NEW DISCOVERIES FROM TAKS 2003 Greg Byers and Mary Smith

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NEW DISCOVERIES FROM TAKS 2003

• Greg Byers and Mary Smith

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Student Competencies for Success on TAKS

• Students must
• place content knowledge and factual information
  into long-term memory
• understand content deeply enough to enable them
  to make connections, draw inferences, and form
  conclusions
• exhibit persistence and endurance

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Competencies, continued

• operate at high levels on Blooms Taxonomy,
  especially synthesis and evaluation
• and read and comprehend formal language,
  including formal syntax, technical vocabulary and
  elaborated language.

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• What measures did educators take to help those
  students who met the standards be successful?
• What challenges lay before us as we help all
  students meet the higher standards that will be
  in place in 2004 and 2005?
• Laura Ewing, TCSS president

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EXAMINING DATA

• Item analysis
• Level of difficulty
• Level of Blooms
• Format
• Phase-in Scores

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GRADE 10 ITEM ANALYSIS
ANALYSIS OF GRADE 10 TAKS - 2003
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Alief ISD 11th Grade Social Studies TAKS
2003 Item Analysis District percentage 4 or
more points below State percentage

• Implications
• 5 of 9 items above are covered in the final two
  units. Are we finishing the curriculum?
• See 31 especially 15 percentage points below
  the State.

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Number of TEKS tested by subject area GRADE 10
Format of Items
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Social Studies TAKS Tests Spring 2003 Question
Format Analysis
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PHASE-IN OF TAKS PERFORMANCE STANDARDS Social
Studies
KEY
Standard Error of Measurement Below the Panel
Recommendation Items Needed to Meet
Total TAKS Min. Requirements
Test Items

• High Stakes Graduation Requirement
• SEM Standard Error of Measurement

PRM Panels Recommendation
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8th Grade Social Studies TAKS Alief ISD Standards
Phase-In Projections
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CURRICULUM ISSUES

• Bridge the gap between WG and WH
• Align to the TEKS both in content and level of
  complexity
• Scope and Sequence
• Vocabulary
• The Bad Boys
• LEP
• Plans for those unsuccessful on TAKS

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TERMS continued
IMPORTANT TERMS COMMON TO World Geography
World History
ECONOMICS ECONOMIC SYSTEMS TRADTIONAL ECONOMY
farming, hunting, bartering COMMAND SYSTEM
COMMAND ECONOMY COMMUNISM economic system in
which government owns the means of production,
individual efforts are not rewarded, workers
work for the nation economic decisions are made
by authority figure MARKET SYSTEM CAPITALISM
FREE-ENTERPRISE SYSTEM economic system in which
individuals depend on supply and demand and
profit margin to answer the 4 basic economic
questions of what to produce, how to produce, how
much to produce and for whom to produce. The
means of production are privately owned,
individual efforts are rewarded, workers work
for the private company MIXED ECONOMY
combination of 2 or more economic systems, such
as socialism is a mixture of command and market
systems ECONOMIC SECTORS PRIMARY makes direct
use of natural resources SECONDARY takes
primary industry goods and makes them into
consumer products TERTIARY service
industry QUATERNARY highly skilled professions,
which deal with movement and processes of
information SOME ECONOMIC STAGES OF
NATIONS DEVELOPED NATIONS nations with high
standards of living world's wealthiest
nations DEVELOPING NATIONS nation with low
standard of living world's poorer nations NEWLY
DEVELOPED NATION a nation that is recently
industrialized NATION IN TRANSITION a nation
moving from developing stage to developed
stage SUBSISTENCE AGRICULTURE farming to feed
HUMAN GEOGRAPHY SPATIAL DIFFUSION trade between
lands, the trade can consist of ideas, diseases,
products, and people COLUMBIAN EXCHANGE
COLUMBIAN ENCOUNTER cultural diffusion
resulting from Columbus' voyages and the
interchange between Europeans and Native
Americans MIGRATION people moving within a
country IMMIGRATION people moving to a new
country PUSH FACTORS things that cause a
person to leave his/her country (war, famine,
unemployment) PULL FACTORS things that attract
a person to move to a new country (jobs, better
way of life, stable government, better way of
life) CULTURAL DIFFUSION CULTURAL BORROWING
taking parts of another's culture and adapting
it to your culture BARRIERS TO DIFFUSION
obstacles that limit or stop diffusion (ex.
religion, mountains, oceans, prejudice, language,
lack of infrastructure) SETTLEMENT PATTERN
population distribution density MEANS OF
DIFFUSION the method by which something
spreads DIFFUSION SPREAD LAND RECLAMATION
pumping water off land to allow
development ARTIFICIAL BARRIERS man-made
obstacles, such as the Great Wall
PHYSICAL GEOGRAPHY BUFFER ZONES neutral regions
between warring or unfriendly states or
regions CHOKE POINTS places where trade could
be blocked due to narrow passages ENVIRONMENT
physical surroundings GEOGRAPHIC BARRIERS
natural land or water obstacles, such as the Alps
or the Pacific Ocean DEFORESTATION clearing
forests DESERTIFICATION growth of a desert FALL
LINE line between the piedmont and the coastal
plains, ex. E U.S. and SE America LANDLOCKED
countries with no ocean access TOPOGRAPHICAL
land relief elevation
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Keys to a Bulls Eye

• Curriculum
• Alignment
• Team Planning
• Data
• FOCUS

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Keys to a Bulls Eye

• Instruction
• Connections
• Concepts
• Visuals
• Processing
• Belief/Effort Ratio

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Keys to a Bulls Eye

• Assessment
• Classroom
• Team
• District
• Useful vs. Useless

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THE BAD BOY
8.16 D
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PRINCIPLES OF DEMOCRACY

• Limited Government
• Republicanism
• Checks and Balances
• Federalism
• Separation of Powers
• Popular Sovereignty
• Individual Rights

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PRINCIPLES OF DEMOCRACY
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The Judicial Branch
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Limited English Proficient Students

• How best to help this group?
• New Americans class covering 8th grade material
• Sheltered World History and US History classes
• Tutorials
• What else?

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Exit Level failures 2004-2005 school year

• How best to help this group?
• Take US Government first semester?
• Take a class under our umbrella course, Special
  Topics?
• One-on- one tutorials
• What else?

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TOOLS TO GET US THERE

• TEAM EVOLUTION
• STUDY GUIDES FROM TEA
• SIGNATURE LESSONS
• TUTORIALS
• SOCIAL STUDIES CENTER
• UNITS AND LESSONS

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Truths weve learned

• Everything listed as testable will be tested
  within 3 years. Lesson Dont ignore the TEKS
  that werent tested.

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What are the implications for teachers?

• Give students opportunities to draw
  conclusions and make inferences
• Format tests and test questions similarly
  to TAKS
• Use primary and secondary sources
• Give students practice on multiple charts,
  graphs, maps
• Expose students to point of view

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Success on Social Studies TAKS Exams

• Teach the TEKS
• Continue Benchmark Tests - test the weaknesses
• Align everything to the TEKS
• Teach the TEKS

TEKS
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Resources

• Documents from this sessionhttp//www.alief.isd.
  tenet.edu/instructional/social-studies/TSSSA/TSSSA
  TAKS Session 100903.htm
• Alief ISD Social Studies Websitehttp//www.alief.
  isd.tenet.edu/instructional/social-studies/default
  .htm
• TAKS Tools for Social Studieshttp//www.alief.is
  d.tenet.edu/instructional/social-studies/taks_tool
  s_for_social_studies.htm
• Mary mary2.smith_at_cfisd.net
• Greg greg.byers_at_aliefisd.net