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DOCUMENT RESUME
'ED 228 264 TM 820 784
-*TITLE High-School Graduation Minimum CompetencyRequirements. Final Technical Report.
INtTITUTIbN -Austin Independent School District,' Tex. Office of-Research and Evaluation.
REPORT NO AISD-ORE-81.76PUB DATE 30 Jun 82NOTE 104p.;, For related document', see TM-820 769 (Section
-V); Available in microfiche only, due,to smallprint.
.PUB TYPE. Reports - Evaluative/Feasibility (142) StatisticalData (1)r0)
EDRS PRICE IMF01 Plus Postage. PC Rot Available from, EDRS.DESCRIPTORS Accountability; *Achievement Tests; Basic Skills;
*Data Collection; Evaluation Methods; *GraduationRequirements; High Schools; *Minimum Competencies;*Minimum Competency Testing; Program Development;program Evaluation; SchooliDistricts; *TestResults
IDENTIFIERS *Austin Independent School District,TX
ABSTRACTThis technical. report details the testing results and
analyses supporting the evaluation findings related to the Austin(Texas)'Independent School District (AISD) minimuecompetency A
graduation requirements. The graduation competency status of all AgSD'students in srades 8 to 12 are documented. The report providesadditional information on the data collection procedures: (1) theIowa Test of Basic Skills, (2)\the Texas Assessment of Basic Skills,(3) the Sequential Tests of Educational Progress; and (4) the minimumcompetency file. Results are reported in tabular and narrative forms.(Ten Attachments are included). (Author/PN) ;
I.
(
********A*************************************************************Reproductions supplied by EbRS are the best that can be made
from the original document., *
***************i***************************************************;***
L!..S:DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES IN'4)RMATIONCENTER (ERIC)
N. This document has been reproduced asreceived from the person or organizationoriginating it.
1.1 Minor changes hove been made to improvereproduction quality. ;
_ .
Points of view or opinions stated in this docu-ment do not necessarily represent official NIEposition or policy.
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY .
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
7.
FINAL\TECHNICAL REPORT,
L.
High Schaat GAadriatton Minimum Evatuation koztivtant6:Competency Re/qui/Laments Rick Battaile
, A
k Phil Jones
OFFICE OF RESEARCH AND EVALUATIONAUSTIN INDEPENDENT swop PISTRICT
Seniot Evatuato!t.:
Glynn Ligon, Ph.D:
,Eva4u4tok:Kevin Matter
' PhoghammeX:Tom.Roudebush
Tuting,Techmic.i.an:Nancy Lanier
June 30, 1982 .
ft
Secketaty:Irene Fabian
Apptoved:.
4
Freda M. Holley, Ph.
Publiiation No. 81,76
I
-
81. 76
Instrument Description: Iowa Tests of Basic Skills (ITBS) Le/e 14, Forms 7 & 8
, .
p a IBrief description of che instrument:The ITBS-iS a apt of nord=referedced exemineFions designed to measure progress in
the.fundamental shillsi LeVel 14 of the ITBS measures skills in Vocabulary, ReadinliComprehention, Spelling, Cepicalization, Punctuation, Usage, Visual Materials, Refer-ence Materials, Mathematics Concepts; Mathematics Problem Solving, and Methelmatics
Computation. 041y the Eliding Total amd Mathemstics Total scores e ed for minimum
competency purposes.
!To wham was the instrument administered?All stUdents in grade 8, and students in grades 9-12 who attended-Apecial session or
took a math or reading tutorial, course. Grade 8 scuelencs enrolled in integrated orself-contained,Special education classes were exempt from testing; Non-English Speakingstudents were not exempt. Any exempr special education students were tested at theschool's discretion. TOTISS, f6r students who are monolingual or dominant in a langUageother thin English were not included:in the school or District summaries,
.How many times was the instrument administered?Once per year to each gr -8 st eat, once each semester at each high school in aspecial session, and o inal exam in'all math or reading tutorial classes.
When was the instrument administered?
-The ITRS was administered to students in grade 8 on February 16, 17, and 4, withmake-ups administered February 19-26. Special sessions-were held at various timesthroughout the year, and students in cRtorial classes took the ITBS as their finelexr.
Where was the instrument administered?
In each AISD junior high (usually in che student'shigh school'lincluding Robbins and Keeling).
rWho administered the instrument?In grade 8, the counselor or print pal adminisEeted the tests over the public addresssystem using taped directions provflded by ORE, while teachers acted,as test monitors
in their classrooms.. In each hi school, the ITBS was administered by ORE perionnel
anly.
.
regular classroom), and in each
.
'
What trgning did the administrators have? .
,
.In grade 8, Building Test,Coordinatars participated in planning sesstons prior to the'
testing. Teacher training was che responsibilicy'of che Building Test Coordinator;howver, teacher inservice training was available from:ORE upon request. Teachers and
coUnselors received written.instryttions from ORE, including a checklist of procedures
.and a script co folloW co adminisiler che iest 4n che eVenc of,a public address systelF/'
'malfunction.
The ORE personnel adeinistering the high school tests are thoroughly trained in test
administratiod.
Was the instrument admin4ered underlstandardized conditionggYes. Standardized instructions were ficributed to grade 8 administrators. dintral
administrationand ORE personnel monitdred in a random selection.oh classrooms withreaulti indicating that testing conditions were reasonably consistent across the. Dis-
trict. The high school special sessions and tutorial testing also werq,conducted under
standardized conditions.
Were there problems, with the instrument or the administration thee mightaffect the validity Of che data?'No known problems with the instrument. Problems in ehe adMinistration are documentedin the monitors' reports which are available at ORE.Who developed the instrument? 41
The University of Iowa. The ITBS is published by the Riverside Publishing Company,-
.(Houghton Mifflin Company).
What reliability and validity data are'available anrt; instrument?The reliability of the subtests, as summarized by Kuder-Richardson Formula 20 coef-
ficients ranges from .82 co .98 across subcests and levels. The issues of content
and const cc validity are addressed in the publisher's preliminary technical sum.- .
maty, pag s 13-15.
Are there norm data available for interorecing_the results?The Teacher's Guide provides empirical norms (grade equivalent, percentile, stanine)
for the felltand spring. Interpolated'norms are available for,midyear. National,
Large city, and school building notms Are provided.
p.
Instrument Description: Texas Assessmentof Basic Skills (TABS)
Brief description of the instrument:
The TABS is a state-mandated criterion-referenced testing program. The tests given tostudents in grade 9 measure basic skills in reading, writing,-and mathematics. Onlythe Reading and Mathematics subtests are used for minimum competency purposes. Readingand Mathematics include 11 objectives each, rated by .four multiple choice iteMs each.
1
To whom was the instrument adminlItered?All students in grade 9. Students enrolled in integrated or self-contained specialeducatioh claases were exempt. Students.in grade 10 or 11 who did not meet the TABSrequirements an past administrations ware given the option to retake the test duringthis.year's administration.
em
0
`
How many times As the instrument administefed?Once per student per rat.
Whenwas,the instrUdent administered?The TABS'was administered at each high school sometime between February 15 and Feb-ruary 19. TABS make-ups Were administered the:following week, and were required forany student who missed the regular testing and ,:dro did not meet the Average Daily .
Attendance requirement set by Al.-
A
Where was the instrument administered?
In all AISAhigh'sChools (includingiRobbina and Kesling).. Some schools tested inlarge groups in cafeterias, etc.; oEhers tested in classroam.
, Who administered the instrument? '
Authorized school personnel kteachers, counselors, and administrAtive staff) adminis-tered the TABS. Teachers were allowed to test their awn students.
What training did the administrators have?
Manuals contaiding written initructions were provided to each test adthinistrator. Atwo-hour workshop, as well as manuals and other written instructions, wakprovidedby ORE to interested school coordinators. .School coordinators were responsible fortraining test administrators.
Was the instrument administered under standardtsakkonditions?
InstructiOns given were the same, but length of testing (the test was not timed)andtesting environments varied somewhat.
Wire chafe problems with the instrument or che administration thaiwmightaffect the validity of the data?None that are known.
Who developed the instrument?Texas Education Agency (TEA).
What reliability and validity dataare available on the instrument?. .
Very little data are available on the TABS...,
Are there norm data available(for interpreting the results?M 'ShhoolsAan compare their'performance to all ninth graders' performance across the
District. Statewide.performance data Should be.available by fall, 1982. Actualnorms may not be provided:
4.
