Report

Wendy Gesch CCF Ireland Elementary State Board Decision How does the new TEKS effect the STAAR test? 2012-13 2013-14 2014-15 2015-16 2016-17 Current Standards K- HS Current Standards K- HS New Standards K- 8 New Standards K- HS New Standards K- HS Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 5 Grade 6 Grade 7 Grade 8 Alg 1 Testing Current Standards Testing K-8 Overlap Testing HS Overlap Testing New Standards K-8 Testing New Standards HS Wendy Gesch CCF Ireland Elementary Step #1: Examine What’s going away? What’s new? What’s changed? Step Step old vs. new #2: Identify Potential Gaps #3: Use TAG to answer the “When and How” Introduction statement Strands Knowledge and Skills Statement Student Expectation ORGANIZATION AND STRUCTURE OF THE TEKS INTRODUCTION/BASIC UNDERSTANDINGS Provides key contextual information and a brief overview of the essential knowledge and skills for a grade or course. STRANDS Organizers for the Knowledge and Skills statements. KNOWLEDGE AND SKILLS STATEMENTS Concepts and skills to be UNDERSTANDINGS learned. INTRODUCTION/BASIC ProvidesSTUDENT key contextual information and a brief overview EXPECTATIONS of the essential knowledge andand skills a grade or course. Demonstration of the concepts skillsfor learned. STRANDS Organizers for the Knowledge and Skills statements. KNOWLEDGE AND SKILLS STATEMENTS Concepts and skills to be learned. STUDENT EXPECTATIONS Demonstration of the concepts and skills learned. Pull out your side-by-side comparison or open the attachment.. Identify the Pink TEKS in your side-by-side document. Locate those TEKS in your 2007 Adopted TEKS document. Highlight them pink. Do any stand out? Please write any notes about the Deleted TEKS on your 3 column note sheet. Deleted: (pink) What’s going away? Remains/Clarified: (green) What’s changed? Addition: (blue) What’s new? Identify the Green TEKS that have changed in your side-by-side document. Locate those TEKS in your 2007 Adopted TEKS document and the 2012 Adopted TEKS document. Highlight them green. Then write out next to them what has changed. Do any stand out? Please write any notes about the Deleted TEKS on your 3 column note sheet. Deleted: (pink) What’s going away? Remains/Clarified: (green) What’s changed? Addition: (blue) What’s new? Identify the Blue TEKS in your side-by-side document. Locate those TEKS in your 2007 Adopted TEKS document. Highlight them blue. Do any stand out? Please write any notes about the Deleted TEKS on your 3 column note sheet. Deleted: (pink) What’s going away? Remains/Clarified: (green) What’s changed? Addition: (blue) What’s new? Take some time and look at your TEKS and how they are changing. Pay attention to the year prior and the year after that TEK. Any surprises? Discuss at your table. Sharing Protocol: Who gets the last word. Please discuss your notes. Surprises and Ah-Ha’s. Team 1 Team 2 Team 3 Team 4 Tinkler Haecker Alvarez Stewart Bruckmeier Jones Ornelas Sellers Evans Woods Webb Dominguez Galindo Miller Reid Cravens Rotan Smith Presentor #1 shares notes, surprises, and Ah Ha’s in one minute. Every other participant then comments on what was shared in less than 1 minute each The First Presenter gets the Last Word, sharing how his or her thinking evolved after listening to others or reemphasizing what was originally shared in one minute. This is repeated until all have been able to be presenter #1. Follow as I examine the TEKS on Multiplication and Division (3.4 E-K, 4.4 D-H, 5.3 A-L) Notice: ◦ How are these student expectations changing? ◦ What does this mean as we transition from current standards to new standards? 20132014 20122013 Third Grade Fourth Grade Fifth Grade 20132014 (3.4B) solve and record multiplication problems (up to two digits times one digit); (4.4D) use multiplication to solve problems (no more than two digits times two digits without technology); (5.3B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology); 20142015 (3.4) (G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties (4.4D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties (5.3C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm What are the major differences between the different years? Follow this third grader. What would be his gaps? Isn’t there a document that does this for us? Yes, there is! Cscope has provided a 4 part Transition Alignment Guide (TAG) Tool. Please pull up the TAG tool and lets get started! Navigate to the CSCOPE site. Yeah But… How do we do this??? When: We will first transfer the YAG tool over to the ECISD YAG. How: Let’s document TEKS that we are concerned with “HOW” to teach. Locate them in the YAG. And then work as collaborative teams to find solutions. How do I teach this? What is a stem and leaf plot? Where do we find those answers? All of the answers to those questions are in this room. WE can use each other as a resource to help transition these students. TEA standards http://ritter.tea.state.tx.us/rules/tac/chapter111/ch1 11a.html#111.5 TEA transition Documents http://www.tea.state.tx.us/index2.aspx?id=2147499 971 Coppell ISD training documents http://www.coppellisd.com/cms/lib07/TX01000550/ Centricity/domain/2050/math/Math6Changes201314PPT.pdf Region 13 information http://www5.esc13.net/thescoop/insight/tag/teks/ CSCOPE Project Share Side-By-Side comparison tools