1. TEKS Recording Tool and TEKS Exploration Tool

2. How Do You Measure Success in Your School?

3. How Do You Measure Success in Your School?
Questions to Ponder…
What outcomes do you expect to come from implementing CSCOPE?
2. How will you measure that success?

4. Successful Implementation Requires…
Systems thinking:
Common vision
Common mission
Common beliefs
Willingness to confront brutal facts
Actively involved leadership
Commitment
Professional Learning Communities
Time!

5. Our Ultimate Goal for CSCOPE Coaching…
LEVEL FIVE LEADERSHIP
From Good to Great!
By Jim Collins

6. What is my
implementation level
of TEKS?

7. How Well Do Teachers Know Their Standards?

8. Bucket Analogy

9. Elementary
Jr. High
High School

10. What do the holes in the bucket represent?

11. Bucket ? Holes ? …is a symbol for … …is a symbol for … Water ?
Escaping Water ? as
…is a symbol for …
…is a symbol for … 11

12. School & Education of the Students Holes
Bucket
School & Education of the Students
Holes
Gaps in Learning as
…is a symbol for …
…is a symbol for …
Water
Knowledge the school provides
Escaping Water
Knowledge that is not mastered as
…is a symbol for …
…is a symbol for … 12

13. Pre-test
State Standards

14. Pre-test
What is a “Strand” in relation to the TEKS and where do you find it in your TEKS?
How many “Strands” do you have in your subject area?
What is the difference between a “Knowledge & Skills Statement” and a “Student Expectation” from your TEKS?
How many “Knowledge & Skills Statements do you have in your TEKS?
What are the two most important components of your Student Expectations?

15. TEKS Structure
Strand
& Skills Statement
Knowledge
Student Expectation

16. Knowledge & Skills Statement 2 important parts of an SE:
Note: From the strand to the knowledge & skills statement to the student expectation, the information changes from broad to more specific.
Strand
Knowledge & Skills Statement
2 important parts of an SE:
CONTENT RIGOR
COGNITIVE RIGOR
Student Expectation

17. Teachers are continually kept current on state and national standards and how they affect instruction through professional dialogue of the PLC.
Our Goal

18. Our Goal

19. TEKS Recording Tool

20. How are the TEKS distributed across my grade level/course?
TEKS RECORDING DOCUMENT

21. Record each strand for your content area and grade level.
TEKS Recording Document
Grade Level and Content:
Strands
Knowledge & Skills Statements
Student Expectations
Total Strands:
Total Knowledge & Skills Statements:
Total Student Expectations:
Record each strand for your content area and grade level.
Record the # of K&S statements for each strand.
Record the # of SEs for each strand.
Copyright Region 8 Education Service Center

22. 3 Student Expectations 4 Student Expectations Strand
TEKS Recording Document
Grade Level and Content: 3rd Grade ELAR
Strands
Knowledge & Skills Statements
Student Expectations
Reading 14 27
Writing 3 4
Oral and Written Conventions 5 8
Listening and Speaking 2 6
Research
Total Strands:
Total Knowledge & Skills Statements:
Total Student Expectations: 49
Strand #1
3 Student Expectations
Knowledge & Skill Statement #1
Strand #1
Knowledge & Skill Statement #2
4 Student Expectations

23. Knowledge & Skills Statements
TEKS Recording Document
Grade Level and Content: 3rd Grade Math
Strands
Knowledge & Skills Statements
Student Expectations
#1: Number, operation, and quantitative reasoning 5 14
#2: Geometry and spatial reasoning 3
#3: Patterns relationships and algebraic thinking 2
#4: Measurement 8
#5: Probability and statistics 1
#6: Underlying processes and mathematical tools
Total Strands: 6
Total Knowledge & Skills Statements: 16
Total Student Expectations: 43

24. Knowledge & Skills Statements
TEKS Recording Document
Grade Level and Content:
Strands
Knowledge & Skills Statements
Student Expectations
TABLE GROUP DOES TOGETHER
Work Independently
Total Strands:
Total Knowledge & Skills Statements:
Total Student Expectations:
Each person gets a copy of CSCOPE’s TEKS Verification Matrix in the folder on your table. (All table members will have the same grade level/subject.)
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.
Work independently on the remaining strands.
Debrief min.
Copyright Region 8 Education Service Center

25. Debriefing the TEKS Landscape
How many strands are represented in your grade level/course?
How many knowledge and skills statements are represented per strand?
How many student expectations are in a strand? Do they vary in number? If so, what might that imply?
Debriefing the TEKS Landscape

26. 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?

27. Exploring Cognitive and Content Expectations
What’s the difference?

28. 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.

29. 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.

30. TEKS Student Expectations
Cognitive
Content
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
The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard

31. Knowledge & Skills Statements Knowledge & Skill Statement #1
TEKS Recording Document
Grade Level and Content: 3rd Grade ELAR
Strands
Knowledge & Skills Statements
Student Expectations
Reading 14 27
Writing 3 4
Oral and Written Conventions 5 8
Listening and Speaking 2 6
Research
Total Strands:
Total Knowledge & Skills Statements:
Total Student Expectations: 49
Content: place value to 999,999
Cognitive Rigor: use, read, write, describe
Strand #1
Knowledge & Skill Statement #1

32. Collect, organize, display, interpret, record
TEKS Exploration Document
Teacher: Grade Level: Subject:
STRAND: Probability and Statistics
Knowledge & Skills Statement
Student Expectation
Cognitive Expectation
(Verbs)
Content Expectation
Write the Strand
Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)
Collect, organize, display, interpret, record
3.11 (A)
3.13
In the second column, record the identifying number and letter for the student ex-
In the fourth column, list the content items that students must demonstrate at the cognitive levels listed in the previous column.
In the first column, record the identifying number of the know-ledge and skills statement
In the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills AND student expectations.

33. Collect, organize, display, interpret, record
TEKS Exploration Document
Teacher: Grade Level: Subject:
STRAND:
Knowledge & Skills Statement
Student Expectation
Cognitive Expectation
(Verbs)
Content Expectation
Probability and statistics
Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)
Collect, organize, display, interpret, record
3.13
3.11 (A)

34. Work independently on the remaining strands. Debrief 30 min.
TEKS Exploration Document
Teacher: Grade Level: Subject:
STRAND:
Knowledge & Skills Statement
Student Expectation
Cognitive Expectation
(Verbs)
Content Expectation
Keep your copy of the TEKS Verification Matrix. (All table members will have the same grade level/subject.)
Work as a table group to “deconstruct” the first 5 Student Expectations.
Work independently on the remaining strands.
Debrief min.
Copyright Region 8 Education Service Center

35. Debriefing the TEKS Exploration Tool
Without a thorough “debrief,” this TEKS exercise is just a time- consuming checklist that has little value in teachers’ eyes.
Coaches MUST help teachers take their discoveries and transfer them to instruction.
Value of deconstructing TEKS?
Discoveries?
How can discoveries help teachers become INTENTIONAL?

36. 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?