ED 359 639

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INSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROM

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EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

EA 025 075

The Status of the Curriculum in the Public Schools: AReport from the State Board of Education. Submittedto the Governor, Lieutenant Governor, Speaker, andthe Seventy-Third Texas Legislature 1990-1992.Texas Education Agency, Austin.GE3-301-05Jan 9335p.; For the 1989-90 report, see ED 346 553.Texas Education Agency, 1701 North Congress Avenue,Austin, TX 78701 ($2).Reports Descriptive (141)

MF01/PCO2 Plus Postage.*Curriculum Design; *Curriculum Development;*Curriculum Evaluation; Elementary SecondaryEducation; *Public Schools; State Action; *StateCurriculum Guides; State Legislation; *StateStandards

IDENTIFIERS *Texas

ABSTRACTIn 1981, the Texas Legislature established a

systematic structure for the development and implementation of astate curriculum for Texas public schools. This biennial reportoutlines the state's responses to curriculum-related legislationissues from fall 1990 to fall 1992. The introduction offers ahistorical review of state legislation that begins with House Bill246 of the 67th Legislature and includes bills passed by the 72ndLegislature. The second section discusses activities related to thevarious components of the state curriculum during the years 1991 and1992. Modifications in the required essential elements of instructionare explained as well as other changes to the State Board ofEducation rules. Also addressed are changes in the textbook-adoptionprocess and the state's student assessment program. The concludingsection makes the point that curriculum success depends on providinginservice teacher training and adequate textbook funding. A civilrights compliance statement is included. (LMI)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

';': from the original document. *

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Nexos Education Agency

Lexcs

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_onuary 1993

THE STATUSOF THE CURRICULUM

IN THE PUBLIC SCHOOLS

U.S. DEPARTMENT Of EDUCATIONOnce of Educahonal Research and Imgovemeni

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Trigs PoCument has been reprOlucea asrCelsei I rpm the person or orgen,:ar.onOnginatirsg it

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0I4 4 -41i 4 .41 siaak:

EXCELLENCE AND EQUITY

FOR ALL STUDENTS

January 1993

THE STATUS

OF THE CURRICULUM

IN THE PUBLIC SCHOOLS

A REPORTFROM THE STATE BOARD OF EDUCATION

Submitted to the Governor, Lieutenant Governor,Speaker, and the Seventy Third Texas Legislature

1990-1992

Texas Education Agency This publication is not copyrighted: any or all sections may beAustin, Texas duplicated.

After an initial free distribution to authorized institutions, addi-tional copies may be purchased for $2 from the PublicationsDistribution Office of the Texas Education Agency, 1701 NorthCongress Avenue, Austin, TX 78701-1494.

State Board of Education1701 North Congress Avenue

Austin, Texas 78701-1494(512) 463-9007

Carolyn Honea Crawford, Ph.D.ChairmanBeaumont. District 7

Will D. DavisVice ChairmanAustin. District 10

Mary Helen BerlangaSecretaryCorpus Christi. District 2

Alma A. Allen, Ed.D.Houston. Distnct 4

Jack Christie. D.C.Houston. Distnct 6

Emmett J. Conrad. M.D.Dallas. District 13

Monte HasieLubbock. District 15

William L HudsonWichita Falls. District 14

Patsy JohnsonSulphur Springs. District 9

Geraldine MillerDallas. District 12

Rene NdrezEl Paso. District 1

Robert H. OffuttSan Antonio. District 5

Diane PatrickArlington. District 11

Mary Knotts PerkinsLufkin. Distnct 8

Esteban SosaSan Antonio. District 3

Lionel R. Meno. Ed.D.Commissioner of Education(512) 463.8985

January 1993

The Honorable Ann W. Richards. Governor of TexasThe Honorable Bob Bullock, Lieutenant Governor of TexasThe Honorable Pete Laney, Speaker of the HouseMembers of the 73rd Texas Legislature

The State Board of Education is pleased to provide this reporton the implementation of Section 21.101, Texas Education Code.The Status of the Curriculum in the Public Schools covers thestate's response to legislation relating to curriculum issues fromFall 1990 to Fall 1992. Included is an historical overview thatbegins with House Bill 246 of the 67th Legislature and includesbills passed by the 72nd Legislature.

The report discusses activities in the various components of thestate curriculum during the biennium. Modifications in the re-quired essential elements of instruction are explained as wellas other changes to Board rules. Also addressed are changesin the textbook adoption process and the state's student assess-ment program.

The Board approved this report at its meeting in November 1992,and the report is now transmitted to you as required by state law.

Respectfully submitted.

Carolyn Honea Crawford, ChairmanState Board of Education

4

C TATE- ;-=<ir' .1\L ! '

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S try t rryI

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VocationctEducafion)

CAROLYN HONEA CRAWFORDBeaumontChairmanDistrict 7

BOB AIKINCommerceVice ChairmanDistrict 9

MARY HELEN BERLANGACorpus ChristiSecretaryDistrict 2

CO V \A !TTH","-Nr- -. 1-r-

STATE

iV

RAYMOND A. ALEXANDERHoustonDistrict 4

JACK CHRISTIEHoustonDistrict 6

EMMETT J. CONRADDallasDistrict 13

WILL D. DAVISAustinDistrict 10

MONTE HASIELubbockDistrict 15

WILLIAM L. HUDSONWichita FallsDistrict 14

GERALDINE MILLERDallasDistrict 12

JANE NELSONDouble OakDistrict 11

RENE NUNEZEl PasoDistrict 1

MARY KNOTTS PERKINSLufkinDistrict 8

JOHN H. SHIELDSSan AntonioDistrict 5

ESTEBAN SOSASan AntonioDistrict 3

LIONEL R. MEND, Commissioner of Education(Executive Officer of the State Board of Education)

PersonnelRENE NUNEZ. ChairmanJACK CHRISTIEEMMETT J. CONRADCAROLYN HONEA CRAWFORDJOHN H. SHIELDS

StudentsGERALDINE MILLER, ChairmanRAYMOND A. ALEXANDERMARY HELEN BERLANGAMONTE HASIEMARY KNOTTS PERKINS

School FinanceWILL D. DAVIS. ChairmanBOB AIKINWILLIAM L. HUDSONJANE NELSONESTEBAN SOSA

Long-Range PlanningEMMETT J. CONRAD. ChairmanRAYMOND A. ALEXANDERJACK CHRISTIECAROLYN HONEA CRAWFORDWILL D. DAVISJANE NELSONMARY KNOTT'S PERKINSJOHN H. SHIELDS

Permanent School FundESTEBAN SOSA, ChairmanBOB AIKINMARY HELEN BERLANGAMONTE HASTEWILLIAM L. HUDSONGERALDINE MILLERRENE NUNEZ

5

CONTENTS

Executive Summary 1

Introduction 3

Historical Overview 3

A Strengthened State Curriculum 4

The State Curriculum: Responses to Needs 7

Components of the Curriculum 7

Changes in Curriculum Requirements 8

Bilingual Education/ESI, 9

Business Education 9

English Language Arts 9

Fine Arts 10

Health 11

Languages 13

Mathematics 13

Physical Education 15

Prekindergarten and Kindergarten 15

Science 16

Social Studies 18

Technology Education 18

Vocational and Applied Technology Education 19

Phaseout of Low-Level Courses 20

The Textbook Adoption Process 21

Student Assessment 22

Staff Development 25

Conclusion 29

b

The change towardresults-based learn-

ing represents amove beyond the re-

quired essentialelements of instruc-

tion which havebeen the base of the

state curriculumsince 1984.

