11Bucket ? Holes ? …is a symbol for … …is a symbol for … Water ? Escaping Water?as…is a symbol for ……is a symbol for …11
12School & Education of the Students Holes BucketSchool & Education of the StudentsHolesGaps in Learningas…is a symbol for ……is a symbol for …WaterKnowledge the school providesEscaping WaterKnowledge that is not masteredas…is a symbol for ……is a symbol for …12
14Pre-testWhat 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?
16Knowledge & 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.StrandKnowledge & Skills Statement2 important parts of an SE:CONTENT RIGORCOGNITIVE RIGORStudent Expectation
17Teachers are continually kept current on state and national standards and how they affect instruction through professional dialogue of the PLC.Our Goal
20How are the TEKS distributed across my grade level/course? TEKS RECORDING DOCUMENT
21Record each strand for your content area and grade level. TEKS Recording DocumentGrade Level and Content:StrandsKnowledge & Skills StatementsStudent ExpectationsTotal 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
23Knowledge & Skills Statements TEKS Recording DocumentGrade Level and Content: 3rd Grade MathStrandsKnowledge & Skills StatementsStudent Expectations#1: Number, operation, and quantitative reasoning514#2: Geometry and spatial reasoning3#3: Patterns relationships and algebraic thinking2#4: Measurement8#5: Probability and statistics1#6: Underlying processes and mathematical toolsTotal Strands:6Total Knowledge & Skills Statements:16Total Student Expectations:43
24Knowledge & Skills Statements TEKS Recording DocumentGrade Level and Content:StrandsKnowledge & Skills StatementsStudent ExpectationsTABLE GROUP DOES TOGETHERWork IndependentlyTotal 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
25Debriefing 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
26The 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?
27Exploring Cognitive and Content Expectations What’s the difference?
28Confronting 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.
29Confronting 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.
30TEKS Student Expectations CognitiveContentThe 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 expectationsThe content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard
31Knowledge & Skills Statements Knowledge & Skill Statement #1 TEKS Recording DocumentGrade Level and Content: 3rd Grade ELARStrandsKnowledge & Skills StatementsStudent ExpectationsReading1427Writing34Oral and Written Conventions58Listening and Speaking26ResearchTotal Strands:Total Knowledge & Skills Statements:Total Student Expectations:49Content: place value to 999,999Cognitive Rigor: use, read, write, describeStrand#1Knowledge & Skill Statement #1
32Collect, organize, display, interpret, record TEKS Exploration DocumentTeacher: Grade Level: Subject:STRAND: Probability and StatisticsKnowledge & Skills StatementStudent ExpectationCognitive Expectation(Verbs)Content ExpectationWrite the StrandData in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)Collect, organize, display, interpret, record3.11 (A)3.13In 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 statementIn the third column, determine the cognitive level of the TEKS by listing the verbs from the knowledge and skills AND student expectations.
33Collect, organize, display, interpret, record TEKS Exploration DocumentTeacher: Grade Level: Subject:STRAND:Knowledge & Skills StatementStudent ExpectationCognitive Expectation(Verbs)Content ExpectationProbability and statisticsData in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)Collect, organize, display, interpret, record3.133.11 (A)
34Work independently on the remaining strands. Debrief 30 min. TEKS Exploration DocumentTeacher: Grade Level: Subject:STRAND:Knowledge & Skills StatementStudent ExpectationCognitive Expectation(Verbs)Content ExpectationKeep 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
35Debriefing 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?
36The Bucket AnalogyWhat about those holes? What will be the cumulative effect if every teacher knows the cognitive process and content of their TEKS?