Friday, May 29, 2009

TPM Gets Campuses To Recognized or Exemplary

On January 8, 2009, the USDE approved the use of the Texas Projection Measure (TPM) in the calculations for AYP in 2009. The TPM provides a method for measuring annual student improvement that also satisfies state legislative requirements passed during the 79th and 80th Texas legislative sessions. TEC §39.034 requires the measurement of annual improvement of student achievement. The TPM that was developed for TAKS, TAKS (Accommodated), and linguistically accommodated tests (LAT) is a multi-level regression-based prediction model. The model predicts student performance separately by subject in the next high-stakes grade (defined by Texas legislation as grades 5, 8, and 11). It uses current year scale scores and campus-level mean scores.

Projection equations are developed the year before they are applied, so that the formulas can be published and shared across the state before they are used in state accountability or federal AYP calculations. For example, projection equations developed in 2008 will be applied in 2009 to predict student performance. A student projected to be at or above proficiency in the next high stakes grade is determined to have met the improvement standard. Projections will be made each year for all subjects for all students who have valid scores in reading/English language arts and mathematics. The equations will be updated each year after the spring TAKS administration and will be published before their use the following year.

Beginning in 2009, the Texas Projection Measure (TPM) will be used to determine state accountability ratings. The TPM will be evaluated as a means of elevating a campus or district rating in cases where neither the TAKS base indicator nor Required Improvement (RI) are sufficient to allow a campus or district to earn the next higher rating. For any TAKS measure not meeting the standard for the next higher rating, RI, TPM, or the Exceptions Provision can elevate the rating one level, and only one level. Combinations of RI, TPM, and the Exceptions Provision cannot be used together for one measure to elevate a rating more than one level. Different features can be used for different measures to successfully elevate a rating, but multiple features cannot be used for any one measure.

Of the population of students who did not pass the test for a given subject, the number who met the TPM is determined. This count of failers who are projected to pass at the next high-stakes grade level is added to the count of passers and a new percentage is calculated. The new percentage is named “TAKS Met Standard with TPM.” If the “TAKS Met Standard with TPM” value is greater than or equal to the accountability standard for the subject, the measure meets the criteria for the next higher rating. If a student does not have a TPM for a test, that student is included in the TAKS indicator based on performance on the current year test. A TPM will be calculated for all grades and subjects except grade 7 writing and all subjects in grade 11. A TPM will not be available for grade 8 science until 2010.

Saturday, July 29, 2006

Essential TAKS Skills for the reading test

There is really no secret to success on the reading TAKS test.
These are the skills students need to master before test day.

Essential TAKS Skills

Vocabulary and Word Identification
Root words
Context Clues
Multiple-meaning Words
Figurative Language

Text Structures
Purpose for Reading
Author's Purpose
Fiction and Non-fiction
Narrative/Expository Text
Representing text/graphic organizers

Literary Elements
Character traits/relationships/changes
Literary Terms
Problem/Plot/Solution (see CGS strategy)

Summarization (see BME + CGS Strategy)
Background Knowledge
Prove your answers (see PLORE)

Critical Thinking (HOTS)
Main Idea
Inference/Drawing Conclusions
Making Predictions (see PLORE strategy)
Cause and Effect
Fact and Opinion

Friday, July 07, 2006

TAKS Reading Test Online 2003

Students can "score" their own test when finished. Take Test Now

Thursday, December 22, 2005

Teaching Inference for TAKS Reading

Students need to be taught HOW to make inferences. They need to realize that inferences are everywhere and that during the reading process an inference can be (and often must be) modified. Ten major inference types cover the great bulk of students' reading needs. They are explained as follows.


LOCATION: "While we roared down the tracks, we could feel the bounce and sway."
AGENT (Occupation or Pastime): "With clippers in one hand and scissors in the other, Chris was ready to begin the task."
TIME: "When the porch light burned out, the darkness was total."
ACTION: "Carol dribbled down the court and then passed the ball to Ann."
INSTRUMENT (Tool or Device): "With a steady hand, she put the buzzing device on the tooth."
CAUSE-EFFECT: "In the morning, we noticed that the trees were uprooted and homes were missing their rooftops."
OBJECT: "The broad wings were swept back in a "v", and each held two powerful engines."
CATEGORY: "The Saab and Volo were in the garage, and the Audi was out front."
PROBLEM-SOLUTION: "The side of his face was swollen, and his tooth ached."
FEELING-ATTITUDE: "While I marched past in the junior high band, my dad cheered and his eyes filled with tears."

