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The Format of the TEKS. . .

The Format of the TEKS. . . . . . . and what it means to school leaders and others who support teachers. Format Overview. TEKS do not provide . . . A complete scope and sequence. A complete course outline. All the essential knowledge and skills students could have.

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The Format of the TEKS. . .

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  1. The Format of the TEKS. . . . . . and what it means to school leaders and others who support teachers. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  2. Format Overview • TEKS do not provide . . . • A complete scope and sequence. • A complete course outline. • All the essential knowledge and skills students could have. • TEKS do provide . . . • An outline of the most important knowledge and skills every student must have. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  3. The TEKS are non-negotiable in Texas. They are law. So what does that mean to me? Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  4. TEKS are law, so . . . • Every curricular decision, • Every resource purchase, • Every teacher placement, • Every pedagogical choice, • Every professional development opportunity . . . . . . must be grounded in the TEKS. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  5. Elements of the Mathematics TEKS K-Precalculus • Introductory Paragraphs • Key contextual information • Brief overview--essential knowledge and skills • Strands • Organizers for the knowledge and skills statements • Knowledge and Skills Statements • Concepts and skills to be learned • Student Expectations/Performance Descriptions • Demonstration of the concepts and skills learned Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  6. Expanded Format of the TEKS KEY: SE-Student Expectations PD-Performance Descriptions Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  7. (A.5) Linear Functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to: (A) determine whether or not given situations can be represented by linear functions; (B) determine the domain and range values for linear functions in given situations; and (C) use, translate, and make connections among and algebraic, tabular, graphical, or verbal descriptions of linear functions. A Closer Look:Linear Functions (sample from Algebra I) Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

  8. Algebra I and Algebra II: A Conceptual Bridge from K-8 to Higher Mathematics Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

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