Trinity Basin Preparatory Curriculum is an aligned, standards-based, balanced, and rigorous curriculum that specifies the standards (the Texas Essential Knowledge and Skills) for each grade level, subject area, and course through the TEKS Resource System. This curriculum supports student academic growth and achievement and meets state guidelines to prepare students for national, state and local assessments, including the State of Texas Assessments of Academic Readiness (STAAR). All students will have equitable access to the TBP Curriculum, instructional materials online and in print through district adopted curriculum, materials, special program services, Texas Home Learning materials, and district assessments through our Canvas Learning Management System (LMS).    

The required TBP Curriculum includes:

• a core foundation curriculum consisting of reading and language arts (reading, writing, listening and speaking), mathematics, science, social studies, and 

• a core enrichment curriculum consisting of physical education, fine arts, accelerated instruction, and technology applications.

The district curriculum documents listed below support grade level/course instructional planning and assessment. 

• The Year at a Glance (YAG) serves as a form of syllabus and provides a recommended teaching order for the TEKS in a particular course/grade-level. For each grading cycle the course/grade level Year at a Glance provides: 1) the recommended bundle of Student Expectations (SEs) from the state that make up one or more units of instruction in the grading cycle; 2) the suggested order for teaching the content and skills; and 3) the recommended number of lessons and amount of time for instruction. The Year at a Glance documents are revised annually and reflect the number of instructional days for that year and grading cycle. 

• The Six Week Instructional Calendars (SWIC) for each foundation course/grade level reflect the recommended sequencing of instructional units in a calendar format. The calendars bundle standards into instructional units, outline key strategies and resources for the units and provide the district’s recommended sequence and pacing of instruction.  These provide a picture of how the standards are addressed across the school year. These documents are revised and updated each six weeks by district curriculum specialists. 

• Administrator Walk-Through documents incorporate the above curriculum documents to support classroom monitoring of standards-based instruction aligned to the district curriculum.

The TBP Curriculum aligns to Texas standards (TEKS/SEs) and defines what should be taught but entrusts detailed planning and the delivery of instruction to teachers. Students think and learn in different ways, and good instruction includes a variety of strategies grounded in current research, best practice, and the teacher’s own experiences in capitalizing on different intelligences. Learning improves when it is integrated rather than fragmented. Therefore, teachers are encouraged to plan together and implement a unit approach in which students learn skills and concepts within a context relevant to their lives. Collaborative, interdisciplinary planning helps to integrate learning across content areas. Hands-on, experiential learning where students take an active role and assume increasing responsibility for their own work is highly recommended. 

Principals may request approval to modify the TBP curriculum as it pertains to the scope, sequence and pacing of instruction by notifying the CAO and EDA. The request must include the specific modifications sought, justifications for modifications, and measures of success.

See 2021-2022 Education Program Guide for more details

See 2021-2022 Education Program Guide (pg. 39) for more information

Assessment

A standards-based curriculum must have a strong assessment link to in school academic learning. Classroom assessments (both formative and summative) must align to the written and taught curriculum and include descriptive feedback and encouragement for students. Formative assessments are included in the district curriculum through Performance Assessments within the TEKS Resource System. In addition to these formative assessments, Quick Checks are used each year for selected grade levels and content area based on a defined calendar. These Quick Checks serve as a support for monitoring student mastery of specific highly tested TEKS/Standards. Campus leadership monitors the delivery and determines how these Quick Checks will be used to benefit the campus. Additionally, there will be a Summative Six Week Assessments and a Spring Released STAAR Assessment for STAAR tested grades/courses.

Common Assessments

• Circle – PreK The CIRCLE Progress Monitoring screening and progress monitoring tool was selected by TBP from the commissioner’s list of approval instruments to assess literacy development. It is administered three times a year. The results are used by teachers to guide instruction and reported to parents.

• TX-KEA--Kindergarten literacy screener required by the state.  

