Wendy Gesch
CCF
Ireland Elementary
State Board Decision

How does the new TEKS effect the STAAR
test?
2012-13
2013-14
2014-15
2015-16
2016-17
Current
Standards
K- HS
Current
Standards
K- HS
New Standards
K- 8
New Standards
K- HS
New Standards
K- HS
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 5
Grade 6
Grade 7
Grade 8
Alg 1
Testing Current Standards
Testing K-8 Overlap
Testing HS Overlap
Testing New Standards K-8
Testing New Standards HS
Wendy Gesch
CCF
Ireland Elementary
 Step #1: Examine
What’s going away?
What’s new?
What’s changed?
 Step
 Step
old vs. new
#2: Identify Potential Gaps
#3: Use TAG to answer the
“When and How”




Introduction statement
Strands
Knowledge and Skills Statement
Student Expectation
ORGANIZATION AND
STRUCTURE OF THE TEKS
INTRODUCTION/BASIC UNDERSTANDINGS
Provides key contextual information and a brief overview of the
essential knowledge and skills for a grade or course.
STRANDS
Organizers for the Knowledge and Skills statements.
KNOWLEDGE AND SKILLS STATEMENTS
Concepts and skills to be UNDERSTANDINGS
learned.
INTRODUCTION/BASIC
ProvidesSTUDENT
key contextual
information and a brief overview
EXPECTATIONS
of the essential
knowledge
andand
skills
a grade or course.
Demonstration
of the concepts
skillsfor
learned.
STRANDS
Organizers for the Knowledge and Skills
statements.
KNOWLEDGE AND SKILLS STATEMENTS
Concepts and skills to be learned.
STUDENT EXPECTATIONS
Demonstration of the concepts and skills
learned.

Pull out your side-by-side comparison or
open the attachment..





Identify the Pink TEKS in your side-by-side
document.
Locate those TEKS in your 2007 Adopted
TEKS document.
Highlight them pink.
Do any stand out?
Please write any notes about the Deleted TEKS
on your 3 column note sheet.
Deleted: (pink)
What’s going away?
Remains/Clarified:
(green)
What’s
changed?
Addition:
(blue)
What’s new?





Identify the Green TEKS that have changed in
your side-by-side document.
Locate those TEKS in your 2007 Adopted TEKS
document and the 2012 Adopted TEKS
document.
Highlight them green. Then write out next to
them what has changed.
Do any stand out?
Please write any notes about the Deleted TEKS on
your 3 column note sheet.
Deleted: (pink)
What’s going away?
Remains/Clarified:
(green)
What’s
changed?
Addition:
(blue)
What’s new?





Identify the Blue TEKS in your side-by-side
document.
Locate those TEKS in your 2007 Adopted
TEKS document.
Highlight them blue.
Do any stand out?
Please write any notes about the Deleted TEKS
on your 3 column note sheet.
Deleted: (pink)
What’s going away?
Remains/Clarified:
(green)
What’s
changed?
Addition:
(blue)
What’s new?


Take some time and look at your TEKS and
how they are changing.
Pay attention to the year prior and the year
after that TEK.

Any surprises?

Discuss at your table.



Sharing Protocol: Who gets the last word.
Please discuss your notes.
Surprises and Ah-Ha’s.
Team 1
Team 2
Team 3
Team 4
Tinkler
Haecker
Alvarez
Stewart
Bruckmeier
Jones
Ornelas
Sellers
Evans
Woods
Webb
Dominguez
Galindo
Miller
Reid
Cravens
Rotan
Smith




Presentor #1 shares notes, surprises, and Ah Ha’s in
one minute.
Every other participant then comments on what
was shared in less than 1 minute each
The First Presenter gets the Last Word, sharing how
his or her thinking evolved after listening to others or
reemphasizing what was originally shared in one
minute.
This is repeated until all have been able to be
presenter #1.


Follow as I examine the TEKS on
Multiplication and Division (3.4 E-K, 4.4 D-H,
5.3 A-L)
Notice:
◦ How are these student expectations changing?
◦ What does this mean as we transition from current
standards to new standards?
20132014
20122013
Third Grade
Fourth Grade
Fifth Grade
20132014
(3.4B) solve and record
multiplication problems
(up to two digits times
one digit);
(4.4D) use multiplication
to solve problems (no
more than two digits times
two digits without
technology);
(5.3B) use multiplication
to solve problems
involving whole numbers
(no more than three
digits times two digits
without technology);
20142015
(3.4) (G) use strategies
and algorithms, including
the standard algorithm,
to multiply a two-digit
number by a one-digit
number. Strategies may
include mental math,
partial products, and the
commutative, associative,
and distributive
properties
(4.4D) use strategies and
algorithms, including the
standard algorithm, to
multiply up to a four-digit
number by a one-digit
number and to multiply a
two-digit number by a
two-digit number.
Strategies may include
mental math, partial
products, and the
commutative, associative,
and distributive properties
(5.3C) solve with
proficiency for quotients
of up to a four-digit
dividend by a two-digit
divisor using strategies
and the standard
algorithm
What are the major differences between the different years?
Follow this third grader. What would be his gaps?





Isn’t there a document that does this for us?
Yes, there is!
Cscope has provided a 4 part Transition
Alignment Guide (TAG) Tool.
Please pull up the TAG tool and lets get
started!
Navigate to the CSCOPE site.



Yeah But… How do we do this???
When: We will first transfer the YAG tool over
to the ECISD YAG.
How: Let’s document TEKS that we are
concerned with “HOW” to teach. Locate them
in the YAG. And then work as collaborative
teams to find solutions.

How do I teach this?
What is a stem and leaf plot?

Where do we find those answers?


All of the answers to those questions are in
this room. WE can use each other as a
resource to help transition these students.










TEA standards
http://ritter.tea.state.tx.us/rules/tac/chapter111/ch1
11a.html#111.5
TEA transition Documents
http://www.tea.state.tx.us/index2.aspx?id=2147499
971
Coppell ISD training documents
http://www.coppellisd.com/cms/lib07/TX01000550/
Centricity/domain/2050/math/Math6Changes201314PPT.pdf
Region 13 information
http://www5.esc13.net/thescoop/insight/tag/teks/
CSCOPE
Project Share Side-By-Side comparison tools