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Welcome

Welcome. Navigating the Course of Change. What do teachers want to know?. Specifically what is going to change or be implemented? When are these things going to happen? What do I need to do to get ready? What resources are available? How will I know when I am getting there?

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Welcome

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  1. Welcome Navigating the Course of Change

  2. What do teachers want to know? • Specifically what is going to change or be implemented? • When are these things going to happen? • What do I need to do to get ready? • What resources are available? • How will I know when I am getting there? • How do I take care of myself as we implement these changes?

  3. Available Tools • TEA video update • TEA Information Booklets • ESC 20 Side-by-Sides • PowerPoint presentation for students • PowerPoint presentation for parents

  4. Navigating the Course of Change David Anderson Managing Director Curriculum and Professional Development Texas Education Agency Presentation to ESC 20 Principals January 19, 2002

  5. A Brief Review • TAKS mandated by 76th Texas legislature. • Let’s review a few major highlights: • In 2003, the new state assessments will be administered in Grades 3–11. • In 2003, students in Grade 3 must pass the reading assessment to be promoted. • In 2003, current plans call for no accountability ratings to be issued.

  6. A Brief Review • In 2004, in the absence of statutory change, the ratings will minimally include the evaluation of: • Grades 3–11 in reading, writing, language arts, mathematics, social studies, and science • Grades 9–12 four-year completion rates. • In 2005, students in Grade 5 must pass state assessments in reading and mathematics to be promoted.

  7. A Brief Review • In 2005, new, more rigorous exit-level assessments will be required for graduation. • In 2008, students in Grade 8 must pass the state assessment in reading and mathematics to be promoted.

  8. A Brief Review • 19 TAC Chapter 101, Assessment: • New rules for assessment program • Revisions to comply with changes in statute • Implementation of TAKS, RPTE, and SDAA • Improve clarity and readability for stakeholders • Effective November 15, 2001

  9. 2001-2002 Current Activities • Fall 2001: pilot testing was conducted at volunteer districts/campuses. • A preliminary test blueprint was developed that sets the length of the test and the number of test items measuring each objective. • Professional item writers, many of whom are former or current Texas teachers, developed items based on the objectives and the item guidelines.

  10. Next Steps • Spring 2002: TAKS Field testing • All districts at some level • April 22-May 10 • Spring 2002: Information Booklets distributed to districts

  11. Next Steps • Summer 2002: Professional Development Sessions • Information in the guides • Sample Items • Scoring • Reporting

  12. Test Schedule: 2002-2003 • September 16-20, 2002 • Early fall study to provide data to present to SBOE in November for their use in setting performance standards • January 21-Feb 4, 2003 Field Testing • TAKS Grade 9 Reading and TAKS Grades 10 and 11 English Language Arts • End-of-Course exams in Algebra I, Biology, U.S. History, English II will no longer be administered.

  13. Test Schedule: 2002-2003 • TEA will provide three opportunities to take the Grade 3 reading test beginning in the 2002-2003 school year: • March 4, April 30, and July 8, 2003 • TAKS Grade 5 science and Grade 5 Spanish science tests will be administered on Thursday, May 1, 2003. • Grades 10 and 11 science tests will be administered on Friday, May 2, 2003.

  14. Standards Setting Process: SBOE • TEC 39.042(a) charges the SBOE with establishing the passing standards on the new TAKS. • TEA convened a National Technical Advisory Committee (TAC) of educational testing experts: • Recommend framework to SBOE for standard-setting plan.

  15. Standards Setting Process • National TAC suggestions: • Acceptable and tested standards setting methodology • Involvement of stakeholders • Assessment explicitly linked to curriculum • Facts and circumstances surrounding assessment program • Open to public, well documented, and freely discussed • Intended and unintended impact documented

  16. Standards Setting Process: SBOE Activities • Spring/Summer 2002 • Training and information on how TAKS aligns with TEKS • Use of data to help with standard setting process

  17. Standards Setting Process: SBOE Activities • Fall 2002 • Feedback and advice from standards setting advisory panels • Review of actual TAKS test forms • November 2002 • Set performance standards www.tea.state.tx.us/student.assessment/ taks/standards/plan.pdf

  18. Resources for Educators • TAKS Information Booklets • Centers for Educator Development (CED) • TEXTEAMS • Online Resources • Early Indicator Reports • www.tea.state.tx.us

  19. Resources:TAKS Information Booklets • Information that clarifies how to read the TEKS • Available by subject and grade span • Overview of subject within context of TAKS • Objectives and TEKS student expectations included in TAKS

  20. Resources:TAKS Information Booklets • Reasons each objective and TEKS expectations are critical to student learning and success • Sample items, reading/writing selections, and prompts that show some of the ways objectives might be assessed • www.tea.state.tx.us/student/ assessment/taks/booklets/index.htm

  21. Resources: TAKS Awareness PowerPoint Presentations • Subjects • English language arts/reading/writing • Mathematics • Science • Social studies • Awareness of objectives and TEKS to be assessed • Format of tests • Suggestions for preparing for statewide assessment • Available on TEA website

  22. Resources: Centers for Educator Development • Reading/English Language Arts • Mathematics • Social Studies • Science • Technology Applications • Fine Arts • Languages Other Than English • Health/Physical Education • www.tea.state.tx.us/curriculum/ced.htm

  23. Resources: Parent Brochures • Explanation of TAAS – Report to Parents Brochure • In English and Spanish • Explains student scores as they appear on the Confidential Student Report • State Developed Alternative Assessment (SDAA) Explanation of Results • In English and Spanish • Explains the SDAA test results

  24. Resources: 2003 Early Indicator Reports • Timing: • First mailing - May 2001 • Second mailing - December 2001 • Two additional mailings in 2002 based on spring 2002 assessment results

