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TEKS and TAKS Elementary Curriculum and Assessment Alignment. Two Critical Questions :. What should students know and be able to do? What evidence do we accept that this learning has been accomplished?. Texas Essential Knowledge & Skills. Texas Assessment of Knowledge & Skills.

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TEKS and TAKS Elementary Curriculum and Assessment Alignment

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Teks and taks elementary curriculum and assessment alignment l.jpg

TEKS and TAKSElementary Curriculum and Assessment Alignment


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Two Critical Questions:

  • What should students know and be able to do?

  • What evidence do we accept that this learning has been accomplished?


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Texas Essential Knowledge & Skills

Texas Assessment of Knowledge & Skills

Ongoing formative assessment at the district and classroom levels

---------------Student Learning----------------


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TAKS development began with the TEKS.

In the summer of 1999, committees of Texas

educators:

  • Reviewed TEKS student expectations

  • Sorted TEKS student expectations into two categories

  • Reached preliminary consensus


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Alignment Activities—Fall 1999 to Winter 2000

  • Assessment and curriculum staff created preliminary objectives, or umbrella statements, to organize the TEKS essential to measure on TAKS.

  • Exit-level advisory committees reviewed the objectives as well as the grouping of TEKS student expectations under them.


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Public Review

  • Exit-level educator surveys in spring 2000

  • Campus consensus surveys for all grades and subjects in fall 2000

  • All surveys posted on TEA website for public review and comment

  • External review meetings in January and February 2001


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Use of Public Review

  • TAKS objectives and student expectations revised, finalized, and sent to districts.

  • Preliminary blueprints discussed and item development guidelines created.

  • Information Booklets developed to detail the alignment of TEKS and TAKS.


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Ongoing TAKS Development Activities

Spring 2002 Field Test

  • Field test was testing items, not students.

  • Data Review Committees will evaluate items.

  • You will receive no feedback from field test.


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Ongoing TAKS Development Activities, continued

Fall Study (September 2002)

  • Only a small group of campuses and districts will take a whole test this coming fall.


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State Board of Education Standard Setting

  • Results of the fall field test will help inform standard setting.

  • The last time the Board set standards for a major testing program was in 1989.


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For the TAKS standard-setting process, the Board:

  • Agreed to be advised by standard setting advisory panels, comprised of educators, parents, and community members

  • Will be informed by impact data


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The State Board of Education

  • Will consider setting multiple passing standards

  • May “phase-in” the passing standard

    Standards will be set at the SBOE meeting in

    November 2002, prior to the first administration

    of the test.


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The Texas Assessment of Knowledge and Skills

  • A derivation of the Texas Essential Knowledge and Skills (TEKS)

  • A reflection of the knowledge and skills most critical for student learning and academic progress

  • A snapshot of student performance


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Texas Essential Knowledge & SkillsGrade 6 Reading

(12) Reading/text structures/literary

concepts. The student analyzes the

characteristics of various types of texts

(genres). The student is expected to:


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(A) Identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8)

(C) Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8)

(F) Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8)

(G) Recognize and analyze story plot, setting, and problem resolution (4-8)

(H) Describe how the author's perspective or point of view affects the text (4-8)

(I)  Analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8)

(J)  Recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8)

(K) Recognize how style, tone, and mood contribute to the effect of the text (6-8)


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Texas Assessment of Knowledge & Skills, Grade 6 Reading

Objective 2: The student will apply knowledge of

literary elements to understand culturally diverse

texts.

(12)  Reading/text structures/literary concepts. The

student analyzes the characteristics of various

types of texts (genres).


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(F)  Analyze characters, including their traits,

motivations, conflicts, points of view

relationships, and changes they undergo (4-8)

(G)  Recognize and analyze story plot, setting, and

problem resolution (4-8)

(J)  Recognize and interpret literary devices such as

flashback, foreshadowing, and symbolism (6-8)


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Texas Assessment of Knowledge & Skills, Grade 6 Reading

Objective 3: The student will use a variety of

strategies to analyze culturally diverse written texts.

(A)  Identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8)

(C)  Compare communication in different forms such as [contrasting a dramatic performance with a print version of the same story or] comparing story variants (2-8)

(H)  Describe how the author's perspective or point of view affects the text (4-8)


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Texas Assessment of Knowledge & Skills, Grade 6 Reading

Objective 4: The student will apply critical thinking

skills to analyze culturally diverse written texts.

