Implementing the TEKS

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Implementing the TEKS

• Module 3

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Purposes

• Review what we have learned in the data analysis
• Determine actions for classroom implementation

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Horace says in his Epistles

• He has half the deed done, who has made a
  beginning.

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EKS TAKS objectives
xpectations for students
onitoring
lanning
pportunities to learn
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EKS TAKS Objectives

• The TEKS are the agreed-upon expectations for
  student achievement for the state of Texas.
• The TEKS are the student expectations for the
  TAKS.
• The best way to prepare students for the TAKS is
  to teach all the TEKS.

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xpectations for students
Written Curriculum
TEKS
Tested Curriculum
Taught Curriculum
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Unity
Written
Curriculum
Taught
Tested
Unity
Curriculum
Curriculum
A rational system sets goals and moves its
curricula closer and closer until unity is
attained.
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Unity Alignment
State Curriculum Texas Essential Knowledge and
Skills
Assessment Measuring Monitoring Learning
Establishing an expectation of quality
Instruction Learning Opportunities
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A
H
Correlate the individual TEKS to the
TAKS objective.
Develop pencil-and-paper, local assessment items
and performance -based assessments.
G
B
Agree on at least one instructional activity or
strategy.
Add at least one alternative teaching strategy
for students who learn differently or for
re-teach opportunities.
Respond To the Challenge
C
F
Determine if the TEKS has been tested on TAAS. If
so, look at the content and context of the test
item.
Find instructional activities in textbooks and
other resource materials which align with each
units TEKS.
D
After you have analyzed each individual
TEKS, cluster the TEKS to form units of
instruction.
E
Sequence the instructional units.
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Alignment
A
Correlate the individual TEKS to the
TAKSobjective.
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Alignment
B
Agree on at least one instructional activity or
strategy.
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Alignment
C
Determine if the TEKS has been tested on
TAAS. If so, look at the content, context, and
cognitive level of the test item.
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Alignment
D
After you have analyzed each individual TEKS
statement, cluster the TEKS to form units of
instruction.
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Alignment
E
Sequence the instructional units.
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Alignment
F
Find instructional activities in textbooks and
other resource materials which align with each
units TEKS.
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Alignment
G
Add at least one alternative teaching strategy
for students who learn in different ways and/or
for re-teach opportunities.
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Alignment
H
Develop pencil-and- paper, local assessment
items and performance-based assessments.
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Resources for Teachers
Mathematics TEKS Toolkit http//www.tenet.edu/t
eks/math Texas Council of Teachers of Mathematics
(TCTM) http//edtech.ci.swt.edu/pub/tctm/index.htm
National Council of Teachers of Mathematics
(NCTM) http//www.nctm.org Social
Studies Center for Educator Development http//s
ocialstudies.tea.state.tx.us Provides resources
for implementing TEKS History Alive Teachers
Curriculum Institute http//www.teachtci.com/defau
lt.asp
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Resources for Teachers
National Geographics Expeditions
http//www.nationalgeographic.com/ngexpeditions T
exas Council for the Social Studies (TCSS)
http//rgfn.epcc.edu/users/tcss National
Council of Teachers for the Social Studies
http//www.NCSS.org AP Vertical Team Guide
for Social Studies This book gives good concrete
strategies to improve student comprehension and
higher-order thinking skills in social studies
contexts. Educational Testing Service
991079 [phone]
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Resources for Teachers
Science TEKS Toolkit
http//www.tenet.edu/teks/science Texas Science
Center for Professional Development in Curriculum
and Assessment http//www.texassciencecente
r.org Texteams (Texas Teachers Empowered for
Achievement in Mathematics and Science
http//www.utdanacenter.org/ssi/projects/texteams
National Science Teachers Association
http//www.nsta.org Access Excellence Resource
Center http//www.accessexcellence.org
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Resources for Teachers
Texas Center for Reading and Language Arts
http//www.texasreading.org National Council of
Teachers of English http//www.ncte.org/tea
ch/ Advanced Placement Programs
http//www.tea.state.tx.us/gted/cbtexasinvite.pdf
Comprehensive Grammar Site
http//www.webster.commnet.edu/grammar/index Huma
nities Resource http//www.edsitement.neh
.gov
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TEKS/TAKS Expectations Tool

• What is the state expectation for students?
• What is the related TAKS objective?
• What activities will prepare students to meet the
  expectation?
• How can we assess student progress toward meeting
  the expectation?
• How can we assess student mastery of the
  objective?

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Assessment is Feedback Data
Actions to take prior to the assessment to invite
student success Actions to take after the
assessment to deal with the failures
Proactive
Reactive
To ensure student success, educators adopt a
proactive stance.
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What Does TEKS-Based Learning Imply?
Traditional 2001 and Beyond Isolation Colla
boration and communication Other-directed
learning Self-directed learning Sorting and
selecting Learning for all students of students
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TEKS-Based Learning (continued)
Traditional 2001 and Beyond Learning bits of
Relevant learning information connected to
life and other disciplines Viewing student
differences Studying of student as
problems differences for planning Whole-class
instruction Variety of instructional arrang
ements
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TEKS-Based Learning (continued)
Traditional 2001 and Beyond Time-driven Resu
lts-driven Testing for pieces Assessments for
of learning continuous improvement Fact,
knowledge based Requires higher levels of
cognition
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TEKS-Based Learning (continued)
Traditional 2001 and Beyond Single mode of
Multiple forms of assessment assessment Tes
ting as the end Assessment as ongoing of
learning and diagnostic
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ONITORING

• Purpose Ensuring needed changes are made
  in a timely manner must be continuous
  and ongoing

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From John F. Kennedy

• Things dont just happen they are made to
  happen.