TAKS Perusing Grades 3-8: What Results Let us know About Understudies and Projects - PowerPoint PPT Presentation

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TAKS Perusing Grades 3-8: What Results Let us know About Understudies and Projects

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  1. TAKS Reading Grades 3-8: What Results Tell Us About Students and Programs 2004 Midwinter Conference Casey McCreary, Director of Reading Division of Curriculum Jana Deming, Program Specialist Division of Student Assessment Texas Education Agency

  2. Contents • Reading Data Grades 3-5 • Components of the SSI • Reading Data Grades 6-8 • Preparation for High School • Resources • Contacts Texas Education Agency

  3. TAKS performance data are useful: • in helping schools evaluate the academic achievement and progress of individual students • in evaluating the effectiveness of instructional programs at the classroom, school, district, and state levels • ULTIMATE GOAL: To improve student learning and instructional programs Texas Education Agency

  4. What do we know from the data? • Examine TEKS under each objective in light of student performance • Think about delivery of instruction to improve student learning • Ask probing questions • Look at this year’s scores using next year’s standards • Look at student population groups Texas Education Agency

  5. How We Did OverallGrades 3-5 *96% Met Standard after 3rd opportunity Texas Education Agency

  6. A Different View: % of Items Correct by Objective Texas Education Agency

  7. A Different View: From the Phase-In Report *First administration only Texas Education Agency

  8. Student Population Groups: Percentage That Met the Standard NCLB Texas Education Agency

  9. Performance Standards • SBOE chose a two year phase-in to meet committee recommendation • e.g., Grade 3 Reading TAKS • 2003 - answer 20 of 36 correctly • 2004 - answer 22 of 36 correctly • 2005 - answer 24 of 36 correctly Note 2005 standard isat panel recommendation when SSI-GAR apply for the first time to Grade 5 students in reading and math Texas Education Agency

  10. Reading: Instructional Questions • How is summary being taught? • How is point of view being taught? • Are students being asked to examine the author’s attitude towards his/her subject? • How are context clues being taught ? Texas Education Agency

  11. Reading: Instructional Questions • Paired selections first appear on Grade 4 TAKS Reading and continue with Grades 5-8. How are you preparing in Grades K-3 for these paired selections? • Are district funds spent on appropriate and authentic materials vs. buying “test prep” materials? Texas Education Agency

  12. Reading: Instructional Questions • Do your library media centers and classrooms include: • Expository materials from age appropriate journals, newspapers, magazines, brochures, etc. • On-line text • Graphic representations such as Venn diagrams, story webs, maps and charts • Dictionary, thesaurus, dictionary/thesaurus combo • Materials that can be paired or linked Texas Education Agency

  13. 3 Components of the Student Success Initiative (SSI) • Grade Advancement Requirements • Texas Reading Initiative • Texas Math Initiative Texas Education Agency

  14. SSI:Grade Advancement Requirements • Strategic planning among reading, math and special education populations in preparation for 2005 and 2008 • Possible rule changes for 2005 include clarification of “student who is enrolled at the time of testing” • Revisions will be posted on-line and distributed via Agency Listservs Texas Education Agency

  15. SSI:Grade Advancement Requirements • Rule change from last year: SDAA students taking instructional levels K-3 SDAA are eligible for all parts of SSI-GAR, including automatic retention portion • An SSI-GAR section has been added to the ARD Manual and is available on-line • Updated Prepare for Success (color) parent brochure and flyer available on the TEA Assessment web page (SSI link) Texas Education Agency

  16. Optional for 3rd Testing Opportunity SSI:GARAlternate Assessment • 2004 Grade 3 list will include ITBS • 2004 Terra Nova and Logramos may be added to list if comparable passing standards are made • Process and procedures for selecting the Alternate Assessments for 2005 Grade 5 reading and math are being considered Texas Education Agency