, .81.76 Instrument Description: Sequential, Tests of, Edudational Progress (STEP), Series 2,
a
Forms A EI,B
1
- trimf description of the instrument:Series 2 of the STEP isa norm-referenced high school achievement test battery,
measuring student skills in Reading,..English Expression, Mechanics of Writing .
(Spelling, Capitalization, and Punctuation), Math Cqmputation,Math Concepts,
Social Studies, and Science. Only the Relding, Math Computation, and Math Con-
cepts tests are used for minimum competency purposes. Half of the AISD high .
scheola used Form A of the STEP and'half,used Form B.
. -
-----
To wham was the instrument adm4nigtered? .
All regular high school students, grades 9-.12. Special Education students were
exempted from STEP testing at the discretion of their ARD CbmMittee. Sgudents
with limit(ed English proficiency were got exempt from testing, bilt could be ex-
cused.after one test if, in the adminislratoes opini,on, they could not be tested,
validly pn the remaining tests.Haw many times 4ts the instrument adm4TItstered?
. l
Once per' student per year. The English Expression andsSoeial Studies tests are
a;ternated yearly with the Mechanics ef Writing and Science The Mechanics
ortrriting and Science tests were administered this year.
When was the instrument administered?Tho STEP wSs adMinistered on the morningSfof_April 6 and 7.
istered on two consecutive Saturdays, April 17 and 24. '
tests.
Where was the instroment administered?
The STEP Was administered at each AISD high school
Make-ups were administered at 'Reagan High School.
Make-ups were adain-
itluding Robbins and Keeling).
Who administered the instrument?
Test instruetions were given'over the public addresS system at each school,-either
by Ihe cOunselor or by a tape,recording provided by ORE. ,Teachers acted as test
monitors in each classroom. The aake-up testing was administered and monitored by
ORE personnel.Whitt' training did the administrators hive?
Teachers and counselors received writte/ instructions from ORE;including a check-
list of procedures and an exact.script to'follow in test administration.. The ORE
personnel who administered the make-ups were thoroughly trained in administerini
tests.Was the instAlment administered under standardized conditions?
Yea. Standardized instructions were distributed. Central administration and ORE
Personnel monitored in a random selection of classrooms with results fadicating\
that testing conditions were reasohably consistent a ross the District.'
.Were there problems with the instrument or the administration that might
affect the validity of the data?No known prcb'lems with the instrument. Problems in die adMinistration.are docu-
mented in the,monitors' report%.
Who developed the instrument?Educational Testing Service
What reliability and valiglitv data are available on the instrument?...
The reliability of the alternateforms, A and B, ranges,from :58 to .93. The
.reliabilitr of tht subtests, as suamarized'byRuder-Richardson Formula 20 coeff-
ficients, ranges from .83 to .94'. .The issues of content and construct validity
are addressed in the publisher's technical report, Pages 150-154.,
a
Are there norm data available for-,intermreting the results?. ,
Mean, median,.percentile rank,perdentile band, converted, and stanine scores are
available for each subtest of the STEP. 4
4
a
9
1
81. 6 flataa File nesrrint-hpn, Minimum_ Cometencv
B.rief descriptiOn of the data file:
Tha Minimum Competency File is a computer file containing records of all reading oimath achievement tests taken in grades eigtj through twelve by each high school student. Lmmediately following iiichvet of ti$t records for a studet5 is a summaryrecord'indicatiu competericies ms, date the student actually met competency in Chesubject area, and othel#relevantinformation.
Which sttidents or other individuals ate included on the file?.
Each "active" high.sehool student who tea taken at least one reading or math aChievement test in grades eight through tielve. Once a student haa graduated front AISD(or is known to have permanently withdrawn), all,recorda 'for that student aie trans
,
intrred to a "Competency History.File."
How-often is iaformation on the file addad, deleted, or =dated?
After eaeh.administration of a competency test and as any,discrepanc s reported.
,4
Who is responsible for c angina or adding iinfOrmation co the file?* d
Minimum Competency progrAMer and other Minimum Competency staff in 0E4
How wee the inforbation contained on the iile zathered?
The information wabsgathbred through,standardized,procedures.
-
Ars there :noble= with the informac*en,on the file that may affect the
validity of the data?
A simall error rate occurs fromineorrect student numbers.
V.
'What data are available conceraing,the accuracV and reliabili:v of theiaformacion on cab file?
Schools reporc eirore found. All discrepancies ate resolved and.corr ted by ORE.
Are there normative or'hiscorical data available for iatermietiaz the
'results?.
The file contains longitudinal data. A MiniMum Competency Histo le is kept for
records which,are not current.
,
.3rief14;escriotion of the file layout:
-Each liecord foril-student containP'altecord summarizing competency information,followed by a list g oY each compecenqy test taken.
x,
IL
"- 81.76
'HIGH SCHOOL GRADUATIONi,NINIMUM COMPETEkY REQUIEEMENTS
b!'
4.V'
-
-
This te'chnical eport supports the findings Summarized in the, 1981-82'Evsluation-Findings. Volume; pubilioationlumber 81.30, Thapter V.
.-P-d*poSe
This-evaluation was c'onducted to do.Odmeht, the.,graduation campetency statuspf all,AISD studentsAn grades,8I2 ',The findings reported'here are rele-vant tis the following accowitabflity.questIon .(D1) program questionq (192,D3, and D4)1 and their related evaluation questiortS.
Decision Question DI: Are, the minimum competency fdr graduation--.N,requirements at theapproPriate leliel?
. A 0
- Evaluation Question. D1-1: What was the status of the'1982 graduates--qiuMb0.meeting coMperency requirements,digningwaiver lettes-, using special education exeldp- t
, tiofis?oe'
Evalution Question D1-2.: How did 1982,graduates Itcompare to those in 1981,.1980, and 1979?
EValuation Question D1-3: How 'many 1982 graduates metcompetency at these'Ievels: 8.5, 9.0, 9.5, and 9.9?
Evaluacion Question-D1-4: . What haVe graduates whosigned waiver letters dorie since graduation?
rf.
, .Evaluation Question D1-5: How many students have rackyet-Met caapetency requirements at each grade '(8-12)?
quirements' ad any effect on student achievementEvaluation yuestioh D1-6: Have the qompetency re-
levels? /)
Evaluation Ouestion D1-7: Have the,competency re-quirements had 'any effect.on school leaver rates?
4
Decision Question D2: Wha organizational changes are .needed toimprove the efficiency and accuracy of the miniMum competencyprogram?
Evaluation Question D2-1: Are the success rates fortutorial courses acceptable? will,
.
,.
Evaluation Question D2-2: ,What were the characteristicsof the 1982:graduates who.signed waiver letters (e.g.,courSes taken)?
5
81.76
Evaluation Question D2-3: What changes in the Mea7surement, reporting; and record keeping system.weremade in 1981=82?
EvaluatiOn Qfiestion D2i-4: What other changes in'tMeasurement, reporting and record keeping systemare needed?
Decision QUestion D3: Which teste shodld be used for measuringcompetency?
Evaluation QuestionD3-1: On which tests and -at-whattimes did the 1982 graduates Meet the cdtpetency re
...'quirements? A - A.
1'1
)''
,o .
.
. ..
.
EvaluationQuestion D3-2: What wa.;- the impact'of the
swipch to the ITBS?.
..
,
Evaluation Question D3-3: What options are avhilablefor future competency.tests?
,Decision-Question D4: Should gkecial education exemptions continueto be determined by ARD committees using .ale currently adopted'criteria?
Evalde4on Question D4".1.: How 9any 1982 graduates .4who signed waiver letters were'hpecial education,students?
Evaluaiion QueStion D4-2t Ho4 many special'edude-.
tion student's were exempted by their ARD Committees
from competency testing? Of these, how many receiliedmore thanthree ho rs per day of special education.service?
In addition, the following information questi n was addressed.
Information Question 11:. What will b the 1981 TABS minimum
-competency levels?
,
-Procedure,
.-
The current requirements and the ways in which those requirements may be
. met are deporibed in detail in the Policy and Procedures Manual: Minimum
Com etncies for Hi h School Graduaeion publication number.80.48: .
The High School CompetenCy File was the source for'most of the analyses.,conducted and reported here. Results are didcussed in terms df eech
evaldation and informa'tion questiOn.
771.
