A Study of the TEKS:


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A Study of the TEKS

• Developing an Understanding of Teaching for ALL
  Students

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A Study of the TEKS

• Campus Leaders are expected to work with the
  entire faculty to create a vertical articulation
  of the Texas Essential Knowledge
  and Skills throughout the school year.

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Vision

• Greatness is not in where we stand but in what
  direction we are moving. We must sail sometimes
  with the wind and sometimes against it - but sail
  we must and not drift nor lie at anchor.
• - Oliver Wendell Holmes

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3-2-1

• 3 things I know about the TEKS
• 2 questions I have about the TEKS
• 1 learning goal for today

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Standards

• In TEXAS
• TEKS
• are the standards!

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A Powerful Instructional Program
Taught
Written
Tested
TEKS
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Goal

• To understand the role of the TEKS in teaching
  learning and assessment for ALL students
• Structure and design
• Vertical nature
• Relationship to TAKS

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• 110.5. English Language Arts and Reading Grade
  3.
• (a)Introduction.
• (1)In Grade 3 students read and write more
  independently than in any previous grade and
  spend significant blocks of time engaged in
  reading and writing on their own as well as in
  assigned tasks and projects. Students listen
  critically to spoken messages think about their
  own contributions to discussions and plan their
  oral presentations. Third grade students read
  grade-level material fluently and with
  comprehension. Students use root words prefixes
  suffixes and derivational endings to recognize
  words. Students demonstrate knowledge of
  synonyms antonyms and multi-meaning words.
  Students are beginning to distinguish fact from
  opinion in texts. During class discussions third
  grade students support their ideas and inferences
  by citing portions of the text being discussed.
  Students read in a variety of genres including
  realistic and imaginative fiction nonfiction
  and poetry from classic and contemporary works.
  Third grade students write with more complex
  capitalization and punctuation such as proper
  nouns and commas in a series. Students write with
  more proficient spelling of contractions and
  homonyms. Third grade students write longer and
  more elaborate sentences and organize their
  writing into larger units of text. Students write
  several drafts to produce a final product.
  Students revise their writing to improve
  coherence progression and logic and edit final
  drafts to reflect standard grammar and usage.
  Students master manuscript writing and may begin
  to use cursive writing.
• (2)For third grade students whose first
  language is not English the students native
  language serves as a foundation for English
  language acquisition.
• (3)The essential knowledge and skills as well
  as the student expectations for Grade 3 are
  described in subsection (b) of this section.
  Following each statement of a student expectation
  is a parenthetical notation that indicates the
  additional grades at which these expectations are
  demonstrated at increasingly sophisticated
  levels.
• (4)To meet Public Education Goal 1 of the
  Texas Education Code 4.002 which states The
  students in the public education system will
  demonstrate exemplary performance in the reading
  and writing of the English language students
  will accomplish the essential knowledge and
  skills as well as the student expectations for
  Grade 3 as described in subsection (b) of this
  section.
• (5)To meet Texas Education Code 28.002(h)
  which states . . . each school district shall
  foster the continuation of the tradition of
  teaching United States and Texas history and the
  free enterprise system in regular subject matter
  and in reading courses and in the adoption of
  textbooks students will be provided oral and
  written narratives as well as other informational
  texts that can help them to become thoughtful
  active citizens who appreciate the basic
  democratic values of our state and nation.
• (6)It is the goal of the state that all
  children read on grade level by the end of Grade
  3 and continue to read on grade level or higher
  throughout their schooling.
• (b)Knowledge and skills.
• (1)Listening/speaking/purposes. The student
  listens attentively and engages actively in
  various oral language experiences. The student is
  expected to
• (A)determine the purpose(s) for listening
  such as to get information to solve problems
  and to enjoy and appreciate (K-3)
• (B)respond appropriately and courteously to
  directions and questions (K-3)
• (C)participate in rhymes songs
  conversations and discussions (K-3)
• (D)listen critically to interpret and
  evaluate (K-3)
• (E)listen responsively to stories and other
  texts read aloud including selections from
  classic and contemporary works (K-3) and
• (F)identify the musical elements of literary
  language including its rhymes repeated sounds
  or instances of onomatopoeia (2-3).
• (2)Listening/speaking/culture. The student
  listens and speaks to gain knowledge of his/her
  own culture the culture of others and the
  common elements of cultures. The student is
  expected to
• (A)connect experiences and ideas with those
  of others through speaking and listening (K-3)
  and

