teks for teachers standards-based education in texas

TEKS for Teachers

Standards-Based

Education in Texas

Welcome

Welcome to the Region 10 Education

Service Center online professional

development session,

TEKS for Teachers.

The objective of this training is to provide you with foundational information relating to standards-based education in Texas

Following the presentation of the material, you will take an online quiz.

Upon satisfactory completion, you will print a certificate of completion for the training and give it to your administrator.

Training Goals

Three Sections

This online staff development is divided into three sections:• Section 1:

Standards-based Education and the TEKS • Section 2:

Accountability Connections• Section 3:

Special Circumstances

What’s it all about?

Section 1: Standards-based Education and the TEKS

Section 1 Objectives

After completing this section you will be able to: Identify the basic principles of standards-based

education Differentiate between content and performance

objectives Identify and define the parts of the TEKS

document Explain the meaning and implications of

alignment as it relates to the TEKS

Introduction

Standards-based education has been a driving principle of educational change for more than a decade.

Central to the concept are high-stakes testing, accountability and high expectations for all students to achieve established standards.

Introduction

The pervasiveness of standards has been further

reinforced by the No Child Left Behind (NCLB)

Act of 2001, which requires states to establish

standards for student learning and to measure

student progress using assessments aligned

with those standards.

Do you agree?

With which of the following premises would you agree?

Teachers should clearly know what content and skills they are responsible for teaching.

Students and their parents should know what content students are responsible for learning.

Assessments should align with content taught.

There should be accountability of teachers and schools for student achievement.

Three Principles

Most educators would agree with all the statements presented.

Together, the premises help to define three foundational principles of standards-based instruction:• Standards• Assessment• Accountability

Standards-Based Education

As we consider the meaning and implications

of standards-based education, we must first

consider a fundamental question…

What is a standard?

A means for

determining what

should be

A means for

determining what

should be

Minimum

acceptable

requirements or

expectations

Minimum

acceptable

requirements or

expectations

That against which we measure

That against which we measure

High expectations

or goals

High expectations

or goals

A standard is…

A model or example of what is valued

A model or example of what is valued

In other words…

Standards are what we work toward.

They are what “should be” and therefore help

us to define high expectations, and

Allow educators to work toward commonly

agreed upon goals.

These multiple definitions of the word “standard”

provide a foundation for our definition of

standards-based education.

Is a process for planning, delivering, monitoring

and improving academic programs in which

clearly defined academic content standards

provide the basis for content in instruction and

assessment.

Standards-Based Education

Generally

Includes agreed upon, high levels of

expectation or performance

Focuses on the ends, not on the means

Involves some form of accountability

Aims for a high and deep level of student

understanding

Standards-Based Education

Stop and ThinkThink about what you might consider advantages of standards-based education. Jot down your answers before clicking to view some of our suggestions.

______________________

______________________

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Teachers know what they are responsible for

teaching

Ensures focus is on important content

Content builds from grade to grade

Eliminates gaps and/or repetition

Provides a common vocabulary of content

expectations

Provides a foundation for curriculum development

Provides a foundation for accountability

Focuses on high expectations and student

success

Standards in Texas…

The Texas Essential Knowledge

and Skills, or TEKS, comprise

the state-mandated curriculum

that establishes what every

student, from elementary school

through high school, should

know and be able to do.

The TEKS provide a clear picture

of how students develop

academically from grade to

grade in order to perform

successfully in educational

and real-world settings.

In Texas…

The TEKS

DO NOT PROVIDE A complete scope

and sequence A course outline or ALL the skills and knowledge students

could have

THEY DO Outline the most

important

essential skills and knowledge

all students should have

andHigh levels of content

Essential Student

Expectations

The TEKS provide…

The TEKS provide…

byRigorEmphasizing

depth of knowledge

The TEKS provide…

and

Standards for content:

The understandings or knowledge students must

learn

Standards for performance:What must the

students do with the knowledge, and what skills

must they develop in order to

demonstrate their understanding of

the content?

TEKS Format

Now, let’s look more closely at the TEKS

documents and the way they are

formatted.