Evaeuation Que6tion D1-1. What wais Atiatws. o6 the 1982 gnaduates--numben meeting competency nequi.xement4, Aigning waivet tetteu,.u2sagApecat education ex&ptiotie
-
Figure 1 summarized each school's 1982 graduates'..competency status..Attachment 1 is the memo and forms sent to the high dchools for tepoeting-,..
A. 1982 Graduates Toiho Used a Letter of Waiver. .
B. -1982 Graduates Who Used a Special Education ExemptionO.
C. 44Tota1 Niimber of 1982 Graduates
Evaeuation Que6tion D1-2. How di.d.1982 g1980, and 1979?
Figure 1 also contains each school's 1981 and 1980 graduates' competencystatus. Since the 1979 records were mot kept iit detail, only-rhe numberof graduates signing.letters of waiver can be compared across four years.Figure 2 makes this comparison.
e6 compake to th04e in 1981,
YEAR OF GRADUATION 6
1979 1980 194* 1982*
Number of Graduaees 3379 3376 3307 3210,
A
Math Letter Only 32 21 214i
43(0.9%) (0.6%) (0.8%) (1.3%)
Reading Letter'%On1y 49 60 ,o55 100
a (1.5%) . .(1.8%). (1.77.) (3.1%)
Both Math and Reading Letter 24 31 39 48(0.7%) , (0.9%) (1.2%) (1.5%)
'Total with at Least One Letter ' 105 112. 122 191(3.17.) (3.3%) (3.7%) (419%)
*After.198p, students no longer Could use an exemption for being enrolledprior to 7576.'or foe trariSferring into A/SD as A graduating senior.
Figure 2. NUMBER OF ORADUZES USING A LETTER OF WAIVER, 1979-82.
7
-`)
01.76
'4
4.
qU
.
YEAR OFGRADUATION:
ANDERSON
.1
AUSTIN CROdiETT°
.
LBJ JOHNSTON LANIER MCCALLUM REAGAN ROBBINS
SPECIAL '
SCHOOLS* TRAVIS TOTALS
1980 1981 1982 1980%
1981 1982' 1980 1981 1982 1980 1981 1982 1980 1981 1982 19110 101 1982 1980 1981 1982 1)01ps..195,0--1982 1980 198110 1982 1980 1981 1982 1980 1981 1982 1980 1981 1982
Met Math Competency, Reading Letter
Met Aeading Competency, Math Letter
. ,
Bpdh Math and Reading Letter .
Total Number of Graduates with atleast One Letter
.
2
0
2.
4
9
2
.3
14
,12
1
4
17
i
1
3,
0
5
1
6
3
1
0
. 4
5
3
4
12
1
1
1
3
. 7
7
3
17
10
3
8
21
11
8
15
A- 10
4.
,
1
.
15
4
3
3
10
6
9
2
17
\ 10
10
5
25
5
2
7.
.14
3 9
4 9
7 11
ma&
14 29
13
12
4
7
.2
4
13
7
3
9
19
13 6 20
5 2 4
8 5 10
26 34.
.0
0
0
: 0
0
0
,
0
0
3
2
0
5
0
0
0
0
0 0
0 0
0 0
.
.
0 0
7
5 .
5.t
17
17
2
8
27
22
1
.26
60
24
42
126
. 55A
28
- 39
122
100 ,
43
A8
192
Special Ed. .Exempt,,h1 Reading,
Met Math Compete:1,6
Special Ed. ExeMpt in Math,Met Reading' competency
-
Special Ed. Ex empt, Did Not MeetMath or petency
Total Number of Grad es using
Special 4. Exemption, *
0
, 0
7
0
0
.
9'
3
° *0
0
0
2
.
0
i.e..0
0
0
1
1
.
10
2
1
17.
20
2
1,
13
16
0
3
11
.14
1
1
7 '
9
0
0
;PI10
10
2
1
15
0
0
6
0
0
7
0
0
10
10
0,
A
13
14
-
0 0
0 1
4)
7 13
.
7 14
0
0
.
3
3
.
1
0
8
1
9
.
.
0
0
1 12
12
0
1-
4
5
0
0
It
7
7
1
O.
11
12
. 0
o
0
.
0
0
0
0
1
J
o
11
11
,.0 0
A
0 0
11 18
.
U 18
0
0
8
8
0
0
5
5
3
Nst........Z.
l'
1.1.
20
. 3.
7
85
3
1
77
81
10
1:
116
'----
Total Number of Graduates using .
Exemption or Letter
Number of Graduates ,iir)
Perceae.of,Graduates wl..th Letter.
Percentlef Graduates us:.ngEiempt0h
"I
Percent'a Graduates usExemptiPd er Letter /
oe
', 10
:-2.2
23
:
.
5.8
25
.135,
5.1
2.4
7.5
5
397
0.8
0.5'
1.3
6
384
1.6
0.0
1.6
14
345
1.2
2.9
4.1
"I
32
594
MI
3.4
5.4
19
526
0.6
3.0
3.6
31
512
3.3.
2.7
,6.1
30
345
6.1
2.6
11.7
25
323
4.6
3.1
7.7
,
30
294
5.1
5.1
.10.2
16
155
6.5
3.9
10:3
24
267
6.4
_
2.6
....
9.0
35
315
7.9
3.2
11.11
2g
382
3.7
1.7
7.3
21 43
341 347
4.1 8.4
2.1 4.0
6.2 12.4
22
332
5.7
0.9
6.6
22
390
3.3
2.34
5.6
' 31
319
6.0
3.8
9.7
31
333
7.8
1.5
o9.3
20
311.
4.2
2.3\
6.4
4'6
329
10.3
3.6
14:0
a.
0
(:)
0
0
.0
1
0.0
0.0
0.0
17
29.4
5.9
35.3
11
11
0
100.0
100.0
11 18.
11' 18
0 0...
100.0 100.0
li1 0.0 100.0
25.,,
340
5.0
,2.4
7.3.
32
355.
7.6
1.4
9.0
46.
379
6.4.-
5.3
12.1
211
3187'
3.7
2.5
6.2
203
3307
3.7
2.4
6.1
325
3210
-6.0
4.2
lit
10.1
,
Special schools inElude Clifton Center and Mary Lee. -
*.NOTE: 1980 students who graduated using an exemp for being enrolled prior to 75-76 gr for enrolling as a senior are included in the appropriate* '
litter category for that year.
Figure 1. 'COMPETENCY STAITS OF GRADUATES, BY SCHOOL, 1980, 1981, AND 1982.
of*
4
k".1 La 04A
81.76
Evaeuation QueistLon 17173. How many 1982 gAaduate4 met competency at the4e
&vets.: 8.5, 9.0, 9.5, and 9.9?
Fignre 3 provides estimates of 1982 graduates meeting comAtency at eachol these four criterion levels. The number who would be required to sign
letters of waiver is alsoestimaied for eath level. (Actual numbers areunknown because students required tb meet a higher.compdtency level wouldalso be required to attend additional special sessions or take additionaltutorial courses.)
The data used in Figure a are obtained from the SGR Because the SGR
File does not include January graduates students at special campuses
(e.g., Robbins, Kealing, and Clifton Center) and considers more retaineeNplus other factors., the number of seniors in Figure l'is less than thenumber of reported 1982 graduates. Attachment 11 contains the raw scores'used eo meet competency at each criterion level.
A READING MATH
8.5 9.0 9.5 9.9 8.5 9.0 9.5 9.9
1981-82 Seniors 3108 3108 3108 3108 3108 3108 3108 3108
Number meeting competency 2830 2647 2395 2328 2870 -2597 2325 '%2160
Number no% meeting pompe=tency dr 278 461, 713 780 238 511 783 948
--
Number using special edu-cation exemption, ,.125 125 125 125 124 124 124 124
Number requiring letterof waiver_ 153 336 588 655 . 114 387 659 824
Figure 3. 1982 SENNRS' COMPETENCY STATUS FOR CRITERIA OF 8.5, 9.0, 9.5,AND 9.9.
Evadation Quezt,Zon D1-4. -What have gicaduated who zigned maivet Zette/0
done 4ince gitadaation?
In 1980, 31 AISD graduates signed letters of waiver in both reading andmath. In 1982, phone numbers could be foudd for only 11: of these. OREpersonnel attempted to contact these' 11,-as well as three others whoselocations could only be guessed, .for a total of 14 attempted contacts.Attachment 7 contaithe survey form used. Eight of' these 14:were
reached. The information they provided is shown in Figure 4. They said...
. Better reading and math skills have been needed sincegraduation:
. AISD should have minimum competency requirements.
