top ten things to do now in preparation for taks
DESCRIPTION
This webinar was presented on January 19th by John Fesseden through the Texas Turnaround Center at Region 13. It is resource to guide you as you prepare for the 2010 TAKS.TRANSCRIPT
WelcomeWelcomeTexas Turnaround Center
and
School Improvement Resource CenterW biWebinar
January 19, 2010
We will begin at 1:00 p m CST If you are not hearing any audioWe will begin at 1:00 p.m. CST. If you are not hearing any audio through your speakers, click the Audio Setup link to adjust mic/speaker settings or call 512‐919‐5132 for assistance.
© 2010 Texas Turnaround Center and SIRC
1
AgendaAgenda
• Introductions and logistics• Introductions and logistics
• Presentation:
–It's Spring, It's Spring ‐What Do I Bring?
Q ti d• Questions and answers
• Survey immediately following the webinary y g
© 2010 Texas Turnaround Center and SIRC
IntroductionsIntroductions• Moderator: Catherine Haynesy
Project Manager
Texas Turnaround CenterTexas Turnaround Center
• Presenter: John Fessenden
Director of Accountability and ResearchDirector of Accountability and Research
Del Valle ISD
• Technical Support: Nicole Morales
© 2010 Texas Turnaround Center and SIRC
512‐919‐5132
Webinar Logistics: gTechnical Difficulties
• Audio difficulties – what to do• Phoning in for audio capability
–Webinar ID: 849‐230‐930–Phone Number: 1.877.739.5903–Access Code: 254‐087‐542–Audio PIN: Provided to you after joining theAudio PIN: Provided to you after joining the webinar
© 2010 Texas Turnaround Center and SIRC
Webinar Logistics:Webinar Logistics: Asking Questions
• To ask a question, please use the “Question” feature of the Webinar software. We will address most
i li h d f h iquestions live at the end of the presentation.
If f t h l t l i ti l• If you prefer to have a personal answer to a logistical question, then please contact Nicole at [email protected] or 512.919.5132@
© 2010 Texas Turnaround Center and SIRC
TTC/SIRC Webinar /2009‐2010 Series
Intended Audience: CITs, TAPs and CAMS (but open to anyone)
When *:
1. Tues, Sept 15
2. Mon, Nov 16
3. Tues, Jan 19,
4. Tues, April 20
* Starting at 1:00 CST
© 2010 Texas Turnaround Center and SIRC
Starting at 1:00 CST6
Next: John FessendenNext: John FessendenSuggested documents:
‐ PDF document: Webinar PPT
‐ PDF document: It’s Spring It’s Spring: HandoutPDF document: It s Spring, It s Spring: Handout Materials
‐ Excel spreadsheet: Campus Accountability: 2009Excel spreadsheet: Campus Accountability: 2009 and Preview of 2010
‐ Excel spreadsheet: Campus Planning TemplateExcel spreadsheet: Campus Planning Template
© 2010 Texas Turnaround Center and SIRC
Our PresenterOur Presenter
John FessendenJohn Fessenden
Director of Accountability and Researchand Research
Del Valle Independent School District
© 2010 Texas Turnaround Center and SIRC
8
It’s Spring, It’s Spring . . .
Wh t D I B i ?What Do I Bring?
