Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS

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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

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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

SEPD

SEPD

Knowledge/Skills

SEPD

SEPD

Knowledge/Skills

Strand

SEPD

SEPD

Knowledge/Skills

SEPD

SEPD

Knowledge/Skills

Strand

Introductory ParagraphsBasic Understandings

KEY: SE-Student Expectations PD-Performance Descriptions

Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS 7

A Closer Look:Linear Functions (sample from Algebra I)

(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.

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 MathematicsGrades K-8 Algebra I Algebra II Precalculus

Number, Operation, and Quantitative ReasoningPatterns, Relationships, and Algebraic ThinkingGeometry and Spatial ReasoningMeasurementProbability and StatisticsUnderlying Processes and Mathematical Tools

Foundations for FunctionsLinear FunctionsQuadratic and Other Nonlinear Functions

Foundations for FunctionsAlgebra and GeometryQuadratic and Square Root FunctionsRational FunctionsExponential and Logarithmic Functions

In Precalculus, students continue to build on the K-8, Algebra I, Algebra II, and Geometry foundations as they expand their understanding through other mathematical experiences.

(First sentence of Introduction to Precalculus.)