(I) Analyze ways authors organize and present ideas such as

through cause/effect, compare/contrast, inductively,

deductively, or chronologically (6-8)

(K) Recognize how style, tone, and mood contribute to the effect

of the text (6-8)


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Texas Essential Knowledge & Skills,Grade 6 Reading

Some student expectations are not included in

TAKS.


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For example,

(b) Recognize the distinguishing features of genre, including biography, historical fiction, informational texts, and poetry (4-8)

(d) Understand and identify literary terms, such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts)(6-7)

(e) Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7)


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An Independent Measure of Student Performance:

  • Lets districts know if student learning is consistent with expectations beyond those of the immediate community

  • Gives districts the information needed for early intervention of students who need additional help


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Student Success Initiative

  • Texas Education Code (TEC) §28.0211

  • Students in Grades 3 (reading), 5, and 8 (reading and mathematics) must demonstrate proficiency in the subjects required in order to advance to the next grade


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Student Success Initiative

Goal

To support student academic achievement of the TEKS at each grade level to enable a student to succeed at the next grade level and throughout his/her schooling


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Student Success Initiative

Phase-in of SSI Testing Requirements


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Student Success Initiative

Commissioner’s Rules for the SSI (§101.2019)

  • Adopted Commissioner’s rules were published in the Texas Register on May 10, 2002, and became effective on May 26, 2002.

  • Rules may be found on the TEA website at www.tea.state.tx.us/rules/tac/chapter101/ch101bb.html.


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Student Success Initiative

Demonstrated proficiency is defined as:

(1)Meeting the passing standard on the TAKS for the required subject(s), or

(2)Passing a state-approved alternate assessment (which a district may administer on the third opportunity)


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Student Success Initiative

A student who does not demonstrate proficiency may be promoted by his/her Grade Placement Committee (GPC) in accordance with standards set by the local school board.


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Student Success Initiative

Grade Placement Committee:

  • Decides on promotion or retention after third failure

  • Develops individual accelerated instruction plan for every student who does not pass after three testing opportunities


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Student Success Initiative

Grade Placement Committee:

  • Is composed of the principal or principal’s designee, the student’s parent or guardian, and the student’s teacher for tested subject

  • Chooses accelerated instruction for student before third testing opportunity after second failure


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Student Success Initiative

Critical Components:

  • Parental notification of testing requirements

  • Three testing opportunities

  • Required accelerated instruction after each failure


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Intervention Upon Failure


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Questions . . .


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Student Success Initiative

Implementation Timeline:

  • Effective date of new rules is May 26, 2002.

  • By the end of the 2001-2002 school year, the rules should be posted on TEA website and distributed in schools.

  • First administration of Grade 3 TAKS will be March 4, 2003.


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Questions . . .


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The TEKS as the Centerpiece

  • Framework for instructional delivery in local schools

  • Basis for state instructional materials selection

  • Framework for new assessment objectives

  • Basis for SBEC certification development

  • Focal point for PDAS and ILD programs


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What actions are necessary to continue student improvement?

  • Collect and use data

  • Develop benchmarks

  • Find and use time to assess student needs

  • Develop appropriate responses for identified student needs

  • Work collaboratively on the campus and across campuses with district support staff and regional service centers and other initiatives and organizations that support student improvement


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What should we be doing right now?

  • Understanding the instructional specifications of the TAKS

  • Determining our professional development needs

  • Planning together


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TEACH THE TEKS!

  • Instructional planning and delivery reflect the TEKS.

  • Use available data to determine if your instructional plan reflects the TEKS.


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For More Information

  • Texas Essential Knowledge and Skills

    • TAC Chapters 110-128 www.tea.state.tx.us/teks/

  • Texas Assessment of Knowledge and Skills

    • TAC Chapter 39, Subchapter B www.tea.state.tx.us/student.assessment

  • TAKS Information Booklets

    • www.tea.state.tx.us/student.assessment/taks/booklets/

  • TEA Curriculum Division512 463-9581

    • www.tea.state.tx.us/curriculum/

  • TEA Assessment Division 512 463-9536

    • www.tea.state.tx.us/assessment


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