EDLD 5352 Instructional Leadership-Week 3 Assignment

Week 3: Curriculum Alignment and Planning as an

Instructional Leader
NELP Standard 4: Learning and Instruction
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate
the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills,
and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems,
supports, and assessment.
Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality, technology-rich curricula programs and other supports for
academic and non-academic student programs.

PSEL 4: Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum,
instruction, and assessment to promote each student’s academic success and well-being.

Texas Principal Standards Pillar: Curriculum Alignment

Principal Domain and Competency
Domain II: Leading Learning
Competency 3
Competency 4

Course-level Objectives (CLOs)

EDLD 5352 Instructional Leadership Course Level Objectives (CLO):
By the end of this course the student will learn to:
1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1) TAC
§149.2001.a, TAC §149.2001.b.1.A.i.(I)
2. Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) TAC §149.2001.a, TAC
§149.2001.b.1.A.i.(I), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(iii)
3. Identify and interpret core elements of curriculum alignment used to improve student achievement
(Knowledge & Analyzing) (CLO3) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(II)(III)(IV), TAC
§149.2001.b.1.B.(i)
4. Formulate a professional development plan applying data driven decision making. (Creating)
(CLO4)
TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I)(II)(III)(IV)(V), TAC §149.2001.b.1.A.ii, TAC
§149.2001.b.1.B.(ii)
5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5) TAC
§149.2001.a, TAC §149.2001.b.1.A.i.(V), TAC §241.15.c.1, ISTE Standard 5.d. Connected Learner

Week 3 Learning Objectives (W3LO):

Week 3 Level Objectives: Curriculum Alignment: Identify and interpret core elements of curriculum alignment used to improve
student achievement (Knowledge & Analyzing) (CLO3) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(II)(III)(IV), TAC
§149.2001.b.1.B.(i)
1. W3LO1: (CLO3) Examine the role of an instructional leader through the examination of state and
district standards for curriculum alignment.
2. W3LO2: (CLO3) Explore and analyze the core elements of curriculum alignment to improve
student achievement.
3. W3LO3: (CLO3) Facilitate the planning development of curriculum alignment through
instructional alignment, assignment alignment, benchmark alignment, and rubric alignment.

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4. W3LO4: (CLO3) Cultivate the importance of planning and curriculum to improve alignment
through professional development that promotes student rigor on a campus.

Overview:
In Week 1 of this course, you examined a framework called the Instructional Core to help
instructional leaders understand that curriculum, instruction, and the learner are interrelated. In
Week 2, you focused on growing your understanding of the importance of making data driven
decisions about the instructional practices on your campus. Now in Week 3, you will focus on
curriculum and examine both external accountability (state curriculum requirements including
content standards and assessments) and internal accountability (alignment of curriculum
standards, course content and assessments). Rigor in content, assessments, and learning activities
is a priority when aligning and planning curriculum for instructional leaders of the 21st century.
W3LO1: (CLO1)

Resources:
Week 3 Readings: Be sure you are logged into Blackboard in order to access all of the readings
from these links.

 Bambrick-Santoyo, P. (2019). Driven by data 2.0.

 Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building
Exceptional Schools. John Wiley & Sons.
 Lunenburg, F. C. (2010, September). The principal as instructional leader. In National
forum of educational and supervision journal (Vol. 27, No. 4).
 Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step
guide to building stronger schools. John Wiley & Sons.
 EL Education Core Practices. (2017) (n.d.).
 Center on Standards and Assessments Implementation (CSAI), & WestEd. (2018).
Standards Alignment to Curriculum and Assessment. CSAI Update. In Center on
Standards and Assessments Implementation. Center on Standards and Assessments
Implementation.