EXEC,T IVEV VARY

In the 1980s, state legislation effected change in public educa-tion by significant, mid-course corrections. Change in the '90sis setting education on a whole new course to help ensure ex-cellence and equity in achievement for all students.

The new direction for education is necessitated, in large part,by the changing character of workforce needs in the state. Inthe past, mainstays of the Texas economy were farming, ranch-ing, and oil and gas exploration and production. These in-dustries employed large numbers of workers with relatively loweducational levels. The recent fall of the old economic orderrepresented by these industries has forced reconsideration ofeducation's role in developing the state's economy, reports re-cent publications* of the Texas Research League. Business andgovernment leaders, the League notes, are calling for schoolsto provide an educated workforce that can compete globallywith increased knowledge, skills, and technical training. A majorstrategy to achieve the goal is to move to results-based education.

In the near future. the State Board of Education will establishstandards for expected student results, and training andresources will be provided to local educators to help themachieve these results. Then districts will develop programs ap-propriate for their own campuses and will be held accountablefor student achievement.

The change toward results-based learning represents a movebeyond the required essential elements of instr action whichhave been the base of the state curriculum since 1984. The ex-pected student results will answer critical questions such as,"What should students know, be able to do, and be like whenthey graduate from the public school system?"

The Committee on Student Learning, established by House Bill2885 of the 72nd Texas Legislature, is responsible for makingrecommendations to the State Board along this ling. Accordingto statute, the Committee is to identify essential lu .owledge and

*For example: Texas Research League, "Achieve!" (Austin: The League,September 1992), p. 4.

7

skills including, at a minimum, knowledge and skills in reading,writing, speaking, mathematics, and critical thinking. Sinceearly 1992, the Committee has been meeting regularly and ex-ploring its responsibilities. Ultimately, its recommendations willbe coordinated with a proposed process to derive student resultsstatements that will involve community members, parents,business people, and educators over the state.

With results-based education, the required essential elementswill support instruction as enabling mechanisms for attainingdesired student learning. The essential elements will remainthe testing basis for subjects included in statewide studentassessments, and the indicators of student achievement will con-tinue to relate directly to the essential elements.

Extensive revision of essential elements and other actions takenin 1991-92 have been guided by state legislation and by the StateBoard's and the Commissioner's vision for improved studentachievement accountability. Recommendations made at annualcurriculum review meetings, 1986-1990, and at subsequentpublic hearings have continued to influence change. Also, theBoard has acted in line with its goals as identified in the long-range plan for public education, 1991-95. To reflect theserecommendations and goals, the State Board has adopted newrules for curriculum as needed. This report, The Status of theCurriculum in the Public Schools, outlines this response to thecurricular needs of students.

Development of this biennial report is one of the mandates ofHouse Bill 246 of the 67th Legislature. The mandate requiresthe State Board to transmit a report on the status of the cur-riculum in the public schools to the Governor, LieutenantGovernor, Speaker of the House, and Legislature. Although,the report may include recommendations for changes necessaryto improve, modify, and add to the curriculum, the currentreport contains no specific legislative recommendations.

2

The former cur-riculum had become

overcrowded. leav-ing confusion anduncertainty about

what was of criticalimportance for

teachers to teachand for students to

learn.

INTROCI,CTIO\HISTORICAL OVERVIEW

The response of the State Board of Education to bills andresolutions passed by the Texas Legislature over the past decadeamounts to a significant revision of public school education inthe state. Legislation mandating this revision began with HouseBill 246 of the 67th Texas Legislature in 1981 and includedbills passed by the 72nd Legislature in 1991.

HB 246 revised §21.101 of the Texas Education Code andestablished a systematic structure for the development and im-plementation of a sound curriculum for the state. The StateBoard was given the responsibility of establishing essentialelements of instruction for the subjects and courses that schooldistricts are required to offer to maintain a well-balanced cur-riculum. Recommendations of representative individuals overthe state were reviewed by advisory groups and discussed ina series of public meetings. In 1984, the State Board approvedthe essential elements which are listed in Title 19. Chapter 75of the Texas Administrative Code.

The essential elements were implemented by Texas schooldistricts in 1985-86. They are defined as representing the coreareas of knowledge, attitudes, values, and skills that must beincluded in instruction and that each student must be provid-ed an opportunity to learn to be an effective and productivemember of society.

To provide for an ongoing evaluation of the essential elementsand other provisions of Chapter 75, the State Board adopteda rule (Section 75.5) calling for five-year reviews of the cur-riculum. In 1990. the first five-year curriculum review was com-pleted after reviewers met annually at selected education servicecenters over the state. To obtain further input from educatorsand the public, a series of hearings was held in all educationservice center regions in Summer 1991. Input received fromthese meetings provided information and recommendations forchanges in the essential elements and other Chapter 75 rules.Participants included a broad range of hundreds of Texaseducators representing general education subjects and courses,vocational education programs. and programs serving specialpopulations, including gifted/talented, bilingual, and specialeducation.

93

Thus the StateBoard has recog-nized that Texasschools must equipstudents with thehigh levels ofknowledge andskills they will needto compete andcooperate globallyin the 'list century.

The purpose of HB 246, which mandated establishment of theessential elements, was to improve student achievement by ex-tensively upgrading the curriculum and making it moreuniform. The passage of the bill reflected widespread concernabout education in the state at the time. The former curriculumhad become overcrowded, leaving confusion and uncertaintyabout what was of critical importance for teachers to teach andstudents to learn. Subjects, courses, and students' time on taskvaried considerably from district to district, campus to campus,and classroom to classroom. Educators and others feared thatwide variations, given the highly mobile Texas population,limited student access to a basic and consistent curriculum.

Today, the essential elements of instruction make up the con-tent of the curriculum that is required to be taught in the state'spublic schools. Districts are urged to expand and add to theessential elements, but they may not delete any. In addition,both at the state and district levels, student results or expecta-tions are being established based upon needs dictated by real-world requirements.

Other significant legislation of recent years includes House Bill72 of the 68th Legislature. HB 72 restructured vocational educa-tion and the textbook adoption process and effected numerousother changes related to how students are taught.

Then in 1987-88, the 71st Legislature passed what may havebeen a record number of new laws affecting the Texas publicschool system. Included in the legislation was Senate Bill 417,the Texas Education Agency sunset bill, which continues theCentral Education Agency through 2001.

In response to legislation, the state basic curriculum has beencontinually reviewed and refined. In addition, school districtshave received assistance in implementing the curriculum acrossthe state.

A STRENGTHENED STATE CURRICULUMIn Spring 1991, the State Board of Education released a newlong-range plan for public education for 1991-1995. Statutoryrequirement mandates that the State Board develop and im-plement such four-year plans for achieving goals for education.The first plan covered 1986-90. In the current 1991-95 elan,the State Board has reiterated its commitment to strengthenthe curriculum for all students in the st s te.

The plan sets forth nine goals. Goal 1 states that all studentswill achieve "their full educational potential. Goal 2 affirmsthat a "well-balanced and appropriate curriculum will be pro-vided to all students. Thus the State Board has recognizedthat Texas schools must equip students with the high levels ofknowledge and skills they will need to compete and cooperateglobally in the 21st century.

