TEKS Recording

Tool and TEKS

Exploration Tool

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How Do You Measure

Success in Your School?

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How Do You Measure Success in Your School?

Questions to Ponder…1. What outcomes do you expect to come

from implementing CSCOPE?

2. How will you measure that success?

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Successful Implementation Requires…

• Systems thinking: • Common vision• Common mission• Common beliefs

• Willingness to confront brutal facts

• Actively involved leadership

• Commitment• Professional Learning

Communities• Time!

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Our Ultimate Goal for CSCOPE Coaching…

LEVEL FIVE LEADERSHIP

From Good to Great! By Jim Collins

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What is my implementation level

of TEKS?

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GET How Well Do Teachers Know

Their Standards?

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Bucket Analogy

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• Elementary• Jr. High• High School

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• What do the holes in the bucket represent?

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Water

?

Bucket

?

as

…is a symbol for …

Holes

?

as

…is a symbol for …

Escaping Water

?

…is a symbol for …

…is a symbol for …

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Water

Knowledge the school provides

Bucket

School & Education of the Students

as

…is a symbol for …

Holes

Gaps in Learning

as

…is a symbol for …

Escaping Water

Knowledge that is not mastered

…is a symbol for …

…is a symbol for …

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Pre-testState Standards

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Pre-test1. What is a “Strand” in relation to the TEKS and

where do you find it in your TEKS?

2. How many “Strands” do you have in your subject area?

3. What is the difference between a “Knowledge & Skills Statement” and a “Student Expectation” from your TEKS?

4. How many “Knowledge & Skills Statements do you have in your TEKS?

5. What are the two most important components of your Student Expectations?

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Strand

Knowledge

& Skills Statement

Student Expectation

Student Expectation

Knowledge & Skills

Statement

Student Expectation

Student Expectation

Student Expectation

TEKS Structure

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Strand

Knowledge & Skills Statement

Stu

den

t Exp

ecta

tion

Note: From the strand to the knowledge & skills statement to

the student expectation, the information changes from broad to

more specific.

2 important parts of an SE:1. CONTENT RIGOR

2. COGNITIVE RIGOR

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Our Goal

Teachers are continually kept current on state and national

standards and how they affect instruction through

professional dialogue of the PLC.

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Our Goal

TEKS Recording

Tool

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HOW ARE THE TEKS DISTRIBUTED ACROSS MY GRADE LEVEL/COURSE?

TEKS RECORDING DOCUMENT

TEKS Recording Document

Grade Level and Content:

StrandsKnowledge &

Skills StatementsStudent

Expectations

Total Strands: Total Knowledge & Skills Statements:

Total Student Expectations:

Record each strand for your content area and grade level.

Record the # of K&S statements for each strand.

Record the # of SEs for each

strand.

Copyright Region 8 Education Service Center

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TEKS Recording Document

Grade Level and Content: 3rd Grade ELAR

StrandsKnowledge & Skills

StatementsStudent

Expectations

Reading 14 27

Writing 3 4

Oral and Written Conventions 5 8

Listening and Speaking 2 6

Research 3 4

Total Strands:

5

Total Knowledge & Skills Statements:

27

Total Student Expectations:

49

3 Student Expectations

Strand

#1

Knowledge & Skill

Statement #1

Strand

#1 4 Student Expectations

Knowledge & Skill

Statement #2

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TEKS Recording Document

Grade Level and Content: 3rd Grade Math

StrandsKnowledge & Skills

StatementsStudent

Expectations

#1: Number, operation, and quantitative reasoning 5 14

#2: Geometry and spatial reasoning 3 5

#3: Patterns relationships and algebraic thinking 2 5

#4: Measurement 2 8

#5: Probability and statistics 1 3

#6: Underlying processes and mathematical tools 3 8

Total Strands:

6

Total Knowledge & Skills Statements:

16

Total Student Expectations:

43

TEKS Recording Document

Grade Level and Content:

StrandsKnowledge &

Skills StatementsStudent

Expectations

TABLE GROUP DOES TOGETHERWork Independently

Work Independently

Work Independently

Work Independently

Total Strands: Total Knowledge & Skills Statements:

Total Student Expectations:

Copyright Region 8 Education Service Center

1. Each person gets a copy of CSCOPE’s TEKS Verification Matrix in the folder on your table. (All table members will have the same grade level/subject.)

