Module 3
AVATAR Teams:
Aligning Courses Through
Critical Conversations
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This Module Discusses…
• College and Career Readiness Standards:
Content and Cross-Disciplinary Standards
• Texas University Common Core Curriculum
• Texas Academic Course Guide Manual (ACGM)
• Reference Course Profiles:
Definition, Examples, Purpose, and Process
• Assessments at Secondary and Postsecondary Levels
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The AVATAR Process is built on
Critical Conversations between
secondary and postsecondary
leaders and educators. The
conversation is structured and
facilitated in order to achieve course
vertical alignment in content and
cross-disciplinary skills.
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Secondary
Graduate College/Career Ready
Student Success Assessments
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks,
Grading, etc.
Discipline Specific Course
Curriculum
Texas Essential Knowledge
and Skills
Post-Secondary
Graduate Career Ready
Impact of Developmental Education and
Texas Success Initiative
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks
Grading, etc.
Discipline Reference Course
Profiles
College & Career Readiness
Standards
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• AVATAR’s Critical Conversations may begin at
any place on the pyramid.
• Each region may move along the pyramid in
different ways.
• A good place to start is building foundational
knowledge of the College and Career Readiness
Standards and understanding their alignment
with the TEKS.
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CCRS
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Building a Common Foundation
for College and Career Readiness
Agree on:
1. A conceptual framework
2. Understandings of terms and
ideas
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Let’s Review Together:
College and Career Readiness Standards
Link:
http://www.thecb.state.tx.us/ind
ex.cfm?objectid=EADF962E0E3E-DA80-BAAD2496062F3CD8
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TEXAS CCRS
College and Career Readiness Standards
•
CCRS mandated by House Bill 1 (HB1) •
•
Texas Education Agency (TEA) and
Texas Higher Education Coordinating •
Board (THECB) convened vertical
teams to develop the standards
There is strong alignment between the
Texas Essential Knowledge and Skills
and the CCRS
Sponsored by both Texas Education
Agency (TEA) and the Texas Higher
Education Coordinating Board (THECB)
TIMELINE
October 2007
Presented to THECB
January 2008
Adopted by THECB
2008-2011
Validation study by EPIC to
compare CCRS to general
education and technical
education courses
October to December 2007
April 2008
May 2006
Public Comment Period Sent to Commissioner of Education
HB1 mandating
and State Board of Education for
development of
incorporation to the TEKS
standards
May 2014
Review of STAAR
performance
standards
February-May 2012
Convening of committees to
establish, approve, and implement
STAAR performance standards
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Source: Texas College & Career Readiness Center, 2012
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Texas Essential Knowledge and Skills
Sec. 28.001.
PURPOSE. It is the intent of the legislature that the
essential knowledge and skills developed by the State
Board of Education under this subchapter shall require
all students to demonstrate the knowledge and skills
necessary to read, write, compute, problem solve,
think critically, apply technology, and communicate
across all subject areas. The essential knowledge and
skills shall also prepare and enable all students to
continue to learn in postsecondary educational,
training, or employment settings.
74th Legislative Session (1995)
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1. What are the TEKS?
They are state-mandated learning standards for
students from elementary through high school in the
state of Texas; what students should and be able to do
in each subject area.
2. Why were the TEKS created?
Prior to the creation of the TEKS, Essential Elements
were used. More specific and clear guidelines were
needed so teachers are knowledgeable about what to
teach and assess.
3. Who developed the TEKS?
Groups of teachers, administrators, parents, business
people, and members of the general public made up the
subject-specific TEKS writing teams.
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Source: Mathematics & Science TEKS Toolkit, Charles A. Dana Center at University of Texas
http://www.utdanacenter.org/
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TEXAS CCRS
College and Career Readiness Standards
• Represent a full range of knowledge and skills
that students need to succeed in college and
careers.
• Emphasize the content of courses.
• Introduce disciplinary structures to familiarize
students with key concepts and content in
each of the core academic areas.
• Include a set of cross-disciplinary standards
that apply to specific and all content courses.
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Source: Texas College & Career Readiness Center, 2012
TEXAS CCRS
College and Career Readiness Standards
• The CCRS differ from high school graduation
standards by emphasizing content and crossdisciplinary standards to determine readiness instead
of mastery of skills and knowledge.
• The content standards stimulate students’ deeper
levels of thinking and concentrate on foundational
skills in reading, writing, research, data use, and
technology.
