Download pdf - Top Ten Things to Do Now in Preparation for TAKS

WelcomeWelcomeTexas Turnaround Center

and

School Improvement Resource CenterW biWebinar

January 19, 2010

We will begin at 1:00 p m CST If you are not hearing any audioWe will begin at 1:00 p.m. CST. If you are not hearing any audio through your speakers, click the Audio Setup link to adjust mic/speaker settings or call 512‐919‐5132 for assistance.

© 2010 Texas Turnaround Center and SIRC

1

AgendaAgenda

• Introductions and logistics• Introductions and logistics

• Presentation:

–It's Spring, It's Spring ‐What Do I Bring?

Q ti d• Questions and answers

• Survey immediately following the webinary y g


IntroductionsIntroductions• Moderator: Catherine Haynesy

Project Manager

Texas Turnaround CenterTexas Turnaround Center

• Presenter: John Fessenden

Director of Accountability and ResearchDirector of Accountability and Research

Del Valle ISD

• Technical Support: Nicole Morales

[email protected]


512‐919‐5132

Webinar Logistics: gTechnical Difficulties

• Audio difficulties – what to do• Phoning in for audio capability

–Webinar ID: 849‐230‐930–Phone Number: 1.877.739.5903–Access Code: 254‐087‐542–Audio PIN: Provided to you after joining theAudio PIN: Provided to you after joining the webinar


Webinar Logistics:Webinar Logistics: Asking Questions

• To ask a question, please use the “Question” feature of the Webinar software. We will address most

i li h d f h iquestions live at the end of the presentation.

If f t h l t l i ti l• If you prefer to have a personal answer to a logistical question, then please contact Nicole at [email protected] or 512.919.5132@


TTC/SIRC Webinar /2009‐2010 Series

Intended Audience: CITs, TAPs and CAMS (but open to anyone)

When *:

1. Tues, Sept 15

2. Mon, Nov 16

3. Tues, Jan 19,

4. Tues, April 20

* Starting at 1:00 CST


Starting at 1:00 CST6

Next: John FessendenNext: John FessendenSuggested documents:

‐ PDF document: Webinar PPT

‐ PDF document: It’s Spring It’s Spring: HandoutPDF document: It s Spring, It s Spring: Handout Materials

‐ Excel spreadsheet: Campus Accountability: 2009Excel spreadsheet: Campus Accountability: 2009 and Preview of 2010

‐ Excel spreadsheet: Campus Planning TemplateExcel spreadsheet: Campus Planning Template


Our PresenterOur Presenter

John FessendenJohn Fessenden

Director of Accountability and Researchand Research

Del Valle Independent School District


8

It’s Spring, It’s Spring . . .

Wh t D I B i ?What Do I Bring?

A Top Ten List of What To “Bring to the Table”

To Help Campuses Prepare for Spring 2010 Testing

Texas Turnaround Center WebinarJanuary 19, 2010

John FessendenDirector of Accountability and Research


Director of Accountability and ResearchDel Valle Independent School Districtjohn.fessenden@del‐valle.k12.tx.us

9

ObjectiveObjective

• Identify and discuss ways that TAPs/CITs/CAMs orIdentify and discuss ways that TAPs/CITs/CAMs or others working with campuses can help campuses prepare for Spring 2010 TAKS testingcampuses prepare for Spring 2010 TAKS testing

Not a comprehensive list of everything that needs to– Not a comprehensive list of everything that needs to be done

– Highlight key activities that have been effective for campuses in the past


campuses in the past 10

P ll Q tiPoll Question

• In a minute a poll question will pop up on your screen

• Please take a moment to submit your answer by clicking one of theyour answer by clicking one of the options


Poll Question 1Poll Question 1

1. What is your current role in the educational1. What is your current role in the educational process?a. CIT, TAP, CAM, or other Educational Consultant

b. ESC representative

c. Superintendent or other Central Office representative

d. Campus Principal or other Campus representative


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The Top 10 ListThe Top 10 List

1 Know the rules for AEIS and AYP in 2010 and1. Know the rules for AEIS and AYP in 2010 and communicate the basics to all staff members

2. Ensure that all staff members are aware of h TAKS i d d h hthe TAKS passing standards so that they can articulate the expectations to students



