The NEW TAKS Secrets for Success

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The NEW TAKS Secrets for Success

• www.esc13.net/cc/tasa03.html
• TASA Summer Conference
• June 22, 2003
• Dr. Janet Russell, TEA
• Dr. Eileen Reed, ESC XIII
• Dr. Ervin Knezek, ESC XIII
• jcrussel_at_tea.state.tx.us
• ervin.knezek_at_esc13.txed.net www.tea.state.tx.us
• eileen.reed_at_esc13.txed.net www.esc13.net/taks

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objectives for today

• Review upcoming changes in the accountability
  system for Texas
• Engage in a process for analyzing the Spring 2003
  assessment data and using that data to plan for
  instruction
• Revisit the TEKS for success on TAKS
• Analyze resources and professional development
  opportunities

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some housekeeping

• Attend to your needs
• Take care of yourself
• Return to the group when signaled
• Limit table talk
• Have some fun!

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a look from the outside in.
ACCOUNTABILITY
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the big picture
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this year

• TAKS field tests
• TAKS assessments
• TAAS
• SDAA/LDAA
• RPTE
• SSI Implementation
• Alternate

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whats still changing?

• Accountability System
• New ratings and standards
• Student Success Initiative
• Promotion standards
• Linking TAKS to grade level promotion
• Assessment System
• Standards for passing
• TAKS
• SDAA, LDAA, RPTE, LEP-Math

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Accountability System Adequate Yearly Progress
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Transition

• Current accountability system
• Texas Assessment of Academic Skills (TAAS)
• Annual dropout rates
• New accountability system
• Texas Assessment of Knowledge and Skills (TAKS)
• Longitudinal completion rates
• Other measures

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Developing the New Accountability System

• TEA Staff Research
• January 2003 August 2003
•  January May Pre-TAKS Research
• August Post TAKS Research
• Commissioners Accountability Advisory Committee
  Early October 2003
• Commissioners Preliminary Accountability
  Decisions Late October 2003
• Analyze State Survey Results
• Commissioners Final Accountability Decisions for
  2004 and Beyond - Early December 2003

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Accountability System

• In 2003, no ratings are planned to be issued
  however all scores will be released to the public
• Beginning in 2004, ratings will be based on TAKS
  (including the new assessments) and the
  completion rate
• Districts and campuses will be classified as
  exemplary, recognized, acceptable, and low
  performing

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2003 State Accountability Plan
The 2003 accountability procedures have been
designed to accomplish multiple objectives,
including

• Meeting statutory requirements and ensuring
  institutional accountability
• Providing districts, campuses, education service
  centers (ESCs), and the state with data for
  planning

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2003 State Accountability Plan

• Advising districts and campuses that are most in
  need of improvement
• Transitioning from the current accountability
  system to the new one

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Campus and District Evaluations

• Campus and district performance evaluations will
  identify the indicators and student groups that
  do not meet the 2004 accountability standard(s).
• Districts will receive an overall designation
• 2003 Performance Meets 2004 Standard(s), or
• 2003 Performance Does Not Meet 2004 Standard(s)

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Campus and District Evaluations

• Site visits will occur during the 2003-04 school
  year for districts with accountability ratings
  of
• - Academically Unacceptable
• - Does Not Meet 2004 Standards
• Campuses will not receive the designations
• - 2003 Performance Meets/Does Not Meet 2004
  Standard(s).

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New Complexity

• More state accountability requirements
• New federal accountability requirements
• Unanswered questions re implementation of NCLB
• Effects of the legislative session, which could
  create more changes/requirements

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More Measures in Base Indicators!