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Week 3 Assignment Rubric:

Use the Rubric to guide your writing.
Level 3 Meets Minimum Criteria is the baseline passing standard for candidates.
Level 1: Does not meet Level 2: Approaches Level 3: Meets Level 4: Meets target
the minimum criteria minimum criteria minimum criteria criteria
Tasks
0 points 2 points 4 points 8 points

Part 1: Candidate provides Candidate describes Candidate summarizes Candidate provides in-
Summary & Analysis limited evidence of some of the requirements the requirements of the depth summary of the
understanding state of the state-mandated state-mandated requirements of state-
Candidate conducts an curriculum standards. (K) curriculum. (K) curriculum standards. mandated curriculum
analysis of state (K) standards. (K)
curriculum
requirements to ensure Candidate demonstrates Candidate demonstrates Candidate Candidate
that state academic no process to review local some evidence of ability demonstrates the demonstrates great
standards are aligned in school district curriculum to review local school ability to locate district skill in locating
local curriculum. policy. (S) district documents and documents and district curriculum
navigate web site aimed navigate the school documents and is able
NELP 4 at locating board policy district Web site to to compose an in-
related to curriculum. (S) locate board policy depth analysis of local
PSEL 4 related to curriculum. curriculum policies
(S) with examples of
W3LO1:(CLO1) alignment between
W3LO2:(CLO3) state standards and
local curriculum
requirements. (S)
Part 2: Candidate provides no Candidate offers little Candidate offers some Candidate provides
Curriculum evidence about the evidence about the evidence about the comprehensive
Crosswalk to planning process for the planning process for the planning process for evidence about the
Alignment curriculum crosswalk for curriculum crosswalk for the curriculum planning process for
alignment to assess alignment to assess crosswalk for the curriculum
Candidate facilitates the school district curriculum school district alignment to assess crosswalk for
planning and and alignment to state curriculum and school district alignment to assess
development of a standards. (S) alignment to state curriculum and school district
curriculum crosswalk standards. (S) alignment to state curriculum and
for alignment process to standards. (S) alignment to state
align state curriculum standards. (S)
standards with district Candidate provides no Candidate offers little Candidate offers some Candidate provides
scope and sequence to evidence about the evidence about the evidence about the comprehensive
campus course content alignment of campus alignment of campus alignment of campus evidence about the
that includes rigorous curriculum and teacher curriculum and teacher curriculum and teacher alignment of campus
lessons and units of instruction to school instruction to school instruction to school curriculum and
study. district curriculum and district curriculum and district curriculum and teacher instruction to
state standards. (K) state standards and offers state standards and school district
NELP 4 some ideas about lesson gives guidelines about curriculum and state
templates for curriculum lesson templates for standards and provides
PSEL 4 planning. (K) curriculum planning. comprehensive lesson
(K) templates for
W3LO3: (CLO3) curriculum. planning.
(K)
Candidate provides no Candidate provides little Candidate provides Candidate provides
examples of alignment examples of alignment some examples of the comprehensive
about student about student alignment about knowledge and
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achievement to school achievement to school student achievement to examples of alignment

