Assessing the TEKS Preparing Students for Success on TAKS Middle School Social Studies Overview Nancy Hester ESC Regi

1. 1 Assessing the TEKS Preparing Students for Success on TAKS Middle School Social Studies Overview Nancy Hester ESC Region XIII (512) 919-5425 nancy.hester@esc13.txed.net www.esc13.net/socialstudies

2. 2 Objectives for today� Develop an understanding of the changes in the state assessment system for Social Studies Understand the content, cognitive level, and context of the new assessment Revisit the TEKS for success on TAKS Review the information booklets Analyze resources and professional development opportunities

3. 3 Accountability system� In Summer 2003, no ratings are planned to be issued; however all scores will be released to the press In November 2003 schools will receive an initial rating using their 2003 benchmark results and the new passing standard from the SBOE Beginning in 2004, ratings will be based on TAKS (including the new assessments) and the completion rate Districts and campuses will be classified as exemplary, recognized, acceptable, and low performing

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5. 5 More �Rigorous��?

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9. 9 The TEKS

10. 10 Development of the State Curriculum Essential Element Explain basic facts about the founding of Texas as a republic and state. Describe the major events leading to the independence and establishment of the United States. Analyze the division of powers between national and state governments (federalism). TEKS Analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto. Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War. Evaluate the limits on the national and state governments in the U.S. and federal system and explain why this new form of federalism was adopted instead of a unitary system.

11. 11 Reading the TEKS

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13. 13 TEKS: Important Vocabulary �Such as� is followed by: Examples, or representative illustrations, that teachers may choose to use but are not required to use Other examples may be used. �Including� is followed by: Specific examples that must be taught Other examples may also be used. [Review and discuss this slide with the audience.] This is an important distinction and one which teacher surveys indicate that some teachers are confused about. In order to understand the TEKS, you must understand the difference between the expressions, �such as� and �including.� Each TAKS Information Booklet also has two pages titled �TEKS Student Expectations - Important Vocabulary.� These pages provide specific examples of the differences between such as and including for that grade level and subject area. After reading these pages, you might want to highlight these expressions in each of the student expectations statements in which they occur. �Such as� indicates examples, but there is a universe of other examples that could be included. Teaching should not be limited to the examples. �Including� indicates important content to teach, though there may also be other important content that should be taught. Everything that follows �including� should be taught.[Review and discuss this slide with the audience.] This is an important distinction and one which teacher surveys indicate that some teachers are confused about. In order to understand the TEKS, you must understand the difference between the expressions, �such as� and �including.� Each TAKS Information Booklet also has two pages titled �TEKS Student Expectations - Important Vocabulary.� These pages provide specific examples of the differences between such as and including for that grade level and subject area. After reading these pages, you might want to highlight these expressions in each of the student expectations statements in which they occur. �Such as� indicates examples, but there is a universe of other examples that could be included. Teaching should not be limited to the examples. �Including� indicates important content to teach, though there may also be other important content that should be taught. Everything that follows �including� should be taught.

14. 14 Structure of Knowledge Theory: A conceptual idea that is yet to be proven. Principle: A form of generalization, but is a truth that holds consistently through time. Generalization: Connection/relatedness of two or more concepts. Concept: An organizing idea, represented by one or two words. Examples have common attributes. Topic: A category of study with a body of related facts to be learned. Fact: A statement of truth.

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16. 16 Organizing the TEKS for Instruction Categorize TEKS within a Lesson Plan Enduring Understandings Important to Know and Do Worth Knowing Integrate with Important Processes and Skills

17. 17 Vertical Alignment The Social Studies skills TEKS spiral through the curriculum Knowledge taught at earlier grade levels is assumed to be taught and is built upon in higher grade levels. Many High School TAKS objectives are introduced in Elementary School as early as Kindergarten.

18. 18 Vertical Alignment

19. 19 Vertical Alignment

20. 20 My Classroom Checklist:

21. 21 The Social Studies Tests

22. 22 Changes from TAAS Number of objectives changes from 8 to 5: Objective 1: The student will demonstrate an understanding of issues and events in U.S. history. Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events.

23. 23 Changes from TAAS Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. Objective 4: The student will demonstrate an understanding of political influences on historical issues and events. Objective 5: The student will use critical-thinking skills to analyze social studies information.