• TAAS 15 measures
• 3 assessment subjects for 5 student groups
• TAKS 30 measures
• 6 assessment subjects for 5 student groups
• Dropout/completion rate
• 5 student groups
• SDAA results

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Texas Accountability Changes for the Future,
2003 and Beyond

• New Statutory Requirements
• TAKS results, including additional subjects and
  grades
• Results of SDAA
• Use of completion rates either in conjunction
  with, or in lieu of, annual dropout rates
• Incorporation of a new improvement measure
• Results of Student Success Initiative and
• Progress of prior year failers

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Features of the Accountability System Expected to
Be Retained

• Multiple rating categories
• Performance of student groups
• Ratings based on multiple indicators
• Student mobility adjustment
• Small numbers rules for smaller campuses
• Reports and other recognitions based on
  performance results

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Longitudinal Completion Rate

• Built on same data as the dropout indicator
• Better answers the question being asked by the
  general public How many students drop out before
  graduating?
• Provides more data through categories
• Graduated
• Received GED
• Continued High School
• Dropped Out

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Comparison of Annual Dropout Rate and
Longitudinal Completion Rate
2001 Annual Dropout Rates (Gr. 7-12)
Class of 2001 Longitudinal Completion Rate (4-yr)
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Annual Dropout Rate vs. Longitudinal Completion
Rate
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Leaver Data System Safeguards

• Improved data reporting requirements and edit
  software
• New desk-audit procedure and annual independent
  audit
• Accountability consequences
• Increase in level of felony for changing student
  records
• 3rd degree felony for record-tampering
• 2nd degree felony for record-tampering with
  intent to harm or defraud

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Our Challenge

• To make the transition to an equally successful
  system that incorporates new state goals and
  state and federal requirements.
• Student identifying information is criticalwe
  must have accurate student identification
  information to link student data across years.

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New Federal Requirements

• Assessment and accountability provisions in the
  No Child Left Behind legislation
• Adequate Yearly Progress (AYP)
• Additional student groups
• Minimum size criteria
• Mobility adjustment
• 95 testing requirement (5 limit on absences)
• 1 ARD exemptions limitations

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What is No Child Left Behind?

• The No Child Left Behind Act (NCLB) is a sweeping
  education reform plan, affecting both elementary
  and secondary schools.
• It asks schools to describe their success in
  terms of what each student accomplishes.
• Sets goal for 100 of all students to pass
  rigorous State assessments by 2013-14.

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What Is NCLB Designed to Achieve?

• Stronger accountability
• Increased flexibility and local control of
  federal funds
• Emphasis on teaching methods that have been
  proven to work
• Expanded options for parents

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When Did the Act Become Law?

• The No Child Left Behind Act (NCLB) was signed
  into law on January 8, 2002, and became effective
  in Fall 2002. Some provisions became effective
  January, 2002.

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NCLB Accountability

• Stronger academic standards
• Tests aligned with rigorous State standards
• Adequate yearly progress
• Results reported according to student groups

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NCLB Accountability

• School report cards which detail student
  performance
• Consequences for schools that fail to make
  progress
• Within twelve years, all students performing at a
  proficient level under their states standards

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Under the accountability provisions of No Child
Left Behind, all campuses and school districts
and the state are evaluated for Adequate Yearly
Progress (AYP). If a campus, district, or state
that is receiving Title I, Part A funds fails to
make AYP for two consecutive years, that campus
or district or state enters school improvement
status and is subject to certain school
improvement activities, supplemental education
services requirements, and/or corrective action.
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What Are the Criteria for Meeting AYP?

• To meet AYP, for all districts and campuses, all
  students, and each student group (African
  American, Hispanic, white, economically
  disadvantaged, special education, and limited
  English Proficient) meeting minimum size criteria
  must meet

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• The performance standard for percent proficient
  (AYP target) or performance gains criteria
  separately for reading/language arts and
  mathematics, and
• The standard for participation in the assessment
  program separately for reading/language arts and
  mathematics.

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Additional Indicator

• Graduation rate or attendance rate at the all
  students level only
• High school graduation standard
• 70
• Attendance rate standard
• 90

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AYP Targets for Reading / English Language Arts
and Mathematics
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AYP Performance Gains

• For all students and each student group that
  fails to meet percent proficient, AYP is met if
• 10 decrease from prior year in of students
  failing to perform at the proficient level, and
• Improvement on the other measure
  (graduation/attendance)

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AYP Participation

• In addition to the performance requirement, all
  students and each student group must meet a 95
  participation requirement
• Grades 3-8 and 10 summed across grade levels by
  subject for reading/language arts and mathematics

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AYP Participation
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What Results Are Evaluated for AYP?