In Quality, Equity, Accountability: Long-Range Plan for PublicEducation, 1991-95. the State Board stipulates that all studentswill be taught a core curriculum of reading. English languagearts, mathematics, science, foreign language, social studies, finearts, health, physical education. and technological literacy. Allstudents will acquire a knowledge of citizenship and eccnomicresponsibilities and an appreciation of our common Americanheritage, including its multicultural richness. To the full ex-tent of their individual capabilities. students will be providedthe opportunity to develop the ability to think logically. in-dependently, and creatively and to communicate effectively.Students will be provided the opportunity to develop vocationalskills and to apply knowledge to real-world situations. Strategiesthat will assist students in developing creative and critical think-ing and problem-solving skills. citizenship skills. and self-esteemand self-responsibility will be incorporated in the state cur-riculum and into annual textbook proclamations which the State

d issues calling for publishers' submission of new textbooksfor adoption consideration.

To strengthen public school education, coordinated efforts arealigning the state curriculum, the statewide student testing pro-gram. textbook adoptions, and state-level staff development ef-forts. In addition, policies, curricula, and programs relatingto students with special needs are being reviewed and revised.The vocational education program has been revised throughreinforcement of basic and academic skills, technologicaldevelopments in business and industry, knowledge of emerg-ing career opportunities, employer recommendations, andregional planning for occupational educa,i6n and training. Inaddition, curricula are being developed to enable children withhandicaps to master the academic, social. vocational, and livingskills they need for productive lives. Transition programs arebeing developed for students of limited English proficiency, andtextbooks will provide curriculum for these students.

The 1991-95 plan directs teachers and principals to adapt theirschools and classrooms to the needs, learning styles, and learn-ing rates of individual students including the gifted, economical-ly disadvantaged. and at-risk as well as those in the broad middleof the academic spectrum. Districts are urged to focus on in-struction. integrate technology, and adapt the state curriculumfor local needs.

ii

Districts are urged tofocus on instruction,integrate technology,

and adapt the statecurriculum for local

needs.

5

Effective middleschools focus on the

whole child with abalance between

intellectualdevelopment and

personal /socialgrowth.

E STAT

JO\Sc'ES TO

CULM:\E-EIS

During 1991-92. State Board of Education membersresponded to students' curricular needs through their role asstate leaders in public school education. In their deliberationsand actions. they considered what is happening in educationnot only in Texas but in the nation and around the world.Likewise. as Texas Education Agency staff members attemptedto determine what is appropriate curriculum, they coordinatedwith specialists for the gifted/talented. bilingual and otherspecial populations. and early childhood education. Theyworked extensively together to effect curriculum impro.ements.

COMPONENTS OF THE CURRICULUMTexas has made significant progress in improving the state'scurriculum in the past two years. For example. major strideswere made in the elementary school curricula to encourage theteaching of higher order thinking skills and to foster the in-tegration of these skills throughout the elementary curriculum.As these students move to higher grade levels, the increasingemphasis on higher order skills will permeate the secondarylevel as well.

Integration of curriculum is a continuing, current thrust inTexas public education. Curriculum reviewers have recom-mended further study of elementary curriculum rules and essen-tial elements to facilitate interdisciplinary instruction. Alsorecommended is increasing the relevancy of the middleschool/junior high school curriculum to student needs and theintegration into appropriate courses at these grade levels of moreproblem-solving skills. character education. health-relatedissues. and societal issues. For all grade levels. an integratedcurriculum is recommended, both in teachers' approaches toinstruction and in students' approaches to learning. Theserecommendations are being reviewed and considered for im-plementation as new textbooks and materials are madeavailable.

To help sti -nrrthen secondary scht,o1 education. the State Boardadopted two volicy statements which ere each developed byspecial task forces. A policy statement on middle grade educa-

to 7

In high school, arigorous. itigh-quality curriculumpresents theknowledge studentsneed to meet real-world requirements.

8

tion and middle grade schools recognizes that early adolescenceis a period of dramatic growth and development. Effectivemiddle schools focus on the whole child with a balance betweenintellectual development and personal/social growth. The state-ment describes recommended organizational structure, cur-riculum, instruction, assessment, professional growth anddevelopment, student support, and c-)mmunity involvement ineffective middle schools.

The second policy statement, developed by the High SchoolEducation Task Force, recommends changes to help graduatesmeet the social, economic, and political challenges of the comingcentury. The statement describes the effective high school asone that supports the continuous progress of each studenttoward explicit postsecondary goals set forth in an individualeducation plan. In high school. a rigorous, high-quality curri-culum presents the knowledge students need to meet real-worldrequirements. Campus schedules allow teachers to collaboratein planning learning opportunities that highlight connectionsacross subject areas, and instructional practices accommodatedifferences among students. The policy statement addresses ef-fective high school organization; curriculum, instruction, andassessment; professional growth and development; and studentsupport services.

CHANGES IN CURRICULUM REQUIREMENTS

The State Board of Education moved to bring the process ofrevising essential elements in line with the textbook adoptionprocess. Changes in essential elements are now made in se-quence with the adoption cycle, as appropriate, and schooldistricts are to implement the revised essential elements whenthe new textbooks are made available to students and teachersin the districts. For example. revisions to essential elementsin mathematics, fine arts, languages, physical education, science,and social studies were made so that content specifications inthe 1993 Proclamation of the State Board of Education Adver-tising for Bids on Textbooks would reflect the revised essentialelements prior to the work of the state textbook proclamationadvisory committees. The proclamation advisory committeesfor mathematics. science, and social studies met in Summer1992; the Board was to consider adoption of texts called forin the 1993 Textbook Proclamation in March 1993. However,due to budgetary problems, the 1993 Textbook Proclamationwill now be adopted in March 1994 as the 1994 TextbookProclamation.

i 3

The majority of the modifications in essential elements madeduring the past two years were developed according to recom-mendations of participants in the five-year curriculum reviewprocess. special advisory committees, and task forces. In addi-tion, they reflect input from various professional associationt,of teachers and supervisors.

The modifications have benefited a number of content areassuch as the following:

Bilingual Education/ESLIn 1991. the State Board adopted essential elements for primarylanguage for bilingual education. prekindergarten-Grade 5, andfor English as a second language, prekindergarten throughGrade 12. These essential elements were designed to developliteracy, thinking skills, and language skills for mathematics,science, and social studies to assist students in mastering theessential elements for required subjects on grade level.

Business EducationThe development of student skills in new technologies is thefocus of the extensively revised business education program.For example, the names and content of all Grade 7-12typewriting courses were changed to incorporate the conceptof keyboarding and word processing. Grades 9-12 essentialelements for Accounting and Advanced Accounting were revisedto ensure relevant and current instruction. Three new coursesBusiness Computer Applications, Business Computer Program-ming, and Office Administrative Systemsreflect combined andrevised essential elements of a number of office education andbusiness education courses. Two other business educationcoursesPersonal Business Management and CareerExplorationwere combined into the new Introduction toBusiness, and essential elements were revised to incorporatethe teaching of life skills. Microcomputer Applications is a whollynew course designed as a transition from Computer Literacyto all other computing courses in the high school curriculum.

English Language ArtsThe emphasis in the language arts has continued to shift to anintegrated course of study with all aspects of language arts ad-dressed during instruction. The integrated approachdemonstrates the importance of all the program's components:reading, language, handwriting, spelling, composition, literature.

;-

Revisions of essentialelements during the

past two years reflectthe more integrated

approach to teachingthe language arts.

9

Current arts educa-tion focuses on theintellectual and af-fective developmentof every student.

10

Revisions of essential elements during the past two years reflecta more integrated approach to teaching the language arts. Therevisions were based on current field-based research andpractice.

