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Sample Elementary

Sample Elementary. San Antonio Independent School District 2002–03 Name Principal. Moving from TAAS to TAKS: Realigning Our Systems. C/I/A Model. Curriculum. Instruction. Assessment* . *Major change. Best Sources of Data and Information.

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Sample Elementary

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  1. Sample Elementary San Antonio Independent School District 2002–03 Name Principal

  2. Moving from TAAS to TAKS: Realigning Our Systems C/I/A Model Curriculum Instruction Assessment* *Major change

  3. Best Sources of Data and Information • Early Indicator Reports – Provided by TEA as a “best current projection of future performance” • TAAS Summary Reports, Item Analysis, and Released Tests, provided by TEA, but viewed through “new eyes” • TAKS Information Booklets 2002 (and Educator Guides from 2000) published by TEA

  4. Rationale for Changes in Data Use from TAAS to TAKS • Although the curriculum tested is still the Texas Essential Knowledge and Skills, the objectives for testing will change • All indications are that the format of the test will change significantly in some areas • Science will be tested at Grade 5 • The Student Success Initiative

  5. Obj. 1 Word Meaning Obj. 2 Supporting Idea Obj. 3 Summarization Obj. 4 Relationships and Outcomes Obj. 5 Inferences and Generalization Obj. 6 Fact/Nonfact Obj. 1 Understanding of Culturally Diverse Texts Obj. 2 Knowledge of Literary Elements Obj. 3 Strategy Use Obj. 4 Critical-Thinking Skills Changes in Reading Objectives

  6. Obj. 1 Number Concepts Obj. 2 Algebraic/Math Relationships Obj. 3 Geometric Properties Obj. 4 Measurement Obj. 5 Probability and Statistics Obj. 6 Addition Obj. 7 Subtraction Obj. 8 Multiplication Obj. 9 Division Obj. 10 Estimation Obj. 11 Using Solution Strategies Obj. 12 Mathematical Representation Obj. 13 Reasonableness Obj. 1 Number, Operation, and Quantitative Reasoning Obj. 2 Patterns, Relationships, and Algebraic Reasoning Obj. 3 Geometry and Spatial Reasoning Obj. 4 Concepts and Use of Measurement Obj. 5 Probability and Statistics Obj. 6 Mathematical Processes and Tools for Problem Solving Changes in Math Objectives

  7. Obj. 1 – 4 Writing Sample – prompt specific Obj. 5 Sentence Construction Obj. 6 English Usage Obj. 7 Capitalization, Punctuation and Spelling Obj. 1 Writing Sample – content defined, for a specific purpose Obj. 2 Spelling, Capitalization, Punctuation, Grammar, Usage, Sentence Structure Obj. 3 Recognize Appropriate Organization of Ideas Obj. 4 Recognize effective sentence construction Obj. 5 Standard Usage/Word Choice Obj. 6 Proofreading Changes in Writing Objectives

  8. 2002 SAISD Early Indicator Report: District/Campus Elementary Grade Level Performance in Reading (English)

  9. 2002 SAISD Early Indicator Report: District/Campus Elementary Grade Level Performance in Reading(Spanish)

  10. 2002 SAISD Early Indicator Report: District/Campus Elementary Grade Level Performance in Math (English)

  11. 2002 SAISD Early Indicator Report: District/Campus Elementary Grade Level Performance in Math (Spanish)

  12. 2002 SAISD Early Indicator Report: District/Campus Elementary Grade Level Performance in Writing (English)

  13. 2002 SAISD Early Indicator Report: District/Campus Elementary Grade Level Performance in Writing (Spanish)

  14. 2002 SAISD Early Indicator Report: District Grade Level Performance in Science and Social Studies – Grade 8

  15. SAISD District Report on the Texas Primary Reading Inventory and the Tejas Lee 1999 to 2002 Administrations SAISD Department of Research and Evaluation

  16. Kindergarten Listening Comprehension

  17. First Grade Reading Proficiency – On or Above Grade Level

  18. Second Reading Proficiency On or Above Grade Level Tejas Lee not finalized until 1999-2000

  19. Caveats for Reading Data • Although the Texas Primary Reading Inventory and the Tejas Lee are required assessments, we are missing data from some schools • The assessment has changed every year, especially at second grade last year • Individual results are not as valid since younger students are not good “test takers” – This problem is particularly severe at kindergarten, a little better at first, while the second grade assessment holds up better for predicting which students will be at risk of reading difficulties.

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