• TAKS- English and Spanish

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Minimum Size Criteria
50/10/200 50 or more students in the group, and
the group must comprise at least 10 of all
students or 200 or more students in the student
group, even if the group represents less than 10
of all students.
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Comparison of Selected Assessment and
Accountability Provisions Texas and NCLB
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Required Data Elements for State Report Card

• Aggregated and disaggregated student performance
  data
• Comparison to State performance
• Percent of students not tested
• Recent two-year trend in student achievement data

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Required Data Elements for State Report Card

• Graduation rates for secondary school students
  disaggregated by student group
• Information on attendance indicator disaggregated
  by student group
• Information on performance of LEAs re AYP and
  names of schools identified for school
  improvement under section 1116

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Required Data Elements for State Report Card

• Professional qualifications of teachers in the
  State
• of teachers with emergency or provisional
  certification
• of classes in the State, not taught by highly
  qualified teachers
• Aggregate and disaggregated by high-poverty
  compared to low-poverty schools

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For More Information

• TEA 2003 Accountability website
• http//www.tea.state.tx.us/perfreport
• The No Child Left Behind website
• www.nochildleftbehind.gov

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assessment system

• TAKS
• SDAA
• LDAA
• RPTE

SSI - GAR
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TEC 28.0211

• Students in Grades 3 (reading), 5 and 8 (reading
  and mathematics) must demonstrate proficiency in
  the subjects required in order to advance to the
  next grade.
• Grade 3 in 03
• Grade 5 in 05
• Grade 8 in 08

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SSI an overview
gt16,000 students have NOT met standard after 2
administrations
MUST meet standard on BOTH reading and math!
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SSI thinking ahead

• Curriculum taught by March
• Grade five must meet the standard on BOTH reading
  and mathematics
• Higher standards for grade 3 next year
• Panel recommendation for grades 5 and 8
• 16,429 third graders didnt pass reading after
  two attempts

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Data Overview2003 SpringTAKS DataHow did we
do?
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Goals

• Analyze data to determine current performance
  demonstrated by our students
• What do we know?
• Use the analysis to think about making needed
  changes so all students meet the higher standards
• What do we do with what we know?

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Elementary Level

• 3rd Grade Reading and Math
• 4th Grade Writing
• 5th Grade Reading and Math
• 5th Grade Science
• 5th Grade All Tests

Remember the Student Success Initiative at Grades
3 and 5
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phase in
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Standard Error of Measurement
The simplest, most non-technical way to think of
the standard error of measurement is the
following If a single student were to take the
same test repeatedly (with no new learning taking
place between testings and no memory of question
effects), the standard deviation of his/her
repeated test scores is denoted as the standard
error of measurement. What is the difference
between the "standard deviation of scores on a
test" and the "standard error of measurement on a
test"? When one refers to the standard deviation
of scores on a test, usually he/she is referring
to the standard deviation of the test scores
obtained by a group of students on a single test.
It is a measure of the "spread" of scores between
students. When one refers to the standard error
of measurement on a test, he/she is referring to
the standard deviation of test scores that would
have been obtained from a single student had that
student been tested multiple times. It is a
measure of the "spread" of scores within a
student had the student been tested repeatedly.
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Spring 2003 TAKS 3rd Grade Reading - MARCH State
Level Met Standard Results with Phase-In Data
02-03 03-04 AYP Target 46.8 04-05 thru
05-06 53.5
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Spring 2003 TAKS 4th Grade Writing State Level
Met Standard Results with Phase-In Data
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Spring 2003 TAKS 5th Grade Reading State Level
Met Standard Results with Phase-In Data
SSI at Panel In 2005
02-03 03-04 AYP Target 46.8 04-05 thru
05-06 53.5
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Spring 2003 TAKS 3rd Grade Mathematics State
Level Met Standard Results with Phase-In Data
02-03 03-04 AYP Target 33.4 04-05 thru
05-06 41.7
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Spring 2003 TAKS 5th Grade Mathematics State
Level Met Standard Results with Phase-In Data
SSI at Panel in 2005
02-03 03-04 AYP Target 33.4 04-05 thru
05-06 41.7
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Spring 2003 TAKS 5th Grade Science State Level
Met Standard Results with Phase-In Data
Included in AYP 2007-08
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Spring 2003 TAKS 5th Grade All Tests State Level
Met Standard Results at 2 SEM Below Panel