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• 111.16. Mathematics Grade 4.
• (a)Introduction.
• (1)Within a well-balanced mathematics
  curriculum the primary focal points at Grade 4
  are comparing and ordering fractions and
  decimals applying multiplication and division
  and developing ideas related to congruence and
  symmetry.
• (2)Throughout mathematics in Grades 3-5
  students build a foundation of basic
  understandings in number operation and
  quantitative reasoning patterns relationships
  and algebraic thinking geometry and spatial
  reasoning measurement and probability and
  statistics. Students use algorithms for addition
  subtraction multiplication and division as
  generalizations connected to concrete
  experiences and they concretely develop basic
  concepts of fractions and decimals. Students use
  appropriate language and organizational
  structures such as tables and charts to represent
  and communicate relationships make predictions
  and solve problems. Students select and use
  formal language to describe their reasoning as
  they identify compare and classify shapes and
  solids and they use numbers standard units and
  measurement tools to describe and compare
  objects make estimates and solve application
  problems. Students organize data choose an
  appropriate method to display the data and
  interpret the data to make decisions and
  predictions and solve problems.
• (3)Problem solving language and
  communication connections within and outside
  mathematics and formal and informal reasoning
  underlie all content areas in mathematics.
  Throughout mathematics in Grades 3-5 students
  use these processes together with technology and
  other mathematical tools such as manipulative
  materials to develop conceptual understanding and
  solve problems as they do mathematics.
• (b)Knowledge and skills.
• (1)Number operation and quantitative
  reasoning. The student uses place value to
  represent whole numbers and decimals. The student
  is expected to
• (A)use place value to read write compare
  and order whole numbers through the millions
  place and
• (B)use place value to read write compare
  and order decimals involving tenths and
  hundredths including money using concrete
  models.
• (2)Number operation and quantitative
  reasoning. The student describes and compares
  fractional parts of whole objects or sets of
  objects. The student is expected to
• (A)generate equivalent fractions using
  concrete and pictorial models
• (B)model fraction quantities greater than one
  using concrete materials and pictures
• (C)compare and order fractions using concrete
  and pictorial models and
• (D)relate decimals to fractions that name
  tenths and hundredths using models.
• (3)Number operation and quantitative
  reasoning. The student adds and subtracts to
  solve meaningful problems involving whole numbers
  and decimals. The student is expected to
• (A)use addition and subtraction to solve
  problems involving whole numbers and
• (B)add and subtract decimals to the
  hundredths place using concrete and pictorial
  models.
• (4)Number operation and quantitative
  reasoning. The student multiplies and divides to
  solve meaningful problems involving whole
  numbers. The student is expected to