TEKS Format

There are four divisions in each TEKS document• Introduction

• Strands• Knowledge and Skills

• Student Expectations

Introduction

Strands

Knowledge and Skills

Student Expectations

The Introduction section provides key contextual information and a brief

overview of the essential knowledge and skills for a

grade or course.

The Introduction section provides key contextual information and a brief

overview of the essential knowledge and skills for a

grade or course.

Introduction

Introduction

Strands

Knowledge and Skills

Student Expectations

(1)  Within a well-balanced mathematics curriculum, the primary focal points at Grade 6 are using ratios to describe direct proportional relationships involving number, geometry, measurement, probability, and adding and subtracting decimals and fractions

(1)  Within a well-balanced mathematics curriculum, the primary focal points at Grade 6 are using ratios to describe direct proportional relationships involving number, geometry, measurement, probability, and adding and subtracting decimals and fractions

Introduction Sample: §111.22. Mathematics, Grade 6

Introduction

Strands

Knowledge and Skills

Student Expectations

c

The Strands serve as

organizers for the

Knowledge and Skills

statements.

The Strands serve as

organizers for the

Knowledge and Skills

statements.

Strands

Introduction

Strands

Knowledge and Skills

Student Expectations

c

•Number, operation, and quantitative reasoning•Patterns, relationships, and algebraic thinking•Geometry and Spatial Reasoning•Measurement•Probability and Statistics•Problem solving, language, and communication

•Number, operation, and quantitative reasoning•Patterns, relationships, and algebraic thinking•Geometry and Spatial Reasoning•Measurement•Probability and Statistics•Problem solving, language, and communication

Strands Sample: Mathematics Grades K-8

Introduction

Strands

Knowledge and Skills

Student Expectations

c

The content standards in

the TEKS are the

Knowledge and Skills

statements which outline

the essential concepts and

skills to be learned.

The content standards in

the TEKS are the

Knowledge and Skills

statements which outline

the essential concepts and

skills to be learned.

Knowledge and Skills

Introduction

Strands

Knowledge and Skills

Student Expectations

c

(6.6)  Geometry and spatial reasoning.

The student uses geometric vocabulary to describe angles, polygons, and circles.

(6.6)  Geometry and spatial reasoning.

The student uses geometric vocabulary to describe angles, polygons, and circles.

Knowledge and Skills Sample: Mathematics Grade 6

Introduction

Strands

Knowledge and Skills

Student Expectationsc

The Student Expectations describe what students should be able to do to

demonstrate proficiency in what is described in the Knowledge and Skills

statement.

The Student Expectations describe what students should be able to do to

demonstrate proficiency in what is described in the Knowledge and Skills

statement.

Student Expectations

Introduction

Knowledge and Skills

Student Expectationsc

(6.6)  Geometry and spatial reasoning.

The student uses geometric vocabulary to describe angles, polygons, and circles.

The student is expected to:A)  use angle measurements to classify angles as acute, obtuse, or right;(B)  identify relationships involving angles in triangles and quadrilaterals; and(C)  describe the relationship between radius, diameter, and circumference of a circle

(6.6)  Geometry and spatial reasoning.

The student uses geometric vocabulary to describe angles, polygons, and circles.

The student is expected to:A)  use angle measurements to classify angles as acute, obtuse, or right;(B)  identify relationships involving angles in triangles and quadrilaterals; and(C)  describe the relationship between radius, diameter, and circumference of a circle

Strands

Student Expectations Sample: Mathematics Grade 6

TEKS Example: 7th Mathematics

Knowledge and Skills

Strand

Student Expectations

7.6 The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties.

Geometry and Spatial Reasoning

A. use angle measurements to classify pairs of angles as complementary or supplementary;

B. use properties to classify triangles and quadrilaterals;C. use properties to classify three-dimensional figures, including

pyramids, cones, prisms, and cylinders; andD. use critical attributes to define similarity.

