Download - TEKS Resource System Network Meeting - ESC12 RS... · ... •210 revised items ... Social Studies
TEKS Revisions Update
http://tea.texas.gov/Curriculum_and_Instructional_Programs/Curriculum_Standards/TEKS_Texas_Essential_Knowledge_and_Skills_(TEKS)_Review/Texas_Essential_Knowledge_and_Skills_-_Subject_Area_Reviews/
English Language Arts & Reading: TEKS Revision Update
What will be happening?
February/March 2016: TEKS review committees reconvene to make final recommendations. TEA posts the final recommendations. Experts review the final recommendations.
April 2016: SBOE meets to review the committees final drafts. They will hear invited and public testimony. SBOE members make any additional changes and directs TEA staff to prepare the draft rule text. SBOE could vote on first reading which opens the formal comment period.
July 2016: SBOE meets to review all the feedback. Amendments could be proposed and voted on, as well as, second reading and final adoption.
English Language Arts & Reading: STAAR Resources
http://www.teksresourcesystem.net/
STAAR StemsSTAAR Analysis
Mathematics DevelopmentKinder – Grade 8 High School
Curriculum:• Enhanced TEKS Clarification (ETCD)• Vertical Viewer• YAG• TVD• IFD (Overarching/Unit Understandings and Questions,
Overarching/Unit Concepts)• Performance Rubrics
Curriculum• Enhanced TEKS Clarification (ETCD)• Vertical Viewer• YAG• TVD• IFD (Overarching/Unit Understandings and Questions,
Overarching/Unit Concepts)
Assessment:• Formative Spiral Items: K – 8• Unit Assessment Items: Grade 2 – Grade 8
Assessment:• Unit Assessment Items: Algebra I, Algebra II,
Geometry, MMA, Precalculus• Performance Tasks: Algebra I (Unit 12), Algebra II (Unit
13), Geometry (Unit 11), MMA (Unit 12)
Resources: • Concept Tree• Graphing Calculator Hints (Grade 6 – Grade 8) • Other resources related to TEA information, STAAR
information, etc.
Resources: • Concept Tree• Graphing Calculator Hints• Other resources related to TEA information, STAAR
information, etc.
• STAAR Analysis Grade 3 – Grade 8 (coming soon)
• Formative Spiral Items: Algebra I (coming soon)
Formative Spiral Items Assessment Item Bank Performance AssessmentUsed to guide instructional decisions
and informally assess student
understanding of concepts and
processes from previous units, current
units, and previous grade levels.
Assess content taught in the
suggested unit
Assess bundles of content taught in
the suggested unit
Located in Assessment Bank Located in Assessment Bank Located in Search All Components
Majority of items are constructed
response
Majority of items are selected
response; some constructed; few
numerical response
Constructed response
(K-1 have both oral and
written constructed response)
Focus on 1 or more content standards
(from that grade level or previous
grade levels)
Wrapped with 1 or more process
standards
Focus on only 1 content standard
(from that grade level)
Wrapped with 1 or more process
standards
Focuses on bundled content
standards (from that grade level)
Wrapped with 1 or more process
standards
Searchable in system by
Grade level it is written for
SE (grade level or previous
grade level SE)
Unit # (according to the
YAG)
Item #
Searchable in system by
Grade Level
SE (grade level SE)
Unit # (according to the YAG)tem # M.08.07.10A.CR.00001.TRS
Searchable in system by
Search All Components - PAs
Searchable in system by
Grade Level
IFD
Item number has 1 or more content
standards embedded in numberEx: MS.08.07.10A10B.CR.00001.TRS
Item number has only 1 content
standard embedded in numberEx: M.08.07.10A.CR.00001.TRS
Unit #
PA# (sequential in the unit;
e.g. 01, 02, etc.)