A Top Ten List of What To “Bring to the Table”
To Help Campuses Prepare for Spring 2010 Testing
Texas Turnaround Center WebinarJanuary 19, 2010
John FessendenDirector of Accountability and Research
© 2010 Texas Turnaround Center and SIRC
Director of Accountability and ResearchDel Valle Independent School Districtjohn.fessenden@del‐valle.k12.tx.us
9
ObjectiveObjective
• Identify and discuss ways that TAPs/CITs/CAMs orIdentify and discuss ways that TAPs/CITs/CAMs or others working with campuses can help campuses prepare for Spring 2010 TAKS testingcampuses prepare for Spring 2010 TAKS testing
Not a comprehensive list of everything that needs to– Not a comprehensive list of everything that needs to be done
– Highlight key activities that have been effective for campuses in the past
© 2010 Texas Turnaround Center and SIRC
campuses in the past 10
P ll Q tiPoll Question
• In a minute a poll question will pop up on your screen
• Please take a moment to submit your answer by clicking one of theyour answer by clicking one of the options
© 2010 Texas Turnaround Center and SIRC
Poll Question 1Poll Question 1
1. What is your current role in the educational1. What is your current role in the educational process?a. CIT, TAP, CAM, or other Educational Consultant
b. ESC representative
c. Superintendent or other Central Office representative
d. Campus Principal or other Campus representative
© 2010 Texas Turnaround Center and SIRC
12
The Top 10 ListThe Top 10 List
1 Know the rules for AEIS and AYP in 2010 and1. Know the rules for AEIS and AYP in 2010 and communicate the basics to all staff members
2. Ensure that all staff members are aware of h TAKS i d d h hthe TAKS passing standards so that they can articulate the expectations to students
© 2010 Texas Turnaround Center and SIRC
The Top 10 ListThe Top 10 List
3. Develop and implement the use of3. Develop and implement the use of individualized TAKS goal performance sheets for students and involve students in setting personal goals
4. Review scope and sequence of TAKS‐tested subject areas to ensure that teachers have covered all tested TEKS prior to test date AND have allowed sufficient time for review
© 2010 Texas Turnaround Center and SIRC
The Top 10 ListThe Top 10 List
5 Ensure that tutoring resources are targeting5. Ensure that tutoring resources are targeting student needs based on TAKS objectives
6. Enlist ALL teachers (Art, Music, PE, Electives) i h f i fin the process of preparing for test administration
© 2010 Texas Turnaround Center and SIRC
The Top 10 ListThe Top 10 List
7 Review the test decision‐making for students7. Review the test decision making for students receiving special education services and ensure that all needed allowableensure that all needed allowable accommodations have been considered and are being implementedare being implemented
8 R i l f SSI d d bj8. Revise plans for SSI grades and subjects based on changes to SSI
© 2010 Texas Turnaround Center and SIRC
The Top 10 ListThe Top 10 List
9 Strategically plan for room assignments for9. Strategically plan for room assignments for testing and communicate expectations for active monitoring to all teachersactive monitoring to all teachers
10 Pl f TAKS d i i f ll10.Plan an after TAKS reward activity for all students who exhibit effort during testing
© 2010 Texas Turnaround Center and SIRC
# 1Know the rules for AEIS and
AYP in 2010 and communicate the basics to allcommunicate the basics to all
staff members
© 2010 Texas Turnaround Center and SIRC
18
Poll Question 2Poll Question 2
2. Which of the following is likely to have the biggest single impact on accountability ratings in 2010?
a. TPM
b V i l S lb. Vertical Scales
c The increasing standards in AEIS and AYPc. The increasing standards in AEIS and AYP
d. The inclusion of TAKS‐Acc
© 2010 Texas Turnaround Center and SIRC
19
# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• 4 Major Changes to AEIS in 2010
– Increased performance standards for campus/district ratings
– Increased rigor of “Met Standard” onIncreased rigor of Met Standard on • Reading – Grades 6 and 8
– No 2nd administration of 3rd Grade ReadingNo 2 administration of 3 Grade Reading