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• 112.7. Science Grade 5.
• (a)Introduction.
• (1)In Grade 5 the study of science includes
  planning and implementing field and laboratory
  investigations using scientific methods
  analyzing information making informed decisions
  and using tools such as nets and cameras to
  collect and record information. Students also use
  computers and information technology tools to
  support scientific investigations.
• (2)As students learn science skills they
  identify structures and functions of Earth
  systems including the crust mantle and core and
  the effect of weathering on landforms. Students
  learn that growth erosion and dissolving are
  examples of how some past events have affected
  present events. Students learn about magnetism
  physical states of matter and conductivity as
  properties that are used to classify matter. In
  addition students learn that light heat and
  electricity are all forms of energy.
• (3)Students learn that adaptations can improve
  the survival of members of a species and they
  explore an organisms niche within an ecosystem.
  Students continue the study of organisms by
  exploring a variety of traits that are inherited
  by offspring from their parents and study
  examples of learned characteristics.
• (4)Science is a way of learning about the
  natural world. Students should know how science
  has built a vast body of changing and increasing
  knowledge described by physical mathematical
  and conceptual models and also should know that
  science may not answer all questions.
• (5)A system is a collection of cycles
  structures and processes that interact. Students
  should understand a whole in terms of its
  components and how these components relate to
  each other and to the whole. All systems have
  basic properties that can be described in terms
  of space time energy and matter. Change and
  constancy occur in systems and can be observed
  and measured as patterns. These patterns help to
  predict what will happen next and can change over
  time.
• (6)Investigations are used to learn about the
  natural world. Students should understand that
  certain types of questions can be answered by
  investigations and that methods models and
  conclusions built from these investigations
  change as new observations are made. Models of
  objects and events are tools for understanding
  the natural world and can show how systems work.
  They have limitations and based on new
  discoveries are constantly being modified to more
  closely reflect the natural world.
• (b)Knowledge and skills.
• (1)Scientific processes. The student conducts
  field and laboratory investigations following
  home and school safety procedures and
  environmentally appropriate and ethical
  practices. The student is expected to
• (A)demonstrate safe practices during field
  and laboratory investigations and
• (B)make wise choices in the use and
  conservation of resources and the disposal or
  recycling of materials.
• (2)Scientific processes. The student uses
  scientific methods during field and laboratory
  investigations. The student is expected to
• (A)plan and implement descriptive and simple
  experimental investigations including asking
  well-defined questions formulating testable
  hypotheses and selecting and using equipment and
  technology
• (B)collect information by observing and
  measuring
• (C)analyze and interpret information to
  construct reasonable explanations from direct and
  indirect evidence
• (D)communicate valid conclusions and
• (E)construct simple graphs tables maps and
  charts using tools including computers to
  organize examine and evaluate information.
• (3)Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to

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• 113.24. Social Studies Grade 8.
• (a)Introduction.
• (1)In Grade 8 students study the history of
  the United States from the early colonial period
  through Reconstruction. The knowledge and skills
  in subsection (b) of this section comprise the
  first part of a two-year study of U.S. history.
  The second part comprising U.S. history since
  Reconstruction to the present is provided in
  113.32 of this title (relating to United States
  History Studies Since Reconstruction (One
  Credit)). The content builds upon that from Grade
  5 but provides more depth and breadth. Historical
  content focuses on the political economic and
  social events and issues related to the colonial
  and revolutionary eras the creation and
  ratification of the U.S. Constitution challenges
  of the early Republic westward expansion
  sectionalism Civil War and Reconstruction.
  Students describe the physical characteristics of
  the United States and their impact on population
  distribution and settlement patterns in the past
  and present. Students analyze the various
  economic factors that influenced the development
  of colonial America and the early years of the
  Republic and identify the origins of the free
  enterprise system. Students examine the American
  beliefs and principles including limited
  government checks and balances federalism
  separation of powers and individual rights
  reflected in the U.S. Constitution and other
  historical documents. Students evaluate the
  impact of Supreme Court cases and major reform
  movements of the 19th century and examine the
  rights and responsibilities of citizens of the
  United States as well as the importance of
  effective leadership in a democratic society.
  Students evaluate the impact of scientific
  discoveries and technological innovations on the
  development of the United States. Students use
  critical-thinking skills including the
  identification of bias in written oral and
  visual material.
• (2)To support the teaching of the essential
  knowledge and skills the use of a variety of
  rich primary and secondary source material such
  as the complete text of the U.S. Constitution and
  the Declaration of Independence landmark cases
  of the U.S. Supreme Court biographies and
  autobiographies novels speeches letters and
  diaries and poetry songs and artworks is
  encouraged. Selections may include excerpts from
  the letters of John and Abigail Adams an excerpt
  from the Seneca Falls Declaration of Sentiments
  and Resolutions and poems of the Civil War era.
  Motivating resources are also available from
  museums historical sites presidential
  libraries and local and state preservation
  societies.
• (3)The eight strands of the essential
  knowledge and skills for social studies are
  intended to be integrated for instructional
  purposes with the history and geography strands
  establishing a sense of time and a sense of
  place. Skills listed in the geography and social
  studies skills strands in subsection (b) of this
  section should be incorporated into the teaching
  of all essential knowledge and skills for social
  studies. A greater depth of understanding of
  complex content material can be attained when
  integrated social studies content from the
  various disciplines and critical-thinking skills
  are taught together.
• (4)Throughout social studies in
  Kindergarten-Grade 12 students build a
  foundation in history geography economics
  government citizenship culture science
  technology and society and social studies
  skills. The content as appropriate for the grade
  level or course enables students to understand
  the importance of patriotism function in a free
  enterprise society and appreciate the basic
  democratic values of our state and nation as
  referenced in the Texas Education Code
  28.002(h).
• (b)Knowledge and skills.
• (1)History. The student understands
  traditional historical points of reference in
  U.S. history through 1877. The student is
  expected to
• (A)identify the major eras in U.S. history
  through 1877 and describe their defining
  characteristics
• (B)apply absolute and relative chronology
  through the sequencing of significant
  individuals events and time periods and
• (C)explain the significance of the following
  dates 1607 1776 1787 1803 and 1861-1865.
• (2)History. The student understands the causes
  of exploration and colonization eras. The student
  is expected to
• (A)identify reasons for European exploration
  and colonization of North America and
• (B)compare political economic and social
  reasons for establishment of the 13 colonies.
• (3)History. The student understands the
  foundations of representative government in the
  United States. The student is expected to
• (A)explain the reasons for the growth of
  representative government and institutions during
  the colonial period

