# data[].attributes.body
Conceptual and procedural gaps can both be addressed
- Here is an example of Conceptual and procedural gap that tie together

# data[].attributes.body
-  Leverage the curriculum- What supports in the UbD can support the unpacking of the standards?
- Utilize the Scope and sequence to determine other units the standard will be taught
- Determine what the lesson/unit is addressing within the standard
- Leverage ICs, experts in the content
- Spar with K/S chart
- Continual practice- Getting messy with the process

# data[].attributes.body
Yes- Keep it simple, get good at the process (2 teachers/same grade and content) Add complexity as the process is perfected (Vertical teams)
Vertical teams- strongly aligned standard is necessary.
Bambrick writes “the real magic is having them “spar” with another re-teach plan” and getting teachers to perfect the plan before they practice with students

# data[].attributes.body
You are on the right track. The high examples will have few (if any) gaps because they align closely to what mastery of the TEKS looks like.

The high examples may drive something to add on to the K/S chart, and other ways to help reteach and understand the standard.

When determining the conceptual and procedural gaps- Look for patterns in the medium and low student responses. Identifying key procedural and conceptual misunderstandings help us move beyond what students got wrong and begin to answer why.

# data[].attributes.body
Absolutely- use the space below to give more context around your campus specifics and we can brainstorm with you.

# data[].attributes.body
- Individually plan the reteach over the same conceptual and procedural misunderstanding
- Spar and upgrade to create the best reteach script. Individually planning the reteach to spar and compare is so valuable. Teachers will have already articulated their ideas before sharing them with colleagues. Then you can focus on "What would you add?" to your reteach script.
- Practice the reteach scripts
- Scripts don't have to be exactly the same- drive back to the overarching outcome will this reteach help lead to mastery?

# data[].attributes.body
- ELAR is more conceptual
- Leverage IC's, experts in the content
- Right now the focus is practicing to get become well versed in the process
- Drive back to the purpose or outcome (Will this work lead to mastering the standard)

# data[].attributes.body
Setting up a system for creating teacher exemplars before the data meeting (and teaching the initial lesson) is beneficial. It helps us start with the end in mind and have a clear destination for what students need to know and how they'll show it.

The student exemplars come from the students who are at a high level of mastery of the formative assessment. It's best if a sampling of hi-medium-low student work is reviewed prior to the meeting so leaders can have a hypothesis of what the gap is to share with colleagues.

# data[].attributes.body
Absolutely!
- Guided discourse and modeling are foundational reteach strategies and were unpacked with success criteria at the bottom of the one-pager with the purpose of delivering specific feedback based on the reteach strategy (Building capacity within teachers to perfect reteach models and the components within the models that make it successful)

# data[].attributes.body
This excerpt is from Driven By Data 2.0

Yes! You can see more of the students thinking and thought process, and any underlying misconceptions. It is best to have a variety of question types.

# data[].attributes.body
- Leverage IC/IF, experts in the content
- Spar with K/S chart
- Leverage the curriculum- What supports in the UbD can support the unpacking of the standards?
- Continual practice- Getting messy with the process
- Drive back to the purpose or outcome (Will this work lead to mastering the standard)

# data[].attributes.body
Driven By Data 2.0 pg. 52- When leaders craft a script that includes all components of the Si, Ni, Di- the cognitive load shifts to focus on the work of getting students to mastery, not the process of the meeting.

Utilize the prompts in the Data Meeting One-Pager to get you started crafting a script.

# data[].attributes.body
Driven By Data pgs. 143- 145
An exemplar script from a Leadership team meetings that helps share some of the 'why and how' within a data meeting.

# data[].attributes.body
Additional resources for re-teach in the curriculum docs are fewer then in math. That would certainly be helpful. :-)

# data[].attributes.headline
When procedural and conceptual gaps are present, there is a foundational skill missing.  A solution might be to look at the learning continuum on MAP to see what prerequisite skills they need to have mastered before they came to you.  Also for Language Arts, teachers can look at the Bands of Text Complexity and another great resource would be Lead Forward.

