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Library
Information Services |
Spring Branch Independent School District |
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Integrating TAKS/TEKS Student Expectations into Instruction Collaboratively - Lesson |
| Eight Components of DDI: | |
| 1. Set (anticipatory set, Focus) | Pass out the one page Accountability Summary of TAKS results in SBISD |
| 2. Objective (as told to the students) | Our objective is to understand the process to integrate appropriate TEKS Student Expectations into Library collaboration and instruction with teachers toward improving TAKS scores. |
| 3. Purpose (answer "why does the student need to know this") | Student Achievement and job security |
| tasks from T An. |
INPUT (the information the teacher delivers and/or the student receives) |
MODEL (teacher or teacher having students demonstrate the learning from the Input) |
CHECK UNDERSTANDING (questioning techniques to elicit active participation by all simultaneously) |
GUIDED PRACTICE |
CLOSURE (Have students provide the closing summary of what is learned) |
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Necessary Information |
Strategies |
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| 1. | 1. Ask for copies of the "Roadmap" from department chairs, grade level chairs, and/or principal. | Describe | The "Roadmap is the Team's plan for instruction in grading period increments. | Turn to your elbow partner and discuss your involvement in designing Roadmaps or whether you have seen yours yet. | Pretend your elbow partner is the department chair, grade level chair, and/or principal and ask them for the Roadmap and tell why you are asking. | Someone summarize how difficult will the asking be. |
| 2. | 2. Ask for a copy of the "TAKS Summary Report - Test
Performance" for the campus from the principal. (see and example from the TEA web site) |
Describe and demonstrate | Tell what the TAKS Summary - Test Performance" is and show what a sample looks like from the TEA web site. The data may be available from ADM. | Turn to your elbow partner and say whether you have seen this for you campus or not. | Pretend your elbow partner is the department chair, grade level chair, and/or principal and ask them for the "TAKS Summary Report - Test Performance" (or ADM equivalent) and tell why you are asking. | Someone summarize how difficult will the asking be. |
| 3. | 3. Analyze the "TAKS Summary Report - Test Performance" to see where the lowest percentage scores occur. You will be identifying a TAKS objective for a certain grade level and subject of the TAKS test. For example 4th grade Reading TAKS objective 4. | Describe and demonstrate | Show and tell the 4th grade Reading TAKS objective 4. | Decide which grade level and test you are going to look at first. Write it down and share round robin. | ||
| 4. | 4.Go to our created web site that lists only the TAKS objectives and TEKS Student Expectations tested on the TAKS. | Describe and demonstrate | Show how to get to this website from the Library Resources page. | Someone tell me how to get to this site? | ||
| 5. | 5. Pick the grade level and subject of the TAKS from the table. | Describe and demonstrate | Demonstrate selecting the 4th gr. Reading TAKS. | |||
| 6. | 6. Scroll down to find the TAKS objective listed in the left column. | Describe and demonstrate | Show the 4th objective. | |||
| 7. | 7. Read the TEKS Student Expectations tested listed in the right column that correlate with the TAKS objective in the left column (those bolded are most likely to be taught easily in the Library). | Describe and demonstrate | Tell about the bolding. | Have someone repeat the website pathway. Have someone explain why these pages exist. Do teachers teach all the TEKS Student Expectations? Everyone say "NO". Do Librarians teach all TEKS tested on the TAKS? Everyone say "NO". | ||
| 8. | 8. Pick the TEKS Student Expectations you want to work on in your lessons. Refer back to the Roadmap in step #1 to help you know when TEKS are to be covered. | Describe and demonstrate | ||||
| 9. | 9. Explore our web pages containing lessons correlated to the TEKS listed in the TEKS box at the top of the Library Resources page. | Describe and demonstrate | Show how to get to these websites from the Library Resources page. | |||
| 10. | 10. Meet with the department or grade level (or individual teacher) and suggest ways in which you can help the teachers cover your identified TAKS objectives and TEKS Student Expectations. Remember, two educators covering the same TEKS Student Expectations lower the student-to-teacher ratio and will help the teacher cover the objective. Watch the score rise! | Discuss | Ask specific Librarians how they might collaborate with this
data? Be clear--the best scenario is to go through the TAKS process with teachers. The 2nd best is to do it alone and show the results to teachers. |
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| 11. | Keep track of the collaboration, the TAKS you have chosen, the TEKS Student Expectations you have chosen, and the lesson you have delivered. Evaluate the same TAKS score next year to see how much effect you had. | Summarize how we do this whole process and why? | ||||
