TEKS and TAKS Elementary Curriculum and Assessment Alignment

1. TEKS and TAKSElementary Curriculum and Assessment Alignment

2. Two Critical Questions: • What should students know and be able to do? • What evidence do we accept that this learning has been accomplished?

3. Texas Essential Knowledge & Skills Texas Assessment of Knowledge & Skills Ongoing formative assessment at the district and classroom levels ---------------Student Learning----------------

4. 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

5. 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.

6. 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

7. 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.

8. 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.

9. 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.

10. 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.

11. 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

12. 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.

13. 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

14. 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:

15. (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)

16. 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).

17. (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)

18. 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)

19. 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)

20. Texas Essential Knowledge & Skills,Grade 6 Reading Some student expectations are not included in TAKS.

21. 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)

22. 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

23. 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

24. 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

25. Student Success Initiative Phase-in of SSI Testing Requirements

26. 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.

27. 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)

28. 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.

29. 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

30. 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

31. Student Success Initiative Critical Components: • Parental notification of testing requirements • Three testing opportunities • Required accelerated instruction after each failure

32. Intervention Upon Failure

33. Questions . . .

34. 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.

35. Questions . . .

36. 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

37. 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

38. What should we be doing right now? • Understanding the instructional specifications of the TAKS • Determining our professional development needs • Planning together

39. TEACH THE TEKS! • Instructional planning and delivery reflect the TEKS. • Use available data to determine if your instructional plan reflects the TEKS.

40. 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 Division 512 463-9581 • www.tea.state.tx.us/curriculum/ • TEA Assessment Division 512 463-9536 • www.tea.state.tx.us/assessment