TEKS Recording Tool and TEKS Exploration Tool

How Do You Measure Success in Your School?

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?

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

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

What is my implementation level of TEKS?

How Well Do Teachers Know Their Standards?

Bucket Analogy

Elementary Jr. High High School

What do the holes in the bucket represent?

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

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

Pre-test State Standards

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?

TEKS Structure Strand & Skills Statement Knowledge Student Expectation

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

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

Our Goal

TEKS Recording Tool

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

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

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

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

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 15 min. Copyright Region 8 Education Service Center

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

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?

Exploring Cognitive and Content Expectations What’s the difference?

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.

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.

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

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

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.

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)

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 30 min. Copyright Region 8 Education Service Center

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?

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?