3. Develop and implement the use of3. Develop and implement the use of individualized TAKS goal performance sheets for students and involve students in setting personal goals

4. Review scope and sequence of TAKS‐tested subject areas to ensure that teachers have covered all tested TEKS prior to test date AND have allowed sufficient time for review



5 Ensure that tutoring resources are targeting5. Ensure that tutoring resources are targeting student needs based on TAKS objectives

6. Enlist ALL teachers (Art, Music, PE, Electives) i h f i fin the process of preparing for test administration



7 Review the test decision‐making for students7. Review the test decision making for students receiving special education services and ensure that all needed allowableensure that all needed allowable accommodations have been considered and are being implementedare being implemented

8 R i l f SSI d d bj8. Revise plans for SSI grades and subjects based on changes to SSI



9 Strategically plan for room assignments for9. Strategically plan for room assignments for testing and communicate expectations for active monitoring to all teachersactive monitoring to all teachers

10 Pl f TAKS d i i f ll10.Plan an after TAKS reward activity for all students who exhibit effort during testing


# 1Know the rules for AEIS and

AYP in 2010 and communicate the basics to allcommunicate the basics to all

staff members


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2. Which of the following is likely to have the biggest single impact on accountability ratings in 2010?

a. TPM

b V i l S lb. Vertical Scales

c The increasing standards in AEIS and AYPc. The increasing standards in AEIS and AYP

d. The inclusion of TAKS‐Acc


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# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• 4 Major Changes to AEIS in 2010

– Increased performance standards for campus/district ratings

– Increased rigor of “Met Standard” onIncreased rigor of Met Standard on • Reading – Grades 6 and 8

– No 2nd administration of 3rd Grade ReadingNo 2 administration of 3 Grade Reading

– Inclusion of TAKS‐Accommodated in• Reading – Grades 3‐9Reading Grades 3 9• ELA – Grade 10• Math – Grades 3‐10• Writing – Grades 4 and 7


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# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• 1 Major Change to AYP in 2010

– Increased performance standards for campus/district ratings

• 73% for Reading/ELA

• 67% for Math


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2010 Standards AEIS AYP Including ALL TAKS-Accommodated tests will have

an impact on state assessment results BUT, the impact will be minimal AND TPM will help for students who get close to “Met Standard”

No Change in AYP assessments

State Assessment Indicators

T tTAKS

TAKSTAKS-AccommodatedTAKS M

p g

Tests TAKS-Accommodated All grades and subjects

TAKS-MTAKS-AltTAKS LAT

Reading/ELA (3-11) Reading/ELA (3-8 and 10)M th (3 8 d 10)

Subjects (Grade Levels)Math (3-11)Writing (4 and 7)Social Studies (8, 10 and 11)Science (5, 8, 10 and 11)

Math (3-8 and 10)

Performance Standards AcadAccept Recog Exemp Meets AYP

Reading/ELA 70% 80% 90% Performance = 73%Participation = 95%Participation 95%

Math 60% 80% 90% Performance = 67%Participation = 95%

Writing 70% 80% 90%

Science 55% 80% 90%

Social Studies 70% 80% 90% Handout Page 1

# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• Increased rigor of “Met Standard” on

– Reading – Grades 6 and 8

– Resulting from full implementation of Vertical g pScales

• Reading and Math– Grades 3‐8 (English)

– Grades 3‐5 (Spanish)

» HB 3 Eliminated 6th Grade Spanish beginning in 2009‐10


p g g23

Vertical Scales – English (Met Standard)

Handout Page 2


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Vertical Scales – English (Commended)

Handout Page 2


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Vertical Scales – Spanish (Met Standard)

Handout Page 3

HB3


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Vertical Scales – Spanish (Commended)

Handout Page 4

HB3


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Vertical Scale – Required Adjustments to Performance Standards

Handout Page 4

Performance Standards• Aligning the current horizontal scale scores (2100 for Met Standard and 2400 for

Commended) to vertical scale scores will require the “cutpoints” for “Met Standard” d “C d d” b i dand “Commended” on some assessments to be increased