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Understanding the TEKS Format

• Highlight in green the Introduction
• Highlight in yellow the Strands
• Highlight in pink the Knowledge and Skills
  statements
• Highlight in blue the Student Expectations

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Understanding the TEKS Format

• The Introductory paragraphs tell us . . .
• The Strands tell us . . .
• The Knowledge and Skills statements tell us . . .
• The Student Expectations tell us . . .

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Format

• Introduction
• Provides key contextual information and brief
  overview of the essential knowledge skills for
  a grade or course
• Strands
• Organizers for the knowledge and skills
  statements
• Essential Knowledge and Skills
• Concepts and skills to be learned
• Student Expectations
• Demonstration of the concepts and skills learned

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Understanding the TEKS Format

• The Introduction emphasizes . . .
• The Strands emphasize . . .
• The Knowledge and Skills statements emphasize . .
  .
• The Student Expectations emphasize . . .

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Two Faces of the TEKS

• Knowledge (Conceptual)
• Big ideas unifying themes key fundamental
  understandings
• Skills (Behavioral)
• Processes procedures definitions facts

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Two Faces of the TEKS

• What are the attributes of the knowledge/conceptua
  l face of the TEKS

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Attributes of the Knowledge/Conceptual Face

• understanding related
• conceptually oriented
• involving higher-order thinking levels
• hard to measure
• uses verbs like to understand
• assessment is usually complex requiring preset
  criteria and instruments

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Two Faces of the TEKS

• What are the attributes of the skills/behavioral
  face of the TEKS

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Attributes of the Skills/Behavioral Face

• doing related
• skill oriented
• involving lower skill levels
• easily measured
• uses verbs like to recite to recall to
  list to complete to simplify to solve
• assessment is usually direct structured clearly
  observable quantifiable

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The Balance and Blooms Taxonomy
comprehension
application
evaluation
knowledge
synthesis
analysis
Skills/Behavioral
Knowledge/Conceptual
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TEKS STRIPS

• Create a description of the TEKS by identifying
  the following
• What
• are students doing
• With What
• are students doing this
• Why
• are students doing this

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TEKS STRIPS

• 8.1 Number Operation and Quantitative
  Reasoning.
• (A) The student understands that different forms
  of numbers are appropriate for different
  situations.
• The student is expected to compare and order
  rational numbers in various forms including
  integers percents and positive and negative
  fractions and decimals.