Johnson & Johnson, 1986

TEACH. The teacher reads a passage and specifies the type of inference to be made. The teacher models/demonstrates, talks, exemplifies after reading the passage. The teacher identifies and lists WORD CLUES, and in a "think aloud" discussion explains just what the WORD CLUES clarified to help make the inference accurate.
PRACTICE. Students read a passage, individually or in groups. As they read they are to scrutinize/analyze the text to identify WORD CLUES that provide evidence to justify the inference category specified. List the students' WORD CLUES on the board. Encourage full and rich discussion as they talk about why each WORD CLUE made a contribution to the inferences.
APPLY. Identify the types of inference being applied. The students see (read) a passage, one line at a time, and jot down their inferences. After each line is exposed students reject/revise their inferences. At the conclusion students take ownership for this step in the task of inferencing.
EXTEND. Move into students' textbooks. Practice expository passages. Ask questions such as: "What kind of inference category is needed?" "What are the key words that lead to it?" "What is the inference we can make?" Extension takes students to the real world of their own textbooks.
ASSESS. Find out if students can do the inference procedure. "If word clues + experience = inference, what do you do if students don't have the prior knowledge or experiences?" The SEMANTIC MAPPING procedure helps call prior knowledge to the surface, builds bridges necessary to make inferences.

Saturday, November 26, 2005

TAKS Requirements*

Grade 3
TAKS: Reading, Math
Reading Assessment = Promotion Requirement
Grade 4
TAKS: Reading, Writing, Math
Grade 5
TAKS: Reading, Math, Science
Reading and Math Assessments = Promotion Requirements(beginning with 2004-05 school year)
Grade 6
TAKS: Reading, Math
Grade 7
TAKS: Reading, Writing, Math
Grade 8
TAKS: Reading, Math, Social Studies
Reading and Math Assessments = Promotion Requirements(beginning with 2007-08 school year)
Grade 9
TAKS: Reading, Math
Grade 10
TAKS: English Language Arts, Math, Science, Social Studies
Grade 11
TAKS exit-level assessment is graduation requirement English Language Arts, Math, Science, Social Studies
Grade 12
TAKS exit-level assessment retest, if necessary

* A TAKS Science test will be added at grade 8 no later than the 2006-07 school year.
Source: TEA Student Assessment Division

Tuesday, November 01, 2005

TAKS Test Framework

If teachers understand the design of the the third grade reading test, they will have no problem getting 100% of their able students to meet the standard.

  • 3 Reading Selections
  • 36 Questions
  • 6 TEKS
  • 4 Objectives
  • 16 TAKS Skills

Burn these numbers into your head and that of administrators. The TAKS is a hard test only if students master skills not tested on TAKS.

Wednesday, October 26, 2005

Strategies for Supporting your Child’s Success on TAKS

Reading/Language Arts

Set the expectation that your child will complete school and homework
• Talk to your child’s teacher to find out more about the skills they are studying
at school.
• Talk to your child to build listening and vocabulary skills.
• Take time to read a wide variety of culturally diverse literature with your child
(newspapers, magazines, fiction, non-fiction, charts, and graphs). Stop now
and then to ask questions:
Who? What? When? Where? Why? How?
What do you think will happen next?
Why did the author/writer ….?
Can this really happen? Why or why not?
What does the author/writer mean by….?
• When you finish reading a selection with your child, discuss the setting,
characters, and events as appropriate.
• Listen to your child read. It helps increase fluency (which is the ability to make
few or no mistakes while reading at a natural pace).
• Compare stories and characters from one book to those in another book.
• Explore words and word meanings while reading. Look for words that have
the same meaning, words with two or more meanings, word opposites, words
that sound the same, and words with prefixes and suffixes.
• Encourage your child to write every day. Provide meaningful
opportunities (grocery lists, letters, messages, e-mails).
• Encourage your child to speak in complete sentences. Oral language and
writing are closely connected.
• Help your child develop curiosity—help his/her find answers to questions that
are not readily available (from the Internet, library, community members, etc.).
• Encourage your child to use a dictionary and a thesaurus.
• Help your child to recognize the relationship between his/her schoolwork and
everyday life. This will help your child make sense of the world and increase
his/her level of comprehension with new experiences or information.
Shopping - have your child read, evaluate, analyze, and problem-solve.
Cooking - have your child read, follow directions, measure, and estimate.
Chores - have your child organize and classify.
• Speak with your child’s teachers and ask them to show you how you can help
your child practice their reading skills at home.
• Be a role model for your child. Exhibit good reading practices. Model some
of the questions you ask yourself when you read on your own.
• Schedule regular family visits to libraries, bookstores, and other literary
• Set aside time for family reading - novels, newspapers, magazines.
• Act as your child’s audience. Have your child share his/her writing (stories
and other assignments) aloud to you.
• Start writing letters (not electronic mail) to family members and friends.