. High school should have required more of them.
9
13
81.76
Overall, high school prepared them adequately for theirpresent activities.
Three have been full-time students since gradtatiod.
Five'have been working, looking for work, or livingat home.
After two years, their average salaryis $4:41 per hour..
. On ,the average,:they have been employedabout -NI% of the
.
fon
1.
.
Since yeu gradmated, hemetteo have you ne eded toreed b ttttt /
1 3 3 0 1
2. Since you gredosted, hem moften have you needed todo eatheentica better?
3 0 2 3 0
StronglyA wee A so
Partly Agree St y
3. Mere should hove been re-/elves, el me lo MOnchoel
3 3
'
2 0 0
4. Overall high seheol ad-
ff
eguotely presented me ferefy p t
4 2 1 1 0
S. Mfgh choed should Wensulnlmum competency re 4 2 1 0salr ementn.
..
Months Student Months Employed Monthly, Grosa**
Full Part Full Part got Start End
Case 1* 0 3 12 1 0 $ 840 $ 990 '
Case 2 0 0 22 0 0 $ 625 , $ 980
Case 3 0 0 14 0 8 $ 340 $ 490
Case 4 18 3 1 3 , 0 $ 750 $ 815
Case 5 16 0 6
1441N
0 $ 550 . $ 650
Case 61
22 0 0 0 $, 430 $ 450
Cases 7 0 8 0 0 14 -- --
Case 8 0 0 0 3 19 $ 600 $ 600
*Interview terminated. Progress report covered 13 modths at tithe of termination.**Month gross Reported hourly wage x 173.3.
-
Figure 4. SUMMARY' OF DATA OBTAINED FROM SURVEYS CF 1980 GRADUATES WHO SIGNEDWAIVER LETTERS IN BOTH MATH AND READING.
10
81.76 4
Evatuation QAution D1-5. How many 4tudents have not yet met coMpetency/equinementz at each gAdde (V,12)?
Figure 5 is a summary by'ethnic group of the competency status of allAISD high school Students,who were enrolled during the spring semesterof the 81-82,school year according to the SGR File. To be included, astudent had to be on the High School Competency.File with at'least onevalid test score as of June, 1982. No-students with special educationexemptions or lettera of waive; are excluded from thisrsummary.
.Figuie 6 summarizes the same information for grade 8.
Evaeuation QAution 121-6. Have the campetency tequitements had anye6liect6 on 4tudent achievement tevet4?
Figure 7' compares the percevtage of students who scared in the lowestquartile ,and the lowest ciecile on the STEP across the past five years.These lo4est achieving students should be the ones most directly affectedby the graduation competency requirements. Unfortunately, changes inenrollments, retention rates, and testing rates all affect the percentageof low-achieving students. Consequently, the .impact of the competencyrequirements may be masked by other factors.
AprA STATUS THIAL
iETHNICITYAtiG1.11/11114EPS HISPANIC CLACK
AMERICAN061ENIAL INDIAN
atcAnING /41-1 1761 1420 214 102* 111 21 4411 I 6511 1 2121 1 1511 1 4411 I 1421
NUT MET 2259 772. P11, 999 23 17\I 5631 1
a3511 1 7911 I 8511 I 5611 I 11611
MATH 9E1 1763 1335 259 13/ 2N 1
I 4411 1 6111 1 2511 I 2011 1 fsail 1 791
Nor NET 2257 1157. 165 564 13 13I 5631 1 3911 I 7511 1 11(311 1 3291 1 9311
60TH p(E1 1406 1155 156 75 16 1
1 3511 1 9391, 1 1511 1 1111 1 311111 1 121
NEFOS 1902 592 706 537 11 121 4711 1 2731 1 6191 1 1711 1 2711 1 9621
TOTAl N 4070 7192 1025 701 41 14
Figure 6. NUMBRR AND PERCENTAGE OF GRADE 8 STUDENTS MEETTVG COMPETENCY, BYETHNICITY.
11
-111t941P82GRADE AREA STATUS
FTHN(CtTY
rorALANGLO/OTHE15 H(SPAN)C *LACK ORIENTAL
AMER(CAN*INDIAN
09 READING %ET 2607 1937 .347 227-
25 sI 541) ( 7711 I 3111 ( 2521 I 4021 ( 5021.
1 NOt MET 2246 594 994 692 37 5. I 4611 ( 2311 ( 6921 ( 7514L 1 6011 I 5011
,4ATH MET 2577 1437 474. '209 39 6
1 5311 07311 1 3711 1 2320' 1 632) ' 1 4011
NOT MET 2276 694 817 710 23 4( 4711 I 7721 1 6311 ( 7711 ( 3721 ( 4011
. ROTH NET 2156 .1682 215 -140 23 4( 4411 1 4611 ( 2321 ( 1511 1 3721 ( 4021
NEEOS 1145 439 715 623 21 3p ( MI I 1711 ( 5511 ( 6841 ( 3421 ( 3011
. TOTAL N.
4853.
2531 1291
I
919 62 10
*._10 STAGING mET 2612 1822 , 311 30 2I 701/ ( 8611 (
,4265221 ( 4611 ( 5421 1 6711
NOT MET 1107 218 399 361 26 I
1 3011 ( 1421 ( 4811 ( 5411 ( 4611 ( 3321
MATH MET Z521 174 469 253 471
2
p
. .4.'
( 6811 ( 9X ( 5711. ( 3611 ( 8411 ( 6711
NOT MET 68 356 411 1 1
I
.11903211 I 1721 ( 4321 1 6221 ( 1611 I 3111
ROTH , MET 2260 k658 356 .. 202 -29 2( 6111 ( 7911 I 4311, ( 3021 ( 5211 ( 6711
seeps : 838 704 216 310 8 1
1 2311 ( 1011- ( 3521 ( 4611 ( 1421 4,3311
TOTAL N 3711 2110 924 672 56 3
II READING MET. 7921 2008 559 312 25 21 8111 ( 9421 ( 7121 1 58%1 ( 4711# ( 6711
1 -, NOT MET 665
fill135
1
229 2224221
28 1
( t 621 29%1 ( ( 5321 ( 1311
MET 1992 1975 613 . 341 43 1
( 8341 ( 921) 1 7811 ( 6411 ( 8111 I 1321
NOt "ET. 594 168 175 193 10 2( 171) ( 811 ( 2211 1 3611 ( 1111 ( 670
ROTH MEV 2746 1931 514 270 24 , 1
1 7721 1 9011 I 652) I 5111 1 4521 1 3321
NEEDS 419 91 t)0 151 9 1
. 1 1211 ( 41) I 1621 ( 2841 ( 1711 ( 3111
TOTAL N 351(6 2143.. 788 534 51 3
12 REAOING MET 2121 1195 525 357 4* 35 4I 9111 I 9711 I 8821 I 751) ( 'nil . (10011
4n2 4ET 297 63 70 120 14 0( 94) I 311 ( 1211 I 2521 1 2911 ( 021
mA7H 4ET 2872 1393 543 378,,..,
43, 4I 9211 ( 971) ( 911) (
,,
7111 1 9211 (mol)
.... nor 4E1 236 65 52 99 4 0( 811 ( 311 I 921 I 2111 ( 811 ( 011
..
10214, MET 2754 1871 508 333 35 4( 8911 ( 9611 1 8121 1 7021 .1 712) 110021
NEEDS 149 41 35 75 4 0( 511 1 21F I 611 .I 141) 1 821 ( 011
TOTAL N 3108 1958 595 477 49 4
Figure 5. NUMBER AND PERCENTAGE OF STUDENTS MEETING COMPETENCY, BY GRADEAND ETHNICITY. :(Number of grade.12 students'indicated here isless than the number of 1982 graduatds.)
12 1 6
. V
0IP
,S.
A
'
. .GRADE
'
77-78.
78-79
'READING. 79-80 80-81 81-82 77-78
MATH BASIC CONCEPTS78-79 79-80 80-81 81-82 77-78
MATH COMPUTATION78-79 79-86 80-81 81-82
Students scoringat or below the25th percentile
12
11
10
'36
35
35
38 :
34,
34
34
41
31
13
36
40.
35
37
38
42
38
35
36
40
27,
25
. 29
37
23
24
28
39
2.3 24
23 25
28 \'r
30i,
38 38
27
23
28
37
33.
29
34
39 -1.'
29.,
27.
29
40
29
24
V38
.