24. 24 8th Grade Content Tested 8th Grade - U.S. History to 1877 Includes The Civil War and Reconstruction

25. 25 10th Grade Content Tested 8th Grade U.S. History - Jamestown to Bill of Rights + Magna Carta, English Bill of Rights and Civil War TEKS common to World History and World Geography

26. 26 Exit Level Content Tested U.S. History - 1877 to the present 8th Grade U.S. History - Jamestown to Bill of Rights + Magna Carta, English Bill of Rights and Civil War TEKS common to World History and World Geography

27. 27 A New Standard Determined by SBOE November 2002 Set standard or phased in Two cut scores (3-10) Three cut score (11) No TLI Probably closer to a true 70% of items correct

28. 28 Format 4-option multiple choice More rigorous - knowledge and skills Cognitive Level � Critical Thinking

29. 29 8th Grade Test Blueprint for 2003:

30. 30 10th Grade Test Blueprint for 2003:

31. 31 11th Grade Exit Test Blueprint for 2003:

32. 32 Testing calendar:

33. 33 Assumptions about good instruction What is best practice? Use and analyze primary sources Use reading and writing strategies with social studies content Use strategies for increasing vocabulary and decoding vocabulary Practice inferences and generalizations using social studies content and graphics Emphasize connections - relevance across content areas and grade levels, interdependence

34. 34 Assumptions about good instruction What does good tutoring look like for Social Studies?

35. 35 Top Five Tactics for TEKS and TAKS: Developing Inferences and Generalizations Vocabulary-Building Sequencing of Events Connecting Human and Physical Geographic Characteristics Analyzing Primary Sources

36. 36 Developing Inferences and Generalizations

37. 37 Circle Map

38. 38 Vocabulary-Building

39. 39 Vocabulary Activity: Pictowords � A pictoword is a symbolic representation of a word or phrase that shows its meaning. For example, a pictoword of �crowded� might show the letters of the word very close together, and a pictoword for �lean� might show the letters of the word learning to one side

40. 40 Vocabulary Activity:

41. 41 Vocabulary Activity: Given a Social Studies vocabulary term, develop a pictoword with your group that represents the term�s meaning.

42. 42 Sequencing of Events

43. 43 Sequencing Activity: Using a Cognitive Manipulative to Teach a Sequence of Events Paper Plate Time Line � Commemorative Medals or Coins Given your particular event in the sequence of events leading to the Civil War, prepare a representation of a medal or coin that includes: The name of the event A slogan for the event A symbol for the event

44. 44 Sequencing Activity:

45. 45 Sequencing Activity:

46. 46 Human and Physical Geography Connections

47. 47 Physical and Human Geographic Connections: Birdseye View Panoramic Maps Library of Congress American Memory Site http://memory.loc.gov/ammem/gmdhtml/gmdhome.html Given a panoramic map, answer the questions regarding the physical and human characteristics and their effects

48. 48 Analyzing Primary Sources

49. 49 Analyzing Primary Sources: Students are exposed to multiple perspectives of issues past and present Student develop knowledge, skills and analytical abilities Think critically Make intelligent inferences Develop reasoned explanations

50. 50 Analyzing Primary Sources: Analyze a primary source using the Critical Analysis Organizer or Circle Map

51. 51 Critical Analysis Organizer

52. 52 Using the Information Booklets Social Studies 10th Grade and Exit Level TAKS Booklets

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54. 54 TAKS Objective Statements TAKS Objectives Umbrella statements that serve as headings under which student expectations from the TEKS can be meaningfully grouped Broad statements useful in reporting to parents and others NOT translations or rewordings of the TEKS Generally the same for Grades 3-8 and 9-11 [Review and discuss this slide with the audience.] [This slide gives some background on the TAKS Objectives and their structure.] This slide explains how the objectives have been developed for this new assessment. The objectives are broad and are intended to cross grade levels. In the future, we may not spend time disaggregating data by objective as we did in the TAAS. We will likely be looking at specific TEKS to find out where our strengths and needs are. [You may wish to share this information on the fourth bullet:] TEA refers to grades 3-8 as the elementary/middle school system and to Grades 9-11 as the high school system. Objectives in Social Studies are the same for Grades 8, 10, and 11. Only in science do objectives change. Science objectives for Grade 5 are different, though from the same strands, from the objectives for Grades 10 and 11.[Review and discuss this slide with the audience.] [This slide gives some background on the TAKS Objectives and their structure.] This slide explains how the objectives have been developed for this new assessment. The objectives are broad and are intended to cross grade levels. In the future, we may not spend time disaggregating data by objective as we did in the TAAS. We will likely be looking at specific TEKS to find out where our strengths and needs are. [You may wish to share this information on the fourth bullet:] TEA refers to grades 3-8 as the elementary/middle school system and to Grades 9-11 as the high school system. Objectives in Social Studies are the same for Grades 8, 10, and 11. Only in science do objectives change. Science objectives for Grade 5 are different, though from the same strands, from the objectives for Grades 10 and 11.