district curriculum and district curriculum and school district about student
state standards through state standards through curriculum and state achievement to school
assignments, benchmarks, assignments, standards through district curriculum and
or rubrics. (M) benchmarks, or rubrics. assignments, state standards
(M) benchmarks, or through assignments,
rubrics. (M) benchmarks, or
rubrics. (M)
Part 3: Candidate offers no Candidate offers little Candidate provides Candidate provides
Draft Element for evidence of resources or evidence of resources or evidence of resources comprehensive
Professional curriculum materials to curriculum materials to or curriculum evidence of resources
Development implement high-quality implement high-quality materials to implement or curriculum
content and assessment. content and assessment. high-quality content materials to
Candidate prepares a (S) (S) and assessment and implement curriculum
professional require students to activities and
development plan apply knowledge. (S) materials which
focused on include high-quality
academically content and require
challenging content to students to apply their
ensure the campus level knowledge. (S)
curricula programs Candidate cannot provide Candidate provides little Candidate provides Candidate articulates a
engage students in a examples or develop a examples and the examples and develops depth of knowledge and
rigorous process of deep schedule or technology- development of a a schedule and prepares a
learning outcomes and comprehensive schedule
rich activities of what schedule and technology-rich
and technology-rich
assessment. might go into a teachers’ technology-rich activities for teachers’ activities for teachers’
professional development activities for teachers’ professional professional
that are academically professional development that are development that are
NELP Component 4.1 challenging and content development that are academically academically
focused to improve academically challenging, and challenging, and content
PSEL 4 student rigor. (S) challenging, and content content focused to focused to improve
focused to improve improve student rigor. student rigor. (S)
W1LO3:(CLO3) student rigor. (S) (S)
Candidate provides no Candidate provides some Candidate provides a Candidate articulates a
capacity to evaluate capacity to evaluate developed capacity to depth of knowledge
objectives about objectives about evaluate objectives and prepares a
curriculum alignment for curriculum alignment for about curriculum comprehensive
the professional the professional alignment for the evaluation of
development plan. (S) development plan. (S) professional objectives about
development plan. (S) curriculum alignment
for the professional
development plan. (S)
Candidate has no capacity Candidate has little Candidate has some Candidate has
to develop resources for capacity to develop capacity to develop capacity to develop
ongoing follow-up to resources for ongoing resources for ongoing comprehensive
measure progress from follow-up to measure follow-up to measure resources for ongoing
the professional progress from the progress from the follow-up to measure
development through professional professional progress from the
benchmark review of the development through development through professional
curriculum, assessments benchmark review of the benchmark review of development through
to check if students curriculum, assessments the curriculum, benchmark review of
engage in higher levels of to check if students assessments to check if the curriculum,
learning, and evaluation engage in higher levels students engage in assessments to check
of rigorous instruction. of learning, and higher levels of if students engage in
(S) evaluation of rigorous learning, and higher levels of

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instruction. (S) evaluation of rigorous learning, and

instruction. (S) evaluation of rigorous
instruction. (S)
Candidate had many Candidate had some Candidate had few Candidate had no
Writing Elements:
spelling, grammar, or spelling, grammar, or spelling, grammar, or spelling, grammar, or
W3LO4: (CLO3) technical writing errors. technical writing errors. technical writing technical writing
0-points 1-points errors. errors.
2-points 3-points

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Part 1: Review State Curriculum Standards and Local District Curriculum Policy
Directions:
A. Summary W3LO1:(CLO1), W3LO2:(CLO3): Using the Basic Writing Elements Model
found in the Resource section of this course, complete the following summary regarding
the state standards and analysis regarding district standards. Access the TEA Web site at
link below. Include at least one paragraph on each Rule from Chapter 74 of the Texas
Administrator Code, Title 19.
http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?
tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y
Texas Administrative Code:
§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
§74.5 Academic Achievement Record (Transcript)
§74.6 College and Career Readiness and Texas
Essential Knowledge and Skills Alignment

B. Review your school district’s policy on curriculum and instruction which should be
available on your district’s web site.

C. Cite any sources and/or readings used as evidence to support your statements in APA
format.
State Directions: Compose a six-paragraph summary including each of the following
Standards six Rules from Chapter 74 in the Texas Administrative Code, Title 19. Be sure
to include one paragraph per Rule listed above.
:

Summary: The Texas Education Agency (2017), explained the state standard of Essential
Knowledge and Skills as a description of what students should know and be
able to do at the end of each grade level/course.
Rule §74.1 states that a school district that offers grades Kindergarten through
12th must have a foundation curriculum that includes ELA, mathematics,
science, social studies. It must also have an enrichment curriculum that
includes languages other than English (to the extent possible), health with
emphasis on physical health, mental health, and suicide prevention, P.E., fine
arts, career and technical education, technology applications, religious
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literature, and personal financial literacy. Part B of this rule states that the
school district must provide instruction that is appropriate according to each
grade level. A school district could add elements but cannot delete or omit
instruction as it relates to Chapters 110-117 and 126-130.
Rule §74.2 is a description of what a required elementary curriculum should
look like. It states that the school district must provide the K-5 instruction as it
states in Rule §74.1 and as it relates to Essential Knowledge and Skills. The
district must also make sure that the teachers receive sufficient time to teach
and for students to learn ELA and reading, math, science, social studies, fine
arts, health, physical education, technology applications, and to the extent
possible, languages other than English. The district may provide instruction in
a variety of ways including mixed-age programs designed to allow flexible
learning arrangements for developmentally appropriate type of instruction for
students of all populations in order to support student attainment.
Rule §74.3 is a description of what a required secondary curriculum should
look like. It states that the school district must provide the 6-8 instruction as it
states in Rule §74.1 and as it relates to Essential Knowledge and Skills. The
district must also make sure that the teachers receive sufficient time to teach
and for students to learn ELA and reading, math, science, social studies, fine
arts, health, physical education, technology applications, and to the extent
possible, languages other than English. The district may provide instruction in
a variety of ways including mixed-age programs designed to allow flexible
learning arrangements for developmentally appropriate type of instruction for
students of all populations in order to support student attainment. District must
ensure that students who enter Grade 6, each student complete one TEKS-
based fine arts course in Grade 6,7, or 8. The district shall not only offer but
maintain evidence to show that students have opportunity to take courses in at
least three of the four disciplines in fine arts. That requirement could be
reduced by two only by the commissioner of education upon application of a
district that has less than 250 students enrolled. Part B of this rule states that
the school district must provide the 9-12 instruction in the required curriculum
as it states in Rule §74.1. The district must ensure enough time is provided in
order for teachers to teach and students learn the required curriculum. The
district may provide instruction in a variety of ways including mixed-age
programs designed to allow flexible learning arrangements for developmentally
appropriate type of instruction for students of all populations in order to
support student attainment. The school district must offer the following courses
and maintain evident that they have had the opportunity to take those courses.
ELA, math, science, social studies, P.E., Fine arts, career and technical
education (one program -fewer than 500 students enrolled, two – 501 to 1,000
enrolled, three programs – 1,001 to 2,000 students enrolled, four programs –
1,001 to 5,000, five programs – 5,001 to 10,000 students enrolled, six programs
– more than 10,000 students enrolled), languages other than English, computer
science, and speech.

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Rule §74.4 describes a set of standards that outline English language

proficiency level descriptors and student expectations for ELLs. The ELPS are
to be published along with the TEKS for each subject in the required
curriculum. The ELPS consist of an introduction, school district
responsibilities, cross-curricular second language acquisition essential
knowledge and skills, and the proficiency level descriptors. The ELPS identify
four language proficiency levels (beginning, intermediate, advanced, advanced
high) for each of the four language domains assessed (listening, speaking,
reading, writing).

Rule §74.5 is an academic achievement record or also known as a transcript. It

is an official and permanent record of a student's academic performance during
high school and, in some cases, of high school courses completed prior to high
school. Each school district must report the academic achievement record
(AAR) of students who have completed a minimum, recommended, advanced
(distinguished), or foundation high school program. The transcript forms must
include the required standard content for the AAR. The words “academic
achievement record” and “transcript” are interchangeable. The form must serve
as the academic record for each student and must be maintained permanently
by the district. Some of the included information are student demographics,
school data, student data, and record of courses and credits earned.

Rule §74.6 are college and career readiness standards that align with essential
knowledge and skills. The five subjects that will align with the College and
Career Readiness Standards are for mathematics, science, social studies, cross-
disciplinary studies, and ELA.

District Directions: Compose a three-paragraph analysis. After reviewing your school

Policy: district’s policy regarding curriculum and instruction and based on what you
learned about TEA curriculum standards requirements, analyze the following
questions listed below. These are core alignment topics to ensure the direction
of your district’s curriculum is aligned to the state with a focus on improving
student achievement. Be sure to include one paragraph per question.
Analysis Is your district’s policy comprehensive enough? State why or why not.
The Deer Park Independent School District (2021), described the alignment to
:
state standards as a vital part of the district. All curriculum documents are
designed to reflect the Texas Essential Knowledge and Skills Statements
(TEKS) that are approved by the State Board of Education and mandated in all
public schools in Texas.

