teks for teachers standards-based education in texas
TRANSCRIPT
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.
______________________
______________________
______________________
______________________
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.