TEKS Resource System Network MeetingMarch 22, 2016ESC Region 12

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/

Content Updates

•ELA/R

•Math

•Science

•Social Studies

ELA/R Development

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 Development

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)

Mathematics

Assessment Continuum

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 Communication of Changes

TEKS Resource System Home Page:

Mathematics Communication of Changes

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 Development

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 STAAR Analysis

• 2013 and 2014 will be published in April

• 2015 will be published by June

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

Science Twitter Account

@TEKS_RS_Science

Social Studies Development

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

State TEKS Resource System Survey

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?

Email

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

I create new items.

I create assessments.

I do not use it.

Other

Upcoming Events

Depth of Knowledge

• April 21, 2016 - Session #84607

• June 21, 2016 - Session #84608

Designing Quality TEKS Resource System Assessments• April 7, 2016 - Session #88074

• June 7, 2016 - Session #88075

Distinguished Teacher Series

Content Series for Fall/Spring

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

July 2011

October 2014

Activity/NetworkingDenise Bell

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/