Mathematics
Mathematics Development Time Line
Texas Education Agency
• Grade 3 – Grade 8 Supporting Information
• Grade 3 – Grade 8 STAAR Sample Release Items
• Interactive Glossary
TEKS Resource System
• Grade 8 – Grade 3 Curriculum, Assessment, Formative Spiral components (by grade level/SE)
• Grade 8 – Grade 3 STAAR Analysis (NEW)
• Algebra I Units 1 – 4 Formative Spiral Items (NEW)
Review
Writing, Review and Posting
SpringSummer
2016
TEKS Resource System
• HS Curriculum, Assessment components
• Kinder – Grade 8 Formative Spiral Items
• Kinder – Grade 8 Performance Assessment Rubrics
Writing, Review and Posting
SpringSummer
Fall2015
Texas Education Agency
• Grade 2 – Kinder Supporting Information
• Interactive Glossary
TEKS Resource System
• Grade 2 – Kinder Curriculum, Assessment, Formative Spiral components (by units/SE)
• Algebra I Units 5 – 11 Formative Spiral Items (NEW)
Review
Writing, Review and Posting
Fall 2016
TEA Supporting Information
Mathematics Review Process
Grade 8
x
y
A
B C
D
E
Is “Orientation” preserved when….
Given figure ABCDE
Reflection across x-axis Rotation of 90°
x
y
A
B C
D
E
A′ B′
C′
D′
E′
Vertices A, B, C, D, and Eread clockwise
Vertices A′, B′, C′, D′, and E′read clockwise
Orientation of vertices preserved.
Orientation of figurenot preserved.
x
y
A
B C
D
E
A′
B′ C′
D′
E′
Vertices A, B, C, D, and Eread clockwise
Vertices A′, B′, C′, D′, and E′read counterclockwise
Orientation of vertices not preserved.
Orientation of figure not preserved.
Grade 8
• A change in the orientation of the figure may not imply a change in the orientation of the vertices.
• A change in the orientation of the vertices implies a change in the orientation of the figure.
• Translation and dilation are preserved when considering orientation of vertices and orientation of figure.
• Reflection is not preserved when considering orientation of vertices and orientation of figure.
• Rotation preserves orientation of vertices but does not preserve orientation of figure (unless 360°).
Generalizations of Orientation
Grade 8
TEA Supporting Information TEA STAAR Released Items TEA Interactive Glossary
Enhanced TEKS Clarification Document (ETCD)Vertical Viewer (TCD)Year at a Glance (YAG)
TEKS Verification Document (TVD)Instructional Focus Document (IFD)
Performance Assessment/Rubric (PA)Performance Assessment Items
Formative Spiral Items
Horizontal and Vertical Considerations
Mathematics Review Process
See HandoutExample
Products and quotients must be less than or equal to 100
Products must be less than or equal to 100
Dividendsmust be less than or equal
to 100
TEA Side by Side 2013
TEA Supporting Information Fall 2015
DividendDivisor
Quotient
Factor ProductFactor x =
Grade 3
Mathematics Communication of Changes
Grade 8 Review notification: • Education Service Centers • Mathematics Content Advisory Group• TEKS Resource System Update and Resource Areas
Mathematics Summary
Summary of Review:
Grade 8 – Grade 3 posted by mid of August (SEs reviewed by Grade Level) Grade 8 – Grade 6 by late April
Grade 5 – Grade 3 by mid August
Grades 2 – Kinder post during the fall (SEs reviewed by Unit)
NEW STAAR Analysis Grades 3 – 8
Grade 8 – Grade 3 will be published by mid August Grade 8 – Grade 6 by late April
Grade 5 – Grade 3 by mid August
NEW Algebra I Formative Spiral Items
Units 1 – 4 posted by mid August
Units 5 – 11 will roll out during the Fall
Science Curriculum Updates
• Final revisions and enhancements to ALL curriculum components have been published
• High School performance rubrics are online
• Final Ciencias IFDs will be published before the end of the month
Science Assessment Updates
• Gap Analysis- Assessment items for grades 2-12 this year• 225 new items
• 210 revised items
• 151 deleted items
• Some new items will be added in Aug.-Sept.
• Ciencias assessment is complete and available
Science
How does analyzing STAAR help us?