  17. SSI: Texas Reading Initiative • Grades K, 1, and 2 Teacher Reading Academies (TRA) available in Online versions • 3TRA anticipated in an Online version April 2004 • 4TRA CD and supporting materials have been sent to ESCs for distribution to districts • ARI funding is allotted for K-4 reading and math interventions for 2004 and K-5 in 2005 2003-2004 ARI/AMI Guidelines posted on Initiative web page Texas Education Agency

  18. SSI: Texas Math Initiative • http://www.tea.state.tx.us/math/ Texas Mathematics Initiative (TMI) • http://www.accesstmds.com/tmds/ Texas Mathematics Diagnostic Assessment System (TMDS) • stateini@tea.state.tx.us TMI Inquiries Texas Education Agency

  19. How We Did OverallGrades 6-8 Texas Education Agency

  20. A Different View: % Items Correct by Objective Texas Education Agency

  21. A Different View: From the Phase-In Report Texas Education Agency

  22. Student Population Groups: Percentage That Met the Standard Texas Education Agency

  23. Reading: Instructional Questions • Is it understood that formulas do not always work when determining the meaning of a word ? • How is author’s craft being taught? • How are students being taught to identify the purpose of a text? • How is author’s organization being taught? Texas Education Agency

  24. Questions, cont. • How are you preparing students for paired selections and triplets? • Middle school is the bridge to high school which has challenging tests that require analytical and critical-thinking skills. Do your middle school students have the opportunity and exposure to instruction that will ensure this bridge is successfully crossed? Texas Education Agency

  25. Middle SchoolIn preparation for the HS TAKS • Pair expository materials with related literary pieces (e.g., different versions of the same story, or a historical fiction selection with a biography) • Use table of contents from adopted reading or literature textbooks to pair by theme or unit • Use culturally diverse text that represent the wide range of the student population in Texas • Use text that supports reading in the content areas Texas Education Agency

  26. Middle SchoolIn preparation for the HS TAKS • Authentic literature • Triplets (using literary text, expository text & visual representations that are thematically linked) • Visual representations (e.g., political cartoons, web pages, advertisements) • Reading skill instruction to prevent gap between elementary and high school • Open-ended reading questions Texas Education Agency

  27. Prepare for Open-ended (OE) Items • Does daily instruction include opportunities for students to use text evidence to support their individual ideas about what they read (in preparation for OE items on the high school tests)? Texas Education Agency

  28. OE Items • HS students will answer 3 OE reading items in response to • The literary selection • The expository selection • Both the literary and expository selections (cross-over items) • OE items based on • Obj. 2 literary elements/techniques • Obj. 3 analyzing & evaluating text Texas Education Agency

  29. OE items, cont. • Student responses • up to 5 lines • up to 8 lines for cross-over items • Scoring • 0=insufficient 1=partially sufficient • 2=sufficient 3=exemplary scoring rubric in scoring guides on SA website Texas Education Agency

  30. OE items, cont. • Text evidence is critical for success • Response cannot be sufficient without text evidence • Students must provide text evidence from both selections for cross-over items Texas Education Agency

  31. High School Student Performance • Grade 9 TAKS Reading Spring 2003 • 82% Met Standard • Spring 2003 OE response to literary selection • Score 0-16% • Score 1-70% • Score 2-14% • Score 3-0% • 70% received a “1” because their response lacked text evidence; performance on cross-over items was even weaker Texas Education Agency

  32. GRADE 9 TAKS READING SPRING 2003 OE ITEM LITERARY SELECTION • How does Gan change from the beginning to the end of “A Brother in Need”? Support your answer with evidence from the selection. Texas Education Agency

  33. OE Student Response • “At first he didn’t care about his brother because only gave him a little shack to live in with a very small piece of land for farming. He never invited his brother to his house. He changes because he sees none of his friends are true friends and aren’t willing to help him. When nobody else would help him his little brother helped him without hesitation.” And the score point is… Texas Education Agency

