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TEKS: Texas’ Public Schools Curricula. Expectations. Define TEKS Analyze structure of TEKS Locate Sources for TEKS Analyze STAAR Connect TEKS to Assessment. TEKS. T exas E ssential K nowledge and S kills State - mandated curriculum for public schools
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Expectations • Define TEKS • Analyze structure of TEKS • Locate Sources for TEKS • Analyze STAAR • Connect TEKS to Assessment
TEKS • Texas Essential Knowledge and Skills • State - mandated curriculum for public schools • Sets expectations for each grade level and for each subject area
Succeeding With TEKS • Teacher’s Ultimate Guide: • What students should have learned during prior year • What to teach this year • What will be tested at the end of this year
Instruction Quality Student Performance Curriculum Assessment TEKS
TEKS Overview • Adopted by State Board of Education 1997 • Implemented September 1998
State Bureaucracy in Education State Board of Education: Publicly elected citizens of the state from various political districts State Commissioner of Education: Chief executive officer for the Board; Oversees the state agency Texas Education Agency: Specialized departments that monitor All aspects of public education
Commissioner of Education Michael L. Williams
Local School District Bureaucracy in Education Board of Trustees: Publicly elected citizens of the community District Superintendent: Chief executive officer for the Board; Oversees the district operations District Central Office: Specialized departments that monitor All aspects of the district’s programs
CampusBureaucracy in Education Principal Facilitator / Dean of Instruction Grade Level / Department / Team Classroom Teacher
Ruben Cortez, Jr. Secretary Place 5-Cameron County
TEKS Overview • Determines the content • Determines instructional strategies / materials • Drives professional training / evaluation
TEKS Advantages • Texas Public Schools= common platform • Student Performance =“portability”
TEKS Advantages • Texas Public Schools= common accountability • Student Performance =standardized testing
TEKS Advantages • Parental Support: homework, retests • Parental Support: home resources • Parental Support: School Conferences
TEKS: Two Levels • Foundation Curriculum: English language arts, math, science, and social studies • Enrichment Curriculum: other languages, health, P.E., career and technology education, and technology applications
Curriculum: Alignment • Vertical Alignment; lower and upper grades • Department / Team • Horizontal Articulation; your grade level
TEKS Handout • Texas Administrative Code • Chapter 113: Social Studies
TEKS and Instruction • Structure of TEKS • Introduction: overview • Knowledge and Skill Statement: focused area • StudentExpectation: specific fact • Grade Level TEKS / Copies
TEKS and Instruction • Structure of TEKS • Introduction: general overview of your job • Social Studies: • Grade Level TEKS / Copies
Analyzing the TEKS • (a) Introduction. • (1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history from Reconstruction to the present, is provided in §113.41 of this title (relating to United States History Studies Since 1877 (One Credit),
TEKS and Instruction • Structure of TEKS • Knowledge and Skill Statement: focused area of instruction • Strands • Supplemental Handout: Social Studies Strands
Social Studies Strands History Geography Economics Government Citizenship Culture Science, Technology, and Society Social Studies Skills
Knowledge and Skills Statements Gr.3(9) Government. The student understands the basic structure and functions of various levels of government
K&SS: Focused Area • Structure of TEKS • Knowledge and Skills Statement: 8(1) History. The student understands traditional historical points of reference in U.S. history through 1877.
Student Expectations Verbs Gr.3. 9(B) [identify] [local, state, and national governmentofficials] and [explain][how they are chosen] Content
TEKS and Instruction • Structure of TEKS • Student Expectation:1(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
TEKS and Instruction • Structure of TEKS • Student Expectation: • Cognitive level: verb (s)
Revised Bloom’s Taxonomy Taxonomy = Classification Classification of thinking Six cognitive levels of complexity
Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering Original Revised Noun Verb
Remembering Verbs/Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc
Applying Verbs/Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Student Expectations • Two types of student expectations: • Content • Skills
Content Student Expectations Grade 3 (9) Government. The student understands the basic structure and functions of local government. The student is expected to: (A) describe the basic structure of government in the local community
Skills Student Expectations Grade 4 (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
TEKS and Instruction • Level of Priority • “including”: required teaching and possible test item • “such as”: representative examples from which the teacher may choose
TEKS and Instruction • Level of Priority • “including”: required teaching and possible test item • Grade Level TEKS / Copies
TEKS and Instruction • Level of Priority • “such as”: representative examples from which the teacher may choose • Grade Level TEKS / Copies
Knowledge and Skill Statement Focused Area/Content Strand Standard (Student Expectation): Content Skill Or, Cognitive Level of Verb Cognitive Level of Verb “including”, or “such as”
Sources for TEKS • Texas Education Agency • School District • Curriculum Dept. • Campus • Dean of Instruction • Grade / Team Leader
Sources for TEKS • Texas Education Agency • www.tea.state.tx.us
Sources for TEKS • http://www.tea.state.tx.us • Curriculum/Standards • Elementary / Middle / High School
Display of TEKS • Included in the Information Corner • Written in the Lesson Plans • Indicated in Homework / Worksheets / Tests
Discussion of TEKS • Student Orientation at beginning of year • Unit / Lesson introduction • Correction of assignments / assessments
Discussion of TEKS • Parent Activity: Open House • Parent Conference • Parent Correspondence