Deer Park Independent School District’s curriculum policy align with Texas
standards. Our curriculum documents ensure that instruction is aligned to the
Texas Essential Knowledge and Skills (TEKS), and to testing required by the
state of Texas. Benchmark assessments and curriculum based assessments
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EDLD 5352 Instructional Leadership-Week 3 Assignment

(CBA’s) are administered regularly to help teachers identify gaps in teaching

and learning in order to adjust instruction and provide individual assistance as
needed.

Deer Park Independent School District’s curriculum policy state that the
Department of Instruction forms teacher committees at every grade level and in
each content area to revise curriculum on a yearly basis using assessment
results to analyze gaps in student achievement. Teachers, administrators and
DOI personnel continually monitor instruction using these guiding documents.
Although the policy does not make specific requirements about student
achievement, as an instructional leader it is important to keep in mind that
student achievement is absolutely individualized, and many factors determine it
such as language and special programs. Although our curriculum documents
are designed to reflect the TEKS, our curriculum is created by teachers as a
tool to guide instruction. This is important to know because I believe that
student achievement is based on the gaps analyzed in campus, district, and state
assessments.

Reference
Texas Education Agency. (2018). Texas Administrative Code. Date.
http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?
tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y

Deer Park Independent School District. (2021). District Curriculum Policy. September 8, 2021.
https://www.dpisd.org/apps/pages/index.jsp?
uREC_ID=1568647&type=d&pREC_ID=1697597.

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Part 2: Organizing a Crosswalk: Building for Curriculum Alignment

Directions:
A. Crosswalk: W3LO3: (CLO3): Pick a content specific area of need from the Data Set you
received with the Week 1 Assignment. Then, focus on the alignment between that area’s
state standards (external accountability) and your district, campus, instructors, and
assessments (internal accountability) curriculum. There are three elements to this
Crosswalk 1) Research 2) Planning 3) Accountability. You will be completing the
Planning (white section) element to the Curriculum Crosswalk for Alignment.
Examples are listed for you to reference, delete examples prior to beginning.

B. Use this link to access your state Texas Essential Skills & Knowledge (TEKS):
https://tea.texas.gov/curriculum/teks/
(You do not have to cite APA in this section)

Curriculum Crosswalk for Alignment

External Internal Accountability:
Accountability:
How well are we What are we doing?
doing?
1. State Standards 2. District 3. Campus 4. Teachers 5. Student
Curriculum & Curriculum Instruction Achievement
Instruction Alignment or
Assessment
Research: Gather the resources you will need to build a Curriculum Crosswalk for Alignment.
TEKS Chapter Scope & Sequence Year in Brief or Scope Instructional Grid or Assessments, Student
& Sequence Lesson Plans Work Assignments,
Benchmark
https://tea.texas.gov/curriculum/ https://www.houstonis http://ahhs.ahisd.net/sta https://www.fortbendi https://www.basic-
teks/ d.org/site/handlers/file ff/teacher_resources/sc sd.com/cms/lib/TX01 mathematics.com/alge
download.ashx? ope_and_sequence 917858/Centricity/do bra-practice-test.html
moduleinstanceid=117 main/74/1.%20teachin
961&dataid=65731&F g%20and
ileName=ScopeAndSe %20learning/content
quence_HS_MTH_A %20overviews/smth/S
LG1.pdf MTH%20Algebra
%201%20Overview
%20Public.pdf
Planning: How will you get the Curriculum to Align?
§110.36. English Language Arts District Scope & Campus Scope and Instructional 9-Week Summative
and Reading, English I Adopted Sequence Sequence Unit 1: Creating a rough Assessment
2017 (One Credit). draft
Develop a rough draft based
Cycle 1-first 9-weeks,
Cycle 1-first 9-weeks, Students take personality on their Personality Test
45 Days
45 Days test and write on an that include specific details,
9(B)(ii)  develop drafts into a
organizational template that examples, and commentary.
focused, structured, and coherent
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piece of writing in time and open- 6 class periods (45- include specific details,
ended situations by: developing an examples, and commentary
minutes each)
engaging idea reflecting depth of based on test results.
Students will read a model
thought with specific details,
sample essay begin a
examples, and commentary; Personality Essay Rough
End of Course Exams (EOC) Draft.