• Reading
• Mathematics
• Science

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Secondary Level

• 7th Grade
• Writing
• 8th Grade
• Reading, Math, Social Studies, All tests taken
• 9th Grade
• Reading, Math, All tests taken
• 10th Grade
• English Language Arts, Math, Science, Social
  Studies, All tests taken
• 11th Grade
• All tests taken

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Spring 2003 TAKS 7th Grade Writing State Level
Met Standard Results with Phase-In Data
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Spring 2003 TAKS 8th Grade Reading State Level
Met Standard Results with Phase-In Data
SSI in 2008
02-03 03-04 AYP Target 46.8 04-05 thru
05-06 53.5
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Spring 2003 TAKS 8th Grade Mathematics State
Level Met Standard Results with Phase-In Data
SSI in 2008
02-03 03-04 AYP Target 33.4 04-05
06-07 41.7
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Spring 2003 TAKS 8th Grade Social Studies State
Level Met Standard Results with Phase-In Data
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Spring 2003 TAKS 8th Grade All Tests Taken State
Level Met Standard Results at 2 SEM Below Panel

• Reading
• Mathematics
• Social Studies

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Spring 2003 TAKS 9th Grade Reading State Level
Met Standard Results with Phase-In Data
Will Graduate At 1 SEM
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Spring 2003 TAKS 9th Grade Mathematics State
Level Met Standard Results with Phase-In Data
Scheduled to Graduate at 1 SEM
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Spring 2003 TAKS 9th Grade All Tests Taken State
Level Met Standard Results at 2 SEM Below Panel
Will Graduate At 1 SEM

• Reading
• Mathematics

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Spring 2003 TAKS 10th Grade English Language
Arts State Level Met Standard Results with
Phase-In Data
Graduating at 2 SEM
02-03 03-04 AYP Target 46.8 04-05 thru
05-06 53.5
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Spring 2003 TAKS 10th Grade Mathematics State
Level Met Standard Results with Phase-In Data
Scheduled to Graduate at 2 SEM
02-03 03-04 AYP Target 33.4 04-05 thru
05-06 41.7
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Spring 2003 TAKS 10th Grade Science State Level
Met Standard Results with Phase-In Data
Will graduate At 2 SEM
Included in AYP 2007-08
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Spring 2003 TAKS 10th Grade Social Studies State
Level Met Standard Results with Phase-In Data
Will Graduate At 2 SEM
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Spring 2003 TAKS 10th Grade All Tests Taken State
Level Met Standard Results at 2 SEM Below Panel
Will Graduate At 2 SEM

• English/LA
• Mathematics
• Science
• Social Studies

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Spring 2003 TAKS 11th Grade All Tests Taken State
Level Met Standard Results at 2 SEM Below Panel
Graduating Under TAAS

• English/LA
• Mathematics
• Science
• Social Studies

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Data provides valuable information at multiple
levels.
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• TAKS performance data are useful in helping
  schools evaluate the academic achievement and
  progress of individual students.
• TAKS performance data are useful in evaluating
  the effectiveness of instructional programs at
  the classroom, school, district, and state
  levels.
• ULTIMATE GOAL To improve student learning and
  instructional programs

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Desired Alignment
Taught Curriculum
Written Curriculum TEKS
Assessed Curriculum TAKS
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• The Best Way To Prepare Students
• For TAKS
• TEACH the TEKS

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Changes in Reporting TAKS Data

• There are three categories for performance on
  TAKS commended, met standard, and did not meet
  standard. Standards are being phased in over a 3
  year period.
• There is no TLI.
• There is no objective mastery.

