Texas Register, Volume 2, Number 12, Pages 507-562, February 11, 1977 Page: 522
507-562 p. ; 28 cm.View a full description of this periodical.
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522
6
with others are served by the curriculum content pro-
vided.
(4) Content used in the various disciplines of
knowledge is reasonably abreast of current develop-
ments in those disciplines. Reliance upon content pre-
sented in state-adopted textbooks alone is not sufficient
for complete compliance with Standard (SB).
(5) While availability of printed and audiovisual cur-
riculum materials is not a guarantee of relevance, ab-
sence of supplements to the curriculum resources may
indicate that this standard is not being met.
(6) The district makes provisions for curriculum
materials which enable students with unusual
capacities to progress in mastery of content relevant to
adopted goals. This may be done through elective
courses, guided individual studies, adaptations in stan-
dard courses, and other means.
(5C) The district identifies essential student
learning objectives which all students are expected to
acquire and is providing effective instruction to produce
the expected performance of students in these basic
areas.
Note: Standards (4A)-(4C) are applicable.
Indicators
(1) These essential student learning objectives consist
of at least the knowledge, skills, and competence which
the district designates as basic within the curriculum
areas mandated by law-- English language usage, in-
cluding reading and other language skills; mathemat-
ics; citizenship, including government, history and
geography; and health and physical education-- and the
additional curriculum area mandated by State Board of
Education policy-- science. These are outlined in the
Appendix.
Note 1: It is not expected that all student learning ob-
jectives within these areas of the curriculum be in-
cluded in those designated as essential or basic for all
students. The essential learning outcomes are those
which the district judges to be indispensable for every
citizen in coping with the opportunities and problems of
living, including pursuit of a chosen career and/or
postsecondary education.
Note 2: Appropriate adaptations in expected levels
should be made for students whose handicapping condi-
tions prevent their attainment of basic performance
levels.
Note 3: Every precaution should be taken to ensure
that students and teachers do not perceive satisfactory
student performance in these essential learning areas
as all that a student should strive to attain through his
or her school experience. Certainly every student
should be assisted and encouraged to go as far beyond
these essential learning objectives as his or her
abilities, interests, and life goals will permit.
(2) Sufficient time and attention are devoted to the
teaching and learning of these essential outcomes bythe district's staff and students to ensure satisfactory
levels of performance by students.
(3) The district recognizes that a student's adequate
command of English language usage and mathematics
are fundamental tools for effective learning in all other
areas of curriculum, and that English and mathematics
cut across and underlie all other teaching and learning
occurring in the school. Particular care and attention
are given by the district to ensure that all students are
making satisfactory progress toward literacy in these
fundamental learning areas of mathematics and read-
ing and writing in English.
Note 1: The district sets its own levels of performance
expected for its students in these fundamental student
learning objectives, consistent with the expectations
and conditions existing in the community.
(4) The district conducts regular appraisal of the
progress students are making toward the essential
learning objectives and uses the findings to design in-
structional activities appropriate to the needs of each
student.
(5D) The district regularly studies and revises
curriculum elements, consistent with its adopted goals
and Standards (5A), (5B), and (5C).
Indicators
(1) Standard (4D) applies: "Diagnostic assessment of
instructional programs is continuous and is directly re-
lated to the student learning objectives assigned to each
instructional program. A full-scale program analysis is
conducted during each accreditation cycle. Findings
from such program assessment are used in making
decisions for program and/or staff revisions."
(2) Standard (6C) applies: "Program guides and cur-
riculum frameworks issued by the Texas Education
Agency are used by the district as references for
designing local curriculum and supportive arrange-
ments."
(3) School district procedures in selecting from state-
adopted textbooks are guided by findings from applying
Standard (4D) and Standard (5B), as well as by Indica-
tor (3) of Standard (5A).
(4) For curriculum content, a regular cycle of assess-
ment, deficiency discovery, and content updating exists.
This cycle, however, is integrally related to the system
outlined by Standard (4D)K.
(5) A district enrolling pupil populations requiring
compensatory programs discharges these obligations
by adaptations of the curriculum to fit distinctive needs
(such as language or culture) of these populations.
(6) Study and revision of curriculum content give
pointed attention to discovery and correction in cur-
riculum materials which stereotype or otherwise
negatively portray members of ethnic, class, or sex
groups.
(7) A district may choose to provide curriculum con-
tent to serve certain of its goals or goal indicators by ar-Volume 2. Number 12. February 11. 1977
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Texas. Secretary of State. Texas Register, Volume 2, Number 12, Pages 507-562, February 11, 1977, periodical, February 11, 1977; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth252905/m1/16/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.