Grade SubjectTAKS English TAKS Spanish

Met Std Commended Met Std Commended

3Reading - - - -

Math - - Increase -

4Reading - - - -

4Math - - Increase Increase

5Reading - - - -

Math - Increase - -

6Reading Increase Increase Increase Increase

Math - Increase Increase Increase

7Reading - - Will apply

HB3


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28

7Math - -

8Reading Increase Increase

Math - Increase

Will apply beginning in Spring

2010

Vertical Scale(Interpreting Increase in Performance Standard – 8th Grade)

Vertical Scale ScoreE-670

Handout Page 5

(Interpreting Increase in Performance Standard 8 Grade)

Horizontal Scale Score2100 = Met Standard in 2009

Raw Score = 33 Questions Correct

© 2010 Texas Turnaround Center and SIRC 29

Vertical Scale(Interpreting Increase in Performance Standard – 8th Grade)

Vertical Scale ScoreE-700

Handout Page 5

(Interpreting Increase in Performance Standard 8 Grade)

Horizontal Scale Score2156

Raw Score = 37 Questions Correct

© 2010 Texas Turnaround Center and SIRC 30

# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• Increased passing standards on

– Reading – Grades 6 and 8• 6th Grade = 3 questions more difficult to pass

• 8th Grade = 4 questions more difficult to pass


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# 1 – Knowing the 2010 Rules# 1 Knowing the 2010 Rules• Evaluating impact of 4 major changes to AEIS

– Increased performance standards for ratings

– Increased rigor for “Met Standard” in 6th and 8th Grade Reading

– Elimination of 2nd administration in 3rd Grade Reading

– Inclusion of TAKS‐Accommodated in Reading/ELA, Math and Writing


Math and Writing 32

# 1 – Knowing the 2010 Rules• 2008‐09 AEIS Reports Provide a “Preview” of 2010


33

# 1 – Knowing 1 2 3 4 5 6 7

the 2010 Rules

• Summary table using– The 2009 Campus

Accountability Data TableTable

– The 2008‐09 Campus AEIS Report

• Shows impact of 2010 changes

• Trust the TPM Bump!


34

Handout Page 6


3. Which of the following is likely to have the biggest single impact on accountability ratings in 2010?

a. TPM

b V i l S lb. Vertical Scales

c The increasing standards in AEIS and AYPc. The increasing standards in AEIS and AYP

d. The inclusion of TAKS‐Acc


35

# 2Ensure that all staff members are aware of the TAKS passing standards so that they canstandards so that they can

articulate the expectations to studentsstudents


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# 2 – TAKS Passing Standards# 2 TAKS Passing Standards

• The raw score and percent correct for any TAKS test may varyThe raw score and percent correct for any TAKS test may vary slightly from year to year

/– Raw score/percent correct necessary to “Meet Standard” are set based on difficulty of questions included on that year’s test

• Scale score for “Met Standard” ensures that rigor of passing each year i thremains the same

– Nevertheless, the raw score/percent correct necessary to “Meet d d” b d f hStandard” in any year CAN be used as an estimate of the passing

standard


37

# 2 – TAKS Passing Standards# 2 TAKS Passing Standards

• Spring 2009 Raw Scores– Met Standard

– Commended

– ForFor• TAKS and TAKS‐Acc

• TAKS‐M

– Can be used to estimate passing standards in 2010


38


39

Handout Page 7

# 3Develop and implement the use of individualized TAKS goal performance sheets forgoal performance sheets for students and involve students

in setting personal goalsin setting personal goals


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# 3 – Individual Goal Setting# 3 Individual Goal Setting

• Involve students in setting performance goalsInvolve students in setting performance goals– Review past test performance

Students self identify relative strengths and– Students self‐identify relative strengths and weaknesses

• Plot performance on visual graphs/depictionsPlot performance on visual graphs/depictions

• Set goals for 2010

• Identify steps for accomplishing goals


41

# 3 – Individual Goal Setting


42

Handout Page 8

# 4Review scope and sequence of TAKS‐tested subject areas to ensure that teachers have

covered all tested TEKS prior to test date AND have allowed sufficient time for review


43

# 4 – Organizing the Year# 4 Organizing the Year

• Review Scope and Sequence in each TAKS‐testedReview Scope and Sequence in each TAKS tested subject

– All tested TEKS covered by end of March or early April

– Dedicate 10 to 15 days to TAKS preparation• Content review

• Test taking strategiesTest taking strategies– Practice using formula charts

– Identification of hardest problems


44

# 4 – Organizing the Yearg g• Visual tool (developed by Ervin Knezek, Region XIII ESC)

– Cover the “big rocks” of TEKS prior to April

– What students are struggling? gg g

– What interventions?