• The cross-disciplinary standards focus on intellectual
curiosity, problem solving, academic behaviors, work
habits, and academic integrity.
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Source: Texas College & Career Readiness Standards, Introduction
TEXAS CCRS
College and Career Readiness Standards
The Multilevel Framework
Key Content:
Key Ideas of a Discipline that Repeat as
Themes throughout the Curriculum
Organizing Components:
Conceptual Topics & Knowledge Expectations
Performance Expectations:
3
There are three levels for the
Content Area and CrossDisciplinary Standards
General Goals & Performance Indicators
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Source: Texas College & Career Readiness Center, 2012
TEXAS CCRS
College and Career Readiness Standards
Multilevel Framework Example:
English Language Arts Standards
I. Writing
A. Compose a variety of texts that demonstrate
clear focus, the logical development of
ideas in well-organized paragraphs, and the
use of appropriate language that advances
the author’s purpose.
1. Determine effective approaches, forms,
and rhetorical techniques that demonstrate
understanding of the writer’s purpose and
audience.
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TEXAS CCRS
College and Career Readiness Standards
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Source: Conley, D. T. (2007). Redefining college readiness. Eugene, OR: Educational Policy Improvement Center.
epiconline.org
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TEXAS CCRS
College and Career Readiness Standards
Cross-Disciplinary Standards
Skills Required
Key Cognitive Skills
Intellectual Curiosity
Reasoning
Problem Solving
Academic Behaviors
Work Habits
Academic Integrity
Foundational Skills
Reading Across the Curriculum
Writing Across the Curriculum
Research Across the Curriculum
Use of Data
Technology
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Source: Texas College & Career Readiness Center, 2012
What is College and Career Readiness?
• College and career readiness can be defined
as the level of preparation necessary for
students to:
– enroll and succeed, without remediation, in entrylevel, college credit bearing, general education
courses.
– apply basic knowledge and skills, such as critical
thinking and problem solving, to concrete
situations in order to function in the
postsecondary setting and/or workplace.
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Source: Association for Career and Technical Education & David Conley “Redefining College Readiness”, as
cited in Texas College & Career Readiness Center, 2012)
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Texas University Common
Core Curriculum
• Why Change It?
– The curriculum needs to reflect current and future
demands of students at the college level and in the
workplace.
– It represents a change from the belief of core as “basics”
or just needed courses to a set of essential college level
skills and knowledge to be learned in a variety of
disciplines.
• Purpose:
– “Through the core curriculum, students will gain a
foundation of knowledge of human cultures and the
physical and natural worlds; develop principles of personal
and social responsibility for living in a diverse world, and
advance intellectual and practical skills that are essential
for all learning” (THECB, 2011)
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Source: The Core Curriculum: A Focus on 21st Competencies Webinar (04/11/2012) and Report to UEAC
Available at: http://www.thecb.state.tx.us/index.cfm?objectid=6AB82E4B-C31F-E344-C78E3688524B44FB
and www.thecb.state.tx.us/index.cfm?objectid=6EA8957A-D7E2-C369-67F42EC166BC88FC
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What will the Texas Common
Core Curriculum Achieve?
Six Core Objectives
• Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis,
evaluation, and synthesis of information
• Communication Skills: to include effective development, interpretation and expression of
ideas through written, oral, and visual communication
• Empirical & Quantitative Skills: to include the manipulation and analysis of numerical
data or observable facts resulting in informed conclusions
• Teamwork: to include the ability to consider different points of view and to work effectively
with others to support a shared purpose or goal
• Personal Responsibility: to include the ability to connect choices, actions, and
consequences to ethical decision-making
• Social Responsibility: to include intercultural competence, knowledge of civic
responsibility, and the ability to engage effectively in regional, national , and global communities
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Source: The Core Curriculum: A Focus on 21st Competencies Webinar (04/11/2012)
Available at: http://www.thecb.state.tx.us/index.cfm?objectid=6AB82E4B-C31F-E344-C78E3688524B44FB
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Connections:
New Common Core Curriculum &
Cross-Disciplinary CCRS
Texas Common Core Objectives Cross-Disciplinary CCRS Skills
•
•
•
•
•
•
Critical Thinking Skills
Communication Skills
Empirical & Quantitative Skills
Teamwork
Personal Responsibility
Social Responsibility
• Key Cognitive Skills: intellectual
curiosity, reasoning, problem
solving, academic behaviors, work
habits, academic integrity
• Foundational Skills: reading
across the curriculum, writing
across the curriculum, research
across the curriculum, use of data,
technology
What do you notice in the two lists?