It provides greater clarity of CONTENT in student expectations
It provides greater clarity of FORMAT AND STYLE of the STAAR items
It provides greater clarity of RIGOR for Performance Assessments, Performance Tasks, and Unit Assessment items
Social Studies
Curriculum
All courses K-12 have been in enhanced revision since the early 2015
All courses were completed in draft form last week
Key Features of the revision include:
Streamlining – reduced repetition and improved the pace
Enhancing – included additional backward design elements to clarify targets of student learning and understanding
Unifying – included universal design elements to accelerate the teacher’s planning process and improve student retention
All overlap and contribute to the goals of each
Social Studies – Curriculum Streamlining
Approaches to Streamlining:
Reduced strikethroughs
Reduced repetition
Reduced the number of Performance Assessments
Improved conceptual organization by strengthening the alignment between the unit organization and the state knowledge statements and student expectations
This is clearest in elementary…
Social Studies – Curriculum Streamlining
First Grade Units2015-2016
Student Expectation 1.13B with strikethroughs
Unit 02: Celebrate
Freedom Week
1.13B identify historical figures such as Benjamin Franklin,
Francis Scott Key, and Eleanor Roosevelt who have exemplified
good citizenship
Unit 03: Relating
to Others:
Citizenship
1.13B identify historical figures such as Benjamin Franklin,
Francis Scott Key, and Eleanor Roosevelt who have exemplified
good citizenship
Unit 05: Relating
to Others:
Community
1.13B identify historical figures such as Benjamin Franklin,
Francis Scott Key, and Eleanor Roosevelt who have exemplified
good citizenship
Unit 06: America:
Celebrating Who
We Are
1.13B identify historical figures such as Benjamin Franklin,
Francis Scott Key, and Eleanor Roosevelt who have exemplified
good citizenship
Social Studies – Curriculum Streamlining
The original Knowledge Statement for 1.13
1.13 Citizenship - The student understands characteristics of good citizenship as
exemplified by historical figures and other individuals
13A Identify characteristics of good citizenship, including truthfulness, justice,
equality, respect for oneself and others, responsibility in daily life, and
participation in government by educating oneself about the issues,
respectfully holding public officials to their word, and voting
13B Identify historical figures such as Benjamin Franklin, Francis Scott Key, and
Eleanor Roosevelt who have exemplified good citizenship
13C Identify other individuals who exemplify good citizenship
Social Studies – Curriculum Streamlining
First Grade Unit2016-2017
Student Expectation 1.13Citizenship - The student understands characteristics of good citizenship as exemplified by historical figures and other individuals.
Unit 02: Exemplifying Good Citizenship
1.13A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting1.13B Identify historical figures such as Benjamin Franklin,
Francis Scott Key, and Eleanor Roosevelt who have exemplified
good citizenship
1.13C Identify other individuals who exemplify good citizenship
Social Studies – Curriculum StreamliningFirst Grade 2016-2017
1 Creating Order
2 Exemplifying Good Citizenship
3 Remembering Traditions
4 Studying the Past
5 Making Economic Decisions
6 Exploring Places
First Grade 2015-2016
1 Relating to Others: School
2 Celebrate Freedom Week
3 Relating to Others: Citizenship
4 Relating to Others: Family
5 Relating to Others: Community
6 America: Celebrating Who We Are
7 Relating to the Environment: Physical Characteristics
8 Relating to the Environment: Human Characteristics
9 Making Economic Choices
10 Producing Goods and Services
11 Relationship Between Past and Present: Influence of Technology
12 Foundations of Good Citizenship
First GradePerformance Assessments
2015-16 2016-17
35 14
Social Studies – Curriculum Enhancing
Approaches to Enhancing by adding Backward Design elements:
Included Overarching Understandings to establish the overall learning goal of the unit
Included Unit Understandings establishing individual learning goals that contribute to the Overarching Understanding of the unit
Aligned Performance Assessments to the Unit Understandings
Included overarching/unit questions to enhance the inquiry method of social studies
Social Studies – Curriculum Enhancing – Spiraled Big IdeasFifth Grade Example:Unit 4 Unrest and Rebellion: Fighting for Independence
4: Unrest
and
Rebellion:
Fighting
for
Independe
nce
People
revolt when
they can no
longer live
with the
current
conditions.
How should
political or
social changes
be made?
Opposition to British policies
resulted in tension between the
American colonists and the
British government which grew
until the colonists finally
declared independence.