• Universal Screeners:  Every Texas school district is required to implement a universal screener in reading for kindergarten, first, and second grade. The diagnostic instrument must be selected from the commissioner’s adopted or district adopted list and be administered according to state guidelines. NWEA MAP is the instrument selected from this list for TBP students. The results of these tests are reported to parents, the TBP board of trustees, and the Texas Education Agency. The universal screener is also used in grades 3-8 to monitor reading growth. The assessment is administered three times per year (BOY, MOY, EOY) in grades K-8 as defined by the district assessment calendar. The program should be used between assessment windows as a progress-monitoring tool for Tier 2 and 3 students. In addition, the High Frequency Word Evaluation is administered to students in Kindergarten thru second grade. In Mathematics Imagine Learning Math is used in grades K-4 to monitor mathematics.  Imagine Learning and NWEA MAP to assess the growth and progress of students.  These programs provide comprehensive universal screeners and allow educators to monitor student data needed to accelerate every student’s learning trajectory with highly accurate measurements of growth and standards mastery.  The universal screener allows students with disabilities and ELs to receive personalized learning content at their appropriate level based on their IEP, Section 504 IAP, and learning needs. 

• High Frequency Word Evaluation (HFWE) – Kindergarten – 2^nd Grade

The HFWE assesses reading ability by having a child read and then say words aloud that are shown by the teacher. Since, high frequency words comprise 50-60% of all texts, it is important that students are able to read these words automatically. Instructional strategies are available in the TBP Curriculum guides and instructional resources.

• Running Records:  Kindergarten – 4^th Grade

Running Records are administered formally three times per year based on the district defined assessment calendar. All students in grades K-2 are assessed for the purpose of identifying the student’s independent reading levels based on accuracy, fluency, and comprehension. Student data is collected by the teacher and entered into Class Summary documents in order to track student growth over the year. Developmental Reading Assessment (DRA2) is the district provided resource for this assessment.

Kindergarten – 2^nd grade will also utilize intermittent running records in-between the formal assessment periods for identified students who are reading below grade level. The following chart provides the target grade level DRA2 reading level goals.

See 2021-2022 Education Program Guide for more information

TBP Student Services Guidelines and Expectations 

For parents of special population students enrolled at Trinity Basin Preparatory, the following protocols will be in place: 

• Equity and Access

• Individual Education Plans (IEPs) and Section 504 Plans

• Supporting English Learners

• Interventions for Struggling Learners

• Related Special Education Services

• Parental Role

• Assistive Technology and Equipment

Counseling Services 

Trinity Basin Preparatory is committed to providing a safe, inclusive, and positive learning environment that focuses on supporting the holistic needs of students and their families.  Through counseling services and family engagement, we strive to transform school culture and climate, promote high scholastic and moral gauges, impact student achievement and unlock the full potential of students and staff.  Our charge is to create healthy learning environments that are safe, conducive to the learning needs of all students, and advance mental health awareness of students, staff, and families. 

Wrap-Around Services for Families

Wrap-around services are supports provided to students and their families outside of the school system.

• Family Engagement

• Crisis and Mental Health Support

• Community-Based Resources and Operational Services

• Health Services Support

• Substance Abuse Services

• Social Services Support

See 2021-2022 Education Program Guide for more information

Routines and Procedures

When routines and procedures are carefully taught, modeled, and established in the classroom, children know what’s expected of them and how to do certain things on their own.  Having predictable patterns in place allows teachers to spend more time in meaningful, impactful instruction.  TBP campuses establish effective routines and procedures to create environments that make it easier for students to learn and achieve more. Routines and procedures help TBP teachers and staff developing norms, setting expectations, and building positive relationships.

• Schoolwide Rules and Procedures and Teacher Developed Classroom
• Campus Emergency Operation Plan EOP – includes a Campus Communication Plan
• Well-Maintained Facilities
• Titan Core Values Mindset
• Leaders at All Levels
• Professional Learning

See 2021-2022 Education Program Guide for more information