TEKS-Based Instruction
Data Analysis
 Vertical Alignment
 Resources

Why do we need to examine
data?




To find out where we have been
To locate where we are
To decide where we want to go
To plan how to get there
The most important point in
examining test data is to
remember that . . .
it is the PROGRAM
that is being tested.
Looking at where
we have been. . .
Summary Data 4th
Summary Data State
Yr.
MME
99
00
82
80
01
02
82
87
TLI
Summary Data 5th
Yr.
MME
TLI
Mast
Yr.
MME
TLI
Mast
99
98
82
30
99
99
79
64
00
96
85
62
00
100
88
49
01
100
85
10
01
100
88
34
02
100
87
26
02
100
89
54
Summary Data State
Mast
Yr.
MME
77.9
78.3
41
35
99
00
87
87
79.8
81.4
16
22
01
02
91
94
TLI
Summary Data State
Mast
Yr.
MME
TLI
Mast
80.5
80.9
35
43
99
00
90
92
83.0
83.9
34
43
82.0
83.4
13
18
01
02
94
96
84.6
85.8
26
34
Summary Data 6th
Summary Data 7th
Summary Data 8th
Yr.
MME
TLI
Mast
Yr.
MME
TLI
Mast
Yr.
MME
TLI
Mast
99
98
86
38
99
99
85
31
99
97
85
52
00
93
84
31
00
97
86
21
00
97
84
30
01
98
85
17
01
99
87
25
01
100
86
24
02
99
85
21
02
100
88
32
02
100
87
27
Summary Data State
Yr.
MME
99
00
86
88
01
02
91
93
TLI
Summary Data State
Mast
Yr.
MME
81.2
81.9
25
25
99
00
84
87
83.2
84.4
25
27
01
02
89
92
TLI
Summary Data State
Mast
Yr.
MME
TLI
Mast
80.4
81.5
24
17
99
00
85
90
80.0
81.5
34
26
82.4
83.9
17
28
01
02
92
92
82.7
83.6
19
21
Summary Data 10th
Summary Data State
Yr.
MME
TLI
Mast
Yr.
MME
99
88
81
39
00
96
84
45
99
00
85
90
80.0
81.5
34
26
01
96
83
19
02
95
83
14
01
02
92
92
82.7
83.6
19
21
TLI
Mast
TLI COMPARISON SCATTER PLOT
Grade:
Date:
# Students:
4
402
64
SUBJECT: Mathematics
District: BALLINGER ISD
Campus: BALLINGER ELEME
TLI Comparisons
100
100
90
90
80
80
70
70
Current TLI
Current TLI
TLI Comparisons
60
50
40
#2
#1
60
50
40
30
30
20
20
10
10
0
0
#4
#3
0
10
20
30
40
50
60
70
80
90
100
0
10
20
30
40
50
60
70
80
90
100
Previous TLI
Previous TLI
*
*
*
*
Students
Students
Students
Students
in quadrant
in quadrant
in quadrant
in quadrant
#1 passed both years. (P,P)
#2 failed the previous year and passed the current year. (F,P)
#3 failed both years. (F,F)
#4 passed last year but failed the current year. (P,F)
* Students close to the diagonal made about one year’s growth (+ or- 3 points)
* Students above the diagonal made more than one year’s growth.
* Students below the diagonal made less than one year’s growth.
NOTE: Each plot location can represent more than one student.
TLI Comparisons
100
100
90
90
80
80
70
70
Current TLI
Current TLI
TLI Comparisons
60
50
40
60
50
40
30
30
20
20
10
10
0
0
0
10
20
30
40
50
60
Previous TLI
70
80
90
100
0
10
20
30
40
50
60
Previous TLI
70
80
90
100
TLI Comparisons
TLI Comparisons
100
100
90
90
80
80
70
Current TLI
Current TLI
70
60
50
40
30
60
50
40
30
20
20
10
10
0
0
10
20
30
40
50
60
Previous TLI
70
80
90
100
0
0
10
20
30
40
50
60
Previous TLI
70
80
90
100
Looking at where
we are . . .
ASE Item Analysis Summary Report
Grade
Date
# Students
Item
Objective
1
4
2
2
3
5
4
1
***5
3
***6
1
7
4
8
2
9
5
10
2
11
3
12
4
13
1
14
5
15
3
16
1
***17
2
18
3
19
5
20
4
21
12
22
11
23
13
24
11
25
12
26
10
27
12
28
11
Mathematics Summary Information
3
District
402
Campus
3252
A-F
B-G
C-H
D-J
3
95 *
1
1
2
3
12
83
2
7
85 *
6
2
97 *
0
0
0
84 *
15
0
10
12
75 *
2
5
4
87 *
4
83 *
5
7
6
5
4
10
81
12
76 *
6
6
4
12
25
58
5
10
3
82
7
1
3
89
1
9
85 *
6
3
90 *
1
6
5
93 *
1
1
16
9
13
62
30
0
6
64
82 *
4
12
2
27
3
30
40
23
3
9
65
19
65 *
6
10
27
12
46 *
15
4
4
33
59
73 *
15
4
8
9
61 *
10
19
3
5
4
87
2
41
2
54
Multi
Multi
E-K
*
*
*
*
*
*
*
*
*
*
*
*
N/A
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
TEKS-Based Questions



History of the test
Interpretation of the TEKS
Information Booklet items
Texas Assessement of
Knowledge and Skills (TEKS)




State-mandated
curriculum
Non-negotiable
Full and rich
curriculum
Vertically and
horizontally aligned
Looking at where
we want to go . . ..
In order to meet the standards set
by the state assessment, students
must engage in




independent thought
logical reasoning
real-life applications
appropriate level of
rigor
Looking at
the route we need to follow . . .
Addressing Higher-Level
Thinking Skills

Every item on a
teacher- made test
should be labeled
with the TEKS
student expectation it
addresses.
Levels of Questions on
Mathematics TAKS




Level 1: Concept Level
Level 2: Operations Level
Level 3: Application Level
Level 4: Underlying Processes –
Mathematical Processes and Tools
What are the resources to help
our students succeed?






Technology
Math Benchmarks
WebCATT
Mathematics TEKS Toolkit
Standards in the Classroom
Algebra Assessments