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How Is the University Common
Core Curriculum Structured?
Eight Foundational Component Areas
1) Communication
2) Mathematics
3) Life and Physical Sciences
4) Language, Philosophy, & Culture
5) Creative Arts
6) American History
7) Government/Political Science
8) Social/Behavioral Science
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Source: The Core Curriculum: A Focus on 21st Competencies Webinar (04/11/2012)
Available at: http://www.thecb.state.tx.us/index.cfm?objectid=6AB82E4B-C31F-E344-C78E3688524B44FB
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Connections:
Texas Common Core Component &
Cross-Disciplinary CCRS Content Areas
•
•
•
•
•
•
•
•
University Core Component
Areas
Communication
Mathematics
Life & Physical Sciences
Language, Philosophy, &
Culture
Creative Arts
American History
Government/Political Science
Social & Behavioral Sciences
•
•
•
•
CCRS Content Areas
English/Language Arts
Social Sciences
Mathematics
Science
What do you notice in the two lists?
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Mapping Texas Core Curriculum
Objectives to Component Areas
Foundational
Component Area
Critical
Thinking
Communication
Skills
Empirical &
Quantitative
Skills
Teamwork
Social
Responsibility
Personal
Responsibility
Communication
6 SCH
X
X
OPTIONAL
X
OPTIONAL
X
Mathematics
3 SCH
X
X
X
OPTIONAL
OPTIONAL
OPTIONAL
Life & Physical
Sciences
6 SCH
X
X
X
X
OPTIONAL
OPTIONAL
Language,
Philosophy, &
Culture
3 SCH
X
X
OPTIONAL
OPTIONAL
X
X
Creative Arts
3 SCH
X
X
OPTIONAL
X
X
OPTIONAL
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Source: Texas Higher Education Coordinating Board (2011) Revising the State Core Curriculum: A Focus on
21st Century Competencies. Retrieved from: www.thecb.state.tx.us/index.cfm?objectid=6EA8957A-D7E2C369-67F42EC166BC88FC
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Mapping Texas Core Curriculum
Objectives to Component Areas
Foundational
Component Area
Critical
Thinking
Communication
Skills
Empirical &
Quantitative
Skills
Teamwork
Social
Responsibility
Personal
Responsibility
American History
6 SCH
X
X
OPTIONAL
OPTIONAL
X
X
Government/
Political Science
6 SCH
X
X
OPTIONAL
OPTIONAL
X
X
Social/Behavioral
Science
3 SCH
X
X
X
OPTIONAL
X
OPTIONAL
Component Area
Option
6 SCH
OPTIONAL
OPTIONAL
OPTIONAL
OPTIONAL
OPTIONAL
OPTIONAL
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Source: Texas Higher Education Coordinating Board (2011) Revising the State Core Curriculum: A Focus on
21st Century Competencies. Retrieved from: www.thecb.state.tx.us/index.cfm?objectid=6EA8957A-D7E2C369-67F42EC166BC88FC
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Texas Academic Course Guide Manual
(ACGM)
• What is it?
– official list of Texas approved courses for general
academic transfer
– http://www.thecb.state.tx.us/acgm
• How is it organized?
– alphabetic and with number by Texas Common Course
Numbering System (TCCNS)
– Title, common course prefix, course number,
description, approval number, CIP area, maximum
semester credit hours per student, maximum course
contact hours, and learning outcomes
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Source: Lower Division Academic course Guide Manual (2012)
Retrieved from: http://www.thecb.state.tx.us/acgm
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ACGM: Example Entry
CHEM 1112 General Chemistry II (Lab)
Basic laboratory experiments supporting theoretical principles presented in CHEM 1312;
introduction of the scientific method, experimental design, chemical instrumentation, data
collection and analysis, and preparation of laboratory reports.
Co-requisite: CHEM 1312—General Chemistry II
Approval Number ...................................................................................... 40.0501.56 03
CIP Area .............................................................................................. Physical Sciences
maximum SCH per student ........................................................................................... 1
maximum SCH per course ............................................................................................ 1
maximum contact hours per course ............................................................................. 48
Learning Outcomes
Upon successful completion of this course, students will:
1. Use basic apparatus and apply experimental methodologies used in the chemistry laboratory.
2. Demonstrate safe and proper handling of laboratory equipment and chemicals.
3. Conduct basic laboratory experiments with proper laboratory techniques.
4. Make careful and accurate experimental observations.
5. Relate physical observations and measurements to theoretical principles.
6. Interpret laboratory results and experimental data, and reach logical conclusions.
7. Record experimental work completely and accurately in laboratory notebooks and communicate
experimental results clearly in written reports.
