Implementing TEKS RS News

July 29, 2022

ITRS has a new look!

Over the next few days, user will see a new look and organizational structure for The three roles – central office, campus administrator and classroom […]

Select a curriculum
implementation process role

Getting Started with TEKS Resource System Curriculum Implementation Guide

Welcome to the TEKS Resource System Curriculum Management System (TEKS R/S) Implementation Guide. This tool is designed to support district and campus leaders in their efforts to provide a guaranteed and viable curriculum for their students. The guide includes basic information, research data, and steps to follow for a successful and effective curriculum implementation.

The importance of having a solid curriculum as the foundation for the instructional work in the classroom cannot be overstated. Without a clear understanding of the scope of content to be taught or learned and a logical sequence merging those learning targets together, even the most engaging and interesting instructional design may fall short of learning targets outlined in the standards, the Texas Essential Knowledge and Skills (TEKS).

The TEKS Resource System Implementation guide is designed to walk district and/or campus instructional leaders through the curriculum implementation process. Based on recent research findings, the process outlined in the guide will support districts and/or campuses in their efforts to improve student success. The guide addresses specific roles and actions for central office, campus, and classroom instructional leaders.

TEKS Resource Implementation System

There are 3 phases to consider when implementing TEKS Resource System: Pre-implementation, Implementation, and these Ongoing/Multi-Year Support. This process it's provided to these guide effective practice and decision making. The order of process steps are flexible based on prior work, organizational capacity, and implementation timing.

Basic Information TEKS Resource System

The TEKS Resource System (TEKS R/S) curriculum management system provides curriculum to numerous districts throughout Texas and is supported by all 20 Education Service Centers across the state. TEKS R/S is an online curriculum for the four core academic subjects (science, mathematics, social studies, and English language arts & reading) which includes a scope and sequence, unit maps, clarifications for TEKS Student Expectations, a lesson planner, administrator walk-through tool, content-specific resources, vertical alignment documents, and an assessment item bank.

Some statistics:

  • 10 ESC executive directors and 10 superintendents on the management committee
  • 17 full-time state content development team members
  • 68 Texas educators hired for content development
  • 83% of districts in Texas use TEKS R/S
  • 928 member districts across the state
  • 4,539 campuses use TEKS R/S
  • Approximately 1.9 million students
  • 2,148 authentic tasks built into performance assessments
  • 15,000 assessment items in assessment bank
  • 23 videos in the system support library

The TEKS Resource System is a comprehensive K-12 curriculum management system that analyzes the Texas Essential Knowledge and Skills (TEKS) and provides a coherent sequence of content for teachers. TEKS Resource System provides a multitude of documents that enhance a teacher’s ability to plan for quality instruction. TEKS Resource System includes:

  • Vertical Alignment Document (VAD): Document that aligns Student Expectations across grade levels and provides specificity so teachers understand the changes in content and/or rigor across grade levels.
  • TEKS Clarification Document/Enhanced TEKS Clarification Document (Math Only): Detailed specificity of course or grade-level specific Student Expectations.
  • Year at a Glance (YAG): Document designed to provide a snapshot of the entire year's instructional plan. The Year at a Glance is a map and pacing guide for units of study.
  • TEKS Verification Document (TVD): A companion document to the Year At A Glance which lists the Student Expectations for a grade level/content area and indicates when an SE is a Direct Teach (T) or is Ongoing (O).
  • Instructional Focus Document (IFD): Unit planning guides that provide an overview of the unit, overarching ideas,unit concepts & understandings, student misconceptions/underdeveloped concepts, key vocabulary, unit-level specificity of the TEKS, ELPS, and Performance Assessments.
  • Performance Assessments: Assessment tasks that align with the learning objectives of the unit. These Assessments bundle multiple student expectations into one project-style assessment activity, are found in the IFD, and include rubrics.
  • Unit Assessment Items: Assessment item bank that is tightly aligned to the units. The item bank has been designed so that districts have the opportunity to build an assessment that is best suited for their students. Assessment items are designed to resemble STAAR.
  • STAAR Analysis: Analyzes previous STAAR Assessment items based on depth of knowledge. The documents also provide plausible rationale for student errors.
  • Other Resources: A variety of content specific resources for each subject area that provide support to teachers.