Strand Strand

K &S K & S

SE SE SE SE SE

K & S

SE SE SE SE

Introduction

KEY K&S -Knowledge and Skills

SE - Student Expectations

This graphic illustrates the formatting of TEKS documents

TEKS Format

Let’s Review

Introduction• Key contextual information and a brief overview of the

essential knowledge and skills for a grade or course

Strands• Organizers for the knowledge and skills statements

Knowledge and Skills• Concepts and skills to be learned

Student Expectations• Demonstration of the concepts and skills learned

Check for understanding

Knowledge and Skills

Introduction

Student Expectations

Strands

Organizers

Brief overview

Demonstration of concepts and skills learned

Concepts & skills to be learned

Match the TEKS section with its description, then click to check.

Vertical Alignment

The TEKS are vertically

aligned so that the content

(Knowledge and Skills) and

performance (Student

Expectations) objectives

build in rigor and complexity

from grade to grade.

Insert pictures of students at different grade levels

Alignment means every teacher

Understands what is expected of students

Understands these expectations within the

context of the K-12 program

Accepts responsibility for these expectations

for all students

Vertical Alignment

The next slide will show a small sample of the vertical alignment within the TEKS.

The student expectations you will examine are from the Measurement strand of elementary mathematics and include only those Student Expectations related to temperature.

Notice how the student expectations build in rigor and complexity from Kindergarten to Grade 6.

Grades K-6

Vertical Alignment: Temperature

K.10 (E) Compare situations or objects according to relative temperature (hotter/colder than, or the same as)

1.7 (G) Compare and order two or more objects according to

relative temperature (from hottest to coldest)

2.10 (A) Read a thermometer to gather data

3.12 (A) Use a thermometer to measure temperature in degrees Fahrenheit

4.12 (A) Use a thermometer to measure temperature in degrees Fahrenheit and Celsius and changes in temperature

5.11 (A) Solve problems involving changes in temperature

6.8 (B) Select and use appropriate units, tools, or formulas to measure and to solve problems involving …temperature

Grade.K&S Student Expectations

arenon-negotiable

The standards outlined in the

The Knowledge and Skills and

Student Expectations must

serve as the basis for

instructional planning so that all

teachers first consider what they

want the students to know and

be able to do as a result of their

instruction.

What do I want my

students to know and be

able to do after this lesson?

What do I want my

students to know and be

able to do after this lesson?

In other words…

In addition to the vertical alignment discussed earlier, the TEKS are meant to be “anchors”, aligning • Curriculum • Instruction• Assessment

Curriculum

Instruction

Assessment

TEKS

TEKS are instructional anchors

Vertical Alignment

TEKS

District Curriculum

InstructionThe TEKS

are vertically aligned and foundational

to all instruction

The TEKS are vertically aligned and foundational

to all instruction

District curriculum is aligned with the TEKS

District curriculum is aligned with the TEKS

Instruction is aligned

with district curriculum

Instruction is aligned

with district curriculum

A

L

I

G

N

M

E

N

T

Vertical Alignment

TEKS

District Curriculum

InstructionA

L

I

G

N

M

E

N

T

Classroom-Based Assessment Systems

Benchmark Testing

TAKS Testing

OYO (On Your On)

Click on the link below to access the TEKS document(s) for your subject/grade level.

Focus Questions: Can you identify the parts of the document? Select one Knowledge and Skills statement and study

the Student Expectations that are associated with it at your grade level, the one below and one above. Is the vertical alignment apparent?

http://www.tea.state.tx.us/teks/index.html

OYO (On Your On)

Click on the link below to access the TEA website “Frequently Asked Questions” about the TEKS.

Focus Question: Scroll down to Question 7 and read the clarification

provided on the use of the terms “including” and “such as” in the TEKS.

http://www.tea.state.tx.us/teks/teksfaq/teksqa.html

Let’s Review

1. Why should you be familiar with the TEKS at grade levels other than the one(s) you teach?

2. What is the meaning of standards-based education?

3. Describe the principle of vertical alignment as it relates to the TEKS documents.

4. Describe the relationship between the TEKS and daily classroom instruction and assessment.

Remember…

The more familiar you are with the formal

curriculum expectations, the more

comfortable and creative you can be in

planning effective teaching-learning

cycles.

Could insert picture of teacher planning.

End of Section 1

This concludes Section 1 of TEKS for Teachers online staff development.