2. Work as a table group to identify the first strand and count the K & S statements as well as the S.E.’s for that strand.

3. Work independently on the remaining strands.

4. Debrief 15 min.

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Debriefing the TEKS Landscape

1.How many strands are represented in your grade level/course?

2.How many knowledge and skills statements are represented per strand?

3.How many student expectations are in a strand? Do they vary in number? If so, what might that imply?

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The TEKS Landscape

What is guiding teachers’ instruction, if they do not know “all” of their standards?

What happens if teachers depend on textbooks to teach all the standards that must be taught?

Ponder

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EXPLORING COGNITIVE AND CONTENT EXPECTATIONS

What’s the difference?

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Confronting the Brutal Facts:

Many teachers BELIEVE they

understand their standards…

…but the truth is that most

teachers have not had the

opportunity to TRULY

deconstruct, unpack, and

understand their standards.

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Confronting the Brutal Facts:

In order to implement a curriculum that is TRULY

aligned to state standards, teachers must have the tools to truly UNDERSTAND those

standards.

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TEKS Student Expectations

Cognitive

The level at which students are expected to perform in order to adequately meet the standard

Determined by the verbs used in both the knowledge and skills statements and student expectations

Content

The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard

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TEKS Recording Document

Grade Level and Content: 3rd Grade ELAR

StrandsKnowledge & Skills

StatementsStudent

Expectations

Reading 14 27

Writing 3 4

Oral and Written Conventions 5 8

Listening and Speaking 2 6

Research 3 4

Total Strands:

5

Total Knowledge & Skills Statements:

27

Total Student Expectations:

49

Strand

#1

Cognitive Rigor: use, read, write,

describeKnowledge & Skill

Statement #1

Content: place value to 999,999

TEKS Exploration DocumentTeacher: Grade Level: Subject:

STRAND: Probability and Statistics

Knowledge & Skills

Statement

Student Expectation

Cognitive Expectation(Verbs)

Content Expectation

In the first column,

record the identifying number of the know-ledge and

skills statement

In the second column,

record the identifying

number and letter for

the student ex-

In the third column, determine the

cognitive level of the TEKS by listing the verbs from the

knowledge and skills AND student

expectations.

In the fourth column, list the

content items that students must

demonstrate at the cognitive levels

listed in the previous column.

Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)

3.11 (A)3.13

Collect, organize, display, interpret,

record

Write the Strand

TEKS Exploration DocumentTeacher: Grade Level: Subject:

STRAND:

Knowledge & Skills

Statement

Student Expectation

Cognitive Expectation(Verbs)

Content Expectation

Data in pictographs, bar graphs (1 cell might rep. more than 1 piece of data)

3.11 (A)3.13 Collect, organize, display, interpret,

record

Probability and statistics

TEKS Exploration DocumentTeacher: Grade Level: Subject:

STRAND:

Knowledge & Skills

Statement

Student Expectation

Cognitive Expectation(Verbs)

Content Expectation

Copyright Region 8 Education Service Center

1. Keep your copy of the TEKS Verification Matrix. (All table members will have the same grade level/subject.)

2. Work as a table group to “deconstruct” the first 5 Student Expectations.

3. Work independently on the remaining strands.

4. Debrief 30 min.

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Debriefing the TEKS Exploration Tool

1. Value of

deconstructing

TEKS?

2. Discoveries?

3. How can

discoveries help

teachers become

INTENTIONAL?

• Without a thorough “debrief,” this TEKS exercise is just a time-consuming checklist that has little value in teachers’ eyes.

• Coaches MUST help teachers take their discoveries and transfer them to instruction.

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The Bucket Analogy

What about those holes?

What will be the cumulative effect if every teacher knows the cognitive process and content of their TEKS?