8. Design fundamental experiments involving principles of chemistry and chemical instrumentation.
9. Identify appropriate sources of information for conducting laboratory experiments involving
principles of chemistry.
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Source: Lower Division Academic Course Guide Manual (2012)
Retrieved from: www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/acgm.htm - 4k - 2012-02-14
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Reference Course Profiles
Why are they needed?
What is their purpose?
What are they?
How do we create them?
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Let’s Review Why Vertical
Alignment is Needed.
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Reducing the Need for
Developmental Education
Through Course Vertical Alignment
Of those students…
30% completed the remediation
14.3% completed the remediation and associated college-level courses in 2 years
5.8% graduated within three years
Of those students…
49.2% completed the remediation
32.1% completed the remediation and associated college-level courses in 2 years
29.6% graduated within six years
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Source: Complete College America/Alliance of the States 2011 Texas State Remediation Report
Retrieved from: http://www.completecollege.org/state_data/
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Improving Retention Rates
Through Course Vertical Alignment
100%
100%
87.50%
80.40%
73.40%
63.80%
48.20%
Students in 2 year IHEs who return to
campus
Year 1
Students in 4 year IHES who return to
campus
Year 2
Source: Complete College America/Alliance of the States 2011 Texas Report
Retrieved from: http://www.completecollege.org/state_data/
Year 3
Year 4
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What is the Impact of
Vertical Alignment?
• Students are better prepared for their
postsecondary courses.
• Students will spend less time taking
developmental education.
• More students will graduate in a shorter
period of time.
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Student Achievement Is a Product of
Rigor and Relevance.
Rigorous and Relevant
Standards
Rigorous and Relevant
Curriculum
Student
Achievement
Rigorous and Relevant
Assessment
Rigorous and Relevant
Instruction
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Source: Daggett, W. R. (2005) Achieving Academic Excellence through Rigor and Relevance. International
Center for Leadership Education. Retrieved from: http://www.leadered.com/pdf/academic_excellence.pdf
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Focused on 21st Century Competencies
Where do we start?
Personal Responsibility
Communication Skills
Empirical &
Quantitative
Skills
Teamwork
Social Responsibility
Critical Thinking Skills
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Competencies Group Discussion
Which listed competency
is your first priority?
When and where do you
address this priority?
Is your first priority the same
as it would have been 5, 10,
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15 years ago?
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Reference Course Profile: What is it?
• According to the THECB, a reference course profile is a
composite course document that includes:
–
–
–
–
a comprehensive syllabus
a list of prerequisite knowledge and relevant CCR Standards
a list of learning outcomes
a schedule of lessons with attached sample assignments and
assessments
• Reference course profiles should share student and
faculty expectations and serve as a resource for
alignment.
http://www.thecb.state.tx.us/index.cfm?objectid=EF10
502B-0887-897E-C10685432675A18C
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THECB PowerPoint: College and Career Readiness Regional Round-up (2009)
Retrieved from: www.uh.edu/wtsc_apps/thecb-reg/docs/Reference-Course-Profiles-09.14.09.ppt
THECB 09/2009
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Reference Course Profiles
Three Examples:
• AVATAR Pilot Project Examples
• THECB & Educational Policy Improvement
Center Collaboration Examples
• C.O.R.E Program Examples
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AVATAR Course Profiles (RCP)
AVATAR Pilot Project RCPs are available at:
http://www.ntp16.notlb.com/avatar/files/pilottesting/reference-course-profiles
CHEM 1111 (General Chemistry I Lab)
CHEM 1112 (General Chemistry II Lab)
CHEM 1311 (General Chemistry I)
CHEM 1312 (General Chemistry II)
ENGL 1301 (Composition I)
ENGL 1302 (Composition II)
MATH 1312 (College Algebra)
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Reference Course Profiles
The Educational Policy Improvement Center Validation Study I
Link to the Study:
http://www.thecb.state.tx.u
s/files/dmfile/TXValidationS
tudy1.pdf
Link to Reference Course
Profiles:
www.thecb.state.tx.us/index.
