Texans Advocating for Meaningful Student Assessment, TAMSA, is a statewide, grassroots organization comprised of parents and other community members concerned with the overemphasis on high stakes STAAR tests and the misallocation of hundreds of millions of taxpayer dollars to the tests that should be going to the classroom. Our mission is to improve public education in Texas through the use of meaningful and effective student assessments that allow for more productive classroom instruction and more efficient use of public funds. This presentation provides a general overview.
Response to Intervention and English Learners- Rinaldi Claudia Rinaldi
This presentation was delivered at the National Tittle III State Directors Meeting 2013 in Arlington, VA. This was part two. My Colleague Julie Esparza Brown delivered the theoretical foundation of RTI and the common myth associate with its implementation.
Response to Intervention and English Learners- Rinaldi Claudia Rinaldi
This presentation was delivered at the National Tittle III State Directors Meeting 2013 in Arlington, VA. This was part two. My Colleague Julie Esparza Brown delivered the theoretical foundation of RTI and the common myth associate with its implementation.
ITEGS - International Test of Early Grade Skills - 2017Colin Brown
With a sample size of more than 290,000 students from Australia, Canada, Hong Kong, New Zealand, the United Kingdom, and the USA, ITEGS is the largest data set of foundational reading and mathematics skills across multiple countries in the 5-9 age range. Its unique value proposition is that it measures early reading fluency in English and basic numeracy. It presents a comparative snapshot across countries during the very critical foundational skill acquisition period.
Education Briefing Series K-12 Student Achievement Testing
Applied Analysis has been asked by the Las Vegas Chamber of Commerce to examine various aspects of Nevada’s system of elementary and secondary education in public schools (“K-12”). Among the relevant issues is student achievement, as measured by various forms of testing required under federal and state laws. Although the vigorous debate over student achievement has been widely publicized in general terms, the labyrinth of reporting requirements and testing instruments is not well understood outside the K-12 education community. The ongoing controversy among educators as to the usefulness and accuracy of various tests in measuring desired skills and abilities is not treated here. Rather, this paper simply provides some recent historical background for today’s continuing interest in student proficiency at both state and federal levels, a brief description of several of the tests prominently discussed in Nevada today, and, where available, comparisons among states and among Nevada school districts.
A presentation by David Lam, Department of Economics and Population Studies Center, University of Michigan, as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
A presentation by Barbara Mensch as part of the Societal and Community Influences across the Life Course panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
SREB report: What actions have states taken to foster implementation of their new college- and career-readiness standards and the assessments aligned to them?
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
ITEGS - International Test of Early Grade Skills - 2017Colin Brown
With a sample size of more than 290,000 students from Australia, Canada, Hong Kong, New Zealand, the United Kingdom, and the USA, ITEGS is the largest data set of foundational reading and mathematics skills across multiple countries in the 5-9 age range. Its unique value proposition is that it measures early reading fluency in English and basic numeracy. It presents a comparative snapshot across countries during the very critical foundational skill acquisition period.
Education Briefing Series K-12 Student Achievement Testing
Applied Analysis has been asked by the Las Vegas Chamber of Commerce to examine various aspects of Nevada’s system of elementary and secondary education in public schools (“K-12”). Among the relevant issues is student achievement, as measured by various forms of testing required under federal and state laws. Although the vigorous debate over student achievement has been widely publicized in general terms, the labyrinth of reporting requirements and testing instruments is not well understood outside the K-12 education community. The ongoing controversy among educators as to the usefulness and accuracy of various tests in measuring desired skills and abilities is not treated here. Rather, this paper simply provides some recent historical background for today’s continuing interest in student proficiency at both state and federal levels, a brief description of several of the tests prominently discussed in Nevada today, and, where available, comparisons among states and among Nevada school districts.
A presentation by David Lam, Department of Economics and Population Studies Center, University of Michigan, as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
A presentation by Barbara Mensch as part of the Societal and Community Influences across the Life Course panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
SREB report: What actions have states taken to foster implementation of their new college- and career-readiness standards and the assessments aligned to them?
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
TDC2013 - Desenvolvimento de Software e Colaboração em tempos de FacebookPatricia Mantovani
Apresentação do TDC. Boa parte era composta de demonstração. Demostrações semelhantes podem ser vistas em http://youtu.be/LlQ-0-RJRoM e http://youtu.be/tJZvDPqocpw.