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TEKS STRIPS
comparing ordering
rational numbers integers percents positive
negative fractions decimals
understands that different forms of numbers are
appropriate for different situations
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TEKS STRIPS
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Format of the TEKS

• What What did you learn as a result of going
  through this activity
• So What What is important about these ideas
• Now What What action(s) will you take as a
  result of this learning

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What is alignment
Taught
Written
Tested
TEKS
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Vertical Articulation of TEKS
Compare order
Represent and use numbers in a variety of
equivalent forms
Integers and positive rational numbers
Rational numbers in various forms including
integers percents positive and negative
fractions and decimals
Understand that different forms of numbers are
appropriate for different situations
Compare order
Identify determine
Mathematical domains and reasonable domain and
range values for given situations
Uses the properties and attributes of functions
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Vertical Articulation of TEKS
Share separate
a whole it into equal parts
Recognize quantities less than a whole
Share use separate
appropriate language describe parts three out of
four It into equal parts a whole
Use pairs of whole numbers to describe fractional
parts of whole objects or sets of objects
Name
Fractional parts of a whole objects (not to
exceed twelfth) when given a concrete
representation
Use fraction words to name parts of whole objects
or sets of objects
Compare
Fractional parts of whole objects or sets of
objects in problem situation using concrete models
Use fraction names and symbols to describe
fractional parts of whole objects or sets of
objects
Compare order
Fractions using concrete and pictorial models
Describe and compares fractional parts of whole
objects or sets of objects
Compare
Two fractional quantities in problem-solving
situations using a variety of methods including
common denominators
Use fractions in problem-solving situations
Non-negative rational numbers
Represent and use rational numbers in a variety
of equivalent forms
Compare order
Rational numbers in various forms including
integers percents positive and negative
fractions and decimals
Represent and use numbers in a variety of
equivalent forms
Compare order
Compare order
Rational numbers in various forms including
integers percents positive and negative
fractions and decimals
Understand that different forms of numbers are
appropriate for different situations
Identify determine
Mathematical domains and reasonable domain and
range values for given situations
Uses the properties and attributes of functions
Identify determine
Mathematical domains and reasonable domain and
range values for given situations
Uses the properties and attributes of functions
and applies functions to problem situations
Determine
Domain and range of functions using graphs
tables and symbols
Defines fcts and translates among verbal
numerical graphical and symbolic
representations.
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Questions to Consider

• What changes occur from grade to grade in . . .
• What students are doing
• How or with what students are doing
• Why students are doing

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Instruction of TEKS

• What What did you learn as a result of going
  through this activity
• So What What is important about these ideas
• Now What What action(s) will you take as a
  result of this learning

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Instructional Alignment ChartStrand
Big Idea
Grade Level
Important findings that will affect my
instruction and assessment
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Analyzing the Changing Nature of the Test

• What are the implications for
• instruction and assessment
• materials and resources
• other stakeholders

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AEIS Executive Summary TAKS Data 2004
AnalysisAll Students Grade to Grade Math State
Comparison Data Table
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Instructional Materials

• Instructional materials alone have little
• influence on student success. However

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Understanding the TEKS is much more than

• A chart
• A textbook correlation
• A scope and sequence
• A curriculum guide
• A TAKS plan
• These do not provide alignment.

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Alignment Implies

• A focus on TEKS
• Understanding the relationship between TEKS and
  TAKS
• An examination of instructional process
• Maintaining a K-16 perspective
• A commitment and shared responsibility to enhance
  student learning
• Working toward high achievement for all students
• Ensuring essential student expectations
• Securing the appropriate and necessary
  professional development to ensure alignment

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Understanding the TEKS Means

• Every educator
• Understands what is expected of students
• Understands these expectations within the context
  of the K-16 program and
• Accepts responsibility for these expectations

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TEKS
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TEKS

• Those who know the TEKS CAN
• Those who dont