Revisions in essential elements for English language arts, Grades1-8; reading courses, Grades 7 and 8; and English I-IV pro-vide for the integration of all areas of language arts. Essentialelements were also revised for Reading Improvement, Grades7 and 8, and for high school Reading Improvement I, II, andIII to provide for the integration of all areas. Students in thesecourses will apply instruction in listening, speaking, reading,and writing in a purposeful manner in content area materialand real-world activities. In addition, essential elements wererevised for speech, debate, public speaking, journalism, andphotojournalism.

High school language and composition textbooks emphasizingthe integration of the language arts were adopted in 1991. In1992, the State Board postponed issuing a proclamation call-ing for literature textbooks for Grades 6-12 until 1995. Thepostponement of the proclamation, originally scheduled for1992, allows time for publishers to develop combined literatureand language/composition texts.

In Spring 1992, a task force of teachers, curriculum supervisors,and teacher organization representatives began working withthe Agency's Division of Curriculum Development to developa new teaching guide on spelling. The plan calls for the spell-ing resource handbook to be in schools by 1994, when the cur-rent spelling textbooks expire. The publication is scheduled tobe developed by September 1993 and distributed to schools nolater than January 1994. School districts will then implementstaff development activities on spelling instruction for teachers.The spelling publication is expected to have major advantagesover traditional spelling textbooks. For example, the publica-tion will contain a variety of instructional approaches, fromthe traditional phonics approach to a somewhat or entirely in-tegrated approach. This versatility is not always available intraditional commercial spelling textbooks. After review of ex-tensive research and field studies, the State Board decided in1989 not to readopt spelling texts.

Fine ArtsStudy of the fine arts as they are taught today is preparingstudents for 21st-century tasks such as handling diverse infor-

1

mation, performing effectively in cooperative work groups, solv-ing complex problems, and continued learning in a rapidlychanging world and workplace. In addition, the study of artshas intrinsic value that helps satisfy every student's need forthe aesthetic.

Current arts education focuses on the intellectual and affec-tive development of every student. It provides opportunitiesfor the student to develop means of expression that go beyondthe dimensions of speaking, writing, and computing. Study ofthe arts provides dynamic ways for the student to communicateindividual thoughts and ideas, to access the imagination, toengage in critical and creative problem solving, and to developreflective judgment. The student learns to think innovativelyand originally, developing confidence and self-esteem.

The fine arts curriculum has been expanded and strengthenedover the past two years with the addition of the followingcourses: Electronic Media, Technical Theatre HI, and TechnicalTheatre IV. In addition, content has been revised and updatedin several existing subjects and courses, including GeneralMusic, Grades 1-8; Choral Music 1-IV; Theatre Arts, Grades1-8; Theatre Arts I-IV; Technical Theatre I-II; Theatre Pro-duction I-IV; and Dance I-IV.

New essential elements for theatre arts. Grades 7 and 8. focuson the expressive use of the body and voice. acting conceptsand skills. theatre production concepts and skills, and aestheticgrowth through appreciation of theatrical events.

HealthThe Agency has continued to make available to school districtsa comprehensive health education curriculum as called for inSCR 61 of the 71st Legislature and as specified in Chapter 75.Curriculum guides, prekindergarten-Grade 12, have beendeveloped to focus on education for self-responsibility. Theseguides promote prevention of school-age pregnancy, drug use,and HIV/AIDS and other communicable diseases and providenutrition education lessons. In addition, technical assistancefor school districts has been promoted through the regionaleducation service centers.

Curriculum guides,prekindergarten-

Grade 12, have beendeveloped to focus on

education for self-responsibility.

11

The Texas drugeducation programis considered anational model andis being used inother states and insome foreigncountries.

12

Specific activities of the comprehensive school health programinclude the following:

Pregnancy, Education, and Parenting programs provide ser-vices for pregnant and parenting students that are designedto help keep students in school. The services include counsel-ing, job readiness training, parent education, child care,transportation, and assistance in obtaining social services such

as prenatal and postnatal health and nutrition programs.Students as young as fifth graders have been served. During1991-92, the third year of the program, services at 95 selectedschool sites reached 7,500 school-age parents and theirchildren. A curriculum guide and training videotapes are be-

ing developed.

From 1991-93, the U.S. Centers for Disease Control is pro-viding a total of $900,000 for HIV prevention education inelementary and secondary schools. During 1991-92,workshops were presented in education service center regions

that included counties with the largest numberof AIDS cases.The percentage of schools that offer HIV education has in-creased from 35 to 89 percent. All 20 ESC regions will par-ticipate in the program in 1992-93. A curriculum guide andtraining videotapes were developed and are being used inelementary and secondary schools.

The Texas Cancer Council provided $726,544 from 1991-92for the Texas Comprehensive School Health Network whichconsists of school health specialists in 16 of the 20 ESCs. In1992-93, $600,000 is provided by the Texas Cancer Coun-cil, the Texas Department of Health, and the Texas Educa-tion Agency. This program promotes comprehensive schoolhealth programming by providing staff development andtechnical assistance to individuals and groups within theschool community and by promoting collaboration withregional and local coalitions.

The Nutrition Education Program was initiated with $1,141,144for 1991-93 by the Food and Nutrition Service of the U.S.Department of Agriculture through the Child Nutrition Pro-grams Division within the Agency. Curriculum and trainingvideotapes were developed during 1991-92 and are being used

in elementary and secondary schools in 1992-93. This pro-gram encourages cooperative delivery of nutrition educationby teachers and school food service personnel.

The U.S. Drug-Free Schools and Communities program hasallocated $70.6 million to Texas during 1991-93: 70 percentof these funds were passed directly to school districts on aformula allocation basis. In 1991-92, the U.S. Departmentof Education gave national recognition to 11 Texas schools.The Drug-Free Schools program stresses the hazards ofminors' illegal use of drugs, including alcohol and tobacco,and cautions against the misuse of legal medications and over-the-counter drugs. Curriculum and training videotapes weredeveloped and used in elementary and secondary schools.The Texas drug education program is considered a nationalmodel and is being used in other states and in some foreigncountries.

LanguagesRevised essential elements for languages were approved by theState Board in July 1992, and local districts will use them forthe first time in Fall 1996. The revision process began in 1986and involved hundreds of language educators and curriculumadministrators. The fine tuning of the essential elements resultedin sharper descriptions of what the language proficiency ex-pectations of students should be as they move through sequencesof study. The approved changes facilitate the integration oflanguage skills and the spiraling of content throughout the learn-ing process. What language students should know and be ableto do is now clearly the focus of the essential elements.

MathematicsSchools have implemented revised essential elements formathematics during the past two years. These reflect the recom-mendations of various research reports and national recom-mendations, especially the National Council of Teachers ofMathematics' Curriculum and Evaluation Standards for SchoolMathematics.

Major changes for mathematics, Grades 1-8, which schools im-plemented in Fall 1991, include narrowing the spiral of the cur-riculum. That is, teachers are presenting some topics in thecurriculum later than is traditional and finishing some soonerwhich helps to eliminate redundancy. Also, in a revision of therole of review, the majority of each grade level is now newmaterial, and review is placed in relevant contexts. Majorchanges include emphasizing the development of problem-solving skills. Other changes call for incorporating calculatorsand computers throughout all grades as problem-solving tools;adding an essential element on patterns. relations, and func-tions; separating the teaching of operations and computation

Major changes in-clude emphasizingthe development of

problem-solvingskills.

13

Revisions werebased on input frommathematicsteachers, supervisors,and teachereducators fromacross the state andfrom nationalexperts.

