Navigating the Course of Change

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Navigating the Course of Change

• An Overview of the Changes Ahead
• Module 1

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Four Modules

• An Overview of the Changes Ahead
• Looking at Where Weve Been
• Implementing the TEKS
• Establishing the TEMPO for Change

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Purposes

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

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An Overview of the Changes Ahead

• Module 1

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A Thought to Get Started

• Everything should be made as simple as
  possiblebut not simpler.
• Albert
  Einstein

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Module 1 Objectives

• Become familiar with the changes in the states
  assessment and accountability systems that will
  occur during the next seven years
• Establish a foundation for dealing with the
  challenges that lie ahead

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TEA Timeline
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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.

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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.

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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.

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Timeline
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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.

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TAKS in 2002-2003 will include

• 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

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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
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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).

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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.

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Accountability System 2003-04

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

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Timeline
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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.

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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

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Student Success Initiative2004-05 (SSI)

• Students in Grade 5 must pass the state
  assessments in reading and mathematics to be
  promoted.

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Student Success Initiative2007-08 (SSI)

• Students in Grade 8 must pass the state
  assessments in reading and mathematics to be
  promoted.

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Where Weve Been Where Were Going

• Comparison of
• TABS 1980-83
• TEAMS 1983-90
• TAAS 1990-2002
• TAKS 2003-??

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Exit Level
T A B S

• Use basic operations
• 7,001 A. 1,076
• -6,325 B. 776
• C. 676
• D. 1,976

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Exit Level
TEAMS

• Identify equivalent fractions, decimals,
• and percents
• Express .235 as a percent.
• 23.5
• .00235
• .235
• 2.35

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Exit Level
TABS

• Use basic operations to solve
• decimal problems
• 78.65 1.6 30.04
• 80.25
• 108.69
• 108.85
• 110.29

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Exit Level
TEAMS

• Use basic operations to solve decimal problems
• 26.05 X 20
• 521
• 42
• 52.1
• 53
• NOT MEASURED ON TAAS

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Exit Level Express or solve
problems using mathematical representation
TAAS
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

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Exit Level Determine solution
strategies and analyze or solve problems
TAAS
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?

• The average daily balance for the account
• Evelyns checking account balance
• The interest rate on the savings account
• The number of savings accounts Evelyn has opened
• The banks prime lending rate
• NOT MEASURED ON TEAMS

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Grade 5
TABS

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

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Grade 5
TEAMS

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

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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

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Exit Level Prototype Item
TAKS

• 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

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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
  todays date for five consecutive years.

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Prototype Item (contd)
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.

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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.

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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.

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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.

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Test Development Process
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Stepping Back Whats Really Important Here?
Curriculum
TEKS/TAKS/ Accountability
Instruction
Classroom Assessment
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Student Learning
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Weve Done It Before. . . Well 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
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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

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From Alices 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.

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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

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Future Sessions

• Looking at Where Weve Been
• Implementing the TEKS
• Establishing the TEMPO for Change