TEKS and TAKS Elementary Curriculum and Assessment Alignment

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TEKS and TAKS Elementary 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 ActivitiesFall 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

• Commissioners Rules for the SSI (101.2019)
• Adopted Commissioners 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 principals
  designee, the students parent or guardian, and
  the students 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/s
  tudent.assessment
• TAKS Information Booklets
• www.tea.state.tx.us/student.assessment/taks/bookl
  ets/
• TEA Curriculum Division 512 463-9581
• www.tea.state.tx.us/curriculum/
• TEA Assessment Division 512 463-9536
• www.tea.state.tx.us/assessment