55. 55 TEKS Expectations Statements: Key to Understanding TAKS Objectives Objective 1 The student will demonstrate an understanding of issues and events in U.S. history. (8.1) History. The student understands traditional historical points of reference in U.S. History through 1877. The student is expected to (C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861�1865. [Review and discuss this slide with the audience.] This is an example from Grade 4 TAKS Mathematics. It shows how each TAKS objective general statement (shown in bold) is followed by three key elements from the TEKS: 1. The numbered Knowledge and Skills Statement for the specific grade level. 2. The lettered student expectation that students will be tested on. Not all the expectations are listed�only the ones that are tested and match that objective. Focusing on these lettered statements, the expectations, will help us understand what our students will have to do. 3. [Bracketed text] � aspects of the student expectation that students will not be specifically tested on but that clarifies the link to the curriculum and provides background information to understand the test items. It is important to read the knowledge and skills statement along with the student expectations to fully understand the objective. [Review and discuss this slide with the audience.] This is an example from Grade 4 TAKS Mathematics. It shows how each TAKS objective general statement (shown in bold) is followed by three key elements from the TEKS: 1. The numbered Knowledge and Skills Statement for the specific grade level. 2. The lettered student expectation that students will be tested on. Not all the expectations are listed�only the ones that are tested and match that objective. Focusing on these lettered statements, the expectations, will help us understand what our students will have to do. 3. [Bracketed text] � aspects of the student expectation that students will not be specifically tested on but that clarifies the link to the curriculum and provides background information to understand the test items. It is important to read the knowledge and skills statement along with the student expectations to fully understand the objective.

56. 56 TAKS Objectives: Clarifying Information [Review and discuss this slide with the audience.] Here is an example of Objective 1�For Your Information. This is clarifying information for the same objective we just saw in Grade 4 Mathematics. In the booklets, in addition to specific TEKS cited, each objective is further explained in a section entitled, �For Your Information.� In science, the section is called �Highlights.� These sections provide important and very useful information that you and your teachers will want to study. �For Your Information� includes various information for the different disciplines. For example, Reading � grade levels, formats Writing & Mathematics � specific skills Social Studies � issues students must understand to respond to questions. For science, the �Highlights� following each objective focus attention on some important aspects of certain student expectations and explain how these expectations might be assessed on the TAKS. The highlights came from comments and concerns expressed on teacher surveys and in educator meetings. [Review and discuss this slide with the audience.] Here is an example of Objective 1�For Your Information. This is clarifying information for the same objective we just saw in Grade 4 Mathematics. In the booklets, in addition to specific TEKS cited, each objective is further explained in a section entitled, �For Your Information.� In science, the section is called �Highlights.� These sections provide important and very useful information that you and your teachers will want to study. �For Your Information� includes various information for the different disciplines. For example, Reading � grade levels, formats Writing & Mathematics � specific skills Social Studies � issues students must understand to respond to questions. For science, the �Highlights� following each objective focus attention on some important aspects of certain student expectations and explain how these expectations might be assessed on the TAKS. The highlights came from comments and concerns expressed on teacher surveys and in educator meetings.

57. 57 Objective 1 � Issues and events of U.S. History What IS tested? Use a yellow highlighter to highlight key words, terms, and concepts that are not bracketed.

58. 58 Objective 1 � Issues and events of U.S. History What is NOT tested Use a green highlighter to highlight key words, terms, and concepts that are bracketed [ ].

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60. 60 Objective 1 � Issues and events of U.S. History Effective Instructional Strategies and Important Teaching Points: Explore short-term and long-term consequences of historical issues and events Constant referral to relevance between first half and second half of U.S. History in both 8th and 11th Grade Connect terms, concepts, and facts with critical thinking � inferences and generalizations

61. 61 Objective 1 � Issues and events of U.S. History Effective Instructional Strategies and Important Teaching Points: How dates specifically listed in this portion of the curriculum are essential to understanding American history Why the original 13 colonies were established in British North America Why and how the American Revolution and the drafting of the U.S. Constitution occurred How U.S. political leaders dealt with various domestic and international issues during the early years of the Republic Why westward expansion occurred and how it influenced the development of the United States before the Civil War

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69. 69 My Classroom Checklist:

70. 70 My Classroom Checklist: 8th Grade TAAS Release Tests for 2001 and 2002 are available at the TEA Web Site: http://www.tea.state.tx.us/student.assessment/

71. 71 My Classroom Checklist:

72. 72 My Classroom Checklist: Find resources for developing sample items for benchmark testing: Maps 101.com � U.S. Geography Skill Builders http://www.maps101.com Region 13 TEKS Practice Items http://www.esc13.net

73. 73 Staff Development Ideas: Hitting the Target on the TAKS Examining Campus and District Data for Social Studies Good Tutoring Practices for Social Studies Strategies for Using Graphic Organizers Inferences, Generalizations, and Accessing Prior Knowledge for Social Studies Vocabulary-Building for Social Studies Developing Great Test Items for Social Studies Empowering Historical Thinking