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Summary Data By Objective Has Changed

• Objective information is limited to total number
  of items tested, average number of items correct,
  and percentage of average items correct.

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Summary Information By Objective Has Changed
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Changes in Reporting TAKS Data

• Demographic groups now being reported per NCLB
• African-American
• Hispanic
• White
• Economically Disadvantaged
• Limited English Proficient (LEP)
• Special Education

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TAKS Phase-In for Met Standard Grade 11 Exit
Level
First class that must meet exit level
requirements for graduation
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TAKS Phase-In for Met Standard Grade 11 Exit Level

• The delayed phase-in schedule for grade 11 is
  based on the following
• The grade 10 tests have been built to be
  predictors of performance on the grade 11 tests.
  Therefore, the standards in place when students
  take the grade 10 TAKS must be extended to grade
  11 so that for both years those students are
  required to meet the same passing standard. For
  example, eleventh graders who take the exit level
  test in spring 2004 will be subject to the 2 SEMs
  below the panels recommendations to meet the
  standard. This is the same standard that was in
  effect when these students were tenth graders.
• The standard in place for each class when they
  begin grade 10 is the standard that will be
  maintained throughout those students high school
  careers. For example, seniors in 2005 who must
  take one or more exit level retests will be
  subject to the TAKS passing standard that was in
  place at the time they started grade 10 in 2003.

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The Test!

• How hard was it?

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a look ahead

• Review the content, context, and cognitive level
  of the assessment TAKS show and tell
• Revisit the TEKS for success on TAKS

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• Content what is assessed
• Context how it is assessed
• Complexity level of difficulty at which it is
  assessed

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Blooms Taxonomy

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

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and Erickson, too
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a look from the outside in.
ACCOUNTABILITY
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the big picture
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TAKS objectives

• Umbrella statements that serve as headings under
  which student expectations from the TEKS can be
  meaningfully grouped
• Broad statements useful in reporting to parents
  and others
• NOT translations or rewordings of the TEKS
• Generally the same for Grades 3-8 and 9-11

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reading the TEKS

• Objective 1
• The student will demonstrate an understanding of
  numbers, operations, and quantitative reasoning.
• (4.2) Number, operation, and quantitative
  reasoning. The student describes and compares
  fractional parts of whole objects or sets of
  objects. The student is expected to
• (B) model fraction quantities greater
  than one using concrete materials and pictures

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TEKS Important Vocabulary

• Such as is followed by
• Examples, or representative illustrations, that
  teachers may choose to use but are not required
  to use
• Other examples may be used.
• Including is followed by
• Specific examples that must be taught
• Other examples may also be used.

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organizing the TEKS

• Categorize TEKS within a Lesson Plan
• Enduring Understandings
• Important to Know and Do
• Worth Knowing
• Integrate with Important Processes and Skills

Worth Knowing
TAKS
Important to Know and Do
Enduring Understandings
Wiggins and McTigue, Understanding by Design,
1999.
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TEKS

• Now that I have this information, what should I
  do to prepare students?

• Teach the TEKS!

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..the key
THE TEKS
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Reading
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..reading

• Longer passages at all grades
• More expository text
• Paired selections except at grade three
• Narrative, expository, mixed passages
• New objectives/Student Expectations tested
• True summary
• Context
• Dictionary usage
• Fact and Opinion
• Graphic organizers

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the objectives (gr. 3-8)

• The student will
• Demonstrate a basic understanding of culturally
  diverse written texts
• Apply knowledge of literary elements to
  understand culturally diverse written texts
• Use a variety of strategies to analyze culturally
  diverse written texts
• 4. Apply critical-thinking skills to analyze
  culturally diverse written texts

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Grades 10 11 ELA (reading section)Grade 9
Reading

• Objective 1
• Basic understanding of the text
• Objective 2
• Knowledge of literary elements and techniques
  as used in texts
• Objective 3
• Critical analysis and evaluation of texts and
  visual representations

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Writing
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the writing TEKS

• Were organized to ensure that at each grade level
  students acquire the writing skills they will
  need for success in the next grade.
• Even though only some writing TEKS will be
  tested, ALL TEKS must be taught to ensure that
  students receive a solid program of writing
  instruction.