cfm?objectid=F6192F5FE60E-62229866CF650412C31A
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Reference Course Profiles
A Reference Course Profile Example from the Abilene Region
McMurry University, Hardin Simmons University, and
Cisco College
Partnership
In Partnership Created:
English 1301: Composition I
Regional Reference Course Packet
C.O.R.E. Program:
http://www.cisco.edu/s/926/index.aspx?pgid=550&gid=1
RCP Sample:
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http://www.ntp16.notlb.com/avatar/files/resources/training-module-resources
sdfsdfsdfsdfsdfsdfsd
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AVATAR Course Profiles:
What to Include?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
ACGM* and Institution’s Course Description
Hours of Credit
Prerequisites & Co-requisites
Prior Knowledge & Expectations Related CCRS
Student Learning Outcomes
Course Policies, Expectations, & Practices
Course Assignments & Assessments Descriptions
Grading Practices (grading rubrics)
Course Texts & Required Materials
Methods of Instruction
Class Schedule
Student, Class, & Campus Learning Resources
Sample Exams, Assignments, & Schedules
Instructor Information
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*ACGM: Academic Course Guide Manual
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Writing Student Learning Outcomes
Remember:
•
•
Student learning outcomes describe what students are able to demonstrate in terms of
knowledge, skills, and attitudes upon completion of a program
Focus on student behavior and use simple, specific action verbs to describe what students
are expected to demonstrate upon completion of a course.
Type of Learning
Knowledge – to recall or remember facts without necessarily
understanding them
Comprehension – to understand and interpret learned
information
Application – to put ideas and concepts to work in solving
problems
Analysis – to break information into its components to see
interrelationships
Synthesis – to use creativity to compose and design
something original
Evaluation – to decide, judge, or select based on established
criteria and rationale
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Examples of Action Verbs
identify, articulate, define, indicate, name, order, relate, recall,
reproduce, list, tell, select, group, match, describe, identify, show,
label, tabulate, quote, locate, outline
classify, describe, explain, express, interpret, contrast, associate,
differentiate, extend, translate, restate, change, reword, convert
apply, compute, give examples, investigate, experiment, solve, choose,
predict, translate, employ, operate, schedule, develop, demonstrate,
use/utilize, manipulate
analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, distinguish, interpret, simplify, inspect
arrange, assemble, collect, compose, construct, create, combine,
compile, develop, produce, generate, structure, reorganize, design,
formulate, manage, organize, plan, prepare, set up
appraise, assess, criticize, defend, predict, prioritize, determine, rate,
support, evaluate, convince, conclude, compare, summarize
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Source: www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/wecm2000/WritingOutcomes.doc - 2009-05-11
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Writing Student Learning Outcomes
Verb Wheel Based on Bloom’s Taxonomy
Domain
Verbs
Products
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Retrieved from: https://sites.google.com/site/bloomstaxonomy2/verb-wheel
Work Groups:
 In subject specific groups, discuss your course
outcomes, expectations, policies, assignments,
grading practices, assessments, etc.
 Explore in groups:
– similarities and differences,
– alignment to TEKS and CCRS (content
and cross-disciplinary standards),
– various learning activities to teach
similar or connected concepts, and
– expectations
of students
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Let’s Review Relevant
Assessments and Their Role
in Course Alignment.
44
STANDARDS INSTRUCTION ASSESSMENT
Standards require a change in both teaching and
assessment. Standards and assessment are
intertwined and need to be integral parts of the
curriculum and the program of instruction.
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Steiner, J. (1998). Why have a standards-based curriculum and what are the implications for the teachinglearning-assessment process? Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html
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Assessment
In a standards-based curriculum, assessment is
viewed not only as a final product (summative), but
also as a continual process (formative) that
provides pupil performance data to teachers and
students regarding their progress towards
achieving the standards.
Therefore, it is necessary to move beyond testing
methods which concentrate on memory, and
develop those which measure understanding and
application (Genesee, et.al., 1998; Winters, 1995).
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Genesee, F. Gottlieb, M. Katz, A. Malone, M. Managing the assessment process. (1998). Virginia: TESOL
Winters, R.E. (1995). National Standards in Education: How we should arrive at them, why we should arrive at them and why we
have not arrived at them yet. The Claremont Graduate School.
Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html
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What are the Key Assessments?