45

Handout Page 9

# 5Ensure that tutoring g

resources are targeting student needs based on TAKSstudent needs based on TAKS

objectives


46

# 5 – Focus Tutoring on Student Needs# 5 Focus Tutoring on Student Needs

• Understand Objectives tested in each subjectUnderstand Objectives tested in each subject area and relative importance– TAKS blueprints– TAKS blueprints


47


• Blueprintsp– TAKS and TAKS‐

Acc

– TAKS‐MTAKS M

• Region XIII– http://www5.es

c13.net/assessment/


48

Handout Page 10


• Blueprintsp– TAKS and TAKS‐

Acc

– TAKS‐MTAKS M

• Region XIII– http://www5.es

c13.net/assessment/


49

Handout Page 11


• Begin TAKS‐based tutorial support as soon asBegin TAKS based tutorial support as soon as possible– Organize based on Objective– Organize based on Objective

• Identify students based on Mock tests or other benchmarks tests conducted during the 2009‐10 school year

• Focus on areas of need

h f l h• START with areas of relative strength– Build confidence of students

– Encourages participation and buy in


g p p y50


• Identify effective tutoringIdentify effective tutoring– Not all teachers are effective tutors– Train tutors in teaching practicesg p

• Observe in class before providing tutoring

– Reinforce, not reinvent• Struggling students benefit from consistency of teaching strategy

• Be cautious of requiring struggling students to relearnBe cautious of requiring struggling students to relearn another process

– May create confusion rather than provide clarity


51

# 6Enlist ALL teachers (Art, ( ,

Music, PE, Electives) in the process of preparing for testprocess of preparing for test

administration


52

# 6 – All for One and One for All# 6 All for One and One for All

• Use selected TAKS warm‐up questions in all class periods– Elective teachers partner with content‐area teachers

D t t h i id ti ith l ti• Department chairs provide questions with explanations

• Consider– Have students work in pairs

– Share how they solved the problem

Ask if others answered the question differently– Ask if others answered the question differently

• Possibly create competitions between classes or class periods


53

# 6 – All for One and One for All# 6 All for One and One for All

• Fosters collaboration and unity among staffFosters collaboration and unity among staff

l l i h d d h i• Helps elective teachers understand the rigor and process of testing– Sense of ownership and involvement in student achievement and campus results


54

# 7Review the test decision‐making for students receiving special education services and ensure that all needed

allowable accommodations have been considered and are being

i l dimplemented


55

# 7 – Special Education Issues# 7 Special Education Issues

• Proficiency for AYP equals

– Met Std on General Assessment• TAKS, TAKS‐Accommodated, TAKS LAT

– Met Standard on TAKS‐M – SUBJECT TO A LIMIT• There is NO limit on the number of TAKS‐M takers

• There IS a limit on the number of TAKS‐M passers that can be considered ProficientThere IS a limit on the number of TAKS M passers that can be considered Proficient

• Limit = 2% of the total number of students enrolled in the district in grades 3‐8 and 10

– Met Standard on TAKS‐Alt – SUBJECT TO A LIMIT• There is NO limit on the number of TAKS‐Alt takers

• There IS a limit on the number of TAKS‐Alt passers that can be considered Proficient

• Limit = 1% of the total number of students enrolled in the district in grades 3‐8 and 10


56

# 7 – Special Education IssuesTh C A B d N b f St d t A ti i t d t M t T t C it iThe Caps Are Based on Number of Students Anticipated to Meet Test Criteria

Description of Assessments Allowed Texas

Assessments Proficiency for AYPunder NCLB Regs Assessments y

General Assessment withTAKS

(I l di M t St d dGeneral Assessment with or without

accommodations

(IncludingTAKS-Acc and

TAKS LAT)

Met Standardor Met TPM

~ 65-70% of SpEd students

Alternate Assessmentbased on Modified EGL

Academic Achievement Standards

TAKS-MMet Standard – Up to a number that equals 2% of all students enrolled in

grades 3-8 and 10 in the LEA

2% of All Students =~ 20-25% of SpEd students

Standards

Alternate Assessmentbased on Alternate EGL TAKS-Alt

Met Standard – Up to a number that equals 1% of all students enrolled in1% of All Students =


Academic Achievement Standards

TAKS-Alt equals 1% of all students enrolled in grades 3-8 and 10 in the LEA

57~ 10% of SpEd students


• What if we were to graph the distribution from the previous g p pslide in a pie chart?


