2006 Texas Assessment Conference

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2006 Texas Assessment Conference

• TEKS to TAKS
• Strengthening the Link Between Social Studies
  Curriculum and Assessment
• Brenda Tingle, Student Assessment Division
• Michelle Ungurait, Division of Curriculum

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Social Studies TEKS Grades 1-5

• Grade 1 home, school, and community
• Grade 2 community, state, and nation
• Grade 3 communities (past/present, here/there)
• Grade 4 Texas in the Western Hemisphere
• Grade 5 United States studies

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Social Studies TEKS Grades 6-8

• Grade 6 Contemporary World Societies
• Grade 7 Texas studies
• Grade 8 United States (Early Colonial Period
  Through Reconstruction)

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Social Studies TEKS Grades 9-12

• U.S. History Since Reconstruction (1877 to the
  present)
• World History Studies history of mankind
• World Geography Studies local, regional,
  national, and international focus
• U.S. Government founding principles
• Economics free enterprise system and its
  benefits

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STRUCTURE of the TEKS

• Eight Strands integrated for instructional
  purposes
• History
• Geography
• Economics
• Government
• Citizenship
• Culture
• Science/technology/society
• Skills

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TEKS Social Studies Strategies

• Consider how the TEKS build and connect through
  grade levels and courses
• Is there a link between what is taught in high
  school, middle school, and elementary schools?
• Are social studies teachers communicating across
  grade levels?

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TEKS Social Studies Strategies

• Consider interdisciplinary instruction
• Is there a link between the skills taught in
  English language arts and social studies?
• How can teachers from both disciplines
  collaborate?

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Examples of Critical-Thinking Skills in Social
Studies

• Use Primary and Secondary Sources ?
• Identify Points of View from Historical Context ?
• Identify Bias in Written and Visual Materials
• ? Skills-in-common with English Language Arts

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Social Studies Integration

• An effective way of reaching out to other
  disciplines

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Examples from 3rd Grade ELA
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Examples from ELA 5th grade
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Resources for Educators

• SOCIAL STUDIES CENTER
• TEKS-Tools TAKS Training
• www.tea.state.tx.us/ssc
• Data Driven Decision-Making
• Elementary Social Studies Building a Foundation
• World History and World Geography Connecting
  Concepts
• United States History Developing a Sense of
  Time and Place
• Economics, Government, and Culture 21st Century
  Citizenship
• Integrating Content and Skills Instruction

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Social Studies Center Offerings

• Texas Social Studies Framework
• TEKS Glossaries and Biographies
• Annotated Bibliographies of Literature
• TEKS Charts
• TAKS Related Information Booklets, Blueprints,
  Released Tests, and SEs.
• Primary Resources
• ESC Contacts
• www.tea.state.tx.us/ssc

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• TEKS to TAKS

• Skills items
• Grade 10 test

 
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TEKS to TAKS

• The comprehensive Exit Level test requires
  teachers to be familiar with social studies
  curriculum from K-12.
• Consider that all social studies instruction
  leads to the Exit Level test.
• Change mindset not really grade level tests,
  but markers and an Exit Level test.

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• Administrators and teachers must ensure that
  students are receiving instruction at all grade
  levels, beginning with kindergarten.

• Early American TEKS are on both high school
  social studies tests.
• The grade 5 social studies course is crucial for
  a strong foundation.

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• Consider a vertical approach

• Social Studies teachers should
• be familiar with K-12 TEKS
• focus on their grade, but be aware of
• curriculum taught at other grades
• consider how to reinforce concepts that
• are tested

• Administrators should
• hold vertical planning sessions at the campus and
  district level
• encourage professional growth

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Teaching Is Not Testing
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Such As and Including

• Refer to TAKS Information Booklets
• All grades all content areas

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Such As

• From the Social Studies Exit Level Information
  Booklet
• The term such as is used when the specific
  examples
• that follow it function only as representative
  illustrations
• that help define the expectation for teachers.
  These
• examples are just that examples. Teachers
  may
• choose to use them when teaching the student
• expectation, but there is no requirement to use
  them.
• Other examples can be used in addition to those
  listed
• or as replacements for those listed.

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(US17) History. The student understands the
impact of constitutional issues on American
society in the 20th century. The student is
expected to
(A) analyze the effects of 20th-century landmark
U. S. Supreme Court decisions such as Brown v.
Board of Education, Regents of the University of
California v. Bakke, and Reynolds v. Sims
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Including

• From the Grade 8 Social Studies Information
  Booklet
• The term including is used when the specific
• examples that follow it must be taught.
• However, other examples may also be used in
• conjunction with those listed.

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(8.18) Government. The student understands the
dynamic nature of the powers of the national
government and state governments in a federal
system. The student is expected to
(B) describe historical conflicts arising over
the issue of states rights, including the
Nullification Crisis and the Civil War
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Skills Items

• Students begin learning and practicing social
  studies skills in kindergarten.
• Sequential development occurs K-12.
• Students build on the same skills across levels.

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• Geography. The student uses geographic tools to
  collect, analyze, and interpret data.
• Grade 4 4.6(B) translate geographic data
  into a variety of formats such as raw data to
  graphs and maps
• Grade 5 5.6(B) translate geographic data into
  a variety of formats such as raw data to
  graphs and maps

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• Geography. The student uses geographic tools to
  collect, analyze, and interpret data.
• Grade 7 7.8(B) pose and answer questions
  about geographic distributions and
  patterns in Texas during the 19th and 20th
  centuries
• Grade 8 8.10(B) pose and answer questions
  about geographic distributions and patterns
  shown on maps, graphs, charts, models,
  and
• databases

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• Geography. The student uses geographic tools to
  collect, analyze, and interpret data.
• U. S. History Studies Since Reconstruction
• US11(B) pose and answer questions about
  geographic distributions and patterns shown on
  maps, graphs, charts, models, and
  databases

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Grade 10 Test

• Objective 2 Geography
• 8.10 (B)
• Correlate Items
• WG1A/WH12B
• Number of Grade 8 items

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JUST THE FACTS

• Composition of Grade 10 Assessment
• Objective 1 4 student expectations
• four 8th grade
• Objective 2 6 student expectations
• one 8th grade
• five world studies
• Objective 3 3 student expectations
• three world studies
• Objective 4 8 student expectations
• eight 8th grade
• Objective 5 7 student expectations
• three 8th grade
• four world studies

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Totals

• 28 total student expectations
• 16 eighth grade
• 12 world studies

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Grades 8, 10 and Exit Level Social Studies
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(8.30) Social studies skills. The student
applies critical-thinking skills to organize and
use information acquired from a variety of
sources including electronic technology. The
student is expected to
(D) identify points of view from the historical
context surrounding an event and the frame of
reference which influenced the participants and
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(8.1) History. The student understands
traditional historical points of reference in
U.S. history through 1877. The student is
expected to
(C) explain the significance of the following
dates 1607, 1776, 1787, 1803, and 1861-1865
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Any Questions?
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For more information, contact
Brenda Tingle Manager TAKS Social Studies
Development TEA Student Assessment
Division brenda.tingle_at_tea.state.tx.us 512-463-953
6 Michelle Ungurait Director of Social
Studies TEA Division of Curriculum michelle.ungura
it_at_tea.state.tx.us 512-682-2200