I. Texas Assessment of Knowledge and Skills
(TAKS)
II. State of Texas Assessment of Academic
Readiness (STAAR)
a. Grades 3-8
b. End of Course (EOC)
III. Texas Success Initiative (TSI)
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STAAR High School
STAAR End-of-Course Beginning with Freshman Class of 2011
Algebra I
Algebra II
Geometry
Biology
Chemistry
Physics
English I
English II
English III
World Geography
World History
United States
History
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State of Texas Assessment of Academic Readiness
STAAR
Graduation Requirements
Minimum High
School Program:
Must meet the minimum
cumulative score requirement
in each of the four core
content areas.
Recommended High
School Program:
In addition to the previous,
must achieve level 2 for
Algebra II and English III.
Level 1:
Unsatisfactory
Academic
Performance
Level 2:
Satisfactory
Academic
Performance
Distinguished Achievement
High School Program:
In addition to the minimum,
must achieve level 3 for
Algebra II and English III.
Level 3:
Advanced
Academic
Performance
Minimum Score
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Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741
What is the TSI?
• Texas Success Initiative (TSI) requires all students
enrolling in public colleges and universities to
take an approved test to demonstrate readiness
for college-level work, unless otherwise exempt.
• Currently approved tests include: ACCUPLACER,
ASSET, COMPASS, AND THEA
– Minimum state standards are set for each test,
yet institutions may set higher standards
and/or require additional departmental
placement tests
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Source: The Tipping Point in Developmental Education (McCoy & Mejia)
retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf
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Upcoming TSI Changes
Texas Education Code
Chapter 4, Subchapter C, Section 453.3
Assessment--the use of a Board-approved instrument to determine the academic skills
of each entering undergraduate student and the student's readiness to enroll in
freshman-level academic coursework.
What does this mean?
• The Commissioner will recommend a uniform performance
standard for college readiness, placement in Developmental
Education or Adult Basic Education.
• With the one test, there will be one cutoff score that
determines college readiness to be in place by Fall 2013.
• Institutions may not set a higher standard.
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The Connection:
STAAR and TSI Implementation
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Other Considerations in College
and Career Readiness…
• Advanced Placement (AP) & International
Baccalaureate (IB) programs
– Many more participating in courses
– Performance still trailing number of attempts
• Dual Credit
– High rates of participation
– Quality and rigor difficult to monitor
• Early College High Schools
– Proficiency and graduation rates higher than local high schools
– Stronger student performance linked to ECHSs located on college
campuses
– Not all college credits earned transfer to college by institution
upon graduation from a ECHS
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Source: Six Years and Counting: The ECHSI Mature, 2009
http://www.earlycolleges.org/publications.html#earlycollege:researchandevaluations
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Critical Questions
• How does one change teachers’ beliefs about
the teaching-learning-assessment process?
• How can we help teachers deal with change
regarding their pedagogical values and beliefs
and the development of new methodological
skills?
• What are the ways that we can help educators
at all levels understand the standards and the
implications for their teaching?
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Critical Conversations and Intentional Interventions:
An Ongoing Process
Vertical Alignment and Student Success Resources
• Texas Faculty Collaboratives
http://www.txfacultycollaboratives.org/
• Texas College and Career Readiness Program
http://www.txccrs.org/index.html
• Pathways
https://share.thecb.state.tx.us/sites/Pathways/default.aspx
• Texas State University’s Correlated Lesson Plans
http://www.cose.txstate.edu/mathematics/mixitup/CorrelatedLesson-Plans.html
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Texas Faculty Collaborative:
College & Career Readiness Initiative
• THECB has established the college and career readiness standards
Faculty Collaborative Initiative to provide faculty at institutions of
higher education who prepare pre-service teachers with the latest
information and resources regarding the implementation of the
standards.
• The activities of the Faculty Collaborative are designed to ensure
that prospective teachers receive preparation that is closely aligned
with the College and Career Readiness Standards. This will in turn
allow new teachers to better prepare their students to be collegeready.
Explore the initiative’s resources in your core content area at:
http://www.txfacultycollaboratives.org/
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Secondary
Graduate College/Career Ready
Student Success Assessments
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks,
Grading, etc.
Discipline Specific Course
Curriculum
Texas Essential Knowledge
and Skills
Post-Secondary
Graduate Career Ready
Impact of Developmental Education and
Texas Success Initiative
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks
Grading, etc.
Discipline Reference Course
Profiles
College & Career Readiness
Standards
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