58

What the Distribution of TAKS, TAKS‐Acc, TAKS‐M and TAKS‐Alt Might Look Like When ALL Students Receiving Special Education Have Received Enrolled Grade Level Instruction

3rd 4th 5th 6th 7th 8th 10th

TAKS TAKS TAKS TAKS TAKS TAKS TAKSTAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M

Students Receiving Special Education Services – By Grade Level

TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt

What the Distribution of TAKS, TAKS‐Acc, TAKS‐M and TAKS‐Alt Might Look Like Across Grade Levels in 2009‐10

3rd 4th 5th 6th 7th 8th 10th

Combined effect of

TAKS TAKS TAKS

TAKSor

TAKSor

TAKS-

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

Combined effect of – Disability; and– Cumulative impact of below

EGL instruction prior to TAKS

orTAKS-

Acc

TAKSor

TAKS-Acc

TAKSor

TAKS-Acc

TAKS-Acc

TAKSAcc

Acc2007‐08

TAKS-MTAKS-M

TAKS-M TAKS-M TAKS-M

TAKS-MTAKS-M

TAKS-M

Students Receiving Special Education Services – By Grade Level

TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt


• Given the cumulative impact of disability andGiven the cumulative impact of disability and years of below EGL instruction prior to 2007‐08?08?

Wh i h h “ i h ” l k lik• What might the “pie charts” look like at – Elementary Schools

– Middle Schools

– High Schools?


61

# 7 – Special Education IssuesHandout Page 12

# 7 Special Education Issues

• Planning for 2010 – State Assessment Framework by Campus g y pType

Elementary Middle SchoolElementary

High School


62g


• Sample Planning ToolSample Planning Tool


63

Handout Page 13


• Sample Planning ToolSample Planning Tool


64

Handout Page 13

# 7 – Special Education Issues# 7 Special Education Issues• Accommodations

– Presentation Accommodations• Allow students to access information in ways that do not require them to visually

read standard print

– Response Accommodations• Allow students to complete assignments, tests, and activities in different ways or to

solve or organize problems using some type of assistive devicesolve or organize problems using some type of assistive device

• Supplemental Aids

– Setting Accommodationsg• Change the location in which a test or assignment is given

– Timing/Scheduling Accommodations


• Alter the allowable length of time to complete a test or assignment 65

# 7 – Special Education Issues# 7 Special Education Issues• An accommodation may be appropriate for instructional use

but may not be appropriate or allowed on a state

assessment

– Example: student‐made journals

• Appropriate in class

• Not appropriate for state assessment – too lengthy, may contain specificNot appropriate for state assessment too lengthy, may contain specific

examples

• Just because an accommodation is not allowed on the state

assessment does not mean it isn’t appropriate for

i t ti l


instructional use 66

Supplemental AidsSupplemental Aids


67


• A Supplemental Aid mustpp– Be a tool that a student knows how to use

– Not a source of direct answers for the TEKS assessed at each grade levellevel

– Be routinely used in instruction and testing

– Be documented in the student’s IEP

• A Supplemental Aid should– Be concise and well‐organized so that a student can quickly access the– Be concise and well‐organized so that a student can quickly access the

information

– Not contain numerous pages


68


• Consider developing a packet of allowable Supplemental Aids p g p ppfor each content area– Content experts in the district confirm that the aids are not sources of

direct answersdirect answers

– Special education experts assist in ensuring usefulness to students

• Entire packet is not used by every student– Specific tools are selected based on needs of student

• See TEA’s presentations on Allowable Accommodations


69


4. To be allowed on state assessment, a supplemental aid must be used every day in class

a. True

b F lb. False


70

# 8

Revise plans for SSI gradesRevise plans for SSI grades

and subjects based on

changes to SSI


71

# 8 – SSI Changes# 8 SSI Changes• Major Changes for 2009‐10 – HB 3

– No SSI requirements for Grade 3 Reading• No retesting, GPCs, etc.

