Kerrville ISD
Curriculum Alignment Process

1998-99

1. Kilgo Training
Since 1997, Dr. Margaret Kilgo has provided teacher training in grades K-12.

2. Graduate Profile
A committee, comprised of business and community members, parents, students, teachers, and administrators wrote the District’s Graduate Profile.

3. Curriculum Management Audit Training
The Director of Curriculum and Instruction received the Phi Delta Kappa "Curriculum Management Audit Training."

Spring 1999

1. Alignment Training for Principals
All campus principals attended a "Curriculum Alignment" workshop presented by Dr. Finwick English. All principals also attended the TASA workshop entitled “Developing User-Friendly Curriculum Guides,” presented by Dr. Margaret Montgomery and Dr. Carolyn Downey.

2. Selection of Curriculum Writing Teams
KISD Master teachers were selected to serve on our Curriculum Writing Team. Our curriculum alignment process began in mathematics and English/language arts.

a. Two teachers per grade level, per course, grades K-12, were selected.

b. Criteria for teacher selection:

Student performance scores consistently high.

High level of credibility among other teachers on campus.

3. Training for Curriculum Writers
The Curriculum Writers received two days of “Multiple Intelligences Training” from David Lazear during the spring of 1999.

4. District Planning
The District Improvement Plan and Campus Improvement Plans were modified to reflect a strong commitment to curriculum alignment in the core subject areas.

5. Brazosport Model: Modified
The Brazosport Model was studied by the District's administrative team. With help from Dr. Kilgo, the District developed a similar, but modified plan.

Student Assessment Coordinator
A Student Assessment Coordinator was hired to coordinate all Benchmark and Checkpoint testing, to provide training on TAAS analysis, facilitate the scheduling of assessment throughout the year, write checkpoint test questions with input from master teachers, etc.

Student Performance Goals
TAAS and other AEIS results are thoroughly examined each year at the Principals’ Retreat. District and Campus Improvement Plans are annually updated to address weaknesses. District-wide Student Achievement Goals are also updated at this time.

Fall 1999

1. Additional Training for Curriculum Writers
Additional training was provided to the Curriculum Writers during the first week of August '99. The training included the following.

1 day: Curriculum Alignment – Dr. Margaret Montgomery

1 day: Brain Research – Mrs. Betty Burks, Ft Worth ISD

3 days: TAAS Analysis & Best Instructional Practices – Dr. Margaret Kilgo

2. Process: Alignment of District Objectives in Language Arts and Math
During the second week of August, Dr. Kilgo worked two days with mathematics curriculum writers and three days with English/language arts writers to align the TEKS with:

a. KISD Graduate Profile,

b. ACT, SAT, PSAT objectives,

c. National Standards, and

d. TAAS objectives – as specified in the TEA Educators’ Guide.

Based on TAAS item analysis and analysis of TAAS Release tests - Vertical Grade level meetings were conducted to add TEKS that needed to be introduced or reinforced in other grade levels. Additional TAAS- related objectives, recommended by Dr. Kilgo, were added at various grade levels.

3. Alignment Training for ALL Teachers
During the third week of August, every teacher in the District attended a half-day workshop on Curriculum Alignment by Dr. Montgomery and a half-day overview of Brain Research by Julie Pyburn.

4. Implementation of District Objectives
The alignment of KISD Objectives was typed into a Microsoft Access database. Copies of the aligned KISD objectives were distributed to each campus for implementation. The curriculum writers on each campus were asked to train and encourage implementation on their respective campuses.

5. Curriculum Advisory Team
The KISD Curriculum Advisory Team, comprised of teachers elected by other Curriculum Writers, was asked to perform the following services.

a. Help select an automated curriculum system. After extensive research, “OASIS” was selected.

b. Help write a Curriculum Policy for the District.

c. Help identify the Best Instructional Practices and Strategies used in our District.

d. Provide on-going guidance and feedback on the District's curriculum and instruction program.

e. Update the local curriculum policy and our Best Instructional Strategies on an annual basis.

6. Student Assessment Plan
A District-wide Student Assessment Plan was written and training for teachers began.

Spring 2000

Social Studies & Science Alignment
Curriculum Writers for Social Studies and Science were selected in the same manner in which teachers were selected for mathematics and English/language arts curriculum writing committees.

a. Alignment training was provide by Dr. Kilgo

b. Dr. Kilgo worked directly with them to align their instructional objectives in much the same way as she worked with mathematics and English/language arts.

Summer 2000

Alignment of Best Instructional Materials & Activities
Curriculum Writers in all core subject areas were paid a stipend of $100 per day to align their best instructional materials/activities to each KISD objective. Gaps in materials were identified. After researching best available materials (with much help from ESC 20), materials were purchased by the District to close the gaps.
Alignment of Best Instructional Strategies
A group of KISD master teachers are paid a stipend each summer to write descriptions of the best instructional practices and strategies used in the District. These practices were aligned with PDAS and placed in the “Kerrville Instructional Improvement Model,” an automated, web-based program that administrators and teachers can access for instructional improvement ideas and resources.
Just 4 Kids
The Director of Curriculum & Instruction attended the “Just 4 the Kids” conference in Austin. Many ideas gathered from Aldine ISD’s presentation were brought back to KISD principals the following fall semester.

Fall 2000

1. Automated Curriculum System
The alignment of KISD Objectives and best instructional materials/activities was typed into our “OASIS” automated curriculum system for grades K-12 in all core subject areas. This automated system was developed by Margaret Kilgo and her brother, Morris Lang.