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back to Blooms Taxonomy
Evaluation Synthesis Analysis Application Comprehe
nsion Knowledge
Where do most of the student expectations fall in
Blooms Taxonomy?
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TAKS writing
In order for students to be successful writers,
writing must occur at every grade level, not
merely at the tested grades. -Introduction to
TAKS
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Unless writing is rooted in conviction, the
practice endures like an unwanted guest. --Les
Parsons Response Journals
revisited
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guidelines for writing

• Student selects approach
• Must use standard English prose
• Four point scale
• Focused, holistic scoring using a rubric
• Use of standard English integral part of rubric
• Expectations appropriate for grade level and
  testing situation

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Remember this

• Struggling readers are struggling writers .
  Students who have difficulty putting their
  thoughts into writing struggle to succeed in
  social studies,science and many areas other than
  language arts.

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what does the test look like?
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TAKS revising and editing

• Whats the difference?

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In revision you When editing you

• Substitute
• Add
• Delete
• Reorder words, phrases, sentences, ideas and/or
  sections in your draft.

• Make your writing ready for publication by
  focusing on conventions and mechanics such as
• Punctuation and capitalization
• Spelling
• Sentence Syntax
• Paragraph structure

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• Are students offered opportunities to go
  through the complete writing process from
  prewriting to publishing?

124

• Since the written composition results indicate
  a clustering of students at the Score Point 2
  level, what instructional strategies and
  professional development opportunities are
  available to help students move to the higher
  score points?

125

• Since most students are clustered at the
  score point 1 level (partially sufficient) for
  the short answer responses, does daily
  instruction include opportunities for students to
  use text evidence to support their individual
  ideas about what they read?

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• When discussing a reading selection in class, are
  teachers focusing on questions that require
  analytical and critical-thinking skills?

127

• Do teachers understand the TEKS well enough to
  teach them at the depth and complexity necessary
  to develop good readers and writers?

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• Are teachers connecting reading texts as a
  part of their classroom instructional program?

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Mathematics
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Mathematics

• More complex problems
• Fewer objectives more student expectations
  less predictable test
• ALGEBRA!
• Applied measurement
• Logical reasoning
• Graphing calculators

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Mathematics TAKS Objectives Grades 3-8

• The student will demonstrate an
• understanding of
• 1. Numbers, operations, and quantitative
  reasoning
• 2. Patterns, relationships, and algebraic
  reasoning
• 3. Geometry and spatial reasoning

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Mathematics ObjectivesGrades 3-8, continued

• The student will demonstrate an
• understanding of
• 4. Concepts and uses of measurement
• 5. Probability and statistics
• 6. Mathematical processes and tools used in
  problem solving

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High School Mathematics Objectives
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MATH or READING?
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Curriculum Questions Following Data Analyses

• Does the curricula used in the classroom require
  students to apply the mathematics they are
  learning in problem solving situations?
• How well does the rigor of the mathematics
  instructional program and materials prepare
  students for the rigor of TAKS?

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• Are students proficient in using technology?
• Are students using mathematical modeling to find
  and communicate solutions?
• Are teachers asking students questions that
  require them to think, talk, and write to
  communicate the mathematics they are learning?
• Are diverse student populations performing at
  equivalent levels?