Research-Based Success

Region 10 Education Service Center conducted a research study on the relationship between TEKS Resource System implementation and student growth. In the first part of the study, researchers divided all Region 10 districts into those who are currently using TEKS Resource System (TEKS R/S District) and those who are not current members (Non TEKS R/S District). The study analyzed the impact on student growth by comparing how students were performing at Meets Grade Level Criteria (Final Recommended pre-2017) on the STAAR assessment for the 2011/2012 school year through the 2016/2017 school year. While students overall in Region 10 showed some growth at the Meets Grade Level Expectations, students who attended schools in districts that used TEKS Resource System, on average, outgained their counterparts (see below).

*Achievement growth was measured by All Students/ Meets Grade Level from 11/12 school year to 16/17 school year.

The data shows that use of TEKS R/S has a positive effect on student achievement. In What Works in Schools: Translating Research into Practice, Marzano (2003) addresses this correlation by showing that one of the most significant factors that impacts student achievement is when teachers commit to implementing a guaranteed and viable curriculum to ensure no matter who teaches a given class, the curriculum will address certain essential content. Marzano defines, “a guaranteed and viable curriculum (GVC) [is one that] ensures that all students have an equal opportunity to learn (OTL). Each student will have access to an effective or highly effective teacher, and access to the same content, knowledge and skills in each section or class.”

TEKS R/S vs. Non-TEKS R/S Research Study

  • Student achievement growth HIGHER in TEKS R/S districts.
  • ELL achievement growth HIGHER in TEKS R/S districts.
  • MAXIMUM growth in districts that utilize: YAG, IFD, plus one more component.

The data showed a statistically significant difference between TRS districts and non-TRS districts in terms of rate of growth for the years 2012-2017.


The data showed a statistically significant difference between TRS districts and non-TRS districts in terms of rate of growth for the years 2012-2017. The average rate of growth for TRS districts in the six regions included in this report was 59.10%, and the average rate of growth for non-TRS districts in those same regions was 43.60%

Successful TEKS Resource System Implementation

The second part of the research study conducted by Region 10 Educational Service Center on TEKS Resource System analyzed how districts used the curriculum and the relationship this use had on students. Researchers wanted to know not only whether teachers had access to TEKS R/S, but exactly how the components were utilized. Districts were asked what system documents were required to be used during the planning sessions in their districts and how closely they were followed.

Based on the study subjects’ responses, three key documents that when routinely used seem to predict greater success in planning for instruction:

*Achievement growth was measured by All Students/ Meets Grade Level from 11/12 school year to 16/17 school year.

Relative Student Growth by Implementation Model

According to the data, using one or two of these key components can impact student growth over time. However, using the YAG, IFD and assessments shows a much more noteworthy, positive impact on student growth. Research shows that simply covering content and planning activities falls short of increasing student learning. In Understanding by Design (2005), Wiggins and McTighe explain that the problem is not with “coverage” nor “activity” as such, but more that there is no rationale connecting the approaches to deep and meaningful learning. One observation they offer teachers is that, “You may… discover that you aren’t quite as clear as you might be about what, specifically, your students should leave understanding… you will be somewhat disturbed by how hard it is to specify the understandings and what they look like in assessment, and how easy it is to lose sight of goals related to understanding”.

TEKS Resource System components are designed to support backward design planning: identifying desired results, determining acceptable evidence, and planning effective learning experiences and instruction to achieve those results.

Implementation Timeline & Resources Quick Reference

*Timelines are based on best practice but may be adjusted based on the goals of the district.

Resources Quick Reference

Implementing TEKS/RS News