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Navigating the Course of Change

Navigating the Course of Change. An Overview of the Changes Ahead Module 1. Four Modules:. An Overview of the Changes Ahead Looking at Where We’ve Been Implementing the TEKS Establishing the TEMPO for Change. Purposes:. Orient teachers and other educators to the challenges ahead

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Navigating the Course of Change

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  1. Navigating the Course of Change An Overview of the Changes Ahead Module 1

  2. Four Modules: • An Overview of the Changes Ahead • Looking at Where We’ve Been • Implementing the TEKS • Establishing the TEMPO for Change

  3. Purposes: • Orient teachers and other educators to the challenges ahead • Make plans for needed changes so that all students will demonstrate higher standards

  4. An Overview of the Changes Ahead Module 1

  5. A Thought to Get Started “Everything should be made as simple as possible…but not simpler.” Albert Einstein

  6. Module 1 Objectives • Become familiar with the changes in the state’s assessment and accountability systems that will occur during the next seven years • Establish a foundation for dealing with the challenges that lie ahead

  7. TEA Timeline

  8. Accountability System 2001-02 • The dropout rate standard will be more rigorous: • The dropout rate standard for Recognized will be lowered to 2.5%. • The Academically Acceptable rating for a district and Acceptable rating for a campus will be lowered to a 5% dropout rate standard. • Grade 8 Social Studies TAAS “all students” will be added to the rating system.

  9. Accountability System 2001-02 • The TAAS passing rate standard for reading, writing, and mathematics will become more rigorous. The TAAS passing rate standard for reading, mathematics, and writing for the Academically Acceptable rating for a district and Acceptable rating for a campus will be raised to 55%. • The Grade 8 Social Studies TAAS passing rate standard will be added and will be: 50% for “all students” for an Academically Acceptable rating for a district and an Acceptable rating for a campus.

  10. Accountability System 2001-02 • The State Developed Alternative Assessment (SDAA) baseline administration for Grades 3-8 occurred in Spring 2001. • In Spring 2002, the first growth results on the SDAA can be reported for Grades 3-8 on AEIS reports but are a “report-only” indicator.

  11. Timeline

  12. Texas Assessment of Knowledge and Skills • The TAKS is based on the state-mandated curriculum, the TEKS. • The SBOE adopted the TEKS in 1997. • TEKS implementation began in the 1998-99 school year. • The new assessment will be more comprehensive and more rigorous than the current TAAS test.

  13. Reading Grades 3-9 Writing Grades 4, 7 English language arts Grades 10, 11 Mathematics Grades 3-11 Science Grades 5, 10, 11 Social studies Grades 8, 10, 11 TAKS in 2002-2003 will include:

  14. Changes in the 2002-03 Assessment Program Reading Added in Grade 9 Writing Moved to Grade 7 English language arts Added in Grades 10 and 11 (including writing) Mathematics Added in Grades 9-11 Science Added in Grades 5, 10, and 11; deleted in Grade 8 Social studies Added in Grades 10 and 11 14

  15. Student Success Initiative2002-03 (SSI) Students in Grade 3 must pass the reading assessment to be promoted without consideration by a grade placement committee (GPC).

  16. Accountability System 2002-03 • TEA does not currently plan to rate campuses and districts for accountability purposes during the first year the TAKS is administered. • However, the TAKS scores will be public information and, thus, released as usual.

  17. Accountability System 2003-04 Phase II of the Accountability System will include: • Ratings based on the TAKS • 4-year completion/dropout rate

  18. Timeline

  19. Testing Requirement for Graduation in 2004-05 • Students in the class of 2005 and beyond will have one route to meeting the graduation testing requirement: Students must pass the Grade 11 Exit Level TAKS in English language arts (including writing), mathematics, science, and social studies.

  20. Testing Requirement for Graduation in 2004-05 • As prescribed in statute, the Exit Level TAKS tests will assess at least: • English III • Algebra I and Geometry • Early American and United States History • Biology and Integrated Physics and Chemistry

  21. Student Success Initiative2004-05 (SSI) Students in Grade 5 must pass the state assessments in reading and mathematics to be promoted.

  22. Student Success Initiative2007-08 (SSI) Students in Grade 8 must pass the state assessments in reading and mathematics to be promoted.

