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TEKS Recording Tool and TEKS Exploration Tool. ON TARGET How Do You Measure Success in Your School?

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Presentation on theme: "TEKS Recording Tool and TEKS Exploration Tool. ON TARGET How Do You Measure Success in Your School?"— Presentation transcript:

1 TEKS Recording Tool and TEKS Exploration Tool

2 ON TARGET How Do You Measure Success in Your School?

3 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?

4 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!

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

6 ON TARGET

7 How Well Do Teachers Know Their Standards?

8 ON TARGET Bucket Analogy

9 ON TARGET Elementary Jr. High High School

10 ON TARGET What do the holes in the bucket represent?

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

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

13 ON TARGET Pre-test State Standards

14 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?

15 ON TARGET

16 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

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

18 ON TARGET Our Goal

19 TEKS Recording Tool

20 ON TARGET HOW ARE THE TEKS DISTRIBUTED ACROSS MY GRADE LEVEL/COURSE? TEKS RECORDING DOCUMENT

21 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 ON TARGET TEKS Recording Document Grade Level and Content: 3 rd Grade ELAR Strands Knowledge & Skills Statements Student Expectations Reading1427 Writing34 Oral and Written Conventions58 Listening and Speaking26 Research34 Total Strands: 5 Total Knowledge & Skills Statements: 27 Total Student Expectations: 49 3 Student Expectations Strand #1 Knowledge & Skill Statement #1 Strand #1 4 Student Expectations Knowledge & Skill Statement #2

23 ON TARGET TEKS Recording Document Grade Level and Content: 3 rd Grade Math Strands Knowledge & Skills Statements Student Expectations #1: Number, operation, and quantitative reasoning514 #2: Geometry and spatial reasoning35 #3: Patterns relationships and algebraic thinking25 #4: Measurement28 #5: Probability and statistics13 #6: Underlying processes and mathematical tools 38 Total Strands: 6 Total Knowledge & Skills Statements: 16 Total Student Expectations: 43

24 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: Copyright Region 8 Education Service Center 1.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.) 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. 4.Debrief15 min.

25 ON TARGET Debriefing the TEKS Landscape 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?

26 ON TARGET The TEKS Landscape 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? Ponder

27 ON TARGET EXPLORING COGNITIVE AND CONTENT EXPECTATIONS What’s the difference?

28 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.

29 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.

30 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

31 ON TARGET TEKS Recording Document Grade Level and Content: 3 rd Grade ELAR Strands Knowledge & Skills Statements Student Expectations Reading1427 Writing34 Oral and Written Conventions58 Listening and Speaking26 Research34 Total Strands: 5 Total Knowledge & Skills Statements: 27 Total Student Expectations: 49 Strand #1 Cognitive Rigor: use, read, write, describe Knowledge & Skill Statement #1 Content: place value to 999,999

32 TEKS Exploration Document Teacher: Grade Level: Subject: STRAND: Probability and Statistics Knowledge & Skills Statement Student Expectation Cognitive Expectation (Verbs) Content Expectation In the first column, record the identifying number of the know- ledge and skills statement In the second column, record the identifying number and letter for the student ex- 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. Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data) 3.11 (A) 3.13 Collect, organize, display, interpret, record Write the Strand

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

34 TEKS Exploration Document Teacher: Grade Level: Subject: STRAND: Knowledge & Skills Statement Student Expectation Cognitive Expectation (Verbs) Content Expectation Copyright Region 8 Education Service Center 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.Debrief30 min.

35 ON TARGET Debriefing the TEKS Exploration Tool 1.Value of deconstructing TEKS? 2.Discoveries? 3.How can discoveries help teachers become INTENTIONAL? 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.

36 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?


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