TEKS-Based Instruction Data Analysis Vertical Alignment Resources

Why do we need to examine data? To find out where we have been To locate where we are To decide where we want to go To plan how to get there Examining data is similar to taking a trip. We look at all the places we have been so we don’t revisit the same spot. We then locate where we are on the map, and after deciding on our new destination, we plan our route. Planning the route is the outcome of studying the map. The same is true with data – if we do not use it to plan for the future and only use it to look at the past, it has little value.

it is the PROGRAM that is being tested. The most important point in examining test data is to remember that . . . Large schools are fortunate in that the data reveals strengths and weaknesses in the program. With small populations, it is hard to establish trends because there is no equal distribution of students. So when scores are not what we want them to be in certain areas, it is the program we need to examine. it is the PROGRAM that is being tested.

Looking at where we have been. . . We begin by looking at where we have been when we examine data from years past. we have been. . .

The scatter plot on the left indicated a desirable trend of students’ TLIs increasing. The graph on the right is your 6th grade. It is going upward, which is good. However, it needs to have more points above the diagonal line to indicate increasing TLIs.

Looking at where In order to plan our route, we need to begin at the beginning by looking at our present location. We do this by examining the 2002 data. we are . . .

This is a yellow document. Find the first item of concern.

Above the item is the TEKS student expectation Above the item is the TEKS student expectation. Find this TEKS in the white document named TEKS-Based Questions.

Flag one page of the TEKS for the item selected.

TEKS-Based Questions History of the test Interpretation of the TEKS Information Booklet items The purpose of the TEKS-Based Questions is to give us a history of the test. We are able to interpret the full intent of the Texas Assessment of Knowledge and Skills student expectation from the manner in each has been assessed. The information booklet items are also included and are maybe the most valuable information here. If if is new and different for TAKS, it is in the Information Booklet. When we create an assessment for our students, we need to know our strengths and our weaknesses. Also, look at TEKS that have not been tested in 4 years.

Texas Assessement of Knowledge and Skills (TEKS) State-mandated curriculum Non-negotiable Full and rich curriculum Vertically and horizontally aligned For the first time we have a “front loaded” test – the curriculum comes first and the test follows. So it is vital that we teach the TEKS and that we test the TEKS at the classroom level. All teacher made tests should have each test item identified by the TEKS SE it addresses.

The vertical alignment is critical to success The vertical alignment is critical to success. Look at the new material tested at each grade level. This means that the state curriculum must be taught fully and completely to mastery at each grade so the next teacher can build on this knowledge base to cover his or her TEKS. Notice that at Algebra I 100% new material. That teacher must cover new ground supported by the previous years TEKS.

This is an important example of how critical previous years material is to future success.

Looking at where we want to go . . ..

This shows how many items of each TAKS objective will be on the test.

In order to meet the standards set by the state assessment, students must engage in independent thought logical reasoning real-life applications appropriate level of rigor

the route we need to follow . . . Looking at the route we need to follow . . .

Addressing Higher-Level Thinking Skills Every item on a teacher- made test should be labeled with the TEKS student expectation it addresses. Examine this chart. Emphasize the last box.

Levels of Questions on Mathematics TAKS Level 1: Concept Level Level 2: Operations Level Level 3: Application Level Level 4: Underlying Processes – Mathematical Processes and Tools These are the four levels of questions that will be on the TAKS.

Briefly go over chart.

These are the levels of problems that will be on the TAKS for grades 3 – 8.

What are the resources to help our students succeed? Technology Math Benchmarks WebCATT Mathematics TEKS Toolkit Standards in the Classroom Algebra Assessments Briefly explain each. Then show video on using calculators.