14

so that all students learn the meaning of the operations;strengthening the areas of probability, statistics, and geometry;emphasizing the importance of communication in mathematics;building on a sound foundation of concepts rather than on roteprocedures; and putting mathematics into meaningful contexts.

In Fall 1990, schools implemented revised essential elementsfor Algebra I, Algebra II, Geometry, and Trigonometry. Therevisions incorporate the use of current technology includingcalculators, graphing calculators, and computers. The focus ofAlgebra I and Algebra II is on solving relevant and interestingproblems and on applying algebraic principles in a variety ofreal-world situations. Collecting, representing, and processingdatamajor activities of contemporary societyare importantnew emphases in Algebra II. A new emphasis of Geometry ison connections. The course stresses connections withingeometry, among mathematical topics, between geometry andother disciplines, and with the real world. The presentation ofproof represents a shift from the traditional geometry course.Proof remains an important component of Geometry, but it isnot the only focus of the course. Trigonometry focuses on ex-tending the concepts of function and relation and on applyingtrigonometric functions and relations to the solution of rele-vant problems.

Schools began using revised essential elements for InformalGeometry, Pre-Algebra, and Mathematics of Money in Fall1992. The essential elements of each of these courses incor-porate the extensive use of current technology, includingcalculators and computers. Mathematics of Money is a com-plete revision of Mathematics of Consumer Economics. Therevised course content provides students with a wide varietyof decision-making skills in the context of topics such as earn-ing, spending, borrowing, and investing money. The focus inPre-Algebra has been changed from remediation of elementaryskills to preparing students for Algebra. Informal Geometryfocuses on the development of geometric concepts throughhands-on activities and applications rather than formal proof.

Revised essential elements for Elementary Analysis, AnalyticGeometry, and Precalculus will be implemented by schools nolater than Fall 1994; revised essential elements for Calculus,Fall 1995; and revised essential elements for ComputerMathematics, Fall 1996. Essential elements for AnalyticGeometry, Precalculus, and Calculus expand the study of func-tions to a more advanced level while emphasizing applications

1J

to real-world situations. Graphing techniques including com-puter/calculator graphics technology are an important focus ofthe courses. The content of Calculus is closely aligned with theCollege Board's Advanced Placement AB Calculus curriculum.The revised essential elements for Computer Mathematics focuson students' using the computer as a tool to explore and solveproblems in mathematics.

Revisions were based on input from mathematics teachers,supervisors, and teacher educators from across the state andfrom national experts.

Physical EducationThe new emphasis in physical education is on health-relatedfitness. Essential elements for elementary school have beenrevised according to recommendations made through the five-year curriculum review process. Essential elements for middleschool are under development. They will focus on participationin individual, dual. and team sports; an understanding of therelationship between physical fitness activities and stress; theknowledge and motor skills for basic and efficient movement;and an understanding of sound nutritional practices as relatedto physical education.

New essential elements for high school physical educationcoursesFoundations of Personal Fitness. Lifetime Activities,and Intramurals/Fitness for Lifewere developed to reflect thecontemporary movement toward lifetime fitness and the enjoy-ment of leisure and recreational activities.

For the first time, student textbooks will be adopted for physicaleducation. The 1994 Textbook Proclamation will call forpublishers to submit textbooks for consideration for Founda-tions of Personal Fitness. The texts will be adopted by the StateBoard in 1996 and will be in the schools in Fall 1997.

Prekindergarten and KindergartenSchool readiness has been a widely discussed topic for the pasttwo years. In 1990, six national education goals were identified,the first of which is: "By the year 2000, all children in Americawill start school ready to learn." This goal raised concerns inTexas about readiness as it relates to the curriculum. Also, con-cerns were raised about inappropriate curricular and instruc-tional expectations of young children in prekindergarten andkindergarten.

The new emphasis inphysical education is

on health-relatedfitness.

15

Increased participa-tion of women andminorities in scienceand technology pro-grams is a primarygoal.

16

Therefore. prekindergarten and kindergarten essential elementswere revised to make them more developmentally appropriatefor young children. The revisions were based on age-appropriateand individually appropriate expectations for young children.The new essential elements will be required to be taught begin-ning with the 1995-96 school year when state-adopted learningsystems based on the elements will be available to schools.

Changes included the placement of kindergarten essentialelements under the same developmental headings asprekindergarten rather than under subject area headings asthey were previously presented. This reorganization served tohelp integrate the curriculum which had formerly beenfragmented under discrete content area headings. The moveensured that social and emotional development will be em-phasized along with intellectual, aesthetic, and physical factors.It also addressed the concern that some children are intellec-tually capable of first grade work but incapable of meeting thesocial and emotional demands of Grade 1. Emphasis in physical,social/emotional, aesthetic, and intellectual domains was balanc-ed in the new essential elements so that one area will not receivean inordinate amount of attention to the detriment of the others.

The original list of essential elements was so lengthy that thecurriculum tended toward rote memory-level learning. It didnot promote high achievement in later schooling. Revised essen-tial elements were streamlined to avoid duplication, to em-phasize essential learnings, and to integrate content wheneverpossible. As a result, the new essential elements are reducedin number, are more succinctly stated, and emphasize higherorder thinking.

ScienceSince Fall 1990, the State Board has been implementing a planunder which science instruction in the state's secondary schoolswill be restructured beginning in the 1994-95 school year. Underthe plan. the science curriculum will consist of a coordinatedapproach in which students receive instruction in several dif-ferent areas of science.

The restructuring will start with the seventh grade scienc e; cur-riculum in the 1994-95 school year. The current Grade 7 sciencecurriculum, which consists of a year-long course in life science,may be replaced at the discretion of local school districts witha course called Science I. The new course will feature a coor-

dinated thematic approach emphasizing instruction in lifescience, chemistry, physics, and earth/space science. The planto restructure science education was developed by Agency staffand a statewide task force composed of individuals represent-ing education, business, and industry. Increased participationof women and minorities in science and technology programsis a primary goal. Additional goals are to provide science in-struction that enables all students to develop scientific literacy,to provide for a foundation in science that will allow a greaternimber of students to prepare for science-related careers, andto upgrade science instruction by providing science teacherswith additional skills and materials necessary for the implemen-tation of the program.

The State Board approved essential elements for the new coor-dinated thematic Science I. Grade 7; Science II, Grade 8;Science III, Grade 9; and Science IV, Grade 10. The implemen-tation schedule calls for Science I to be implemented in Fall1994; Science H in Fall 1995; Science III, Fall 1996; and ScienceIV. Fall 1997.

New textbooks will complement the restructuring of scienceeducation. The board issued a call for the adoption of dual text-books for Grade 7. Both Science I and Life Science texts willbe adopted, and school districts may decide which course tooffer for the Grade 7 science curriculum. The Board has calledfor the adoption of both Earth Science and Science H textbooks,and school distric6 may decide which course to offer for theGrade 8 science curriculum.

Revisions in essential elements were also approved for Anatomyand Physiology, Aquatic Science, Physical Science, and En-vironmental Science. The revisions focus on laboratory skillsand hands-on use of scientific tools and materials. Also, em-phasis is on students' interpreting and communicating scien-tific data; using skills to infer, form generalized statements, andmake predictions using scientific data; identifying problems;designing and conducting experiments; and relating and apply-ing technology and scientific information to daily life.

In response to SB 1340 of the 72nd Legislature, which coordi-nates an effort to promote environmental education, the Agencyhas identified essential elements across the curriculum thatdistricts may use in developing interdisciplinary curriculum.Also, the Commissioner of Education has established the TexasEnvironmental Education Advisory Committee (TEEAC) which

New textbooks willcomplement therestructuring of

science education.