– Inclusion of TAKS‐Accommodated in• Reading – Grades 3‐9Reading Grades 3 9• ELA – Grade 10• Math – Grades 3‐10• Writing – Grades 4 and 7
© 2010 Texas Turnaround Center and SIRC
20
# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• 1 Major Change to AYP in 2010
– Increased performance standards for campus/district ratings
• 73% for Reading/ELA
• 67% for Math
© 2010 Texas Turnaround Center and SIRC
21
2010 Standards AEIS AYP Including ALL TAKS-Accommodated tests will have
an impact on state assessment results BUT, the impact will be minimal AND TPM will help for students who get close to “Met Standard”
No Change in AYP assessments
State Assessment Indicators
T tTAKS
TAKSTAKS-AccommodatedTAKS M
p g
Tests TAKS-Accommodated All grades and subjects
TAKS-MTAKS-AltTAKS LAT
Reading/ELA (3-11) Reading/ELA (3-8 and 10)M th (3 8 d 10)
Subjects (Grade Levels)Math (3-11)Writing (4 and 7)Social Studies (8, 10 and 11)Science (5, 8, 10 and 11)
Math (3-8 and 10)
Performance Standards AcadAccept Recog Exemp Meets AYP
Reading/ELA 70% 80% 90% Performance = 73%Participation = 95%Participation 95%
Math 60% 80% 90% Performance = 67%Participation = 95%
Writing 70% 80% 90%
Science 55% 80% 90%
Social Studies 70% 80% 90% Handout Page 1
# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• Increased rigor of “Met Standard” on
– Reading – Grades 6 and 8
– Resulting from full implementation of Vertical g pScales
• Reading and Math– Grades 3‐8 (English)
– Grades 3‐5 (Spanish)
» HB 3 Eliminated 6th Grade Spanish beginning in 2009‐10
© 2010 Texas Turnaround Center and SIRC
p g g23
Vertical Scales – English (Met Standard)
Handout Page 2
© 2010 Texas Turnaround Center and SIRC
24
Vertical Scales – English (Commended)
Handout Page 2
© 2010 Texas Turnaround Center and SIRC
25
Vertical Scales – Spanish (Met Standard)
Handout Page 3
HB3
© 2010 Texas Turnaround Center and SIRC
26
Vertical Scales – Spanish (Commended)
Handout Page 4
HB3
© 2010 Texas Turnaround Center and SIRC
27
Vertical Scale – Required Adjustments to Performance Standards
Handout Page 4
Performance Standards• Aligning the current horizontal scale scores (2100 for Met Standard and 2400 for
Commended) to vertical scale scores will require the “cutpoints” for “Met Standard” d “C d d” b i dand “Commended” on some assessments to be increased
Grade SubjectTAKS English TAKS Spanish
Met Std Commended Met Std Commended
3Reading - - - -
Math - - Increase -
4Reading - - - -
4Math - - Increase Increase
5Reading - - - -
Math - Increase - -
6Reading Increase Increase Increase Increase
Math - Increase Increase Increase
7Reading - - Will apply
HB3
© 2010 Texas Turnaround Center and SIRC
28
28
7Math - -
8Reading Increase Increase
Math - Increase
Will apply beginning in Spring
2010
Vertical Scale(Interpreting Increase in Performance Standard – 8th Grade)
Vertical Scale ScoreE-670
Handout Page 5
(Interpreting Increase in Performance Standard 8 Grade)
Horizontal Scale Score2100 = Met Standard in 2009
Raw Score = 33 Questions Correct
© 2010 Texas Turnaround Center and SIRC 29
Vertical Scale(Interpreting Increase in Performance Standard – 8th Grade)
Vertical Scale ScoreE-700
Handout Page 5
(Interpreting Increase in Performance Standard 8 Grade)
Horizontal Scale Score2156
Raw Score = 37 Questions Correct
© 2010 Texas Turnaround Center and SIRC 30
# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• Increased passing standards on
– Reading – Grades 6 and 8• 6th Grade = 3 questions more difficult to pass
• 8th Grade = 4 questions more difficult to pass
© 2010 Texas Turnaround Center and SIRC
31
# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• Evaluating impact of 4 major changes to AEIS
– Increased performance standards for ratings
– Increased rigor for “Met Standard” in 6th and 8th Grade Reading
– Elimination of 2nd administration in 3rd Grade Reading
– Inclusion of TAKS‐Accommodated in Reading/ELA, Math and Writing
© 2010 Texas Turnaround Center and SIRC
Math and Writing 32
# 1 – Knowing the 2010 Rules• 2008‐09 AEIS Reports Provide a “Preview” of 2010
© 2010 Texas Turnaround Center and SIRC
33
# 1 – Knowing 1 2 3 4 5 6 7
the 2010 Rules
• Summary table using– The 2009 Campus
Accountability Data TableTable
– The 2008‐09 Campus AEIS Report
• Shows impact of 2010 changes
• Trust the TPM Bump!
