Assessing the TEKS

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• Assessing the TEKS
• Preparing Students for Success on TAKS
• Elementary Social Studies Overview
• Nancy Hester
• ESC Region XIII
• [phone]
• nancy.hester_at_esc13.txed.net
• www.esc13.net/socialstudies

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Objectives for today

• Develop an understanding of the changes in the
  state assessment system for Social Studies
• Understand the content, cognitive level, and
  context of the new assessment
• Revisit the TEKS for success on TAKS
• Review the information booklets
• Analyze resources and professional development
  opportunities

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Accountability system

• In Summer 2003, no ratings are planned to be
  issued however all scores will be released to
  the press
• In November 2003 schools will receive an initial
  rating using their 2003 benchmark results and the
  new passing standard from the SBOE
• Beginning in 2004, ratings will be based on TAKS
  (including the new assessments) and the
  completion rate
• Districts and campuses will be classified as
  exemplary, recognized, acceptable, and low
  performing

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TAKS TAAS TEAMS TABS
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More Rigorous?
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Development of the State Assessment System
TAKS 2003
Inclusion of Students and of Subjects Tested
TAAS 1990
TEAMS 1982
TABS 1980
Level of Difficulty
From ILT to ILD, Moving Texas Forward 2002
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Continuous Improvement
Curriculum
Assessment
Texas Essential Knowledge and Skills
TAKS
TAAS
TEAMS
TABS
Essential Elements
From ILT to ILD, Moving Texas Forward 2002
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Continuous Improvement
Assessment
Curriculum
Instruction
Texas Essential Knowledge and Skills
TAKS
?
TAAS
TEAMS
TABS
Essential Elements
From ILT to ILD, Moving Texas Forward 2002
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The TEKS
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Development of the State Curriculum

• TEKS
• Analyze the causes, major events, and effects of
  the Texas Revolution, including the battles of
  the Alamo and San Jacinto.
• Analyze causes of the American Revolution,
  including mercantilism and British economic
  policies following the French and Indian War.
• Evaluate the limits on the national and state
  governments in the U.S. and federal system and
  explain why this new form of federalism was
  adopted instead of a unitary system.

• Essential Element
• Explain basic facts about the founding of Texas
  as a republic and state.
• Describe the major events leading to the
  independence and establishment of the United
  States.
• Analyze the division of powers between national
  and state governments (federalism).

(SS-Gr. 4)
(SS-Middle)
(SS-High)
From ILT to ILD, Moving Texas Forward, 2002
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Reading the TEKS
Knowledge and Skills Statement
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Reading the TEKS
Student Expectations
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TEKS Important Vocabulary

• Such as is followed by
• Examples, or representative illustrations, that
  teachers may choose to use but are not required
  to use
• Other examples may be used.
• Including is followed by
• Specific examples that must be taught
• Other examples may also be used.

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Structure of Knowledge

• Theory A conceptual idea that is yet to be
  proven.
• Principle A form of generalization, but is a
  truth that holds consistently through time.
• Generalization Connection/relatedness of two or
  more concepts.
• Concept An organizing idea, represented by one
  or two words. Examples have common
  attributes.
• Topic A category of study with a body of
  related facts to be learned.
• Fact A statement of truth.

-H. Lynn Erickson. Adapted from Structure of
Knowledge
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Vertical Alignment

• The Social Studies skills TEKS spiral through the
  curriculum
• Knowledge taught at earlier grade levels is
  assumed to be taught and is built upon in higher
  grade levels.
• Many High School TAKS objectives are introduced
  in Elementary School as early as Kindergarten.

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Vertical Alignment
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Vertical Alignment
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My Classroom Checklist

• Review the TEKS and find TEKS-based Lesson Plans
• Texas Social Studies Center
• http//socialstudies.tea.state.tx.us
• Region 13 Social Studies Web Site
• http//www.esc13.net/socialstudies

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The Social Studies Tests
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Changes from TAAS

• Number of objectives changes from 8 to 5
• Objective 1 The student will demonstrate an
  understanding of issues and events in U.S.
  history.
• Objective 2 The student will demonstrate an
  understanding of geographic influences on
  historical issues and events.

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Changes from TAAS

• Objective 3 The student will demonstrate an
  understanding of economic and social influences
  on historical issues and events.
• Objective 4 The student will demonstrate an
  understanding of political influences on
  historical issues and events.
• Objective 5 The student will use
  critical-thinking skills to analyze social
  studies information.