Thiết kế kĩ thuật bến căn cứ đóng mới khối chân đế giàn khoan thi công hạ th...Ngô Văn Lương
Đồ Án Tốt Nghiệp - Viện Xây Dựng Công trình Biển - Đại Học Xây Dựng
SVTH : Ngô Văn Lương
Lớp : 53CB1
MSSV:3756.53
Ngày Thực Hiện : 12/10/2012
Ngày Hoàn Thành: 20/01/2013
Ngày Bảo Vệ : 02/01/2013
2018 TESOL U.S. Federal Education and Language Policy Update John Segota
What are the latest U.S. federal education initiatives impacting TESOL educators and English learners? Learn more about legislative efforts, administration initiatives, and budget updates. Issues covered includes, ESSA, WIOA, immigration reform, and more!
Building A State Scholars Program In TennesseeRuth Woodall
Tennessee Scholars is a business–led initiative that encourages all high school students, in particular those in the mid-50% range (25% to 75%) of the population, to stretch their academic muscles, stay in school, and develop workforce habits and skills so when they graduate they will be better prepared for post secondary, the workforce, or military. Schools will help their students experience "success" by developing incentives and providing recognition each year they stay on track and once the student has successfully completed the Core Course of Study. Each community will determine which incentives and in what ways to "successfully” recognize students. Local business leaders, school personnel, existing advisory boards, postsecondary education, parents, students, and other community members serve on advisory teams for Tennessee Scholars.
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
TESOL Policy Update and Outlook - What's Next? - Dec 14, 2016John Segota
Now that the 2016 election has concluded, where do things stand with the Every Student Succeeds Act and the Workforce Innovation and Opportunities Act? What will happen in terms of comprehensive immigration reform? What else in education policy is impacting ELLs and the TESOL field? This session will present an overview of the current state of affairs in Washington, DC, and provide an update on national education policy.
Presentation delivered December 14, 2016 for Washington Area TESOL (WATESOL) and Maryland TESOL (MDTESOL) on education policy and national initiatives affecting the TESOL Field. Discussion includes elementary, secondary, and adult education policy, federal budget, the transition in leadership in Washington, and immigration policy.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. TAMSA Overview
Evolution of Texas Student Assessments
HB5 Overview
TAMSA Advocacy Objectives
How You Can Help
2
3. Who Is TAMSA?
A statewide, grassroots organization comprised of
concerned parents and other community members
3
4. Mission
Improve public education in Texas through the use
of meaningful and effective student assessments,
allowing:
more productive classroom instruction
more efficient use of public funds
4
5. Statewide Membership
Texas Education Service Centers:
1. Edinburg
2. Corpus Christi
3. Victoria
4. Houston
5. Beaumont
6. Huntsville
7. Kilgore
8. Mount Pleasant
9. Wichita Falls
10. Richardson (Dallas)
11. Fort Worth
12. Waco
13. Austin
14. Abilene
15. San Angelo
16. Amarillo
17. Lubbock
18. Midland
19. El Paso
20. San Antonio
*Pins represent districts, organized by ESCs, with TAMSA members signed up on our website as of 3/18/13
5
6. TAMSA’s Motivation
• Support accountability, with high expectations for
our children and our schools.
• Appalled by the negative impact of increased overtesting on classroom instruction and our students.
• Collaborated with many others during the 2013
legislative session to pass legislation reforming
standardized tests (HB5).
6
7. TAMSA Overview
Evolution of Texas Student Assessments
HB5 Overview
TAMSA Advocacy Objectives
How You Can Help
7
8. Texas Student Assessment Programs
Year Began
Name
# High Stakes*
1979
TABS
X
1984
TEAMS
X
1989
TAAS
X
2003
TAKS
X
2012
STAAR/EOC
22
“High Stakes” tests must be passed to either
advance to the next grade level or graduate.
8
9. Return on Investment of Testing
Parents, employers, & taxpayers ask:
1. How much are we spending on these tests?
2. What is the purpose of these tests?
3. Do these tests help prepare students for
college or careers?