30
.25
29 N
36
32
24
29
38
:
.
Students scoringat or below II!10th percenti
.
12
11
10
9'
18
n19
. 17
.,./
17
16
17
1
15
14
18
19
15
.17
20
Al.
20
191
15
17
18 '
,-12
11
15
20
10
11
15
21
9 10
10 11,
14 15
21 21
121
10 .
14
20(
18
14
14
19
13
11
11
19I.
r
12'
- 9-,
10
19
12
9
11
1 7
- 13
9
10
18
Figure 7. PERCENTAGE OF ST6ENTS SCORING IN THE LOWEST QUARTILE AND DECILE ON THE STEP, 1977-78 TO 1981-82. (1970 NORMS).S. .1
izt
9_
*a.
VvaLlation, Que6tion D1-7. Have the
; 1School :fear
N
iotal,Numbe'rof 11lialArs
School..
LeaverRate*
competency tequitements had any Wecton the 4choot. &avert. kate0 ;
!
Again, many other factors influenceschool leavers in addition to_gradua-.tion competency requirements. No rear/ conclusions cap, be drawn from the tatapresented in Figure 8.
t,
72-7173-7474-75'15-7616,1777-7878-7979-8080-8181-82
1350139p1526 ,
161116831217
/1431' 1556
150914j1
2.292.402.612.742.872.0$2;i02.722.772.66
t,
*Percent of October 1 Membership '
Figure 8. TOTAL NUMiER OF SCHOOL LEAVERSAND PERCENTAGE OF'NENBERSHIPWHO ARE LEAVERS
,
Evatuation Quuticin D2-1. Ate the 4ucce44 nate4 *In ,Iltoitiae cotweeacceptabt.e?
Figure 9 summarizes the percentage.of students who met competency re-quirements at the end mf a,tutorial course dur±ng the last fout years.
'Attaciiment,2 provides a more detaloled.,summary by campiis. .'In comparing.1981-82 success rates withthose'from previous /ears, several factorsmust be considered.
'The lack nf.security of the CAT, expeCially the Form BReading Test, was such that the success rate for readingtutOrial courses is probably overestimeted.prior to thefall of 1981.
Beginning in 1981-82, tutorial bourses began enrollingstudents with a'9.0 criterion to achieve. Other stu-dentS, thosescheduled to grtiauate by 1982, Were Workingtoward an 8.5.criterion.: ,
. Baginning in 1981-82, the ITBS was used to test studentsfur competency. The unfamIliarity.of teaCiers and Stu-dents with the ITBS, and the fact' that the tutorialcurriculum had been originally &Acted toward the CATobjectives,resulted in some frustratipn on the part ofteachers ang possibly etudents.
Inspection of the numbers reported previously in Fiif the succeSe rate of the tutorial courses remainof students not meeting the higher 9.0 criterion ibe 3 times hither than the -number who did not meet1982.
14
ufe 3, reveals thatthe same, the number1983 will probablythe 8.5 criterion in
1
81.76
at
4
atm of -Test-Testing Farm
T Math% Met
Reading'
I Met
1978-79 fa4 B 50.9 39.6winter-3 -64.2 48.5spring B 72.1 53.1'
1979-80 fall' B '68.8 57.9
winter A 47.4 20.6spring B 68.8 .044.0
4980-81 fall A, 58..8 28.5
.spring B 65.7 44.7
1981482 fall 8 45.8 14.4
**spring 7 512..1* 17.6
*Students who took a spring-tutOrialeven though they had met competencyin the fall are included here. See
k page:ES for details.
**See Figure 10. These percentageswould be 53.9% for math and 21.2%for reading if the students who met..competency on the TABS or-STEP inthe spring and did not take theiTBS in their tutorial were includedand assumekto be in the "met" cate-gory.
Figure 9. THE.PERCENTAGE OF TUTORIALSTUDENTS MEETING COMPETENCY,
. 1978-79 TO 1981-82.
.
SCHOOL
NUMBER OF TUTOR/ALSTUDENTS WHO DID NOT'TAKE THE ITBS INA
MAUL READING
Arms& 2 0
AUSTIN 0 1
CROCKETT 10 1
LBJ . 2 0 '
- .
JOHNSTON. 41
, 2
LANIER 4 8
MCCALLUM 0 1
ROBBINS .0 4
TRAVIS 5 10 '.
TOTAIS 27 24
4
Figure.10. NUMBER OF TUTORIAL-STUDENTS WHO HETCOMPETENCY ON THE1982 STEP 0R.TABS,'THEN. DID NOT.TAKETHE ITES IN THEIRpUTORIAL CLASS.
:Tha'success rates for tutorial courses for each semester are important;however, notoll students can be,realistically.expected ta iake 4 theirskills deficit in one semester and WIll require more than one eutoTialcourse; Therefpre, an estimate of the.ultimate succesa rate far thetutorials is the percentage of students whoshave.taken a tutorial (orseveral) who eventually have to sign a waiver letter. Figure 11 provides
data related to this. This figure shows that 9% of the 1982 seniors .
took at least one .tutorial course before meeting competency in math, and
19 % in reading. At the end of tbeir senior year 82% of these tutorial'takers had met competem7 in math, anad 71% in reading.(See Figure 12).
Evatuation Quation P2-2. Whq welLe the chaitacteiciztLe6 oi the 1.982
,cptactuatea who zigned waive& &tame
Figure 11 summarizes those characterisH.cs which are available oncomputer fi;es. Special education students who were exempted becausethey could not be tested validlyare also described.
VFW
' ,2 na.....u.nuvs,vm.....,..varrn..atav.V....
N.
81.76 ,
.. StudentsUsing A
0 i Students Speciala
/".
0. Signing Waivers Education All SeniorsCl4racteristic Reading Math EXemption in AISD
'
41----
Number.Of Tutorials Taken i
Reading:. 0 24 36 99. 27341 56 rt 11 . 252
1.)2 r i 34 26 6 1443 32 6 0
4
394 ...1 2 0 0
...
4% .
, .
Math: ,0 71 25 . 106. 28041 62 51 .8 . 313-2 10 11 0 443 .5 3 1 104 0
11 2
t.
Years in A/SWIllgh School =, A 23 17 -!,, 6. . 258
2 1.:8 at 3 6 , 110
3 .44 9 4 3 1294 ' 93 52 25105 . 14 ,M 1 ' 1436 1 . . 2, .5 .23
_Average 1.47 3;52 3.99 3.71. 1.,.
Average Age on May 31, 1982. 1864 -18.77 19.13 18.26
Alb
4
Sex' !, .
Male 40% 51% 75% ' 50%
Female ? - 60% 49% . 25% ,.. 50%it'
.
EthnicityBlack 53% 48% 41% 162
. Hispadic. 29% 242 22% 20%Anglo/Other 18% , 29% 10% qN 64%
.7.
Hours per Day of Special EducationInstruction
< or = 3 10 9
> 2 , 2
Limited-English Proficiency1EP at GraduationExited from LEP
Never LEP-
Grade Poine Average
Total Number of Students
9 0
0 0
139 91
76.20 75.05
148 91
25
91
2
0
114
1169.62
' 31
3
3139
82.64
3173
Figure 11. CHARACTERISTICS OF STUDENTS SIGNING J.ETTERS OF WAIVER OR USING SPECIALEDUCATION EXEMPTIONS, 1981-82 SENIORS. (These data do not includegraduates lrom special schools.)
16
-
81.76
MET MIN IMUM COMPETENCY,REQU I REMENT S
Li
Figure 12. PERCENTAGE OF 1982 SENIORS WHO MET COMPETENCY AFTER TAKINGAT LEAST ONE TUTORIAL COURSE.
MATH
READING
17
4
4Y-
s
Evaplation Queiti n 1)2-3. What changes -ix the mea4utement, kepitting,and 'eao'd-!en1j4.em wette made in 1981.42?
i.sThe California chievement 'Tests. (CAT) was replaced.bythe Iawa Tests of Basic Stalls (ITBS)' fOr-all.. -
special and tutorial testing. The official declsionto change was.made during the,summer of 1981, and.many administrators and teachexs were caught by
..surprise when the ITBS was adMinfstered in Le fall.
, /. The Competency File was-programmed to be accessibleon the CRT's.at each high'gcnoot campus. This providedthe capability-to each counsdlor and regiStrar to:Viewthe current competency testing and status recordlafeach_student and to send a message-to ORE reportingany diScrepancies. See Attachment'41or documentation.