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8th Grade Content Tested

• 8th Grade - U.S. History to 1877
• Includes The Civil War and Reconstruction

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10th Grade Content Tested

• 8th Grade U.S. History - Jamestown to Bill of
  Rights Magna Carta, English Bill of Rights and
  Civil War
• TEKS common to World History and World Geography

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Exit Level Content Tested

• U.S. History - 1877 to the present
• 8th Grade U.S. History - Jamestown to Bill of
  Rights Magna Carta, English Bill of Rights and
  Civil War
• TEKS common to World History and World Geography

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A New Standard

• Determined by SBOE November 2002
• Set standard or phased in
• Two cut scores (3-10)
• Three cut score (11)
• No TLI
• Probably closer to a true 70 of items correct

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Format

• 4-option multiple choice
• More rigorous - knowledge and skills
• Cognitive Level Critical Thinking

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8th Grade Test Blueprint for 2003
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10th Grade Test Blueprint for 2003
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11th Grade Exit Test Blueprint for 2003
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Testing calendar
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Assumptions about good instruction

• What is best practice?
• Use and analyze primary sources
• Use reading and writing strategies with social
  studies content
• Use strategies for increasing vocabulary and
  decoding vocabulary
• Practice inferences and generalizations using
  social studies content and graphics
• Emphasize connections - relevance across content
  areas and grade levels, interdependence

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Assumptions about good instruction

• What does good tutoring look like for Social
  Studies?

With your group, come up with a Top 10 List
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Elementary Tactics for TAKS

• Vocabulary
• Sequencing
• Human and Physical Geographic Connections
• Analyzing Primary Sources

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Vocabulary
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Vocabulary Activity

• Pictowords A pictoword is a symbolic
  representation of a word or phrase that shows its
  meaning. For example, a pictoword of crowded
  might show the letters of the word very close
  together, and a pictoword for lean might show
  the letters of the word learning to one side

Adapted from Teachers Curriculum Institute,
History Alive!
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Vocabulary Activity
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t
a
l
a
c
s
e
Adapted from Teachers Curriculum Institute,
History Alive!
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Vocabulary Activity

• Given a Social Studies vocabulary term, develop a
  pictoword with your group that represents the
  terms meaning.

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Sequencing
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Sequencing

• Its not your Grandfathers timeline!
• Sequencing questions are actually prior knowledge
  questions
• Students are asked to fill in the holes in the
  sequence of events
• These are 2 and 3-step questions

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Sequencing Activity

• Using a Cognitive Manipulative to Teach a
  Sequence of Events
• Paper Plate Time Line Commemorative Medals or
  Coins
• Given your particular event in the sequence of
  events leading to the Civil War, prepare a
  representation of a medal or coin that includes
• The name of the event
• A slogan for the event
• A symbol for the event

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Sequencing Activity
Event
Event
Event
Event
Event
Event
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Sequencing Activity
?
Event
Event
Event
Event
Event
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Human and Physical Geography Connections
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Physical and Human Geographic Connections

• How questions about geography can be answered by
  studying maps, graphs, and charts
• How physical landforms and environmental
  conditions have influenced migration and
  immigration patterns
• How physical and human geographic factors have
  influenced major historical events
• How various technological innovations have
  affected the ways in which people interact with
  the physical environment

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Physical and Human Geographic Connections

• Birdseye View Panoramic Maps
• Library of Congress American Memory Site
• http//memory.loc.gov/ammem/gmdhtml/gmdhome.html
• Given a panoramic map, answer the questions
  regarding the physical and human characteristics
  and their effects

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Analyzing Primary Sources
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Analyzing Primary Sources

• Students are exposed to multiple perspectives of
  issues past and present
• Student develop knowledge, skills and analytical
  abilities
• Think critically
• Make intelligent inferences
• Develop reasoned explanations

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Analyzing Primary Sources

• Analyze a primary source using the Critical
  Analysis Organizer or Circle Map

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Critical Analysis Organizer
Adapted from Texas Social Studies Center, 2001
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Circle Map
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Circle Map
Frame of Reference
Details
Concept
Innovative Learning Group, Thinking Maps Tools
for Learning, 1999.
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My Classroom Checklist

• Find Primary Source documents that fit your
  content/grade level TEKS
• Doing History Great Source Education
• 1-800-289-4490 http//www.greatsource.com/
• DBQs - Teaching with Documents
• http//www.edteck.com/dbq/index.htm

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My Classroom Checklist

• The National Archives www.nara.gov
• The Library of Congress American Memory
  Collection www.loc.gov/ammem
• Images and Documents for Interactive Social
  Studies http//www.esc13.net/socialstudies/dig
  ital.htm

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My Classroom Checklist

• Find resources for reading and vocabulary-building
  in Social Studies
• Content Area Reading, Writing, and Vocabulary
  Strategies for Social Studies
• http//www.walch.com
• Pictowords Strategy Teachers Curriculum
  Institute- History Alive!
• http//www.historyalive.com

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My Classroom Checklist

• Find resources for developing sample items for
  benchmark testing
• Maps 101.com U.S. Geography, World
  History/World Geography Skill Builders
• http//www.maps101.com
• Region 13 TEKS Practice Items http//www.esc13.net
  

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Staff Development Ideas

• Hitting the Target on the TAKS
• Examining Campus and District Data for Social
  Studies
• Good Tutoring Practices for Social Studies
• Strategies for Using Graphic Organizers
• Inferences, Generalizations, and Accessing Prior
  Knowledge for Social Studies
• Vocabulary-Building for Social Studies
• Developing Great Test Items for Social Studies
• Empowering Historical Thinking