Library Information Services ...Helping students become Independent, Information - literate, Lifelong Learners! Department Staff

Spring Branch Independent School District Dr. Barry M. Bishop 9016 Westview Houston, TX, 713-365-5616

This information comes from these TEA websites:
TAKS Information Booklets
TAKS Summary Report - Test Performance -  2004 Accountability by District (search by District name or number, for campus scores click on campus name, look at the 3rd column "Percent Met Standard")
Interpreting Assessment Reports (the campus grade level Summary report)

Julie Todaro, a member of the School Library Standards Advisory Committee developed this introduction.

The Library Program TEKS/TAKS Connection 

Librarians influence student learning of approximately 60% of the Texas Essential Knowledge and Skills student expectations.  The three tables that follow provide the following information.

Table 1.   The TAKS Objectives and The Related TEKS Student Expectations Tested For Each TAKS Objective That May Be Reasonably Expected To Be Influenced By The Library Program.

Table 2.   The Number and Percentage of TEKS Student Expectations Covered on the TAKS Test that are Influenced or May be Taught through the Library Program - Organized by Curriculum Area.

Table 3.   The Number and Percentage of TEKS Student Expectations Covered on the TAKS Test that are Influenced or May be Taught through the Library Program - Organized by Grade Level.

Steps to evaluating the success of library Instruction in increasing test scores on TAKS Objectives and the related TEKS Student Expectations.  Librarians:

1.   Review the report provided by TEA, “Summary Report-Test Performance”.  Each principal receives this annual report for each grade level tested at his or her school.  The interpretation of the report is on the TEA web site: http://www.tea.state.tx.us/student.assessment/resources/guides/interpretive/

2.   Review Table 1, a “List of TEKS Student Expectations Influenced by School Library Instruction” to become aware of the TEKS Student Expectations that are tested on the TAKS tests that may be influenced by the library program.

3.   Compare the “List of TEKS Student Expectations Influenced by School Library Instruction” and the “Summary Report-Test Performance” and note on which TAKS questions affected by library instruction student scores may be targeted for improvement.

4.   Select TEKS Student Objectives on which the Librarian will focus in the upcoming year.

5.   Meet with teachers to systematically collaborate to plan lessons based on library resources to raise student scores on these questions.

6.   Collaborate with teachers to set goals for the level of increase in student mastery of the TAKS Objectives that measure student success in mastering the selected TEKS Student Expectations.

7.   Collaboratively present lesson plans with teachers.

8.   Review the “Summary Report-Test Performance” for the following school year and note increases on TAKS Objectives and related TEKS Student Expectations selected for improvement.

9.   Librarians report increases to school administrator in Annual Library Evaluation Report.

            Recommended Philosophy and Practice

Through Table 1, Librarians identify the TEKS student objectives that may be influenced by the library program and that are tested on the TAKS test.  They enthusiastically and proactively base their instruction on these TEKS student objectives.  Additionally, they provide instruction in many other areas.  They continually educate the school community and the community at large that librarians play a key role in student learning of the State Curriculum.

Librarians support student success in learning TEKS through the following.

·         Identify existing library resources (print and electronic) that support curriculum.

·         Purchase resources to support the curriculum.

·         Provide access to library resources for curriculum support.

·         Align learning objectives in library's information literacy program with TEKS student objectives.

·         Collaborate with classroom teachers to design and deliver instruction for curriculum support. 

·         Design professional development for administrators, classroom faculty and overall school community.