© 2010 Texas Turnaround Center and SIRC
34
Handout Page 6
Poll Question 3Poll Question 3
3. Which of the following is likely to have the biggest single impact on accountability ratings in 2010?
a. TPM
b V i l S lb. Vertical Scales
c The increasing standards in AEIS and AYPc. The increasing standards in AEIS and AYP
d. The inclusion of TAKS‐Acc
© 2010 Texas Turnaround Center and SIRC
35
# 2Ensure that all staff members are aware of the TAKS passing standards so that they canstandards so that they can
articulate the expectations to studentsstudents
© 2010 Texas Turnaround Center and SIRC
36
# 2 – TAKS Passing Standards# 2 TAKS Passing Standards
• The raw score and percent correct for any TAKS test may varyThe raw score and percent correct for any TAKS test may vary slightly from year to year
/– Raw score/percent correct necessary to “Meet Standard” are set based on difficulty of questions included on that year’s test
• Scale score for “Met Standard” ensures that rigor of passing each year i thremains the same
– Nevertheless, the raw score/percent correct necessary to “Meet d d” b d f hStandard” in any year CAN be used as an estimate of the passing
standard
© 2010 Texas Turnaround Center and SIRC
37
# 2 – TAKS Passing Standards# 2 TAKS Passing Standards
• Spring 2009 Raw Scores– Met Standard
– Commended
– ForFor• TAKS and TAKS‐Acc
• TAKS‐M
– Can be used to estimate passing standards in 2010
© 2010 Texas Turnaround Center and SIRC
38
© 2010 Texas Turnaround Center and SIRC
39
Handout Page 7
# 3Develop and implement the use of individualized TAKS goal performance sheets forgoal performance sheets for students and involve students
in setting personal goalsin setting personal goals
© 2010 Texas Turnaround Center and SIRC
40
# 3 – Individual Goal Setting# 3 Individual Goal Setting
• Involve students in setting performance goalsInvolve students in setting performance goals– Review past test performance
Students self identify relative strengths and– Students self‐identify relative strengths and weaknesses
• Plot performance on visual graphs/depictionsPlot performance on visual graphs/depictions
• Set goals for 2010
• Identify steps for accomplishing goals
© 2010 Texas Turnaround Center and SIRC
41
# 3 – Individual Goal Setting
© 2010 Texas Turnaround Center and SIRC
42
Handout Page 8
# 4Review scope and sequence of TAKS‐tested subject areas to ensure that teachers have
covered all tested TEKS prior to test date AND have allowed sufficient time for review
© 2010 Texas Turnaround Center and SIRC
43
# 4 – Organizing the Year# 4 Organizing the Year
• Review Scope and Sequence in each TAKS‐testedReview Scope and Sequence in each TAKS tested subject
– All tested TEKS covered by end of March or early April
– Dedicate 10 to 15 days to TAKS preparation• Content review
• Test taking strategiesTest taking strategies– Practice using formula charts
– Identification of hardest problems
© 2010 Texas Turnaround Center and SIRC
44
# 4 – Organizing the Yearg g• Visual tool (developed by Ervin Knezek, Region XIII ESC)
– Cover the “big rocks” of TEKS prior to April
– What students are struggling? gg g
– What interventions?
© 2010 Texas Turnaround Center and SIRC
45
Handout Page 9
# 5Ensure that tutoring g
resources are targeting student needs based on TAKSstudent needs based on TAKS
objectives
© 2010 Texas Turnaround Center and SIRC
46
# 5 – Focus Tutoring on Student Needs# 5 Focus Tutoring on Student Needs
• Understand Objectives tested in each subjectUnderstand Objectives tested in each subject area and relative importance– TAKS blueprints– TAKS blueprints
© 2010 Texas Turnaround Center and SIRC
47
# 5 – Focus Tutoring on Student Needs# 5 Focus Tutoring on Student Needs
• Blueprintsp– TAKS and TAKS‐
Acc
– TAKS‐MTAKS M
• Region XIII– http://www5.es
c13.net/assessment/
© 2010 Texas Turnaround Center and SIRC
48
Handout Page 10
# 5 – Focus Tutoring on Student Needs# 5 Focus Tutoring on Student Needs
• Blueprintsp– TAKS and TAKS‐
Acc
– TAKS‐MTAKS M
• Region XIII– http://www5.es
c13.net/assessment/
© 2010 Texas Turnaround Center and SIRC
49
Handout Page 11
# 5 – Focus Tutoring on Student Needs# 5 Focus Tutoring on Student Needs
• Begin TAKS‐based tutorial support as soon asBegin TAKS based tutorial support as soon as possible– Organize based on Objective– Organize based on Objective
• Identify students based on Mock tests or other benchmarks tests conducted during the 2009‐10 school year
• Focus on areas of need
h f l h• START with areas of relative strength– Build confidence of students
– Encourages participation and buy in
© 2010 Texas Turnaround Center and SIRC
g p p y50
# 5 – Focus Tutoring on Student Needs# 5 Focus Tutoring on Student Needs
• Identify effective tutoringIdentify effective tutoring– Not all teachers are effective tutors– Train tutors in teaching practicesg p