2. OASIS
Because we wanted to pull the best teacher resources and up-to-date information about TAAS into one easy to access and update system, we not only aligned our teachers’ best materials and resources with each objective in “OASIS,” but the following resources were also aligned with each corresponding objective.

a. TAAS Release Test Questions,

b. Clarifying Activities & Assessment in Math, from the Dana Center,

c. SNAPSHOTS in Science from the Dana Center,

d. Clarification from the TEA’s Educator’s Guide,

e. Favorite Web Sites,

3. "OASIS" Training (approximately one hour is needed)
Training in “OASIS” was provided to a pilot group of teachers in grades K-12. Based on feedback throughout the school year from the pilot teachers, improvements to the system were made. Many other teachers began to use “OASIS” on a voluntary basis.

4. Favorite Web Sites
Teachers use the “KISD Favorite Web Site Program” , to store favorite instructional web sites and organize them by subject, instructional level, and TEKS objective. This program was designed by Rick Martinez, Technology Director, Alamo Heights ISD.

5. Kilgo Trainers
Teachers who received extensive training from Margaret Kilgo provided one day of "Kilgo" training for all new teachers to the district.

Spring 2001

“OASIS” demonstrations were given at each elementary campus. District-wide training and implementation were planned for the fall of 2001.

Summer 2001

1. Updating Curriculum
The Curriculum Writers, in the core subject areas, were paid a stipend of $120 per day to update their best instructional materials/activities and to begin the alignment of assessment, enrichment, and remediation activities to each KISD objective.

2. "OASIS" - TAKS Alignment
Dr. Kilgo has aligned the new TAKS objectives in the “OASIS” system so teachers can easily identify them by TEKS/SE.

3. "OASIS" - Templates of Master Teachers' Lesson Plans and/or Units
Kindergarten and first grade Curriculum Writers wrote weekly lesson plans, which have been added to “OASIS” and may be used by all kindergarten and first grade teachers as lesson plan templates. These are especially helpful to Mentor teachers who are training new teachers.

Fall 2001

Monitoring Implementation of ALL Objectives
Each principal has developed a monitoring plan to ensure that ALL KISD instructional objectives are taught.
Assessing Non-TAAS Objectives
To ensure coverage of all KISD objectives and to avoid narrowing the instructional focus to primarily TAAS objectives, checkpoint test questions for non-TAAS objectives are being written and added to current checkpoint tests.
Preparation for TAKS
Resources and information pertaining to TAKS preparation is being collected by grade level chairs, department heads, and administrators. The the extent possible, this information is placed on the Curriculum and Instruction web site for easy access by all teachers. Please refer to "Preparation for TAKS."
Kilgo Trainers
Teachers who received extensive training from Margaret Kilgo provided one day of "Kilgo" training for all new teachers to the district. Click here for information regarding Margaret Kilgo Training.

Other Effective Practices

	A student support team from each campus received “SAP” (Texas Student Assistance Program Initiative) training from Noel Love. The “SAP” team on each campus meets throughout the school year on a regular basis to collect information on identified unsuccessful students. Individualized intervention plans are developed and then monitored by this team.
	The Superintendent conducts several book studies with principals throughout the year.
	Elementary principals (grades PreK-5) meet weekly to share curriculum and instruction ideas, research discoveries, and to problem-solve together. This “teaming” concept is also strong among teachers in grades PreK through 8. Teachers have two planning periods daily. In order to promote shared planning and joint problem solving, at least one of the two periods is devoted to team planning.
	District-wide written composition assessments are administered annually to students in grades 3, 5, 6, and 7. Teachers receive training prior to scoring the student papers. Scores are reported to the teachers, their principals, and central office administrators.
	Teachers receive release time during the school year to write checkpoint test questions in the core subject areas.
	Since 1999, our “Multi-Cultural Parent Organization” has promoted, planned, and provided many well-attended parent-training programs on our elementary campuses. Staff members from each campus (grades PreK-8) serve on this committee. They work as a team to provide parent-training programs on all campuses within the District. This team is highly effective in sharing great ideas, problem solving, motivating and supporting each other.
	Each campus, grades K-8, has a Mentoring program. Community volunteers work one hour per week with an assigned student.
	Teachers in grades K-4 have received at least 2 days of Reading Renaissance training. Our PTO's provide funds to purchase additional books each year for our libraries.
	Teachers in grades K-2 use the Saxon Phonics program. Each new teacher receives summer training on how key Slingerland instructional strategies can be integrated with Saxon Phonics and rich children’s literature.
	Saxon Math is used in grades K-6.
	Title I instructional aides, in grades K-5, are trained to use many of the highly effective Reading Recovery strategies during one-on-one and small-group tutoring.
	The District’s Program Evaluation System is used to evaluate the effectiveness of student-support programs. This process has resulted in many program revisions, which have substantially improved the effectiveness of these programs.
	Reading/language arts is scheduled for a minimum of 90 minutes daily in grades five through eight.
	The “Action-Based Study Groups” model is used in Staff Development.
	Struggling math students are scheduled into modified Algebra I classes, which allow additional class time.
	An Extended Day program is offered in grades three through eight, approximately twelve weeks prior to TAAS. Extended Year/Summer School programs are offered in grades 3-11.
	District-wide “At-Risk” and “Dyslexia” plans are located on the district's website, www.kerrvilleisd.net, under "Special Programs."

	Student performance scores consistently high.
	High level of credibility among other teachers on campus.

	Student Assessment Coordinator A Student Assessment Coordinator was hired to coordinate all Benchmark and Checkpoint testing, to provide training on TAAS analysis, facilitate the scheduling of assessment throughout the year, write checkpoint test questions with input from master teachers, etc.
	Student Performance Goals TAAS and other AEIS results are thoroughly examined each year at the Principals’ Retreat. District and Campus Improvement Plans are annually updated to address weaknesses. District-wide Student Achievement Goals are also updated at this time.

Kerrville ISD Curriculum Alignment Process