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?