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Science
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Science

• Elementary Test of Gr. 2, 3, 4, 5
• Including lab equipment
• Good labs and field experiences
• IPC and Biology
• Formula charts
• Application of concepts

145
Science Objectives Grades 10 and 11

• The student will demonstrate an
• understanding of the
• 1. Nature of science
• 2. Organization of living systems
• 3. Interdependence of organisms and their
  environment
• 4. Structures and properties of matter
• 5. Motion, forces, and energy

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Social Studies
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Social Studies

• Including CONTENT, CONTENT, CONTENT (names and
  dates)
• Primary sources
• Applied facts
• Historical context
• Exit level
• Early US history (Gr. 8)
• TEKS common to World History and World Geography
• US History Since Reconstruction

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Social Studies ObjectivesGrades 8, 10, and 11

• The student will demonstrate an understanding of
• 1. Issues and events in U.S. History
• 2. Geographic influences on historical issues
  and events
• 3. Economic and social influences on
  historical issues and events
• 4. Political influences on historical issues
  and events
• 5. The student will use critical-thinking skills
  to analyze social studies information

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Curriculum and Professional Development
Overarching Questions

• All social studies TEKS for all grades 1-12 are
  to be taught. Are they currently being taught?
• Some course content and concepts are tested
  across grade levels and courses, especially US
  history. Are they taught at each course/grade
  level?

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Curriculum and Professional Development
Overarching Questions

• Are social studies skills being taught
  sufficiently at each grade level?
• Are ALL social studies teachers involved in data
  analysis? Data-driven decision-making?

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What did we see?

• Most SEs assessed
• Higher levels of thinking required
• Complex reading in the content areas
• INCLUDING lots of content
• Items asked in better ways
• Declining performance 3-11

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Data Analysis

• What do I do with all this data?
• A process for improvement!

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Step OneExamine the TEKS clustered under each
TAKS objective in light of student performance.
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Step TwoFor objectives where students did not
perform well, think about how to improve delivery
of instruction so that student learning increases.
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Step ThreeAsk Probing Questions
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• Step Four
• Look at this years scores using next years
  standards

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• Step Five
• Look at the student population groups

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Test scores a new set of numbers

• Raw score
• Number of items answered correctly on a subject
  area test.
• Review the phase in standards.
• TAKS scale score (4 digits)
• Statistic that provides a comparison of scores
  with the standard and accommodates for
  differences in the difficulty of the test form
  used for each administration.
• used to determine whether a student met the
  standard or achieved commended performance, but
  it cannot be used to evaluate student progress
  across grades

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Standards

• Commended performance (may be in accountability)
• Met the standard.
• Did not meet the standard
• Higher ed equivalency (coming soon)
• No TLI
• No objective mastery
• Phased in standards

169
Appropriate Score Uses

• INDIVIDUAL STUDENTS
• provide information about academic areas of
  relative strength or weakness.
• Objective-level data can provide survey
  information to help identify areas in which a
  student may be having difficulty
• GROUPS OF STUDENTS
• Test results can be used to evaluate the
  performance of a group over time.

170
Item analysis reports

• Coming in July
• Used for
• Error analysis
• Instructional intervention
• Curriculum rework

171
Data deconstruction!

• Blow it up!
• A process to use with teachers!
• Process v. product
• Do it with them?
• Do it for them?

172
Process overview

• Campus student group analysis
• Areas of strength/concern
• By student group
• By objective
• Three lenses (2 SEM, 1 SEM, PANEL)
• Gap analysis
• The curriculum review
• Content review
• TEKS to TAKS
• Item by item review and reflection

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Data analysis

• Are there performance gaps?
• How far away from 90 is each group at the panel
  recommendation?
• Any student group to be concerned about?
• Why?

174
Item Analysis Considerations

• Patterns in errors
• Even distribution of incorrect answers
• A highly chosen incorrect answer
• Errors made by high performers
• Reasons for errors
• Instruction
• Content (Not taught)
• Context (Not taught the way it was assessed)
• Complexity (Not taught at the level of
  complexity)
• Crossover issues (reading level, technology use,
  etc)

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Reviewing instruction

• Current units of instruction
• Instructional plan
• Instructional intervention

176
Data analysis

• What program issues do we need to consider?
• Complete the objective analysis
• What objectives were low?
• How low were they?
• Which TEKS were assessed? (released test)
• Which items did students miss? Why?
• Intervention analysis
• Group students by intervention
• Who succeeded?
• Class analysis
• Were any classes struggling as a whole?
• Is there a need for additional teacher training?

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TEKS

• Now that I have this information, what should I
  do to prepare students?

• Teach the TEKS!