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Collaborating, Defining, and Decision-Making

Collaborating, Defining, and Decision-Making. Adopting Textbooks that Align to the TEKS and Address District Needs. Appropriate Textbook Materials. Align to the depth and complexity of the TEKS Serve as a tool to support student learning

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Collaborating, Defining, and Decision-Making

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  1. Collaborating, Defining, and Decision-Making Adopting Textbooks that Align to the TEKS and Address District Needs

  2. Appropriate Textbook Materials • Align to the depth and complexity of the TEKS • Serve as a tool to support student learning • Create a support structure for teachers in their efforts to reach all students

  3. Appropriate Textbook Materials • Do not replace a district’s instructional scope and sequence • Are not substitutes for well-planned instruction

  4. Open Adoption Process • Publishers submit textbooks and ancillary materials • Teacher committees determine conformity (Summer 2009) • No judgment of quality

  5. Conformity • To be considered for the conforming list, publishers provided 3 (5 for beginning reading) examples of alignment to the TEKS. • Teacher committees determined if these 3 (or 5) examples aligned to the TEKS. • 100% of these conforming examples must be approved in order to make the conforming list.

  6. Decision-Making • Study the TEKS • Identify areas of need • Study the textbook materials • Narrow the list of possibilities • Evaluate the list of possibilities

  7. Collaborating and Defining

  8. Collaborating and Defining

  9. Collaborating and Defining

  10. Collaborating and Defining

  11. Collaborating and Defining

  12. Collaborating and Defining

  13. Collaborating and Defining

  14. Collaborating and Defining • Study the TEKS • Articulate depth and complexity • Identify and create samples that reflect the depth and complexity of the TEKS • Identify curriculum-related needs based on data

  15. Study the TEKS To Build Internal Capacity… • Meaning • Paraphrase • Guiding examples • Consensus on interpretation

  16. Identify Areas of Need • What do we do well? • What can we do better? • Curriculum • Instruction • Assessment • Which are our “top 10” needs? • As identified by teachers • As identified by students

  17. Determining Scoring Levels • Determine criteria for assigning ratings • 4 • 3 • 2 • 1 • Determine consensus regarding criteria • Rate a textbook for 2-3 TEKS and discuss ratings to establish rating consistency

  18. A Sample Rubric

  19. Sample Scoring Levels

  20. Study the Textbook Materials • Determine a score/rating for each TEKS breakout • Identify the ways in which a textbook addresses each TEKS • Describe the degree to which guiding examples are addressed • Justify the score/rating

  21. Narrow the List of Possibilities • Which two textbooks have the highest cumulative rating?

  22. Evaluate the Possibilities • How well do the textbooks address the introductory paragraphs to the TEKS? • How well do the textbooks address Figure 19? • Which textbook best addresses our “top 10”?

  23. Timeline Considerations

  24. Thank you! Jennifer Brock Diane Peterson jbrock@esc4.netdpeterson@esc4.net 713.744.6355 713.744.6829 For further information: http://ritter.tea.state.tx.us/textbooks/proclamations/proc2010/index.html

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