TPM helps TAKS testers: Artificial Passers

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.

TAKS Article

Understanding the TAKS Test ©

by John Vega / Staff Writer @ TAKS Strategies.com

Part of any successful enterprise involves deep understanding—
And so it is with the TAKS.

Section 1: Teacher’s Basic Understanding

Before we begin, let’s review some basic terms will that will be used in this article.

· TAKS – Texas Assessment of Knowledge and Skills
· TEKS – Texas Essential Knowledge and Skills
· TAKS Objectives – Content specific objectives tested on TAKS.
· TEKS Student Expectations (SEs) – This is the minimum of what a student is expected to know for the specific content (reading,
math, science, etc.); test items will measure this content on the TAKS test.

Let’s take the 3rd grade Reading test, since this is a high-stakes test for the student, meaning the student must pass to be promoted to the 4th grade.

The test measures four objectives.

Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts.

Objective 2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts.

Objective 4: The student will apply critical-thinking skills to analyze culturally diverse written texts.

Below each objective are the TEKS that will be tested on the reading test.

Section 2: Connection between TAKS Objectives & TEKS

Let’s take Objective 1, 3.9H

(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to

(C) retell [or act out the order of] important events in stories (K–3); and

(H) produce summaries of text selections (2–3). For this particular expectation, the student is expected to produce a summary on the test.

Now let’s look at Objective 4, 3.9F

(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and
selections read independently. The student is expected to (F) make and explain inferences from texts such as

determining important ideas, causes and effects, making predictions, and drawing conclusions (1–3); For this particular expectation, the student must be able to point out causes and effects in a story, make text-dependent predictions, and draw conclusions form the selection.

In summary, the teacher must know the specific objectives along with the student expectations that will be measured on the test.

Section 3: TAKS Blueprint


Next, the teacher needs to look at the TAKS Blueprint to see how many question each objective will have.


The action plan for the teacher must include understanding what types of items are measured for each objective. We have already looked at summarization, causes and effects, making, predictions, and drawing conclusions- these are but a few.

The student must also have a basic understanding of setting, plot, characterization, and text structure. The teacher must analyze each objective and draw out the skills to be taught throughout the year.

If the teacher takes the time to analyze, her class can expect 100% passing on test day.

Section 4: Sources and Resources

TEA

TAKS Reading

TAKS Help

TAKS Math

TAKS Prep

Closer to TAKS Day

As we get closer to TAKS, inexperienced and veteran teachers alike begin to panic-- understandably so. Seems like every year more is at stake with how well students do on TAKS.

Here is a strategy that I like to use this time of year.

I start preparing my kids for TAKS the first week of school. They don't know I'm doing it; it's a natural progression of every lesson taught that leads up to success on the TAKS.

Here is the strategy. After the teacher reads the passage (story, article, etc.) {I like to have my students read every sentence aloud twice (1) improves comprehension while looking out for details, (2) helps with fluency} we look at every question whole group.

Before the question is answered, students are asked to identify the comprehension skill (text structure) needed to answer the question, i.e., cause/effect, summary, main idea, etc.

After the skill is identified we look at each answer choice. Students at this point know that one answer choice is absolutely absurd, another is a false fact, another sounds possible but isn't, and one is the answer.

When the two obvious choices are eliminated, we begin to prove our answer. We do this by going back to the passage and finding the paragraph. We find the answer and write the paragraph number next to the question.

You have to train the students to do this. It takes time and a lot of patience. That's why I begin early in the year. Yes, you will have your low group who is going to need more time and help; these are the 4 or 5 students you pull in your small group while the others are working on a passage alone.

When 95% of your students are able to do this on their own, without your help, you start given them passsages every day. Start with one, then two, three, and four. Yes, four: TAKS is an endurance test.

The first administration in February will have four passages (one they will throw out, but since we don't know which one, they have to do well on all of four.) The students must build stamina and this happens only through practice.

It's a marathon. You are their coach. Through teamwork you will all succeed.

The Catalyst for TAKS Help

Just a couple of days ago I was at a staff development in-service for TAKS teachers. I was shocked to learn that most of these teachers are lost in the dark when it comes to finding resources to help with TAKS on the Internet. There are many resources online; you just have to know where to look.

I was shocked to learn that a teacher bought TAKS released tests when she could have easily downloaded them form the TEA website.

I will help you with such resources and keep you informed and up to date on TAKS.