1. Why did the British begin to interfere in the colonies
following the French and Indian War?
2. How did the economic policies of the British government
cause tensions to rise in the American colonies?
3. How did many in the colonies respond to the British
policies?
Many men and women
contributed to the efforts to gain
independence for the American
colonies.
1. In what ways did the Patriots of the American Revolution
contribute to fight for independence?
2. What leadership qualities were exhibited by the Patriots
of the American Revolution?
As the American colonists fought
for independence they also
worked to form a new
government and established an
army.
1. What were the Articles of Confederation?
2. What land did the United States gain at the end of the
Revolutionary War?
3. Why was the United States Army created at the end of the
revolution?
Smaller ideas that contribute to the big idea
BigIdea
Big Question
Unit Title
Content questions to trigger investigations
Social Studies – Curriculum Enhancing –Embedded Inquiry MethodFifth Grade Example:Unit 4 Unrest and Rebellion: Fighting for Independence
4: Unrest
and
Rebellion:
Fighting
for
Independe
nce
People
revolt when
they can no
longer live
with the
current
conditions.
How should
political or
social changes
be made?
Opposition to British policies
resulted in tension between the
American colonists and the
British government which grew
until the colonists finally
declared independence.
1. Why did the British begin to interfere in the colonies
following the French and Indian War?
2. How did the economic policies of the British government
cause tensions to rise in the American colonies?
3. How did many in the colonies respond to the British
policies?
Many men and women
contributed to the efforts to gain
independence for the American
colonies
1. In what ways did the Patriots of the American Revolution
contribute to fight for independence?
2. What leadership qualities were exhibited by the Patriots
of the American Revolution?
As the American colonists fought
for independence they also
worked to form a new
government and established an
army.
1. What were the Articles of Confederation?
2. What land did the United States gain at the end of the
Revolutionary War?
3. Why was the United States Army created at the end of the
revolution?
Smaller ideas that contribute to the big idea
BigIdea
Big Question
Unit Title
Content questions to trigger investigations
Overarching Understanding & Overarching Question
Provides relevance and promotes engagement by presenting the “why know this”
Focuses on the what should be learned as opposed to the what should be covered
Facilitates inquiry into a compelling question that has no right or wrong answer
Allows for transference of learning to outside the classroom and application of social studies concepts beyond the classroom
Social Studies – Curriculum Enhancing –Embedded Inquiry Method
Social Studies – Curriculum Enhancing – Aligned PAs
People revolt when they can no longer live with the current conditions.
Opposition to British policies resulted in tension between the American colonists and
the British government which grew until the
colonists finally declared independence.
Create a speech to be delivered by a colonial Patriot leader trying to inspire other colonists
to support the Patriot cause. The speech should include details about the British policies that
upset the colonists. A well-written speech should reflect the voice of someone living
during the time period along with the use of proper grammar and spelling. (
Many men and women contributed to the efforts to gain independence for the
American colonies.
Create a brochure of American colonial leaders who contributed to the American Revolution.
The brochure should include pictures and information about at least ten individuals. The information in the brochure should detail how each individual contributed to the American
Revolution.
As the American colonists fought for independence
they also worked to form a new government and established an army.
Write a letter as a soldier in the Continental Army home to your loved ones. The letter
should be dated at the end of the Revolutionary War and include details about the political changes occurring at that time. A well-written letter should reflect the voice of someone living during the time period along with the use of proper grammar and spelling.
Social Studies – Curriculum Unifying
Approaches to Unifying by adding Universal Design elements:
Unifying the curriculum is creating common structures, using common language, and using common resources across grade levels
New resources reflect new Universal Design elements
Social Studies – Curriculum Unifying
Catalog of Performance Assessments Resource
Represents a compilation of the types of performance assessments performed.
