Transcript Sample Elementary

Sample High School
San Antonio Independent School
District 2002–03
Name
Principal
Moving from TAAS to TAKS:
Realigning Our Systems
C/I/A Model
Curriculum
Assessment*
*Major change
Instruction
Best Sources of Data and Information
– End of Course data, and eighth grade early
indicator reports (to a limited degree)
– TAAS Summary Sheets, Item Analysis, and
Released Tests, provided by TEA, but viewed
through “new eyes” – limited in value
– TAKS Information Booklets 2002 (and Educator
Guides from 2000) published by TEA
Rationale for Changes in Data Use
from TAAS to TAKS

Although the curriculum tested is still the
Texas Essential Knowledge and Skills, the
objectives for testing will change
 All indications are that the format of the test
will change significantly in some areas
 Reading and Math will be tested at ninth
grade
 Eng./LA, Math, Science and Social Studies
will be tested at tenth and eleventh grade
Changes in Reading Objectives

Obj. 1 Word Meaning
 Obj. 2 Supporting Idea
 Obj. 3 Summarization
 Obj. 4 Relationships
and Outcomes
 Obj. 5 Inferences and
Generalization
 Obj. 6 Fact/Nonfact



Obj. 1 Understanding
of Culturally Diverse
Texts
Obj. 2 Understanding
of Literary Elements
Obj. 3 Demonstrate
ability to analyze and
critically evaluate
culturally diverse
written texts and visual
representations
Changes in Math Objectives













Obj. 1 Number Concepts
Obj. 2 Algebraic/Math
Relationships
Obj. 3 Geometric Properties
Obj. 4 Measurement
Obj. 5 Probability and Statistics
Obj. 6 Addition
Obj. 7 Subtraction
Obj. 8 Multiplication
Obj. 9 Division
Obj. 10 Estimation
Obj. 11 Using Solution Strategies
Obj. 12 Mathematical
Representation
Obj. 13 Reasonableness










Obj. 1 Describe functional relationships
Obj. 2 Understand properties and attributes of
functions
Obj. 3 Understand linear functions
Obj. 4 Formulate and use linear equations and
inequalities
Obj. 5 Understand quadratic and other
nonlinear functions
Obj. 6 Understand geometric relationships and
spatial reasoning
Obj. 7 Understand two- and three- dimensional
representations of geometric relationships and
shapes
Obj. 8 Understanding concepts and uses of
measurement and similarity
Obj. 9 Understand percents, proportional
relationships, probability, and statistics in
application
Obj. 10 Understand mathematical processes
and tools used in problem solving
Changes in Writing Objectives




Obj. 1 – 4 Writing Sample –
prompt specific
Obj. 5 Sentence Construction
Obj. 6 English Usage
Obj. 7 Capitalization,
Punctuation and Spelling



Obj. 4 Produce an effective
composition for a specific
purpose
Obj. 5 Produce writing that
demonstrates a command
of the conventions of
spelling, capitalization,
punctuations, grammar,
usage, and sentence
structure
Obj. 6 Demonstrate the
ability to revise and
proofread to improve clarity
and effectiveness
2001 SAISD EOC Performance Compared to Campus
2002 End of Course Performance
90
80
70
60
50
40
30
20
10
64
63
63
40
ELA
43
40
Algebra
SAISD
40
Biology
Campus
40
US History
2002 SAISD Early Indicator Report: District Grade
Level Performance in Science and Social Studies– Grade 8
100
80
60
60
40
33
20
0
Science
Soc. Stu.
SAISD
Limitations of Current Models




The English/Language Arts test will contain revisions
of the old EOC model
The exit level math test will include Algebra I and
Geometry – we have no statewide data on
performance on geometry outside of previous
objective level data at 8th grade and exit level
We have tested Biology, but not Chemistry and
Physics ( and there is a new emphasis on “integrated
science”)
We have tested exit level US History, but not with the
inclusion of grade 8 content