• Observe in class before providing tutoring
– Reinforce, not reinvent• Struggling students benefit from consistency of teaching strategy
• Be cautious of requiring struggling students to relearnBe cautious of requiring struggling students to relearn another process
– May create confusion rather than provide clarity
© 2010 Texas Turnaround Center and SIRC
51
# 6Enlist ALL teachers (Art, ( ,
Music, PE, Electives) in the process of preparing for testprocess of preparing for test
administration
© 2010 Texas Turnaround Center and SIRC
52
# 6 – All for One and One for All# 6 All for One and One for All
• Use selected TAKS warm‐up questions in all class periods– Elective teachers partner with content‐area teachers
D t t h i id ti ith l ti• Department chairs provide questions with explanations
• Consider– Have students work in pairs
– Share how they solved the problem
Ask if others answered the question differently– Ask if others answered the question differently
• Possibly create competitions between classes or class periods
© 2010 Texas Turnaround Center and SIRC
53
# 6 – All for One and One for All# 6 All for One and One for All
• Fosters collaboration and unity among staffFosters collaboration and unity among staff
l l i h d d h i• Helps elective teachers understand the rigor and process of testing– Sense of ownership and involvement in student achievement and campus results
© 2010 Texas Turnaround Center and SIRC
54
# 7Review the test decision‐making for students receiving special education services and ensure that all needed
allowable accommodations have been considered and are being
i l dimplemented
© 2010 Texas Turnaround Center and SIRC
55
# 7 – Special Education Issues# 7 Special Education Issues
• Proficiency for AYP equals
– Met Std on General Assessment• TAKS, TAKS‐Accommodated, TAKS LAT
– Met Standard on TAKS‐M – SUBJECT TO A LIMIT• There is NO limit on the number of TAKS‐M takers
• There IS a limit on the number of TAKS‐M passers that can be considered ProficientThere IS a limit on the number of TAKS M passers that can be considered Proficient
• Limit = 2% of the total number of students enrolled in the district in grades 3‐8 and 10
– Met Standard on TAKS‐Alt – SUBJECT TO A LIMIT• There is NO limit on the number of TAKS‐Alt takers
• There IS a limit on the number of TAKS‐Alt passers that can be considered Proficient
• Limit = 1% of the total number of students enrolled in the district in grades 3‐8 and 10
© 2010 Texas Turnaround Center and SIRC
56
# 7 – Special Education IssuesTh C A B d N b f St d t A ti i t d t M t T t C it iThe Caps Are Based on Number of Students Anticipated to Meet Test Criteria
Description of Assessments Allowed Texas
Assessments Proficiency for AYPunder NCLB Regs Assessments y
General Assessment withTAKS
(I l di M t St d dGeneral Assessment with or without
accommodations
(IncludingTAKS-Acc and
TAKS LAT)
Met Standardor Met TPM
~ 65-70% of SpEd students
Alternate Assessmentbased on Modified EGL
Academic Achievement Standards
TAKS-MMet Standard – Up to a number that equals 2% of all students enrolled in
grades 3-8 and 10 in the LEA
2% of All Students =~ 20-25% of SpEd students
Standards
Alternate Assessmentbased on Alternate EGL TAKS-Alt
Met Standard – Up to a number that equals 1% of all students enrolled in1% of All Students =
© 2010 Texas Turnaround Center and SIRC
Academic Achievement Standards
TAKS-Alt equals 1% of all students enrolled in grades 3-8 and 10 in the LEA
57~ 10% of SpEd students
# 7 – Special Education Issues# 7 Special Education Issues
• What if we were to graph the distribution from the previous g p pslide in a pie chart?
© 2010 Texas Turnaround Center and SIRC
58
What the Distribution of TAKS, TAKS‐Acc, TAKS‐M and TAKS‐Alt Might Look Like When ALL Students Receiving Special Education Have Received Enrolled Grade Level Instruction
3rd 4th 5th 6th 7th 8th 10th
TAKS TAKS TAKS TAKS TAKS TAKS TAKSTAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M
Students Receiving Special Education Services – By Grade Level
TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt
What the Distribution of TAKS, TAKS‐Acc, TAKS‐M and TAKS‐Alt Might Look Like Across Grade Levels in 2009‐10
3rd 4th 5th 6th 7th 8th 10th
Combined effect of
TAKS TAKS TAKS
TAKSor
TAKSor
TAKS-
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
Combined effect of – Disability; and– Cumulative impact of below
EGL instruction prior to TAKS
orTAKS-
Acc
TAKSor
TAKS-Acc
TAKSor
TAKS-Acc
TAKS-Acc
TAKSAcc
Acc2007‐08
TAKS-MTAKS-M
TAKS-M TAKS-M TAKS-M
TAKS-MTAKS-M
TAKS-M
Students Receiving Special Education Services – By Grade Level
TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt
# 7 – Special Education Issues# 7 Special Education Issues
• Given the cumulative impact of disability andGiven the cumulative impact of disability and years of below EGL instruction prior to 2007‐08?08?