9
12. TAKS% Passing: Sum of All Grades
2003 - 2011
Mathematics
Reading
Writing
Science
Social Studies
100
95
90
85
80
75
70
65
60
55
*2009 – 2011 include TAKS-Acc
50
45
40
2003
2004
2005
2006
2007
2008
2009*
2010*
2011*
12
13. Texas Mean SAT Scores
2003 - 2010
African Am.
Hispanic
White
Asian
1200
1150
(Maximum Score 1600)
1100
1050
1000
950
900
850
800
750
700
2003
2004
2005
2006
2007
2008
2009
2010
13
14. College Persistence
Success in Higher Education Overall
*Source: National Center for Higher Education Management Systems (NCHEMS) report “A New Measure of Educational Success in
Texas: Tracking the Success of 8th Graders Into and Through College” Feb. 2012
14
15. College Persistence
Success in Higher Education by Ethnicity
*Source: National Center for Higher Education Management Systems (NCHEMS) report “A New Measure of Educational Success in
Texas: Tracking the Success of 8th Graders Into and Through College” Feb. 2012
15
16. Is It Worth It?
1. Taxpayer Expense: $1.2 Billion (minimum)
2. College and Career Ready: No measurable
improvement
3. Success in Higher Education: Below
national levels
4. Dropout Forecast: Troubling
16
17. TAMSA Overview
Evolution of Texas Student Assessments
HB5 Overview
TAMSA Advocacy Objectives
How You Can Help
17
18. High School STAAR Testing Before HB5
2012-2013 State of Texas Assessments of Academic
Readiness (STAAR®) program included:
• Count EOC scores as 15% of course grades
• Pass 15 End-of-Course (EOC) exams to graduate
• Achieve a cumulative score on three tests by subject
matter to graduate
• To qualify for admission to a Texas 4-year college,
achieve a designated score on English III and Algebra II
18
19. High School STAAR Testing Before HB5
15 tests in all 4 core subjects
English
Math
Science
History
English I (R&W)*
Algebra I
Biology
World
Geography
English II (R&W)*
Geometry
Chemistry
World History
English III
(R&W)*
Algebra II
Physics
U.S. History
* Reading & Writing: 2 separate exams, 4 hours each, minimum of 2 essays
19
20. State High-Stakes Exam Comparison
15 state-mandated, high-stakes tests required to
graduate from Texas high-schools far outnumbered
any other state’s requirements1
Number of States
25
0
7
10
2
4
Number of Tests
Required to Pass for
Graduation
0
1
2
3
4
5
1
TEXAS
6 - 9 11 - 15*
*Depending on Graduation Plan
1
Data from Center of Education Policy: “State High School Exit Exams: A Policy in Transition” 9/12
20
21. What Changed in 2013?
• House Bill 5 (HB 5) passed unanimously
in both the House and Senate
• HB 5 limited the number of STAAR EOCs
in high school and reformed graduation
plans
21
22. HB5 decreases STAAR EOCs
5 STAAR EOCs for high school graduation (beginning
2013-14 school year):
• English I (reading and writing combined)
• English II (reading and writing combined)
• Algebra I
• Biology
• US History
In the 2015-16 school year, English III and Algebra II
EOCs can be administered at the district’s option.
22
23. Texas vs. Federal High School Testing
TEXAS 5 STAAR EOCs
FEDERAL REQUIREMENTS
Must Pass to Graduate
NOT High-Stakes
•
•
•
•
•
English I
English II
Algebra I
Biology
US History
• Reading
• Math
• Science
23
24. HB5 Limits Benchmark Tests
“Benchmark tests” are district-required
assessments designed to prepare students
for state-mandated (STAAR) tests.
HB5 permits ONLY TWO (2) per year per
subject tested.
If you have any concerns about benchmarks in
your child's school, check with your principal and
school district board of trustees.
24
25. Testing for Grades 3-8 Did Not Change
The same grades and subjects are tested with TAKS and
STAAR, but STAAR exams are timed and more rigorous.
Grade
Math
Reading
3
X
X
4
X
X
5
X
X
6
X
X
7
X
X
8
X
X
Writing
Science
S. Studies
X
X
X
X
X
Federal requirements dictate 14 tests; Texas administers 17.