Each type of performance assessment is described in the resource
Each performance assessment is written in a way that:
Uses consistent language that describes the product as well as relevant instructions to create the product
Measures mastery and serves as the summative assessment of the Unit Understanding
Requires original work that cannot be easily duplicated
Social Studies – Curriculum Unifying
Universal Social Studies Performance Assessment Rubric Resource
All performance assessments were written to correspond to a single rubric
There is a universal rubric for 4-HS and a slightly modified version for K-3
Criteria includes:
Content Understanding
Writing Conventions/Mechanics
Organization of Written Products
Voice
Presentation of Graphic Products including maps
Social Studies Processes
Intent is to assess learning outcomes
This enables the student to internalize a rubric over time
Social Studies – Curriculum Unifying
Universal K-12 Concept Tree Resource
All Social Studies knowledge can be categorized into processes, patterns, and habits of mind
The Universal K-12 Concept Tree enhances a macro view of the Social Studies content
The purpose of the Concept Tree is to –
Provide a tool that allows for vertical alignment of content –something that is very challenging across courses of differing content within the Social studies
Provide a set of universal ideas which serve as lenses to study content in any social studies field
Connect the Unit Understandings to the universal patterns, processes, and habits of mind associated with the Social Studies
Social Studies – Curriculum Unifying
Universal K-12 Concept Tree Resource
The Concept Tree is available as a resource
Each Unit Understanding has a corresponding set of universal concepts
Overarching concepts include:
Historical Processes
Spatial Patterns
Economic Patterns
Political Patterns
Civic Engagement
Cultural Patterns
Science/Technology Patterns
Habits of Mind
Social Studies – Curriculum Unifying
Universal K-12 Concept Tree Resource
Each Unit Understanding has a corresponding set of concepts
Deep learning in the Overarching and Unit Understandings results in mastery of a facet of a concept or about new understanding that emerges from the intersection of multiple concepts
Social Studies – Assessment
Performance Assessments
Generally been rewritten, clarified, aligned to unit understandings, and can use the universal rubric
STAAR Analysis
Spring project as soon as I get back
We have several of the 2013 assessments mostly completed, but need an additional review
2014 and 2015 assessments are partially completed needing an additional round of analysis as well as a round of review
Look for those to be published over the next few weeks and months
Social Studies – Assessment
Assessment Bank Gap Analysis
Revising course organization and unit design can open gaps in the assessment bank
We have reviewed gaps and created items for 6-11 courses.
After STAAR Analysis we will review elementary gaps
Social Studies – Content Spotlight
World Geography
World Geography has two organizations currently in the system with one being regionally organized and one being conceptually organized
The conceptual approach is a more streamlined course
Course Versioning in the System
Our tech provider 3rd Learning will create a solution for us to have multiple course organizations hosted at the same time
As a result, we are redeveloping a Regional World Geography course with backward design elements
Though this is a far more challenging organization, it is one teachers are used to
It will not be as streamlined as the conceptual geography course
Social Studies – Content Spotlight
Kindergarten through Grade 3
Reorganized around key concepts in the courses (derived from the TEKS) including understanding facets of:
Citizenship/key historical figures
Governance/leadership
Economics
Human-environment interaction
Cultural celebrations/symbols
Characteristics of communities – local, state, national, cultural
0 500 1000 1500 2000 2500
1-4 times per month
5-8 times per month
8-12 times per month
I never log into the TEKS Resource System.
More than 12 times per month
WHICH RESPONSE BEST DESCRIBES HOW OFTEN YOU LOG INTO YOUR TEKS RESOURCE SYSTEM ACCOUNT?
15000
15500
16000
16500
17000
17500
18000
18500
19000
19500
20000
1 2 3 4 5 6 7
Value of the Documents
YAG ETCDIFD TVDVAD UAI PAs
0%
5%
10%
15%
20%
25%
30%
35%
40%
0
200
400
600
800
1000
1200
1400
1600
1800
I HAVE NEVER RECEIVED FORMALTRAINING
I HAVE RECEIVED 1/2 TO 1 DAY OFTRAINING
I ATTEND MONTHLY SESSIONS I RECEIVE TRAINING ON A YEARLYBASIS
I ATTEND SUMMER PROFESSIONALDEVELOPMENT
Which statement(s) best describes the training you have had on the TEKS Resource System?
0 200 400 600 800 1000 1200 1400
System Tools /Resources
Creating MyVersions
AssessmentCreator
InstructionalPlanning
What type of additional training would benefit you and your use of the TEKS Resource System?
