TExES PPR 160 key terms

The Texas Essential Knowledge and Skills are the state-mandated curriculum standards that specify what students should know and be able to do at each grade level and in each subject.

The deliberate sequencing of content and skills so that what students learn in one grade or course prepares them for the expectations of the next level.

An instructional planning approach that starts with the desired learning outcomes and acceptable evidence of mastery, then designs lessons and assessments to reach those ends.

A clear, measurable statement describing what students should know or be able to do by the end of a lesson or unit, usually tied to a standard.

Ongoing, low-stakes checks of student understanding during instruction that give teachers and students information to adjust teaching and learning in real time.

An evaluation administered at the end of a unit, grading period, or course to measure how much students have learned against established standards or objectives.

A scoring guide that lists criteria for judging student work and describes levels of quality, helping make grading consistent and expectations transparent to students.

The information, skills, and experiences students already possess that influence how they interpret new content and connect it to what they are learning.

Temporary support a teacher provides-such as models, prompts, or guided steps-that helps students accomplish a task they could not yet do independently, then is gradually removed.

Planning and adjusting content, process, and product based on students' readiness, interests, and learning profiles so each student can access and master the same essential standards.

Shared expectations for how class members treat one another and behave, often co-created with students to guide respectful participation and interaction.

Established, predictable ways of handling recurring classroom tasks such as entering the room, turning in work, or transitioning, which reduce confusion and protect instructional time.

The set of strategies a teacher uses to organize the classroom, establish expectations, prevent disruption, and maintain conditions in which learning can occur.

A schoolwide framework that teaches and reinforces positive student behavior through clear expectations, data-based decisions, and tiered supports rather than punishment alone.

Approaches that respond to conflict and misbehavior by repairing harm, building relationships, and giving affected people a voice, often through circles or conferences.

Disciplinary responses that are directly related to the misbehavior, respectful of the student, and reasonable, helping students see the connection between their actions and outcomes.

A teacher's awareness of everything happening in the classroom at once, allowing quick recognition and subtle correction of problems before they grow.

A low-key management technique in which the teacher moves physically closer to a student or area to discourage off-task behavior without interrupting the lesson.

The amount of classroom time students are actively engaged in meaningful learning activities; maximizing it is a central goal of good classroom management.

The ongoing, supportive connections teachers build with students through respect, consistency, and attention to their needs, which foster trust and willingness to engage.

A teacher-led approach in which clear explanations, modeling, and structured practice are used to teach specific skills or content explicitly and systematically.

An instructional model that shifts from teacher modeling to guided practice to independent student work, gradually handing over responsibility as learners gain competence.

A stage of instruction in which students practice a new skill with teacher support, monitoring, and feedback before attempting it independently.

An instructional strategy in which small groups of students work together toward a shared learning goal, with individual accountability and positive interdependence.

Deliberate use of questions-varying cognitive level, phrasing, and sequence-to probe understanding, encourage reasoning, and involve all students in thinking.

The brief pause a teacher allows after asking a question or after a student responds, giving students time to think and encouraging fuller, more thoughtful answers.

A quick, purposeful method-such as questioning, signals, or short tasks-used during a lesson to verify whether students grasp the content before moving on.

Specific information given to students about what they did well and what to improve next, focused on the work and strategies rather than on personal traits.

Temporarily grouping students according to instructional needs or task demands and regrouping as needs change, rather than keeping fixed ability groups.

A planning framework that builds multiple means of engagement, representation, and action/expression into lessons so diverse learners can access content and show learning.

Regular, repeated measurement of student performance on targeted skills to determine whether instruction is working and to adjust interventions accordingly.

The range of tasks a learner can accomplish with guidance but not yet alone; instruction is most effective when aimed within this zone.

Texas's official standards describing educators' professional and moral responsibilities, including conduct toward students, colleagues, families, and the public.

The legal requirement that educators report suspected child abuse or neglect to designated authorities promptly, regardless of confidentiality concerns.

The obligation to protect students' educational records and personal information, sharing them only with those who have a legitimate educational need to know.

Intentional efforts to build two-way communication and partnerships with students' families so they support learning at home and feel welcomed at school.

A team of educators who meet regularly to examine student data, share instructional strategies, and improve practice collaboratively with a focus on learning for all.

A teacher's habit of reviewing evidence of student learning and their own instructional decisions to identify strengths and make purposeful improvements.

A multi-tiered prevention framework that provides increasingly intensive, research-based instruction and intervention based on students' measured response to support.

A legally binding plan developed by a team for a student with a disability, specifying goals, services, accommodations, and placement needed for appropriate education.