3. The revised policy and procedutes for including speCialeducation students, In standardized testi4ngwerelmplemented..Each student's Admission, Review, and Dismissal (ARD)ComAttee now determines whether the ,tudent can bevalidly tested: Those who cannot-be are exempted.Details of the procedures and reporting forms are in-cluded in the Systemwide Technical Report.
4. Differentiated Report_A was revied to show which_students are. -currently,enrolled tn a tutorial courseand which studdnts have.been exempted from.competencrtesting,by their ARD Committees. This Was a responseto a request from counselors to have a list from which,.they could determine which students should be'testedin special. sessions.
.5. Some limited-English-:Proficient au) students no .11ongerare required to take a tutorial course. The LanguageProficiency Assessment Committee (LPAC) may determinethat a LEP student shouldnottakda tutorial course ifthat student's English language proficiency is below thelevel required to benefit from the tutorial. 'A LEP stu-'.dent May submit a letter of waiver without having takena tutorial if the LPAC recommends courses other than,atutorial. See Attachment 5.
6. TABS scores from other school districts now may be usedto meetthe competency requirements. The transfer stu-dent's Official record must Contain the total raw scoretO be valid. See Attachment 6.
18
*24
81.76
Evauation Queotion 122-4. What otken change:a ix the meamftement, kepoAting,and tecond-keeping 4y.otem ate needed?
4-f
1. 4.
1. The dates for special sessions have 13en too 1 e forschools\
-ito schedule students based on the com etency ,
test reshlts. Attachment 7 cdntains the communicatidnsmade concerning this issue. The resolution was to allowschools to request special session dates as'early asthey need them.
2. 'A decision is needed from the assistant superintendentfor secondary education concerning the appropriateness'of seniors who take an garly tutorial test and do not .-,
pass taking another test aethe regular time "to haveone last chance to-meet competency." ORE denied suchrequests in theispring of 1982; howeVer, some of.theseniors who attended a second tutorial session without .
a prior request were tested and'others were turned'away by the testeks:
4 '
3. A request has been made by.some counselors to have theDifferentiated Report A show the nuMber of coursescompleted in an area., This.ill allow them to deter-
/ mine Whith studs have completed/passed the coursesrequired pTiOr totaking a tutorial. This-will be- done
pending availability of the programmer's time.
4. The Competency File accesSiblaon each high school'sCRT's is not being- used.to find students' currentstatus and to send ,discrepancy messages. In a meeting
of the High School Data Control Committee on May 6, 1982;the problem was distussed, and theofollowing recommen-dations were made.
Recommunicate the availability of the ,ilein the fall of 1982.
. Call the counselors and registrators to-gether for a meeting to learn the procedures.
5. The instructional coordinator for math communicated to OREthe dissatisfactidh of some teachers with ORE teiters'attitude during te4ting. The teachers were repotea to
,have said the testers were not friendly, weke too business-like, and did not tell'the students that they will do wellon the test if theytry. ORE's response was that testersshould be friendly, business-like, but not comment onstudents' chances to_pket ompetency. The larger issue
;,behind this is whe4gr'tea II ers should teat their own stu-
dents. Currently' pheycio_not for test-security reasons.However, if the Dtkxictdevelops multiple forms of a com-
petency test and negates lhe advantage of teachers' knowingitems, then teachers might test their own students.
, a
19* -24
fr-h
131.76
,
,6. Providing,preslugged answer sheeti for competencytesting-44ves schools and ORE much time. Roweve'r,the currei it. plan, printing an.answer sheet irithefall for anY Student who has not met. competency .
add.then reprinting'an answer sheet in the spring'just for- hoSewho were-tested in the-"fall .
t\.
.Ind did ,not, pa ess, rsults in too,many wasted sheedk,
.and too ma .yilSnd-comPleted sheets. ORE staffneeds to design a waitO produce. preslugged answerSheets forltieCial and tutorial-Sessions to rechicethe waste An4 ,101nd coding.: .,
: - 17. More forms f..tile competency testss.and a closer matCh
between teü:d curriculum are'needed- See questionD3-3 fOrptiti ns. '
t
MP'
I
,
Evaeuation Question V3-1. On which.te4t4 and at what times did the 1982gnaduates meet the e petency Az4uikements? .
lit.
*Figure 13 shows how 19814.82 seniors first met competency. If a'student met competency in the same term more than once, the priorityfor placement In Figure 13 is as follows: TABS, special session, STEP,
%.6..tutorial testing. Then the numbers of students for fall and sa.ing inthe same category were.caltined into a number meeting competency duringthat grade.
---1Condition of FirsHeating CompetencrRequirements
1981-82
READING
SENIORS
4) MATH
# 7.'
Cumulative
z 'IP
Cumulativez
.
CAT, Grade 8. 1383 44.5 44.5 1385 44.6 44.6S.S., Grade 9 , 0.1 44.6. 0 ° OA 44.6STEP, Grade 9 436 14.0 58.6 250 810 52.6T.S., GgAde 9 0 0.0 58.6 0 0.0 52.6S.S., Grade 10 138 4.4 63.0 295 9.5 62.1STEP, Grade 10 259 8.3 71.4 199 6.4 68.5T.S., Grade 10 4" 0.1 71.5 11 0.4 . 68.9S.S.', Grade 11 ' 180 5.8 77.3 274 8.8 77.7STEP, Grade il 89 2.9 80.1 71 2.3 80.0T.S., Grade 11 130 4.2 84.3 142 4.6 84.5S.S., Grade 12 123 4.0 88.3 145 4.7 89.2'STEP, Grade 12 53 1.7 90.0 c\ 25 0.8 90.0 .
T.S., Grade 12 18 0.6 90.6 'k 61 2.0 92.0SOME OTRER TEST* y 6 0.2 90.8 14 0.5 92.4NOT MET COMPETATQF
-or
287),9.2 100.0
A236 7.6 100.0
TOTAL # OF SENIORS 3108 100.0 100.0 3108
k.
100.0 100.0-
S.S.* SPECIAL SESSION T.S. TUTORLAL SESSION
*Other test ptobably TABS; tiM'e of testing not indicated
Figusre 13. HRW 1981-82 SENIORS FpT MET MINLMUM COMPETENCY REQUIRLMENTS.
20
Evatuation Quation 03-2. hat wa4 the impact otk e, Awktch to tlfe ITBS?
,Figure 9 and Attachmtift 2 provide the percentag students yho have,met.competenCY during sach Wtorial:and speciaL session since fall, 1978. ,
Figure 14 displayVbk;6 tutorial passing rates-at the different criterion
levels. In the abaence-of any'other expIanation,,the-drdp,in_successrates for the tutariaL,cOurses appears to have beei a result to-rellof the
'change in taTazes (CAT to. ITBS) than in thedhange.Acriteria (8.5 to 9.0).This decrease would have been expected for reading tutorials since theSecurity of the CAT vocabulary items had not been maintained. A decreadefor math tutorials may reflect a raduction id the match between the testused and thetutorial curriculum.
0..851981(82
. .
.
90
la1980-81COMBINED
(8.5 S. 9.0)
DATE # TESTED # PASS % PASS # TESTED 0 PA'SS % PASS % PASS
FALL 194 63 32.0 595 140 , 23.5 37.9
SPRLNG 144 32 22.2 663 . 203 30.6 52.1
Figure 14.; TUTORLAL PASSING RATES FOR READIA,AND MATH COMBINED, 8.5 AND 9.0.
-
Evatuation Quation D3-3, What option.6 ane va&th.t ot utute compe
tency tekteA
1, The program could.be'continued as it exists.
2. The TABS alone could be the competency measure.
3. The annual standardized tests (ITBS, STEP) could be theonly competency measures, given only once A yeAr.
4. An ite bank couid be asseMbled to allow the generation,
of multiple, parallel forms of 4 competency test.
21
81.76
Recent court,cases have defined What constitutes a defensible minimumcompetency requirement.
Valid objectives which describe those skills which aretruly basic comlencies.
A valid measure of these objectives.
Assurance that the skills are actually taught.
Early assessment and identification of those needingremediation.
Remedial or tutorial assistance for those needing it.
Multiple oppOrtunities to pass the competency test.
Figure 15 compares the four progams/options shoWn above an the sixcharacteristic's of a legally ,defensible competency_program.
COMPETENCYPROGRAM
CHARACTERISTICS
. TYPE OF PROGRAM
Comments
CurrentProgram
TABSOnly
StandardizedTestsOnly
ItemBank
Valid Objectives
-5,
? + ?