# data[].attributes.subject
When procedural and conceptual gaps are present, there is a foundational skill missing.  A solution might be to look at the learning continuum on MAP to see what prerequisite skills they need to have mastered before they came to you.  Also for Language Arts, teachers can look at the Bands of Text Complexity and another great resource would be Lead Forward.

# data[].attributes.attachment_link.readable_text
Overview and Purpose

Welcome to the TEKS Guide, BETA, for reading language arts. The purpose of the TEKS Guide is to help teachers understand each student expectation in the Texas Essential Knowledge and Skills (TEKS) and to provide valuable resources to support instruction.

Bookmark us now and return often as we respond to your feedback, evolve, and grow.

What are the TEKS?

The Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do in each subject and grade level. The Texas State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. The SBOE periodically reviews and revises the TEKS for each subject area. To learn more about the process and timelines for review and revision of the TEKS please visit https://tea.texas.gov/curriculum/teks-review/.

Take a tour of the TEKS Guide

This video provides a guided overview of each component of the TEKS Guide, BETA.

Unpack Student Expectations:

Teachers can begin unpacking each standard by exploring the following information on the overview tab for the student expectation:

Detailed explanations of the standard

Glossary support for key terms

Supporting information including:

Related 2009 student expectation(s)

Summaries of research related to the student expectation

Demonstrated Proficiency:

For each student expectation, the overview tab includes one example of how the standard might be assessed. This could be a formative assessment activity or a released STAAR assessment item. These examples assist teachers in measuring their students' demonstrated proficiency of the TEKS. In addition to the activity or question, the demonstrated proficiency section includes rationales for STAAR answer choices and further explanations for teachers about the assessment example.

Alignment:

Information in the alignment tab helps teachers make connections within and among the student expectations. Breakouts allow teachers to visualize each component of a student expectation while the vertical alignment shows related knowledge or skills in other grade levels. The focal points are intended to show the multiple connections among student expectations within the grade level.

More to Come:

Why is TEKS Guide in BETA?
Planned enhancements will make this resource even more useful for teachers. For example, TEA will solicit examples of student work aligned to the TEKS from Texas classrooms throughout the 2019-2020 school year. Student work will be added as exemplars in the TEKS Guide 2.0 that is scheduled to be available in Summer 2020. If you have a great example of student work, please contribute it!

To see what has been added or changed recently, please review the version log.

# data[].attributes.attachment_link.description
The TEKS Guide by the Texas Education Agency is a resource to help teachers understand each content standard in the Texas Essential Knowledge and Skills (TEKS) and access valuable, related resources to support instruction.

# data[].attributes.headline
When looking at the UbD  and your power standards take the time to use similar TEKS in order to build up to the higher level of complexity. 

# data[].attributes.subject
When looking at the UbD  and your power standards take the time to use similar TEKS in order to build up to the higher level of complexity. 

# data[].attributes.headline
Pairing with another teacher that had better scores from the original teach.  Let the other teacher teach your students the way he/she originally taught the lesson.

# data[].attributes.subject
Pairing with another teacher that had better scores from the original teach.  Let the other teacher teach your students the way he/she originally taught the lesson.

# data[].attributes.body
We've also been looking vertically at the standards to find the parts they've already learned and what pieces are new learning or might be unfinished from previous years.

# data[].attributes.headline
Rosemeade Example: Building Concepts and Skills for Reading (Preparing student to do BME summarizing)

# data[].attributes.subject
Rosemeade Example: Building Concepts and Skills for Reading (Preparing student to do BME summarizing)

# data[].attributes.body
2nd grade was struggling with concepts behind retell and "what the important parts of a story" question, so in order to get them ready to summarize, a teacher took SWBST. They taught them using familiar stories with a twist (ex. The 3 Little Pigs and the (Kinda) Bad Wolf) and built back up to stories that aren't familiar. Working on the procedures of retell and identifying important plot points while also supporting the conceptual understanding of storytelling and summarizing.