Wh i h h “ i h ” l k lik• What might the “pie charts” look like at – Elementary Schools
– Middle Schools
– High Schools?
© 2010 Texas Turnaround Center and SIRC
61
# 7 – Special Education IssuesHandout Page 12
# 7 Special Education Issues
• Planning for 2010 – State Assessment Framework by Campus g y pType
Elementary Middle SchoolElementary
High School
© 2010 Texas Turnaround Center and SIRC
62g
# 7 – Special Education Issues# 7 Special Education Issues
• Sample Planning ToolSample Planning Tool
© 2010 Texas Turnaround Center and SIRC
63
Handout Page 13
# 7 – Special Education Issues# 7 Special Education Issues
• Sample Planning ToolSample Planning Tool
© 2010 Texas Turnaround Center and SIRC
64
Handout Page 13
# 7 – Special Education Issues# 7 Special Education Issues• Accommodations
– Presentation Accommodations• Allow students to access information in ways that do not require them to visually
read standard print
– Response Accommodations• Allow students to complete assignments, tests, and activities in different ways or to
solve or organize problems using some type of assistive devicesolve or organize problems using some type of assistive device
• Supplemental Aids
– Setting Accommodationsg• Change the location in which a test or assignment is given
– Timing/Scheduling Accommodations
© 2010 Texas Turnaround Center and SIRC
• Alter the allowable length of time to complete a test or assignment 65
# 7 – Special Education Issues# 7 Special Education Issues• An accommodation may be appropriate for instructional use
but may not be appropriate or allowed on a state
assessment
– Example: student‐made journals
• Appropriate in class
• Not appropriate for state assessment – too lengthy, may contain specificNot appropriate for state assessment too lengthy, may contain specific
examples
• Just because an accommodation is not allowed on the state
assessment does not mean it isn’t appropriate for
i t ti l
© 2010 Texas Turnaround Center and SIRC
instructional use 66
Supplemental AidsSupplemental Aids
© 2010 Texas Turnaround Center and SIRC
67
# 7 – Special Education Issues# 7 Special Education Issues
• A Supplemental Aid mustpp– Be a tool that a student knows how to use
– Not a source of direct answers for the TEKS assessed at each grade levellevel
– Be routinely used in instruction and testing
– Be documented in the student’s IEP
• A Supplemental Aid should– Be concise and well‐organized so that a student can quickly access the– Be concise and well‐organized so that a student can quickly access the
information
– Not contain numerous pages
© 2010 Texas Turnaround Center and SIRC
68
# 7 – Special Education Issues# 7 Special Education Issues
• Consider developing a packet of allowable Supplemental Aids p g p ppfor each content area– Content experts in the district confirm that the aids are not sources of
direct answersdirect answers
– Special education experts assist in ensuring usefulness to students
• Entire packet is not used by every student– Specific tools are selected based on needs of student
• See TEA’s presentations on Allowable Accommodations
© 2010 Texas Turnaround Center and SIRC
69
Poll Question 4Poll Question 4
4. To be allowed on state assessment, a supplemental aid must be used every day in class
a. True
b F lb. False
© 2010 Texas Turnaround Center and SIRC
70
# 8
Revise plans for SSI gradesRevise plans for SSI grades
and subjects based on
changes to SSI
© 2010 Texas Turnaround Center and SIRC
71
# 8 – SSI Changes# 8 SSI Changes• Major Changes for 2009‐10 – HB 3
– No SSI requirements for Grade 3 Reading• No retesting, GPCs, etc.
• Accountability implications – Elimination of 2nd administration
– Fewer “passers” for accountability purposes
– Consider creating an “SSI‐like” process within the
district/campusdistrict/campus• Mock test with 2009 Grade 3 TAKS Reading released test in late February
or early March
• Provide accelerated instruction to students who do not pass (or who
© 2010 Texas Turnaround Center and SIRC
• Provide accelerated instruction to students who do not pass (or who
barely pass)72
# 8 – SSI Changesg
• Major Changes for 2009‐10 – HB 3
– SSI continues for Grades 5 & 8 Reading and Math• BUT . . .