.
. ..
An item bank built around theTABS objectives uses objec-tives set through an elaboratestatewide effort.. Current pro-gram objectives were shaped bythe CATISkills rather thanbeing sit from the ground .up.
Valid Measure
0
+ ?
,
+\
All tests can probabp be.shownto be. valid for the objectives/skills measured. However, un-less the objectives are valid,,the test Cannot be.
,
Skills Actually Taught -
'
+:
,
- + Standardized tests measure sucha wide range of skills that as-.suring that all are taught isproblematic.
Early Assessment + + + All begin by grade 9.
Remedial/TutorialAssistance +
.
+ +A11 identify students prior tostart of tutorials in grade 11.
Multiple Opportunities.
I.
+.
+.
TABS and standardized tests onlyallow testing just once per year.
+ Strength ? Unknowh - m Weakness
Figure 15. COMPARISONS OF STRENGTHS AND WEAKNESSES OF COMPETENCY PROGRAMS ON SIX CHARACTERISTICS OFA I.EGALLy/DEFENSIBLE PROGRAM.
7,
22
81.76
Evatuation QueAstion 04-1. How many 1982 gAaduate4 who zigned waiveit'
tette/14 we/Le apeciat education 4tudent4?
Figure 16 shows how many special education students signed waiver lettersbecause they were not exempt and did not meet competency in reading and/or math.
NUMBER OF SPECIALIDUCATION STUDENTS
1981-82 1983-81
Signed letter in math only 4 4
Signed letter in reading only 5
Signed letters in both 8 7
Total number signing at leastone letter 17 16
Figure 16. NUMBER OF SPECIAL EDUCATION STUDENTS WHO WERENOT EXEMPT AND SIGNED WAIVER LETTERS.
Evaluation Quution D4-2. How many apeciat education 4tudent4 weteexempted by than ARV committee6 lium competency tating? 06 theze,
how many neceived mote than thtee houia pen day o6 apeciae education4envice?
Figure 17 shows the nUmber of graduates who used at least One specialeducation exemption and received more than three hours per day of special
education service.
Number of hours Number ofper day of spe- . graduates usingcial education at least aneservice ,
.exemption
3 or less 25
More than 3 109
Total 134
Figure 17.. HOURS PER DAY OF SPECIAL EDUCATIONSERVICE FOR SPECIAL EDUCATION GRAD-UATES USING AT LEAST ONE EXEMPTION.
23 28
81.76
Inliortmation Question 11. What witt be the 1982 TABS minimum competencytevets?
AttaChment 8 contains the frequency distributions for the scores of stu-dents who took both the TABS and the STEP in 1982. For the third year.in succession, a TABS raw.score of 37 was equated with. the 9.0 graduationtcompetency requirement on the STY.
ADDITIONAL DATA AND DOCUMENTATION
"Eighth GAadeAs Not Meeting Competency Requiuments, 1978 ThAough 1982
Figure 18 show the number and percentage of eiglith graders who did notmeet the 8.5 and the 9.0 competency criteria from 1978 through 1982.For the last two years, the percentage of students who have met compe-tency'on their first opportunity has increased.
YEAR TEST
READING. mATH
0 TESTEDBELow 8.50 %
BELOW 9.00 % 0 TEsTED
BELow 8.50 %
BELOW 9.0# %
1978 CAT 448 2388 51.4 2622 56.4 4565 2382 52.2 2756 60.4
1979 CAT 4594 2402 52.3 2640 58.1 4594 2300 50.1 2699 58.1
1980 ITBS 4035 2191 54.3 2400 59.5 4035 2050 50.8 2346 58.1
1981 ITBS 3810 1847 48.5 2062 ;4.1 3821 1752 45.9 2034 53.2
1982 /TBS 3638 1667 45.8 1878 51.6 3627 1576 43.5 1866 51.4
Figure 18. NUMBER AND PERCENTAGE OF EIGHTH GRADERS TESTED WHO DID NOT MEET8.5 AND 9.0 COMPETENCY LEVELS /N 1978-1982.
Communication6 Repting to Minimum Competency ActLyZaez
AttachMent 7 contains the communicaiorl sent during the 1981 -82.schoolyear relai'ing to the minimum competency requirements.
a
2,9
q.
81.76
DOCUMENTATION OF A PROBLEM: INCORRECT MATH COMPETENCY CRITERION FOR ITBSFaRM 8
The ITBS Form 8 was adm(nistered as the competency test in the fall of1981. The raw score criteria set for each competency level in readingand math were incorrectly adliumed/determined to be the same as forForm 7. Figure 19 shows thle-raw score which most closely matches the8.5 and 9.0 criteria. (Note that the 8.5 criterion is actually an 8.6criterion since the sixth month of eighth grade was originally used asthe criterion date for "average performance in the middle of eade 8.")
law Score Criterion forTest Form 8.5 9.0
Reading 7 57 61
8 57 62
Math 7 61 67
8 51 58
Figure 19. RAW SCORE CRITERIA WHICH BEST FIT8.5 AND 9.0 STANDARDS
Obviously the use of Form 7 criteria in math fox Form 8 tests resultedin fewer students meeting competency standards in math than was appro-priate. The test results for all students from the fall of 1981 whenForm 8 was used were recalculated to determine correctly competencystatus in math. Reacting competency was not recalculated since the ap-parent discrepancy was only one raw score point and, was'in the favor of
the students. Figure 20 summarizes the impact of the change in the math
criterion.
# of students who met mathoompetency but Were notoriginally credited 1'7
.# of students who met mathcompetency an a subsequenttest 75
# of students Who did notmeet math competency on asubsequent test 102
# of graduates who had signed'a letter of waiver but whoshould have been creditedwith math competency 14
Figure 20. DIPACT OF THE CHANGE IN MATECRITERION FOR ITBS FORM 8. '
Attachment 7 includes the communications sent regarding these changes--including a letter to graduates who had signed an unnecessary waiverletter.
025
30
. 81.76 4,
to.
ATTACHMENT 1
FORMS SENT TO HIGH SCHOOLS: FOR REPORTING 1982 GRADUATES' COMPETENCY PTATUS
26.
3i
81.76ATTACHMENT 1(Page 1 of 4)
-\AUSTIN INDUENDENT SCHOOL DISTRICT
' Office of Research and Evaluation
May 24, 1982
TO: High School Principils
FROM:. *Glynn Ligo.s.....60,.....
SUBJECT: 1982 Graduates with Special Education Exemptians or Letters of
Waiver
Please complete and return the attached forms as soon as your records
for 1982 graduates are camplete. Riac Battaile is available in our
office to answer any questions you have (458-1227).
The three forms are:
A. Graduates Who Used a Letter of Waiver
B. Graduates Who Used a:Special Education Exemptioh
C. Total Number of 1982 Graduates
Ehclosnre
cc: Registrars ,
Building Test Coordinator for Min. Camp.
Maud SiEsJ. M. Richard ,
/Approved:
ApproVed:Acting Assistant 'Superintendent for Secondary
) -11 (C-z-7-
Director of Research and Evaication
27
81.76
a.
SCIOOL:
0
ATTACHMENT 1
AUSTIN INDIPODENT SCHOOL DISTIL=affica of Research asd Evaluation
1212 CzADaATES WO USED A urra.or 'WAIVER
PERsoic.cotinfroc This
(Continued, page 2 of 4
The following January and Hay. 1,82 graduates signed a 1. f vaivar in lieu of meetingchit competency muiresents to the area(*) checked.
Student Nane Rusher
/4
Reading :lath
Please return this list co: Rick Battaile,'Offca of Reseirth and Evaluation, Sox 79
2833
81.76
0
SC1POLz
AMIN I(DEPENDENT SCNOOG DISTRICTOffite of Resaarcll and Evaluation
*as
1912 GRADUATES W10 MED A SPECIAL *DtUATION EXEMION
FEILSOR COMET= TRIS TOM
ATTACHMENT 1(Continued, page 3 of 4)
The following grade 12 students wereexempted by Chair. ARD Comsittees from the minimum
competency testing. Please add to or.rovise this listingbased on information at your
CAUW.S.
. -
otudent..Nalm Num1451
Fs
Did this studentgradua5e in'either
Exempted in) January or May. 9$2,
Xsadin Math YES NO
sFsl.
Ss.
