TEKS Recording Tool and TEKS Exploration Tool

Report
TEKS
Recording
Tool and TEKS
Exploration
Tool
ON TARGET
How Do You
Measure Success in
Your School?
ON TARGET
How Do You Measure
Success in Your School?
Questions to Ponder…
1. What outcomes do you expect to come from
implementing CSCOPE?
2. How will you measure that success?
ON TARGET
Successful Implementation Requires…
• Systems thinking:
•
•
•
Common vision
Common mission
Common beliefs
• Willingness to confront brutal facts
• Actively involved leadership
• Commitment
• Professional Learning
Communities
• Time!
ON TARGET
Our Ultimate Goal for
CSCOPE Coaching…
LEVEL FIVE
LEADERSHIP
From Good to Great!
By Jim Collins
ON TARGET
ON TARGET
How Well Do
Teachers Know
Their Standards?
ON TARGET
Bucket
Analogy
ON TARGET
• Elementary
• Jr. High
• High School
ON TARGET
• What do the holes
in the bucket
represent?
ON TARGET
Bucket
as
…is a symbol for …
Holes
…is a symbol for …
?
?
Water
…is a symbol for …
?
as
Escaping Water
…is a symbol for …
?
ON TARGET
Bucket
as
…is a symbol for …
…is a symbol for …
Gaps in Learning
School & Education of
the Students
Water
…is a symbol for …
Knowledge the school
provides
Holes
as
Escaping Water
…is a symbol for …
Knowledge that is not
mastered
ON TARGET
Pre-test
State Standards
ON TARGET
Pre-test
1. What is a “Strand” in relation to the TEKS and where
do you find it in your TEKS?
2. How many “Strands” do you have in your subject area?
3. What is the difference between a “Knowledge & Skills
Statement” and a “Student Expectation” from your
TEKS?
4. How many “Knowledge & Skills Statements do you
have in your TEKS?
5. What are the two most important components of your
Student Expectations?
ON TARGET
Knowledge
& Skills
Statement
Strand
Student
Expectation
Student
Expectation
Student
Expectation
Knowledge
& Skills
Statement
Student
Expectation
Student
Expectation
ON TARGET
Note: From the strand to the
knowledge & skills statement to the
student expectation, the information
changes from broad to more specific.
2 important parts of an SE:
1. CONTENT RIGOR
2. COGNITIVE RIGOR
ON TARGET
Teachers are continually kept
current on state and national
standards and how they affect
instruction through professional
dialogue of the PLC.
ON TARGET
TEKS
Recording
Tool
ON TARGET
HOW ARE THE TEKS
DISTRIBUTED ACROSS MY GRADE
LEVEL/COURSE?
TEKS RECORDING DOCUMENT
TEKS Recording Document
Grade Level and Content:
Knowledge & Skills
Statements
Strands
Record each strand for your
content area and grade level.
Total Strands:
Student
Expectations
Record the # ofRecord the # of
K&S statements SEs for each
for each strand. strand.
Total Knowledge & Total Student
Skills Statements: Expectations:
Copyright Region 8 Education Service Center
ON TARGET
TEKS Recording Document
Grade Level and Content: 3rd Grade ELAR
Knowledge & Skills
Statements
Student
Expectations
Reading
14
27
Writing
3
4
Oral and Written Conventions
5
8
Strands
Strand
Listening and Speaking
#1
Research
Strand
#1
Total Strands:
5
Knowledge
&
3 Student
2
Skill
Expectations
3
Statement
#1
Knowledge &
Skill
4 Student
Statement
Expectations
Total Knowledge &
#2
Skills Statements:
27
6
4
Total Student
Expectations:
49
ON TARGET
TEKS Recording Document
Grade Level and Content: 3rd Grade Math
Knowledge & Skills
Statements
Student
Expectations
#1: Number, operation, and quantitative reasoning
5
14
#2: Geometry and spatial reasoning
3
5
#3: Patterns relationships and algebraic thinking
2
5
#4: Measurement
2
8
#5: Probability and statistics
1
3
#6: Underlying processes and mathematical tools
3
8
Total Knowledge &
Skills Statements:
Total Student
Expectations:
16
43
Strands
Total Strands:
6
TEKS Recording Document
Grade Level and Content:
Knowledge & Skills
Statements
Strands
Student
Expectations
TABLE GROUP DOES TOGETHER
Work Independently
Work Independently
Work Independently
1. Each
person gets a copy of CSCOPE’s TEKS Verification Matrix in
Work
Independently
the folder on your table. (All table members will have the same
grade level/subject.)