Accountability: Where are these items archived for accountability, stakeholders, and transparency?
State Agency URL Admin Office, URL to Principal Office, Principal, Department Teacher, Data Points
Scope & Sequence or Department Chair, Chair, Online Lesson
DIP, URL to Scope & Plans, Teacher
Sequence or CIP,

http://ritter.tea.state.tx.us/rules/t Central office or Principal Office or Teacher copy or Student work, 6-week
ac/chapter111/index.html https://www.cfisd.net/ https://www.cfisd.net/d exams, reflections,
https://www.chalk.co
en/about/know-your- ownload_file/22917/48 online data,
m/planboard/
district/district- 7/ summative
improvement-plan/ assessments,
formative
assessments, and EOC

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Part 3: Element for Professional Development:

Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan

The signature assessment in this course is to write a comprehensive, school-level instructional

leadership 3-Day professional development plan. This plan will be due in Week 4 and include
multiple elements. This week you will focus on one of the Elements for Professional
Development called, Content: Providing Academically Challenging Content: Curriculum
Alignment.

Directions:
A. Align the Curriculum W3LO4: (CLO3): Working with your data sets given with the
Week 1 assignment, you began to identify trends, patterns, and themes from student
work, the TAPR, and the results from a teachers’ professional development needs survey
to identify your initial information for your 3-Day Professional Development Plan. Now,
you will plan an Activity portion of the 3-Day Professional Development Plan that will
focus on Curriculum Alignment and Academically Challenging Content. You may
reference your textbook Leverage Leadership 2.0 Chapter 2: Planning pages 89-125.
Also, reference the CD Resource Document from that textbook named: Online: TA-
Lesson-Plan-Meeting-One-Pager-v2 is an example of this element of your Professional
Development Plan. Examples are listed for you to reference, delete examples prior to
beginning.

B. Complete the section Content: Providing Academically Challenging Content.

C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

Content:
Providing Academically Challenging Content
Professional Development: Day 2: Curriculum Alignment
Objective: Create data-driven unit plans that are aligned to the level of rigor
that we wish for students to reach. (will also align to state, district, and
campus standards)
Resources: State, District, and Campus Standards:
Texas, DPISD, English I 9(B)(ii)

TEKS:
§110.36. English Language Arts and Reading, English I Adopted 2017 (One
Credit).
9(B)(ii)  develop drafts into a focused, structured, and coherent piece of
writing in time and open-ended situations by: developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary;
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End of Course Exams (EOC)

o
Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities: o “Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0)
o 9:00am-10:00am- Map it Out (As a planning team, teachers will identify
assessments that will be given at the end of each 9-week period and
develop a unit plan using the instructional core backwards design)
o 10:00am-12:00pm- See it (Teachers will identify past successes in
curriculum planning to help build an understanding of what actions will
make the students successful. Teams/Teachers will also start looking at
the assessment to work on what to prepare student for for this unit, teacher
will also name learning goals for the unit based on the assessment.
Example will be projected on the screen of an exemplary unit plan in
order to compare to a drafted one or one they have used in the past.
o 12:00pm-1:00pm- Lunch (Savannah’s Café provided Lunch
o 1:00pm-2:00pm-Name it (Teams/Teachers will come up with the key to
planning the unit effectively. Ensuring the teacher knows what makes the
plan effective will help the teacher in improving the plan and will help
them create it independently.
o 2:00pm-3:00pm-Do it (During this activity, the teams/teachers will begin
developing the unit plan all the while stopping, discussing the plan,
comparing with colleagues, and be given feedback)
Content: Professional Development Objective:
Curriculum Alignment to the TEKS/Scope & Sequence/EOY Exams
Evaluation/Follow- EOC Exams
up Methods: Strategies
Choose a “best
Exit Tickets
practices” or
evidence-based Implementation Tools
strategies to be T-TESS Evaluations
used to measure Walk Throughs
progress: 6- or 9-Week Check-ups-for progress monitor
Year-long calendar to document improvement from previous year

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