25
26. TAMSA Overview
Evolution of Texas Student Assessments
HB5 Overview
TAMSA Advocacy Objectives
How You Can Help
26
27. Advocacy Objectives
1. Use state-required standardized testing for
diagnostic purposes only
2. Support the implementation of HB5
3. Ensure the appropriate use of standardized
testing for special education, disabled, and
English Language Learner (ELL) students
4. Limit state-mandated testing in grades 3-8
5. Promote no additional state-designed tests in
high school
27
28. Diagnostic Testing Only
• Eliminate all Texas mandated high-stakes testing
• Ensure state-required exams are diagnostic, not
punitive
BENEFIT
Identify areas where
students need
additional support
28
29. Support HB5 Implementation
• Continue to work with TEA (responsible for
implementing HB5), educators, and legislators
• Ensure proper and
timely implementation
of HB5, including
clarification of testing
issues and oversight of
EOC exams
BENEFIT
Keep the pressure on
policymakers to
prevent backsliding
29
30. Appropriate Use of Testing
• Ensure appropriate use of standardized testing for
special education students, including parental
awareness and participation in the ARD process
• Support use of modified
tests for disabled students
despite federal directive to
transition away
• Support reasonable phasein for English Language
Learner (ELL) students
BENEFIT
Raise awareness and
prevent students from
being disproportionally
harmed by inappropriate
state-required
standardized tests
30
31. Limit STAAR Testing in Grades 3-8
• Eliminate high-stakes tests in grades 5 and 8;
Research shows grade retention does not improve
student performance.
• Promote limiting the
number tests in grades
3-8, at least to what is
required by federal law
BENEFIT
Change the culture of
over-testing as early
as possible
31
32. No Additional Required EOCs
HB5 allows optional Algebra II and English III EOCs at
the district’s discretion, starting in 2015-16.
TAMSA opposes optional
tests and advocates
districts use a national
norm-referenced test
instead.
BENEFIT
Minimize state-designed
standardized tests in high
school, when SAT and
ACT are more relevant
32
33. National Norm-Referenced Tests
TAMSA believes national norm-referenced tests
provide better student assessment than expensive
state-designed STAAR exams:
• Proven and cannot be taught
• Passing rates are not manipulated
• Nationally recognized
EXAMPLE National Norm-Referenced Tests:
Gr. 3 – 7
Iowa Test of Basic
Skills (ITBS)
Gr. 8
EXPLORE
Gr. 10
PLAN
Gr. 11
ACT
PSAT
33
34. TAMSA Overview
Evolution of Texas Student Assessments
HB5 Overview
TAMSA Advocacy Objectives
How You Can Help
34
35. What TAMSA’s Done
• Met with legislators, parents, teachers,
community groups and businesses
• Worked with education and testing experts
at UT Austin
• Participated in TV and newspaper interviews and wrote
Op-Eds and Counter Op-Eds
• Testified in hearings before the House, Senate and
State Board of Education
• Communicates formally with TEA regarding STAAR
implementation and testing issues
• Updates members via e-mail, Facebook posts, Twitter
35
36. What TAMSA Members Did
• Joined TAMSA, liked us on Facebook,
followed us on Twitter
• Acted when we sent them instructions
• Wrote, emailed and phoned Legislators and the
Governor tirelessly requesting support for HB5
• Participated via social media in the debate about
testing in Texas schools
• Met with Legislators in their districts
• Testified in Austin
36
37. Continue Progress, Continue Action
• Because of committed and passionate parents &
voters, our voices were heard in Austin.
• HB5 passed in both House and Senate chambers
unanimously and limited the number of statedesigned tests in high school.
• Progress will not go unchallenged; some are highly
motivated to increase the number of STAAR tests.
• Vigilance and continued involvement is essential.
37
38. Next Steps
• Continue to work with TEA on proper and timely
implementation of HB5
• Retain a strong parent voice through developing
relationships with legislators and policymakers
• Identify legislative issues for next session that will
continue progress towards meaningful student
assessments.
38
39. Please Join Us
Sign up for updates on our website:
www.tamsatx.org
Follow us on Facebook and Twitter
www.facebook.com/tamsatx
www.twitter.com/tamsatx
Email: BoardMember@tamsatx.org
39
40. “I believe in standardizing
automobiles,
not human beings.”
Albert Einstein
40