– 1st Administration of Reading has been moved from March 3, 2010 to April 7, 2010
– 2nd Administration of Reading is May 19, 2010
• Issues– Restructuring of Scope and Sequence in 5th and 8th Grade Reading?
» 19 more days of instruction prior to 1st administration
– “Data crunch” in late April
R i lt f 1st d i i t ti f R di d M th th d» Receive results from 1st administration of Reading and Math the same day
» Challenge to begin accelerated instruction
– Planning for summer school
» Must plan for all students taking 2nd administration in either Reading or Math
© 2010 Texas Turnaround Center and SIRC
» Must plan for all students taking 2 administration in either Reading or Math
» Then “excuse” students who Meet Standard on 2nd administration73
# 9
Strategically plan for room g y p
assignments for testing and
communicate expectations for
active monitoring to all teachersactive monitoring to all teachers
© 2010 Texas Turnaround Center and SIRC
74
# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring
• Involve teachers in the planning for room p gassignments for students
Which students perform better for which teachers?– Which students perform better for which teachers?
– Which students are likely perform well regardless of y p gsetting?
– Which students are receiving accommodations– Which students are receiving accommodations• Small group• Oral administration
Group students by similarity of pacing
© 2010 Texas Turnaround Center and SIRC
– Group students by similarity of pacing 75
# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring
• Develop checklist for monitoring testDevelop checklist for monitoring test administration
– Discuss during training of test administrators
– Establish clear expectations
– Use during mock testing prior to TAKS
© 2010 Texas Turnaround Center and SIRC
76
# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring• Develop checklist for monitoring test administration
© 2010 Texas Turnaround Center and SIRC
77
Handout Page 15
# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring• Web‐based Test Administrator Training Modules
– Newly available ‐ January 11, 2010A t htt // T A t /TA li t i i– Access at http://www.TexasAssessment.com/TAonlinetraining
• Three modules
– Active Monitoring• Understanding expectations of active monitoring• Correctly implementing active monitoring• Differentiating between active monitoring and unauthorized viewingDifferentiating between active monitoring and unauthorized viewing• Common errors made by students to look for during active monitoring• Identifying blank answer documents through active monitoring• Addressing students who turn in an answer document or scorable test booklet with
responses left blank
– Distribution of Test Materials
– Proper Handling of Secure Materials
© 2010 Texas Turnaround Center and SIRC
Proper Handling of Secure Materials78
# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring
• Active Monitoring Example
© 2010 Texas Turnaround Center and SIRC
79
# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring
• 3rd Grade Example
© 2010 Texas Turnaround Center and SIRC
80
# 10
Plan an after TAKS rewardPlan an after TAKS reward
activity for all students who
exhibit effort during testing
© 2010 Texas Turnaround Center and SIRC
81
# 10 – After TAKS# 10 After TAKS
• Plan a collective reward/fun activityPlan a collective reward/fun activity
Designed to include ALL students who exhibited– Designed to include ALL students who exhibited good effort on test
• NOT based on anticipated performance/resultNOT based on anticipated performance/result
– Teachers record effort during testingg g• Emphasize intention to include as many students as possible
© 2010 Texas Turnaround Center and SIRC
82
# 10 – After TAKS# 10 After TAKS
• Student Effort During Testing
© 2010 Texas Turnaround Center and SIRC
83
Handout Page 16
Question and Answers
Responses to questionsResponses to questions posed during John’s portion
of the webinarof the webinar
© 2010 Texas Turnaround Center and SIRC
John FessendenDirector of Accountability and ResearchDel Valle Independent School Districtp
© 2010 Texas Turnaround Center and SIRC
In ConclusionIn Conclusion
‐ By Friday, Jan 21st this webinar will beBy Friday, Jan 21 this webinar will be archived and available on The Texas Turnaround Center’s website.‐ http://www.txturnaround.org/webinars.html
‐ Immediately following this webinar, a brief y g ,survey will appear in the browser window. Please respond before closing the browser. Use scale of 1 if strongly disagree with the statement and 5 if strongly agree.
© 2010 Texas Turnaround Center and SIRC