2.
Work as a table group to identify the first strand and count the K &
S statements as well as the S.E.’s for that strand.
3.
Work independently on the remaining strands.
Total Knowledge &
Total Strands:
Skills Statements:
4.
Debrief
Copyright Region 8 Education Service Center
Total Student
Expectations:
15 min.
ON TARGET
1.How many strands are represented in your
grade level/course?
2.How many knowledge and skills statements
are represented per strand?
3.How many student expectations are in a
strand? Do they vary in number? If so, what
might that imply?
Debriefing the TEKS Landscape
ON TARGET
The TEKS
Landscape
Ponder
What is guiding teachers’ instruction, if they
do not know “all” of their standards?
What happens if teachers depend on
textbooks to teach all the standards that
must be taught?
ON TARGET
EXPLORING COGNITIVE
AND CONTENT
EXPECTATIONS
What’s the difference?
ON TARGET
Confronting the
Brutal Facts:
Many teachers BELIEVE
they understand their
standards…
…but the truth is that
most teachers have
not had the
opportunity to TRULY
deconstruct, unpack,
and understand their
standards.
ON TARGET
Confronting the Brutal Facts:
In order to implement a curriculum
that is TRULY aligned to state
standards, teachers must have the
tools to truly UNDERSTAND those
standards.
ON TARGET
TEKS Student Expectations
Cognitive
The level at which
students are expected to
perform in order to
adequately meet the
standard
Determined by the verbs
used in both the
knowledge and skills
statements and student
expectations
Content
The content items for
which students must
demonstrate
understanding at the
appropriate cognitive
level in order to
adequately meet the
standard
ON TARGET
TEKS Recording Document
Grade Level and Content: 3rd Grade ELAR
Knowledge & Skills
Statements
Student
Expectations
Reading
14
27
Writing
3
4
Strands
Oral and Written Conventions
Strand
Listening and Speaking
#1
Research
Total Strands:
5
Cognitiveplace
Rigor:value
use,
Content:
5
8
Knowledge
&
read,
describe
towrite,
999,999
2
6
Skill
3
Statement
#1
4
Total Knowledge &
Skills Statements:
Total Student
Expectations:
27
49
TEKS Exploration Document
Teacher:
STRAND:
Grade Level:
Probability and Statistics
Knowledge
& Skills
Statement
3.13
In the first
column,
record the
identifying
number of
the knowledge and
skills
statement
Student
Expectation
3.11 (A)
In the
second
column,
record the
identifying
number
and letter
for the
student ex-
Subject:
Write the Strand
Cognitive Expectation
(Verbs)
Content Expectation
Collect, organize,
display, interpret,
record
Data in pictographs, bar graphs (1
cell might rep. more than 1 piece
of data)
In the third column,
determine the
cognitive level of
the TEKS by listing
the verbs from the
knowledge and
skills AND student
expectations.
In the fourth
column, list the
content items that
students must
demonstrate at the
cognitive levels
listed in the
previous column.
TEKS Exploration Document
Teacher:
STRAND:
Grade Level:
Subject:
Probability and statistics
Knowledge
& Skills
Statement
Student
Expectation
3.13
3.11 (A)
Cognitive Expectation
(Verbs)
Content Expectation
Collect, organize,
display, interpret,
record
Data in pictographs, bar graphs (1
cell might rep. more than 1 piece
of data)
TEKS Exploration Document
Teacher:
Grade Level:
Subject:
STRAND:
Knowledge
& Skills
Statement
Student
Expectation
Cognitive Expectation
(Verbs)
Content Expectation
1.
Keep your copy of the TEKS Verification Matrix. (All table members
will have the same grade level/subject.)
2.
Work as a table group to “deconstruct” the first 5 Student
Expectations.
3.
Work independently on the remaining strands.
4.
Debrief
30 min.
Copyright Region 8 Education Service Center
ON TARGET
Debriefing the TEKS
Exploration Tool
•
Without a thorough
“debrief,” this TEKS
exercise is just a timeconsuming checklist that
has little value in teachers’
eyes.
•
Coaches MUST help
teachers take their
discoveries and transfer
them to instruction.
ON TARGET
The Bucket Analogy
What about those holes?
What will be the
cumulative effect if
every teacher knows
the cognitive process
and content of their
TEKS?

similar documents