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Sample High School

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. Instruction. Assessment*. *Major change. Best Sources of Data and Information.

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Sample High School

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  1. Sample High School San Antonio Independent School District 2002–03 Name Principal

  2. Moving from TAAS to TAKS: Realigning Our Systems C/I/A Model Curriculum Instruction Assessment* *Major change

  3. 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

  4. 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

  5. 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 Reading Objectives

  6. 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 Math Objectives

  7. 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 Changes in Writing Objectives

  8. 2001 SAISD EOC Performance Compared to Campus 2002 End of Course Performance

  9. 2002 SAISD Early Indicator Report: District Grade Level Performance in Science and Social Studies– Grade 8

  10. 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

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