  23. Where We’ve Been – Where We’re Going Comparison of TABS 1980-83 TEAMS 1983-90 TAAS 1990-2002 TAKS 2003-??

  24. Use basic operations 7,001 A. 1,076 -6,325 B. 776 C. 676* D. 1,976 Exit Level T A B S

  25. Exit Level TEAMS Identify equivalent fractions, decimals, and percents Express .235 as a percent. • 23.5%* • .00235% • .235% • 2.35%

  26. Exit Level TABS Use basic operations to solve decimal problems 78.65 + 1.6 + 30.04 = • 80.25 • 108.69 • 108.85 • 110.29*

  27. Exit Level TEAMS Use basic operations to solve decimal problems 26.05 X 20 = • 521* • 42 • 52.1 • 53 NOT MEASURED ON TAAS

  28. TAAS Exit Level Express or solve problems using mathematical representation The fare for riding in a taxi is a $2 fixed charge and $0.10 per mile. The fare for a ride of d miles is $3.50. Which equation could be used to find d ? • 0.10(2 + d) = 3.50 • (0.10)(2) + d = 3.50 • 2(0.10d) = 3.50 • 2 + 0.10d = 3.50* • 2(0.10 + d = 3.50 NOT MEASURED ON TEAMS

  29. TAAS Exit Level Determine solution strategies and analyze or solve problems • The average daily balance for the account • Evelyn’s checking account balance • The interest rate on the savings account* • The number of savings accounts Evelyn has opened • The bank’s prime lending rate NOT MEASURED ON TEAMS Evelyn invested $1,500 in a savings account. The bank pays simple interest once a month. If Evelyn leaves the money in her account for one month, what additional information is necessary to determine the interest she will earn?

  30. Grade 5 TABS Multiply whole numbers less than 1000 307 A. 1,585 x 5 B. 1,805 C. 15,035 D. 1,535*

  31. Grade 5 TEAMS Multiply whole numbers less than 1000 324 A. 5,832* x18 B. 2,916 C. 5,732 D. 57,132

  32. Grade 5 TAAS Use the operation of multiplication to solve problems A package contains 48 cookies. If there are 24 packages to a case, how many cookies are there in each case? • 1,152* • 1,052 • 72 • 62

  33. TAKS Exit Level Prototype Item Formulate and use linear equations and inequalities The equations of two lines are: 4x - 5y = -15 and y = 4 / 5x - 6 Which of the following describes their point of intersection? • (1.875, 4.5) • (-5, 1) • (10, -5) • No intersection* 33

  34. Grade 5 Mathematics Prototype Item TAKS Demonstrate an understanding of probability and statistics TEKS 5.12, 5.13 The chart shows the high temperature for today’s date for five consecutive years.

  35. Prototype Item (cont’d) TAKS What is the median high temperature in °F for this date? Record your answer and fill in the correct bubbles on the answer document.

  36. Why have the tests and items continued to change? • Though TEKS have been integrated into the TAAS, the TAAS was originally based on the Essential Elements. • The Essential Elements left large gaps in terms of what was expected of students.

  37. Texas Essential Knowledge and Skills (TEKS) • The State Board of Education adopted the TEKS in 1997 and implemented the new curriculum in 1998-99. • The TEKS are comprehensive, rigorous standards that describe what Texas students should know and be able to do at each step of their school careers.

  38. TEKS and TAKS • The vertical alignment of the TEKS specifically outlines what students need to know and be able to do at each grade level. • The TAKS started with the TEKS – no other sources.

  39. Test Development Process

  40. Stepping Back – What’s Really Important Here? Curriculum TEKS/TAKS/ Accountability Instruction Classroom Assessment

  41. …Student Learning

  42. We’ve Done It Before. . . We’ll Do It Again 1994: Passing rates for all non-special education students 2000: Passing rates for all students, including special education and students tested in Spanish

  43. Challenges • Integrating the change into the school culture • Allowing time before claiming victory • Creating short-term wins • Developing a clear vision • Dealing with obstacles that obscure the vision • Communicating the vision • Forming committed coalitions • Being complacent

  44. From Alice’s Adventures in Wonderland… “ ‘Who are you?’ said the Caterpillar…. “ ‘I hardly know, Sir, just at present,’ Alice replied rather shyly, ‘at least I know who I was when I got up this morning, but I think I must have been changed several times since then.’ ”

  45. Thinking About Module 1 What have I learned about: • The changes that will occur in Assessment and Accountability • The reasons these changes will be made • What it means to our district and campus

  46. Future Sessions • Looking at Where We’ve Been • Implementing the TEKS • Establishing the TEMPO for Change

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