  34. Score point 1-partially sufficient • The student indicates what Gan is like at the beginning of the story (at first he didn’t care about his brother) and supports this idea with text evidence (only gave him a little shack to live in…). Although the student provides a reason for Gan’s change (he sees none of his friends are true friends and aren’t willing to help him), he or she does not state how Gan actually changes in the story. Texas Education Agency

  35. OE Student Response • “He becomes more open to his brother. In the beginning after his father died, he took everything except for a shack and a patch of land. He gave that to his brother. When the conflict of a beggar dying in his house, no one would help him except his brother. When they found out the truth it made him realize how his brother should be treated.” And the score point is… Texas Education Agency

  36. Score point 1-partially sufficient • The student addresses Gan’s change by providing only one vague overall statement(He becomes more open to his brother).While there is text evidence to support an accurate characterization of Gan at the beginning of the story(he took everything except for a shack and a small patch of land),the student’s reference to the end of the story(it made him realize how his brother should be treated)is too general to be considered valid textual support. Texas Education Agency

  37. OE Response • “At the beginning of the story, Gan is someone who acts unwisely, ignoring Duc, his brother, and Hahn, his wife. He only “allows” his brother “a miserable patch of acreage” and he ignores his wife’s concerns about how he treats Duc. “I have nothing to do with the way he lives.” Hahn’s scheme forces Gan to change and see there is “no loyalty greater than a brother’s. He sees his wife’s wisdom, and at the very end, they “lived as brothers should.” And the score point is… Texas Education Agency

  38. Score point 3-exemplary • In this insightful response, the student combines thoughtful analysis (at the beginning…Gan is someone who acts unwisely, ignoring Duc, his brother, and Hanh, his wife) with a combination of specific summary and direct quotation of relevant text to focus on Hahn’s role (he sees his wife’s wisdom) in Gan’s change to provide a well integrated, clear response. Texas Education Agency

  39. 2004 TAKS READING 3-8TEST SCHEDULE • Grade 3 (first opportunity) – March 3 • Grade 3 (second opportunity) – April 28 • Grades 4-8 – April 28 • Grade 3 (third opportunity) – June 29 Texas Education Agency

  40. MAKE-UP TESTING New for 2004 • Allowed for subject area tests/grades included in NCLB AYP calculations • Includes TAKS reading grades 3 – 8 • Only for students who are absent on scheduled test date • Grade 3 make-ups (for March administration only) March 4 - 6 • Grades 4 - 8: April 29 - 30 and May 1 Texas Education Agency

  41. MAKE-UP TESTING - cont. • Make-up schedule is district decision • Districts decide whether to administer a student two tests on one day (April testing), and may have multiple make-up sessions • Test materials must be returned for scoring on regular schedule to guarantee results by scheduled reporting dates Texas Education Agency

  42. TAKS RELEASE TESTS • Current schedule: • 2004 - TAKS 3, 5, 7, 9, 11 and SDAA • 2005 - TAKS 4, 6, 8, 10 and RPTE • New schedule to be proposed to SBOE at February 2004 meeting: • All tests in 2004 • No tests released in 2005 Texas Education Agency

  43. Contacts • Division of Student Assessment (512) 463-9536 studenta@tea.state.tx.us • Division of Curriculum (512) 463-9581 curric@tea.state.tx.us • Education Initiatives (800) 819-5713 stateini@tea.state.tx.us Texas Education Agency

  44. Contacts Casey McCreary Director of Reading Division of Curriculum cmccrear@tea.state.tx.us Jana Deming Program Specialist Division of Student Assessment jdeming@tea.state.tx.us Texas Education Agency

  45. TEA Listservs • Join a TEA listserv for information www.tea.state.tx.us/list • ELA-Reading • Student Assessment • Mathematics • Special Education and more…. Texas Education Agency

  46. Resources • Division of Student Assessment http://www.tea.state.tx.us/student.assessment/index.html • Division of Curriculumhttp://www.tea.state.tx.us/curriculum/index.html • Education Initiatives http://www.tea.state.tx.us/reading/http://www.tea.state.tx.us/math/ Texas Education Agency