• Accountability implications – Elimination of 2nd administration

– Fewer “passers” for accountability purposes

– Consider creating an “SSI‐like” process within the

district/campusdistrict/campus• Mock test with 2009 Grade 3 TAKS Reading released test in late February

or early March

• Provide accelerated instruction to students who do not pass (or who


• Provide accelerated instruction to students who do not pass (or who

barely pass)72

# 8 – SSI Changesg

• Major Changes for 2009‐10 – HB 3

– SSI continues for Grades 5 & 8 Reading and Math• BUT . . .

– 1st Administration of Reading has been moved from March 3, 2010 to April 7, 2010

– 2nd Administration of Reading is May 19, 2010

• Issues– Restructuring of Scope and Sequence in 5th and 8th Grade Reading?

» 19 more days of instruction prior to 1st administration

– “Data crunch” in late April

R i lt f 1st d i i t ti f R di d M th th d» Receive results from 1st administration of Reading and Math the same day

» Challenge to begin accelerated instruction

– Planning for summer school

» Must plan for all students taking 2nd administration in either Reading or Math


» Must plan for all students taking 2 administration in either Reading or Math

» Then “excuse” students who Meet Standard on 2nd administration73

# 9

Strategically plan for room g y p

assignments for testing and

communicate expectations for

active monitoring to all teachersactive monitoring to all teachers


74

# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring

• Involve teachers in the planning for room p gassignments for students

Which students perform better for which teachers?– Which students perform better for which teachers?

– Which students are likely perform well regardless of y p gsetting?

– Which students are receiving accommodations– Which students are receiving accommodations• Small group• Oral administration

Group students by similarity of pacing


– Group students by similarity of pacing 75


• Develop checklist for monitoring testDevelop checklist for monitoring test administration

– Discuss during training of test administrators

– Establish clear expectations

– Use during mock testing prior to TAKS


76

# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring• Develop checklist for monitoring test administration


77

Handout Page 15

# 9 – Room Assignments and Active Monitoring# 9 Room Assignments and Active Monitoring• Web‐based Test Administrator Training Modules

– Newly available ‐ January 11, 2010A t htt // T A t /TA li t i i– Access at http://www.TexasAssessment.com/TAonlinetraining

• Three modules

– Active Monitoring• Understanding expectations of active monitoring• Correctly implementing active monitoring• Differentiating between active monitoring and unauthorized viewingDifferentiating between active monitoring and unauthorized viewing• Common errors made by students to look for during active monitoring• Identifying blank answer documents through active monitoring• Addressing students who turn in an answer document or scorable test booklet with

responses left blank

– Distribution of Test Materials

– Proper Handling of Secure Materials


Proper Handling of Secure Materials78


• Active Monitoring Example


79


• 3rd Grade Example


80

# 10

Plan an after TAKS rewardPlan an after TAKS reward

activity for all students who

exhibit effort during testing


81

# 10 – After TAKS# 10 After TAKS

• Plan a collective reward/fun activityPlan a collective reward/fun activity

Designed to include ALL students who exhibited– Designed to include ALL students who exhibited good effort on test

• NOT based on anticipated performance/resultNOT based on anticipated performance/result

– Teachers record effort during testingg g• Emphasize intention to include as many students as possible


82

# 10 – After TAKS# 10 After TAKS

• Student Effort During Testing


83

Handout Page 16

Question and Answers

Responses to questionsResponses to questions posed during John’s portion

of the webinarof the webinar


John FessendenDirector of Accountability and ResearchDel Valle Independent School Districtp

[email protected]


In ConclusionIn Conclusion

‐ By Friday, Jan 21st this webinar will beBy Friday, Jan 21 this webinar will be archived and available on The Texas Turnaround Center’s website.‐ http://www.txturnaround.org/webinars.html

‐ Immediately following this webinar, a brief y g ,survey will appear in the browser window. Please respond before closing the browser. Use scale of 1 if strongly disagree with the statement and 5 if strongly agree.