  25. Resources: 2003 Early Indicator Reports • Focus: • Highlight areas of performance that may need strengthening in order for students to meet new testing requirements • Reviewing TAAS and End-of-Course (EOC) results to assist with analysis of skills students need in order to meet the new TAKS testing requirements

  26. Resources: 2003 Early Indicator Reports • December 2001 Report Content • 2001 Grade 8 All TAAS Tests • Provides current and higher passing standard information • 2001 Grade 8 TAAS by subject • Provides current and higher passing standard information

  27. Resources: 2003 Early Indicator Reports • December 2001 Report Content • Cumulative EOC Exam • Current best predictor on performance of future exit exam • EOC Exam • Class of 2000 Completion Rates

  28. Resources: 2003 Early Indicator Reports • Report Use • Plan for future • Use data to determine strengths and weaknesses of instructional program • Prepare students for new, more rigorous graduation testing requirements • Make curriculum and staff development adjustments

  29. Raise the Expectations! We need: • Educators who support and provide reinforcement for high expectations for all students • Educators who have the best up-to-date information and resources to share academic requirements with students and parents

  30. Raise the Expectations! We need: • Highly trained and knowledgeable teachers for all subject areas • Highly trained and knowledgeable teachers to teach content to at-risk students • Professional development in teaching strategies to meet the needs of all students including those whose first language is not English

  31. Raise the Expectations • Elementary, middle, and high schools must prepare students for the new, more rigorous, and expanded TAKS. • Schools must work to help students in Grades 3, 5, and 8 pass the TAKS so they can be promoted to the next grade under the state’s new Student Success Initiative. • School officials must continue to work to reduce the dropout rate.

  32. Vertical Alignment is a Necessity! • Learning is connected across all grade levels • Cumulative, comprehensive, increasingly complex sequences of learning are built • Seamless education PreK-12 is created • Systems thinking is applied

  33. Educator Training: Partnerships Required! • Teacher Academies for Primary Grades • Centers for Educator Development • Education Service Centers • Professional Associations • School District Workshops • College & University efforts with pre-service and in-service educators

  34. Now that I have this information, what should I do to prepare students? Teach the TEKS! TEKS

  35. TEKS Sampling Walk-Throughs A Tool for Systemic Change

  36. TEKS Sampling Walk-Throughs What is the extent and quality of TEKS implementation? • What TEKS are being taught? • How well are students demonstrating mastery of the TEKS? • Are the TEKS being taught at the appropriate level?

  37. Using the PDAS to Monitor TEKS Implementation • Eight Domains • 51 Criteria • How many directly address curriculum? • Selection – Are the TEKS being taught? • Implementation – How are the TEKS being taught? • Assessment – How well are the TEKS being taught?

  38. PDAS Criteria Which Address Curricular Issues • Domain II, Criterion I • Domain VII, Criterion I • Domain VIII, Criterion I • Domain VIII, Criterion II • Domain VIII, Criterion III • Domain VIII, Criterion IV • Domain VIII, Criterion V

  39. PDAS Criteria: TEKS Domain II: Learner-Centered Instruction Classroom Criterion: Criterion 1. Objectives and goals include basic knowledge/skills and central themes/concepts of the discipline.

  40. TEKS: Knowledge & Skills Example, Grade 3 mathematics: “The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.” This is the knowledge statement, or standard. But what does it mean?

  41. TEKS: Knowledge and Skills Example, Grade 3 mathematics, continued: “The student is expected to: A. use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; B. use place value to compare and order whole numbers through 9,999; and C. determine the value of a collection of coins and bills.” These are the expectations statements, or benchmarks.

  42. PDAS Criteria: TEKS Domain VII: Compliance with Policies, Operating Procedures, and Requirements. Compliance: VII-1. The teacher complies with all of the policies, operating procedures, and legal requirements.

  43. PDAS Criteria: Curriculum Implementation Classroom: II-1. Objectives and goals include basic knowledge/skills and central themes/concepts of the discipline. Compliance: VII-1. The teacher complies with all of the policies, operating procedures, and legal requirements.

  44. Data Sources for Scoring Curriculum Implementation • Formal 45-minute PDAS observations • Informal walk-throughs • Lesson plans • Student assessment data • Other sources

  45. PDAS Criteria: TEKS/TAKS Objectives VIIIA-1. Aligns instruction to include appropriate TEKS/TAKS objectives VIIIA-2. Analyzes student performance (TAAS) data prior to instruction VIIIA-3. Adjusts sequencing to appropriately incorporate TEKS/TAKS objectives VIIIA-4. Selects/adapts materials and activities correlated with appropriate TEKS/TAKS objectives VIIIA-5. Provides feedback to all students regarding progress on TEKS/TAKS objectives

  46. Data Sources for Scoring TEKS/TAKS Objectives • Formal 45-minute PDAS observations • Section I of the Teacher Self-Report (TSR) • Informal walk-through observations • Lesson plans • Student assessment data • Other sources

  47. More PDAS Criteria:TEKS Implementation I-3 Learning is at a high cognitive level. I-5 Learning connects to work and life applications, both within the discipline and with other disciplines. II-3 Strategies promote critical thinking and problem solving. II-5 Strategies are aligned with the objectives, activities, student characteristics, prior learning, and work and life applications, both within the discipline and with other disciplines. II-8 Questioning and inquiry techniques challenge. III-2 Assessment and feedback are aligned with goals and objectives.

  48. TEKS Sampling Walk-Through Process 5-6 minutes 4 steps 1 determination Follow-up

  49. TEKS Sampling Walk-Through 6 Minute Process

  50. TEKS Sampling Walk-Through Structure

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