17

A more multiculturalinternational focusis called for inGrades 1-6.

18

is reviewing curriculum materials and activities for dissemina-tion. To help the Agency fund environmental education efforts,TEEAC plans to establish a nonprofit corporation to seek andreceive monies. The Committee will contract with state agenciesand others interested in developing environmental educationcurricula. In the future, the Agency will develop essentialelements for environmental education which can be incor-porated into the curriculum where appropriate.

Social StudiesA task force was appointed by the State Board in Spring 1991to review the social studies curriculum, Grades 1-12. Followingrecommendations of the task force, the State Board in Summer1992 adopted new essential elements. A more multicultural in-ternational focus is called for in Grades 1-6. The State Boardalso made some revisions in essential elements based on inputfrom citizens' groups. Schools will be responsible for teachingthe new essential elements beginning in Fall 1996 when newstate-adopted materials will be available in the schools.

In addition, the task force made recommendations for secon-dary courses. These suggestions will be available to the StateBoard as specific courses come up for review in the textbookadoption cycle. World History Studies is the first secondarycourse that may be affected by the recommendations of the taskforce. The State Board will adopt revised essential elementsfor this course in 1994.

Essential elements for the high school course Economics withEmphasis on the Free Enterprise System and its Benefits wererevised to reflect an emphasis on the nature of economics, theAmerican free enterprise system, interrelationships betweengovernment and the American economic system, internationaleconomic relations, and consumer economics. Essential elementsfor attitudes, values, and skills for citizenship were also addedto the course. The revised essential elements will be effectivein Fall 1995 as new economics textbooks enter the classroom.

Technology EducationThe essential elements for Computer Literacy were revised ac-cording to recommendations made during the five-year cur-riculum review. The focus of the course was changed fromstudents' learning about computers to learning with computersand to reflect the real-world applications of technology. The

change will provide students with hands-on learning oppor-tunities. The new essential elements are to be implemented bythe 1993-94 school year. In addition. Proclamation 68 calledfor only electronic instructional media systems to be submittedin lieu of textbooks for the course. These new instructionalmaterials will provide application software that will enablestudents to develop skills in word processing, database manage-ment, spreadsheet development, telecommunications, andrelated technology. Long-range plans include performance-based assessment of technology-related competencies as partof the Texas Assessment of Academic Skills (TAAS) in 1995.

Vocational and Applied Technology EducationOver the past two years, the State Board has taken action torevise the vocational education program. beginning with chang-ing the name to vocational and applied technology education.The aim is to enrich vocational education courses so they rein-force academic skills. The revised courses also reflect the latesttechnological developments in business and industry, promotehigher order thinking skills, provide information about emerg-ing career opportunities, and reflect regional planning for oc-cupational education and training.

In Spring 1992, the State Board approved new standards usedto measure the effectiveness of vocational and appliedtechnology education in schools. The new rules apply to allpublic schools and require that at least 90 percent of all studentsenrolled in a coherent sequence of courses in vocational andapplied technology education pass the TAAS exit-level test.

Additionally, the new standards require that at least 95 percentof the Grade 12 students enrolled in a sequence of vocationaland applied technology courses either obtain a certification ofcompetency by an accepted licensing or certification agency,successfully complete a validated test of occupational competen-cy, or demonstrate competency in the essential elements fora sequence of courses. Within three years, this standard is tobe based on performance measures that test the skill levels re-quired by employers and institutions of higher education.

The new standards also require that one year after receivingtheir high school diplomas, 75 percent of students who com-pleted coherent sequences of courses in vocational and appliedtechnology education programs are enrolled in either postsecon-

The aim is to enrichvocational educationcourses so they rein -

fon skills.

19

20

dary educational institutions, registered apprenticeship pro-grams, training related to their vocational education programs,military service, or employed in jobs related to their vocationaland applied technology education and training.

Establishment of the new standards was mandated by the CarlD. Perkins Vocational wad Applied Technology Education Act.The federal Act required that each state dev .-lop and imple-ment a statewide system of core standards and measures forsecondary and postsecondary vocational education programsprior to the 1992-93 school year. The State Board appointeda committee of practitioners to assist with the development ofthe standards.

Additional standards and measures to address high-quality voca-tional and applied technology education programs and highlevels of achievement in these programs are currently beingdeveloped. These standards are also expected to serve as thebasis for reforming vocational and applied technology educa-tion to provide equity and excellence for all students.

Other State Board actions included modification of essentialelements in Introductory Industrial Technology. Thesemodifications were a result of new technological advances inmanufacturing, transportation, and communications systems.

PHASEOUT OF LOW-LEVEL COURSES

Beginning in 1993, below-level courses in English language arts,mathematics, and science will be phased out of the state's publicschool curriculum. The State Board approved the phase-outplan in Summer 1992. Under the plan, after the 1991-92 schoolyear, Correlated Language Arts I, Fundamentals ofMathematics, Consumer Mathematics, and IntroductoryPhysical Science can no longer count toward the 21 creditsstudents must earn to graduate from high school.Additional courses are scheduled for future phase out. Theseinclude Correlated Language Arts II-IV, 1992-93; AppliedBiology, 1992-93; and Pre-Algebra, 1995-96.

The State Board approved the phaseout of below-level coursesso students will be better prepared for a variety of assessmentsand postsecondary options, including higher education. Thebelow-level courses were seen as an obstacle to raising the per-formance standards and levels of expectations for all students.The courses had tended to isolate low-performing students andto minimize expectations of them.

Elimination of the below-level courses will require schooldistricts to provide appropriate staff development activities forteachers and appropriate instructional materials for studentsand teachers. The State Board's plan also will require schooldistricts to provide intensive remediation to students who arefunctioning below grade level.

In the past students with special needs have typically beenassigned to the low-level courses now being phased out.Therefore, the State Board appointed a task force to makerecommendations to the Commissioner on how to assist specialneeds students in making the change from below-level to on-level courses.

THE TEXTBOOK ADOPTION PROCESSIn Summer 1992, the State Board of Education changed its rulesto require textbooks submitted for adoption to be subjectedto a thorough and systematic editorial review. Textbookpublishers will be required to submit certifications of accuracy.They will also provide lists of editorial corrections made to thetextbooks. The State Board approved the allocation of $131.2million for the purchase and distribution of textbooks for1992-93. As part of the allocation, the Board also establishedpenalties for publishers who fail to correct all errors in booksadopted by the Board.

During the biennium, State Textbook Subject Area Committeesfor each subject or course have met to review and recommendtextbooks for adoption. The State Board was authorized by HB884 of the 71st Legislature to appoint the separate committeesto replace the previous single State Textbook Committee. Text-book Proclamation Advisory Committees have made recommen-dations related to specifications for the content of textbooksand for criteria to be used to evaluate textbooks submitted forconsideration. The 72nd Legislature limited Proclamation Ad-visory Committees to the areas of reading, language arts,mathematics, science, and social studies.

In response to a Senate bill of the 71st LegislatureSB 650,which mandated the incorporation of technologyeach textbookproclamation includes language making it possible for electronicinstructional media materials to replace traditional textbooks.In addition, students are using technology in a variety of otherways as they study business education. industrial technology,and mathematics, for example.

Textbook publisherswill be required to

submit certificationsof accuracy.

21

The redesignedtesting plan will beimplemented over athree-year period.