PLC
Campus leaders
ESC support personnel
News/Update Section
Other
Faculty meetings / staff dev.
New Teachers
Teacher Support Tool
In PLCs to plan
Teachers customize
Admin use to comm/curr
Admins use the Walkthrough Tool
Other
Preview prior to beginning of 6 weeks
Preview/Download at beginning of semester
Admin provides material. I don’t access
Other
Designing Quality TEKS Resource System Assessments• April 7, 2016 - Session #88074
• June 7, 2016 - Session #88075
District/Campus Leadership
• Kerry Gain
• Wylie ISD
• April 20, 2016 from 1:00 to 3:30, Session #91495
• August 11, 2016 at the 2016 TEKS Resource System Regional Conference, Session #56051
Wylie ISD
• Suburb north of Dallas in Collin County
• 14,500 students
• 19 campuses (20 in 2016-17)
• Cities of Wylie, Murphy, and Sachse
• Economically Disadvantaged at 27.5%
• Year 4 of TRS
Activity: Focusing efforts on TEKS RS implementation in classrooms
• In the area outside of the circles, list all the needs, resources, people, trainings, etc., that you would need to get teachers to implement plans based on TEKS RS into their daily instruction.
• In the orange circle, record the items from the outside that you have influence over. (Cross them out as you move them.)
• In the red circle, record the items from the outside that you have control over. (Cross them out as you move them.)
• If you don’t have influence or control over it, leave it on the outside!
• In the bottom area, record some ideas you have used or that your group thinks of that uses the things you have control and influence over to get teachers to use the system more effectively.
Influence
Control
Concrete, practical and plausible ideas for using what we have control and influence over to support implementation
2016 TEKS Resource System Conference
Update: Approved Process for Streamlining Science and Social Studies TEKSStep 1: TEA staff notifies public of review process, including applications to serve on committees…
Step 2: SBOE members make SBOE TEKS streamlining committee nominations to include educators, parents, business and industry leaders, and employers… (science application is posted)
Step 3: TEA notifies SBOE members of the placement of nominees on a TEKS streamlining committee and notifies streamlining committees of their appointment. There will be representation from all board members who submit nominations “by the agreed upon deadline.”
Step 4: TEA creates a survey for the SBOE’s review and input and then collects information via survey from educators…
Update: Approved Process for Streamlining Science and Social Studies TEKSStep 5: SBOE provides the charge to the TEKS streamlining committees based on survey feedback…
‒ to begin by determining “an estimate of” the amount of time necessary for students to develop mastery of the content in the current standards;
‒ to only delete or reduce the scope of the student expectations;
‒ not to add content or student expectations;
‒ not to move content of student expectations from one grade level or course to another;
Update: Approved Process for Streamlining Science and Social Studies TEKSStep 5: SBOE provides the charge to the TEKS streamlining committees based on survey feedback…
‒ to look for student expectations that are duplicated in another course or grade level and eliminate unnecessary duplication; …
‒ to carefully consider “an estimate of” the amount of time necessary for students to develop mastery of the content and ensure that all remaining student expectations can be taught within the amount of time typically allotted for the subject or course prior to the end of the school year or state end-of-course assessment required by TEC §39.023, as applicable.
Any and all official documents must be left with TEA staff. Copies of working drafts may be kept for a committee member’s personal use between meetings, but may not be distributed to others "outside of the committee."
Update: Approved Process for Streamlining Science and Social Studies TEKS
Steps 6-19 include:
Committee work
Informal feedback
Testimony
Comment periods
Amendment proposals
Readings
Adoptions
Update: Approved Process for Streamlining Science and Social Studies TEKSWhat can districts do?
Ask teams of teachers to discuss and document their thoughts on which portions of TEKs should be removed or reduced, clarified or simplified, and provide a rationale
Ask teams of teachers to discuss and document how much time they need to teach the TEKS
Ask curriculum personnel and/or teachers to submit an application to serve on a committee
http://tea.texas.gov/Curriculum_and_Instructional_Programs/Curriculum_Standards/TEKS_Texas_Essential_Knowledge_and_Skills_(TEKS)_Review/Science_TEKS_Streamlining/