observe and identify characteristics that allow survival
4.8A
identify characteristics that allow members of a species to survive and reproduce
Copyright: 2014, John A. Crain, Ed. D.

32. ELA mechanics TEKS‑-examples/specifications—a “lined up curriculum”#
1st Grade TEKS
Examples/
Specifications
4th Grade TEKS
Examples / Specifications
8th Grade TEKS
Examples
1.21B
 recognize and use basic capitalization for:
(i)  the beginning of sentences;
(ii)  the pronoun "I"; and
(iii)  names of people
4.16B
 use capitalization for:
(i)  historical events and documents;
(ii)  titles of books, stories, and essays; and
(iii)  languages, races, and nationalities;
8.20A
use conventions of capitalization
Copyright: 2014, John A. Crain, Ed. D.

33. Science TEKS‑‑with examples / specifications—an aligned curriculum#
2nd Grade TEKS
Examples /
Specifications
3rd Grade TEKS
Examples / Specifications
4th Grade TEKS
Examples/
2.9A
identify external characteristics of plants and animals that allow basic needs to be met
including plant reproduction and parts of seeds and the significance of beaks and feet on birds
3.9A
observe and identify characteristics that allow survival
including specific functions of the leaf and seed (flowering and non flowering plants)
4.8A
identify characteristics that allow members of a species to survive and reproduce
including non flowering plants (fungi, mold, mildew) and woody vs. non-woody stemmed plants
Copyright: 2014, John A. Crain, Ed. D.

34. Sources of the Specificity
The TEKS them selves (the “such as…” and “including…”)
State Assessment Items
TEA/ESC Information Sessions
National Standards Documents
Other Sources such as
National Council of Teachers of Mathematics
College Board
International Reading Association
Your Own Knowledge and Experience

35. State Assessment Items Should Probably Be Embedded
Test Items
State Assessment Items
Should Probably Be Embedded
Under “Examples/Specifications”
Copyright: 2014, John A. Crain, Ed. D.

36. Find Examples
Examine the TEKS for a grade level within your subject area.
Fine 2-3 examples of TEKS that need an “including…” statement for clarification of the content standard.
Copyright: 2014, John A. Crain, Ed. D.

37. Alignment of Process Skills
Aligning process skills like those in science, mathematics, and social studies should probably be left to the end as you begin Step #2, “bundling” of student expectations--unit construction and time lines.
The process skills take on meaning and specificity only when applied to other academic content.
Copyright: 2014, John A. Crain, Ed. D.

38. Activity: What would you do in vertical alignment with these?
From Science (C) represent the natural world using models and identify their limitations From Social Studies (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Copyright: 2014, John A. Crain, Ed. D.

39. How You Accomplish Vertical Alignment: Configuration of Design Teams
ELA: 12-K
Social Studies: K-3, 4-7, 5/8/U.S. History, 6/World History/World Geography
Science: 8-K and 12-9 (with some “back-and-forth”)
Mathematics: 8-K and 12-9 (with some “back-and-forth”)
Time: Approximately 3-4 days
Copyright: 2014, John A. Crain, Ed. D.

40. Problem 2: TEKS Not Organized For Delivery
The TEKS are arranged in Knowledge & Skills statements (“strands”), not in coherent units of instruction.
Process TEKS are separated from content TEKS
The TEKS are not arranged on a time-line (instructional sequence)
Copyright: 2014, John A. Crain, Ed. D.

41. Process TEKS must be married to content TEKS
Step #2: “Bundling” Student Expectations to Create Rational Big Chunks on a Time Line
The individual student expectation now must be “bundled” into big chunks on a time line (e.g., by 6-weeks, by discreet number of days).
Process TEKS must be married to content TEKS
The Performance Standard must be clarified
Copyright: 2014, John A. Crain, Ed. D.

42. Marrying ELA/R Content to Process
Copyright: 2014, John A. Crain, Ed. D.
Analyze characters, including their traits, motivations, conflicts, points of view, changes, and relationships
Make inferences about text and use textual evidence to support
Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.
Copyright: 2014, John A. Crain, Ed. D.

43. Marrying Science Content to Process43
Marrying Science Content to Process
(A)  describe producer/ consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;
(B)  investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition
(A)  plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;
(C)  collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
(D)  construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
(E)  analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Copyright: 2014, John A. Crain, Ed. D.

44. Marrying Mathematics Content to Process
Copyright: 2014, John A. Crain, Ed. D.
Marrying Mathematics Content to Process
use multiplication to solve problems (no more than two digits times two digits without technology)
(B)  use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
Copyright: 2014, John A. Crain, Ed. D.

45. Defining the Performance Standard
Defining the Verbs and their Modifiers
Products, Performances, Demonstrations
Create Student Performance Indicators that “indicate” that the student has learned
the Content Standard
at at least the Level of the Performance Standard and
to “Marry” the Appropriate Process TEKS to the Content TEKS
Copyright: 2014, John A. Crain, Ed. D.

46. Plan and Create the Elaboration: Unpacking the Performance Standard
Students “verbing the stuff: What will “verbing the stuff” look-like/sound like”? What will the students do with content knowledge, at at least the level of the performance standard?
“Bump it Up”: Will the activity: Move up Blooms and/or make cross curricular connections? The “process skills” MUST be integrated here.
Real World Connection: “So What?” What is the connection of the new knowledge to the students interests/experiences, applications/connections beyond the classroom?
Pairs/Triads/Quads: What size and what criteria will you use for the grouping? Will you assign any roles/responsibilities?
Product: What product(s) will students produce that demonstrate 1-3, above; should one of more of the products be oral? Will students have any choice in the product?
Student Use of Technology to Create the Products: Will using technology increase the level of interest/commitment, make the production of the product more efficient, and/or add to the quality of the product?
8. Scaffolding: Will students need to complete one activity or a series of scaffolded activities (from simple to more complex; from concrete to more abstract; from familiar to more unfamiliar)?
9. Management and Structure: What materials that students will need e.g., access to technology, advanced organizers, models of the product, time limits for each activity, etc.?
Copyright 2013, John A. Crain, Ed.D.
Copyright 2013, John A. Crain, Ed.D.

47. TEKS / Student Expectations
Bundle #
Subject
Grade
Estimated Time Frame
Plan at least one Stop-and-Teach lesson for students to:
TEKS / Student Expectations
Examples / Specifications of the Content Standard
Integrated TEKS Process Skills
Examples / Specifications of the
Performance Standard
Academic Language/Language of Instruction
Plan for at lest one activity (or a series of scaffolded activities) for students to:
“verb the stuff”
Integrate at least one of the “process skills”
Student Performance Indicator(s)
(To Assess the Performance Standard)
Instructional Resources / Textbook Correlations:
Copyright: 2014, John A. Crain, Ed. D.

48. Step #3: Articulating the TEKS More Narrowly
It may be desirable to:
take big “bundles” of TEKS on the time-line and break down both the TEKS and specific academic content on a more narrow time-line.
Influence the instructional design
Copyright: 2014, John A. Crain, Ed. D.

49. Reflection
The best new learning for me today was_________________________
I now better understand___________________
I still would like to know more about________________________