22

For the first time, materials that went into use in elementaryschools in Fall 1991 included electronic instructional mediasystems for science, Grades 1-6. The State Board had earlieradopted such systems. Districts that prefer to implement inter-active instructional pr:Jgrams via such technology as computercourseware and videodiscs may select electronic instructionalmedia systems in lieu of traditional textbooks.

STUDENT ASSESSMENTIn the fall of 1990, the Texas Assessment of Academic Skills(TAAS) replaced the Texas Educational Assessment of MinimumSkills (TEAMS) as the state's criterion-referenced assessmentprogram. TAAS represents a more rigorous assessment thanTEAMS. It measures complex thinking and problem solving,whereas TEAMS focused on minimum-level skills in reading,writing, and mathematics. The shift to TAAS established Texasas one of the first states in the nation to modify its testing pro-gram to address real-world standards.

A plan for further changes to the state's student assessmentprogram was made in Spring 1992. The Student AssessmentTransition Plan, part of an effort for improved student achieve-ment, will expand the number of subjects tested by TAAS,change the grade levels and reduce the number of grades atwhich the test is administered, and move testing dates from fallto spring. The amount of time students spend taking state-mandated standardized tests will also be reduced.

The plan promises to provide a comprehensive and efficientsystem that should serve the state's accountability needs. Thechanges support the concept of using the state assessment pro-gram primarily to provide achievement data for accountability,as required by legislation. The redesigned testing plan will beimplemented over a three-year period. It will be fully im-plemented by the 1994-1995 school year.

Subject areas that will be added to the student assessment pro-gram, which currently tests students in reading, writing, andmathematics, are social studies, science, oral proficiency in asecond language, computer-based technology, and wellness(physical fitness/health).

Future plans also call for tests to be administered in vocationaland technological education as well as in business education

as part of the statewide assessment program. In addition, end-of-instruction examinations in selected high school courses willbe developed to ensure that the rigor of the high school cur-riculum is maintained. The first two end-of-course tests sched-uled for implementation in 1993-1994 are those for AlgebraI and Biology I.

The redesigned student assessment plan also calls for the useof formative assessments at the district level at grades otherthan those assessed by TAAS (Grades 4, 8, and 10). Such in-struments may be used to supplement local assessmentcapabilities and provide information on the state's expected levelof achievement for students. As part of this activity, the Agencywill undertake a major technical assistance and staff develop-ment initiative to help local school districts integrate formativeassessment into their daily instructional programs. The Agencyalso will make training materials available to school districtsto help local educators diagnose students' individual learningneeds and to determine the extent to which students are meetingperformance standards establi,lied by the state.

In 1990, the Legislature directed the State Board to adopt onenationally recognized norm-referenced test to be administeredannually. The Norm-referenced Assessment Program for Texas(NAPT) was administered for the first time in April 1992.Students in Grades 3 through 11 were tested.

The NAPT measures skills typically taught in public schoolcurricula across the nation and is not aligned with the Texascurriculum which is measured by TAAS, the state's criterion-referenced assessment program. The NAPT tested students inreading, language, mathematics, social studies, and science. TheNAPT will be maintained under the Student Assessment Tran-sition Plan. but it will be reduced in scope from five requiredsubject areas to two (reading and mathematics) beginning in1992-1993 with language, social studies, and science availableat district option.

The reforms in public education passed by the Legislature in1984 continue to impact the educational performance ofstudents positively. As the state criterion-referenced testing pro-gram moves from assessment of minimum skills to testing skillsrepresenting world class standards, high expectations are be-ing set for student achievement. Certainly these goals are notexpected to be reached overnight, but steady progress towardthe goals is already evident. As the state moves to a system that

The .Vorrn-referenced Assess-ment Program forTexas (NAPT) was

administered for thefirst time in April

1992.

23

focuses more on results and provides educators the flexibilityto design programs locally for students to boost achievement,significant progress is expected.

The results from the first two years of TAAS administrationshighlight where progress has been made and where improve-ment is still needed to reach the goal of excellence and equityin education.

Grades 5, 7, and 9 overall performance results remained steadyor showed small increases in the percent of students meetingminimum expectations on all tests taken between October 1990and October 1991, while slight declines were noted at Grade3 and Grade 11.

Four of five grade levels assessed in October 1991 achieveda passing rate of 80 percent or higher on the written composi-tion performance portion of the writing assessment with similarperformance results across the three major ethnic groups.

The TAAS reading results from the October 1991 administra-tion increased at Grade 3 (up 1 percentage point to 80 percentmastery) and at Grade 7 (up 5 percentage points to 48 percent).

Grade S reading results remained steady in October 1991 at61 percent passing. Slight decreases in reading performanceof two percentage points each were shown at Grade 9 (58 per-cent) and at Grade 11 (71 percent).

Statewide achievement results from TAAS indicate that thelowest level of overall student success in October 1991 occurredin the area of mathematics. Students across all grade levelsexperienced difficulty in the problem-solving domain ofmathematics.

The problem-solving domain represents assessment of higherorder thinking skills that have not been emphasized or testedin this manner 'n previous statewide assessment programs.While 84 percent of students at Grade 3 met minimum expec-tations in mathematics in October 19Q1, student results for thesame administration at Grade 9 and Grade 11 declined slightlyto 42 percent and 56 percent, respectively.

The goal of education in Texas is to assist all students in achiev-ing the TA AS passing standard necessary to graduate. Com-parisons of student performance results on all tests taken from

24

October 1990 and October 1991 show achievement. gaps of 23percen, or more between the three major ethnic groups. Thegaps in performance between minority and white students areseen as unacceptable and as indications of a lack of educationalequity which must be addressed in the state.

During the first administration of the NAPT in 1992, the ma-jority of Texas students scored above their peers in the restof the nation. Students in Grades 3. 4. 5, 6, and 10 performedabove the national average, with Grade 3 recording the highestranking at the 61st percentile.

Overall, the performance of Texas student was generally abovethe national average at the early grades but slightly below athigher grade levels. Analyses indicated that the state's stronginvestment in elementary grade reforms may have resulted inimproved performance and scores of these grades.

Texas educators anticipate that, in time, the education reformssuch as the phaseout of low -level courses will assist studentsin reaching their educational goals. In the past. many studentswere enrolled in less rigorous courses which did not enable themto develop fully the critical-thinking and problem-solving skillsneeded to perform well on state-mandated assessments. A majoreffort during the coming years will be to increase enrollmentof students in more rigorous courses. Such courses will betterprepare students for continued education and the challengesthey will face in an increasingly complex world.

STAFF DEVELOPMENTIn its role as support vehicle for school districts, the TexasEducation Agency provides training arm. resources to the state'seducators. Effective, relevant staff development is particularlyimportant today in light of the restructuring of science and socialstudies education. the phaseout of low-level courses. and theemergence of new components of the curriculum.

The State Board of Education's Long-Range Plan lists severalobjectives relating to staff development. To implement theseobjectives. the Agency is developing comprehensive staffdevelopment, technical assistance. and inservice programs tohelp districts and campuses meet state and local goals and toaddress the learning needs of all students. The Agency is work-ing with the regional education service centers to provide these

A major effort duringthe coming years willbe to increase enroll-

ment of students inmore rigorous

courses.

25

26

programs at the local level. In addition, standards for inser-vice training of professional educators are being continuallyrefined to reflect current effective schools practices.

