2. “Guess My Region”
Activity
• On your index card, write 3 geographical facts
about your region.
• Write 2 other facts about your region.
• Write 1 question that your students might
have about your region.
3. Our Objective for Today:
• Analyze the changes made to the Texas
Essential Knowledge and Skills for the course
that you are teaching.
• Evaluate how the changes made to the TEKS
will affect your instruction.
4. The Social Studies TEKS & the Law
• The Texas Education Code 28.002(C)
states, “The State Board of Education, with
the direct participation of
educators, parents, business and industry
representatives, and employers shall by rule
identify the essential knowledge and skills of
each subject…that all students should be able
to demonstrate…”
5. Newly Adopted TEKS
• Proposed revisions for the TEKS were
approved by the SBOE on May 21, 2010
• New TEKS implemented during the 2011-2012
school year
6. Some words to know…
• Strands: There are eight strands of TEKS in each
social studies course. They are the same for all.
– History
– Geography
– Economics
– Government
– Citizenship
– Culture
– Science, Technology, & Society
– Skills
7. Some words to know…
• 6.1 History. The student understands that
historical events influence contemporary
events. The student is expected to:
Knowledge & Skills Statement: general
statement of understanding that each student
should achieve under each strand.
8. (A) trace characteristics of various contemporary
societies in regions that resulted from
historical events or factors such as
invasion, conquests, colonization, immigration
, and trade.
Student Expectation (SE): content that
students are expected to know and
level of thinking they need to apply
9. Student Expectations Added
Grade SE Grade SE
K 0 US 38
1 0 WH 44
2 17 WG 1
3 0 Gov -2
4 1 Psy 8
5 -6 Soc 21
6 9 Sp Topics 10
7 6 Research 18
8 1 Eco 21
9
10. Words to know…
• Readiness Standard: standards that the
students will need to master to be successful
in the current course and ready for the next
course.
• Supporting Standard: standards that have
been introduced in previous courses or will be
in future courses, and support the readiness
standards.
11. STAAR
• Readiness Standards
– Encompass 30–40% of the eligible TEKS
– Will make up 60–65% of the assessment
• Supporting Standards
– Encompass 60–70% of the eligible TEKS
– Will make up 35–40% of the assessment
Texas Education Agency
March 2011 11
Student Assessment Division
13. Words to know…
• “Including”: used when specific examples that
follow it must be taught. Other examples can
be used in addition to those listed. (provides
basis for assessment)
• “Such as”: used when specific examples that
follow it function as representative
illustrations that help define the expectation
for teachers. Other examples can be used in
addition to those listed. (may or may not be
tested)
14. College & Career Readiness Standards
• Expectations that students should reach by
their senior year in high school to be ready for
college and careers.
• Correlate with process skills
• Written into the district curriculum
15. Vertical Alignment
• District curriculum is written conceptually
• Grade 6 and Grade 9 World Geography are
vertically aligned
• “Mastering the TEKS in World Geography”
book – use it during planning
16. Current EOC Assessments
How Are We Doing?
Pass Rate if
Total Number Mean Raw Mean Percent Number
2010 of Questions Score Correct Tested
Standard = 70%
of Items Correct
ALGEBRA I 50 31 62% 101,887 45%
GEOMETRY 44 23 52% 137,617 23%
BIOLOGY 54 31 57% 152,247 32%
CHEMISTRY 50 23 46% 129,070 13%
PHYSICS 48 28 58% 25,241 29%
WORLD
GEOGRAPHY
68 37 54% 89,314 27%
U.S.
HISTORY
68 37 54% 37,349 25%
Texas Education Agency
March 2011 16
Student Assessment Division
17. Changes to the TEKS
The Introduction
• What are the major changes that you notice?
• How will these changes impact your
instruction?
18. Constitution Day: September 17
Freedom Week: September 12 – 16
Share with your group ideas that you use for
recognizing Freedom Week.
20. “Gallery Walk” Activity
• Each group will focus on one strand
• Communicate the major changes for that
strand on your butcher paper
• One person from the group will stay and
explain the changes to the incoming groups
• The others will rotate and take notes of
changes for each strand.
21. Colored Dots
• What changes do you think will impact
you the most? (discuss at tables)
• Attach each colored dot to the strand
chart that contains the new material that
will impact your teaching the most.
22. Major Changes per Strand
• Note the major changes in the student
expectations of each strand that will affect
your instruction the most.
24. Create a timeline of events Draw pictures to show a particular Use a map to get from Point A to
event. Illustrate what you think Point B.
the main idea is.
(Ex. Marzano Vocabulary)
KNOWLEDGE
APPLICATION
COMPREHENSION
Review a work of art in terms of Conduct a debate about an issue. Create a solution to a problem.
form, color, texture, symbolism,
etc.
ANALYSIS EVALUATION SYNTHESIS
25. Verbs/Cognitive Level
• 6.1 (B) analyze the historical background of
various contemporary societies to evaluate
relationships between past conflicts and
current conditions.
• What level of Bloom’s are these verbs at?
• What does that mean for your instruction?
Highlight the verbs/cognitive level in each
student expectation
26. 6.4 (E) Draw sketch maps that illustrate various
places and regions.
• How does this affect your instruction?
• What is the difference between labeling a
map and drawing a sketch map?
• What do you think the cognitive level is for
each?
