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The testimony reviews progress on assessments and accountability, highlights unfulfilled recommendations, and analyzes how TEKS streamlining, limiting state testing to readiness standards, removing Domain IV from elementary accountability, and studying stratified sampling versus whole-population testing could affect students, campuses, and districts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/testimony-of-texas-classroom-teachers-association-house-public-education-committee/480491/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/testimony-of-texas-classroom-teachers-association-house-public-education-committee/480491.png","ImageObject",300,407,{"name":92,"@type":93},"Aurelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What interim charge does the Texas Classroom Teachers Association address in this testimony?","Question",{"text":112,"@type":113},"It studies unfulfilled recommendations from the 2016 Commission on Next Generation Assessments and Accountability, evaluates progress on assessments and accountability, and considers potential legislation to support those recommendations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which recommendations does the testimony focus on as still unfulfilled?",{"text":117,"@type":113},"The testimony highlights TEKS streamlining as an ongoing embedded process, limiting state testing to readiness standards, eliminating Domain IV from elementary accountability calculations, and conducting a study comparing stratified random sampling to whole-population testing.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the testimony discuss TEKS streamlining and the use of “such as” examples?",{"text":121,"@type":113},"It explains that “such as” examples can become the basis for assessment questions even when teachers are not required to teach those specific examples, which may pressure educators to limit other more relevant examples in classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},480491,1793152814,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},1099514068365,"https://ap-avatar.wpscdn.com/avatar/10000253d8d9f28188e?_k=1776742907772140068","Testimony of Texas Classroom Teachers Association  \nHouse Public Education Committee  \nPaige Williams, Director of Legislation  \nAugust 9, 2022  \nThe Texas Classroom Teachers Association provides the following written testimony regarding the interim charge:  \nStudy the unfulfilled recommendations from the 2016 Commission on Next Generation Assessments and Accountability. Evaluate the state’s progress on assessmentsand accountability and consider possible legislation to support the recommendations from the report. Study and recommend measures needed at the state level to prevent unintended consequences to students, campuses, and districts, including changes that could improve the system for students or help public schools serving a disproportionate number of educationally disadvantaged students impacted by the pandemic.  \nThe majority of the recommendations made by the 2016 Commission on Next Generation Assessment and Accountability have been implemented or are in the process of implementation, but there are a few that have not been adopted that TCTA wishes to focus on.  \nUnfulfilled Recommendations  \nSupport the continued streamlining of the TEKS – The State Board of Education has taken on this challenge and with every TEKS review endeavors to streamline the TEKS, however, this is not a discrete recommendation. This recommendation must be implemented in a continuous fashion, ensuring that each TEKS review from here on out will be sure to consider what content can be successfully taught in a single school year. And it is simply not enough to consider what can be taught during a single school year, but there must be consideration for how long it will take for students to truly master the content and be thoughtful as to the timeline when differentiated instruction is the expectation. TEKS streamlining should be embedded into each and every content review period.  \nAn additional concern with streamlining TEKS is that oftentimes, in order to reduce the number of “including” examples – which means that the example to follow must be taught by the educator – TEKS writers turn to listing more examples under “such as.” What has not always been clear to teachers is that the examples listed as “such as” examples often are the basis of assessment questions even though the content is not required to be taught and a teacher may choose a different example to illustrate the content included in the TEKS.1 The  \n1 Texas Education Agency,“Explanation of the Terms Such As and Including on STAAR,”(2015);  \n[https://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769821685](https://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769821685)  \nunfortunate result is often a very long list of “such as” examples that teachers feel they must include in the classroom for fear that the example will form the basis of an assessment question. This can lead educators to minimize other examples that may be of more interest or more relevant to a student’s experience and education. This confusion may be best addressed by the next unfulfilled recommendation.  \nLimit state testing to readiness standards – The Commission on Next Generation Assessments and Accountability recommended that state testing be limited to readiness standards in an effort to “To provide a more clearly articulated K–12 education program in Texas that focuses on deeper student outcomes and content mastery.” TCTA supports this recommendation; however, to date, the STAAR test still includes both readiness and supporting standards. 2 TEA identifies a portion of the TEKS for each grade, subject, and course as readiness standards. A readiness standard is defined as those student expectations that are not only essential for success in the current grade or course but are also important for preparedness in the next grade or course. TCTA agrees that the focus should be on assessing the readiness standards but understand the importance of the use of supporting standards as bui","cbCaibQHrHIypQqd","https://ap.wps.com/l/cbCaibQHrHIypQqd","pdf",192331,"English","# Unfulfilled Recommendations\n## Support the continued streamlining of the TEKS\n## Limit state testing to readiness standards\n## Eliminate Domain IV from state accountability calculations for elementary schools\n## Conduct a study using existing data","[{\"question\":\"What interim charge does the Texas Classroom Teachers Association address in this testimony?\",\"answer\":\"It studies unfulfilled recommendations from the 2016 Commission on Next Generation Assessments and Accountability, evaluates progress on assessments and accountability, and considers potential legislation to support those recommendations.\"},{\"question\":\"Which recommendations does the testimony focus on as still unfulfilled?\",\"answer\":\"The testimony highlights TEKS streamlining as an ongoing embedded process, limiting state testing to readiness standards, eliminating Domain IV from elementary accountability calculations, and conducting a study comparing stratified random sampling to whole-population testing.\"},{\"question\":\"Why does the testimony discuss TEKS streamlining and the use of “such as” examples?\",\"answer\":\"It explains that “such as” examples can become the basis for assessment questions even when teachers are not required to teach those specific examples, which may pressure educators to limit other more relevant examples in classrooms.\"}]","Testimony of Texas Classroom Teachers Association - House Public Education Committee | PDF",1790795092]