State-level staff development activities during the biennium in-cluded the following:

Driver's education. During 1992, the Agency contractedwith a private contractor (D&M Education Enterprises ofHuntsville) to develop an occupant restraint unit for thedriver education curriculum and to update and revise an ex-isting alcohol and drug unit. The new occupant restraint unitincludes a teacher's manual, color transparencies, and avideotape. Three statewide workshops were conducted duringSummer 1992 to introduce the new materials and to traindriver education teachers in their use. A total of 300 teacherswere trained. The driver education inservice training is sup-ported by National Highway Traffic Safety Administration402 funds through a grant from the Texas Department ofTransportation.

Also, three additional workshops were conducted over thestate to train elementary teachers on using the Dusty Di lloSafety Belt Program. A total of 160 second and fourth gradeteachers attended.

English language arts and reading. Agency staff conductednumerous staff development sessions throughout the state in1991-92. These included sessions presented for schooldistricts, education service center regions, and professionalorganizations. Topics addressed covered a wide range oflanguage arts issues, including integrated language arts,assessment, alternative instructional models, writing acrossthe curriculum, reading and writing as a process, TAASwriting, and interdisciplinary curriculum planning.

Three staff development publications were developed anddisseminated statewide. They are Reading Inset-vice Guidefor English Language Arts and TAAS, Writing InserviceGuide for English Language Arts and TAAS, and Spelling:A Proper Perspective. The reading and writing guides givepractical guidance on teaching and are for use in inservicetraining. The writing guide helps teachers integrate TAASwriting with the overall writing curriculum in a school. Thespelling publication is designed to help teachers present spell-ing instruction within an integrated language arts approach.

A.

Comprehensive School Health Programs. Staff develop-ment is provided by the Pregnancy, Education, and ParentingProgram; the Drug Use Prevention Program; the HIV Educa-tion Program; and the Nutrition Education Program throughcurriculum training packages. Each package contains aprekindergarten-Grade 12 curriculum guide with lesson planscorrelated to the essential elements in seven subject areas.Also included in each package is a training manual and train-ing videotapes. The Texas Comprehensive School Health Net-work provides staff development and technical assistance invarious health-related areas.

Mathematics. A federally funded Mathematics Staff Develop-ment Project consists of 30 modules that provide trainingfor teachers, prekindergarten-Grade 12. The modules arepresented by well-prepared trainers in education servicecenters .nd school districts around the state. They are de-sigia7d to provide a basic foundation for teaching themathematics essential elements using a variety of strategiessuch as manipulative materials, concept-development techni-ques, and problem-solving applications. Funding sources arethe Education for Economic Security pct and Title II of theDwight D. Eisenhower Mathematics and Science Act.

Science. A two-part plan is being implemented to helpprepare educators to teach newly restructured sciencecourses. First, colleges and universities are being fundedthrough Dwight D. Eisenhower Mathematics and Science Act,Title II, funds to offer courses to science teachers which willstrengthen skills needed to teach Science I. Secondly, 10teaching modules for Science I have been developed throughThe University of Texas at El Paso and the El Paso Indepen-dent School District. Two trainers are available in each educa-tion service center to assist teachers with the modules. Inaddition, the Texas Environmental Education Advisory Com-mittee is establishing a network of environmental educationteacher inservice sites throughout the state.

Social Studies. In 1992, Agency staff conducted a numberof workshops for teachers and administrators at variouseducation service centers. The workshops were designed toaddress teachers' concerns about the addition of social studiesto the Texas Assessment of Academic Skills in Spring 1994.The focus of the workshops was on good instruction as thekey to student success. Specific emphasis was given to criticalthinking, writing, and interactive strategies in the socialstudies classroom. Additionally, the Agency worked withseveral professional organizations in their efforts to developcurriculum and to offer staff development based on the essen-tial elements. 27

The sound conditionof the public school

curriculum reflects adecade of statewide

commitment toeducation reform by

various sectors ofthe society.

CO\CLSIO\The sound condition of the public school curriculum reflects

a decade of statewide commitment to education reform byvarious sectors of the society. Today's curriculum is designedto adequately equip all students with the literacy and concep-tual skills employers need, with the citizenship skills necessaryto preserve a free society, and with the self-esteem and self-responsibility essential to a healthy lifestyle.

In principle, the curriculum has reached a high degree of quali-ty. Yet the success of the curriculum in practice depends ona number of extrinsic factors. These include, for example, thequality of instruction that teachers across the state are able todeliver to students. Teachers need frequent and varied staffdevelopment that will enable skillful teaching and successfullearning for all students.

The success of the curriculum also depends on the degree ofexcellence and the availability of textbooks and other instruc-tional materials. Funding for these items must be sufficientlyallocated to ensure that Texas students and teachers have up-to-date materials that complement the curriculum.

The State Board of Education is optimistic that, in the future,support for these critical factorsinservice teacher training andadequate funding for textbookswill be provided. Thus the cur-riculum will be as sound in practice as it is soundly designed.

29

TITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER.CIVIL ACTION 5281. FEDERAL DISTRICT COURT, EASTERN DISTRICTOF TEXAS, TYLER DIVISIONReviews of local education agencies pertaining to compliance with TitleVI Civil Rights Act of 1964 and with specific requirements of theModified Court Order, Civil Action No. 5281, Federal District Court,Eastern District of Texas, Tyler Division are conducted periodically bystaff representatives of the Texas Education Agency. These reviews coverat least the following policies and practices:

(1) acceptance policies on student transfers from other school districts;

(2) operation of school bus routes or runs on a nonsegregated basis;

(3) nondiscrimination in extracurricular activities and the use of schoolfacilities;

(4) nondiscriminatory practices in the hiring, assigning, promoting, pay-ing, demoting, reassigning, or dismissing of faculty and staff memberswho work with children;

(5) enrollment and assignment of students without discrimination onthe basis of race, color, or national origin;

(6) nondiscriminatory practices relating to the use of a student's firstlanguage; and

(7) evidence of published procedures for hearing complaints andgrievances.

In addition to conducting reviews, the Texas Education Agency staffrepresentatives check complaints of discrimination made by a citizenor citizens residing in a school district where it is alleged discriminatorypractices have occurred or are occurring.

Where a violation of Title VI of the Civil Rights Act is found, the findingsare reported to the Office for Civil Rights, U.S. Department of Education.

If there is a direct violation of the Court Order in Civil Action No. 5281that cannot be cleared through negotiation. the sanctions required bythe Court Order are applied.

TITLE VII, CIVIL RIGHTS ACT OF 1964 AS AMENDED; EXECUTIVEORDERS 11246 AND 11375: TITLE IX, EDUCATION AMENDMENTS;REHABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TOTHE WAGE-HOUR LAW EXPANDING THE AGE DISCRIMINATION INEMPLOYMENT ACT OF 1967; VIETNAM ERA VETERANS READJUSTMENTASSISTANCE ACT OF 1972 AS AMENDED; AMERICAN DISABILITIES ACTOF 1990; AND THE CIVIL RIGHTS ACT OF 1991.The Texas Education Agency shall comply fully with the nondiscrimina-tion provisions of all federal and state laws and regulations by assuringthat no person shall be excluded from consideration for recruitment,selection, appointment, training, promotion, retention, or any other per-sonnel action, or be denied any benefits or participation in any educa-tional programs or activities which it operates on the grounds of race,religion, color, national origin, sex, handicap, age, or veteran status ora disability requiring accommodation (except where age, sex, or handicapconstitute a bona fide occupational qualification necessary to properand efficient administration). The Texas Education Agency is an EqualEmployment Opportunity/Affirmative Action employer.

Texas Education Agency1701 North Congress Avenue

Austin, Texas 78701-1494GE3 301 05