NOTE: If any students have.mst competaucyotythe STEP, ITES, TARS, or CAT, their
competency score win replacetheir =IMP ion oft our records. Please return this
v3t to: Rick Natiaile, Office of Rase ch and Evaluatiosw Tom 79.
d
29
ATTACHMENT 181.76 (Continued, page 4 of 4)
4
SCHODL:
a
AUSTIN INDEPENDENT SCHOOL DISTRICTOffice of Research and Evaluation
TOTAL NUMBER OF 1982 GRADUATES
PERSON COMETMG THIS FORMi
The total'number of January and May, 1982 graduates for this school
year is
Please, return this form to: Rick Battaile, Office of Research andqvaluation
4
.30
ATTACHMENT i81.76 (Page 1.of 12)
0TIME OF RTESTING X
1978-79 fall Bwinter B
spring B
1919-80 fall BwAnter Aspring B
1980-81 tall Aspring W
1981-82 fall 8
spring 7
0TLME OF. RTESTLIG M
1978-79 fallwinter B
Spring 31979-80 fall B
winter .A
spring B
1980-81 fall Asprinfr
981-32 !al/ 3
spring 7
0
TLME.alfTESTING M
1978-79 fall B
winter. Bspring B
1979780 fall B
winters Aspr in g 3
1980-81 fall A. spring B
1981-82 fall 8
spring 7
0
TIME OF RTESTING M
1980-81 fall Aspring B
1981-82 fall 8
spving 7
ADSTIN INDEPENDENT SCHOOL DISTRICT
TOTALMAIE READING
MET [NOT MET TOTAL- 2 MET NOT MET ToTAL 2 MET
373 345 718 51.9 353 439 792 44.6662 466 1128 58.7 268 393 661 40.5408 324 732 55.7 276 440 716 '38.5839 532 1171 61.2 457 438 895 51.1418 526 ,944 44.3 260 513 773 33.6365, 408 773 47.2 249 551 800 31.1722 845 1562. 46.1 600 967 1567 38.3547 861 1408 38.8 419 1063 1482 ;8.3566 702 1268 44.6 430 930 31.4455 836, 129. 35.2 307 1204
.13681511,
_
.20.3
SPEC/AL SESSIONmiam READING
MET NOT MET TOTAL % MET MET NOT MET TOTAL % MET
254_D.
230 - 484 52.5 275 320 595 46.2526 390 916 57.4 195 315 510 38.2267 270 537 49.7 195 369 564 34.6616 431 1047 58.8 358 366 724 49.4315 . 414 729 43.2 232 405 637 36.4224 % 344 568 39.4 161 439 600 26.8581 746 1327 43.8 447 584 1031 43.4342 757 1099 31.1 174 775 949 18.3312 508 820 38.0 244 471 715 34.1266 660 926
,,,
28.7/ 193 756 949 20.3
TUTORIALMATH READING
MET NOT MET TOTAL % MET MET NOT MET TOTAL-I
%
119 115 234 5(1%9 78 119 197, 39.6136 76 212 64.2 71 78 151 48.3
- 1410 54 195 72.3 81 71 152 53.3223 101, 324 68.8 99 72 171 57.9103 112 215 47.9 28 108 136 20.6141 64 20 6.8.8 88 112 200 44.0141 91 240 58.8 153 383 536 28.5178 93 271 65.7 225 278 503 44.7137 162 299 45.8 73 434 507 14.4
168 167 335 50.1 93 434 527 17.6
SENICR TRAPS ERS
02MATH I READING
MET [NOT MET TOTAL % MET MET NOT MET TOTAL % MET
# 27 11 38 71.1 20 10 30 66.7117 32 149 78.5 113 34 147 76.921 9 30 70.0 21 14 35 60.0
32
-
ATTACHMENT 281.76 (Continued, page 2 of 12)
0TIME OF RTESTING M
1978-79 fall B
winterspring B
1979-80 fall Bwinter Aspring
1980 -81' fall Aspring B
198142-fall 8
spring 7
0TIME OP RTESTING M
1978-79 fall B
winter B
spring B
1979-80 fill 3
winter Aspring B
1960-6r fall Aspring B
1981-82 fall 8
spring 7
0TIME,OF RTETING M
1978-79 fall B
winter B
spring B
1979,80-fall B
winter Aspring
1980-81 fall Aspring B
1981-82 fall 8
spring 7
ANDERSON HIGH
TCTAL
iMATH READING
MET NOT KET TOTAL % MET MET NOT MET TOTAL % MET
a74 39 113 65 34 41 95 57
130 41 171 76 21 34 55 3856 28 84 67 24 29 53 45
126 63 189 67 54 2 83 . 65
40
10
41
16
81
2,6
49
39
34
205552
62
39
74 99 173 43 53 83 13.6 1 39
50 97 147 34 38 135 173 22
33 44 ( 77 43 21 99 2121 63 84 25 29
_78151 180 16
SPECIAL SESSIONMATH READING
NET.
NOT MET-
'TOTAL-
.
Z MET NOT MET TOTAL , % MET
68
..4
33 101 e7 46 36 82 56(-122* . 36 158 77 19 33 52 37
'--48 26 74 35 24 27 51 47123 60 163 1- 67 51 29 , 80 ''' 6436 38. - 74 49 32 19 51 637 12 19 37 18 28 46 39
60 87 .147 41 35 18 53 66
41 87 - 128 32 15 85 100 15
26' 30 56 46 13 30 43 3016 48 64 25 19 444. 123 142 13
TUTORIALMATH ) READING
MET NOT MET TOTAL % MET MET NOT MET OTAL % MET
6 -6 12 50 8 5 13 628* 5 13 62 -2 1 3 67
8 2 . 10 80 0 2 2 0
3 '''' 3 6 50 3 0 . 3 1004 3 7 57 2 2 4 50
3 4 7 43 2' 4 6 33
14 12 26 54 18 65 83 22
9 10 19 47 P 73 32
7 14 21 33 8
450
48 56 14
5 15 20 25 10 28' 38 26
1
33
3 8
81.76-
0
TIME OF RTESTING X
1978-79 fall B
winter B
spring B
1979,80 fall B
windier Aspririg B
1980-81 fall Aspring 4.
1981-82 fall 8
IprottlEi
-0
TLME OF RTESTING H
1978-79 fall B
winterspring B
1979-80 fall B
4inter Asng B1980-81 tgli A
spring' B1981-82 fall 8
spring 7
TLKE OF RTESTING M
1978-79 fall B
winter B
.spring B
197940 fall B
winter Aspring B
1980-81 fall A'
spring B
1981-82 fall 8
spring -7
ATTACHMENT 2(Continued, page 3 of 12)
AUSTIN HIGH
TOTAL. MATH i--- RNING
.. r, NOT MET TOTAL Z-MET-
MET NOT MET TOTAL % HET
q3212
131.
0,
1
844346
43
215
69
1025
1778472
89
503 4°.417
200
21217
261127
118132.
.
66 0o
71.66-
52ill!?,71
32
34'
39
33
3642
23106,
819
' 77
59
27
20
23
6
43
50
124
8
19190
89
103
59
4866
156205
17
268149
116
123
61
OH
15etg
40
532940234.6
SPEOTAL SESSIONMATH. READING
MET NOT MET. TOTAL Z MET, MET NOT MET TOTAL % MET
23 ' 16 39 59 .' ' 29 13 42 69
22 - 13 15 63 12 4 16 75-
1 0 1 100 19 42 61 318 58 143 5g 80 . 45 125 '64
93 85 178 52 81 113 194 42 .-- -- -- -- .- 2 1 3 -67
77 168 245 31 61 125 186 .33
28 75 103 27 16 75 91 18
29 54 83 35 20 42 62 33
26 62 ' 88 30 16 49 65 . 25,
.
TTJTORALMATB4- READING
MET NOT MET TOTAL % MET NOT MET TOTAL % MET
.
7
41146
17
12 slic
\ 715
1717
4
4
5
1117-5
9
9
18
27
11
8
16
571417
1624
3544
64
5069
8150
71
4463
49
39
i
30
, 4
26
0
7
16
437
4
102
1
5
117
66
15
.4754
---,
17
32
5
31
111482
, 5834
58
419480
840
!.50
2074
13il 7
34 39
-MCIM
0
I.
.1.-
81.76
TIME OF RTESTING M
1978.79 fall 13
.winter B
spring B
1979-80 fall Bwinter A
. spring #1980-81 fall A
'spring B
1981-82 fall 8
spring 7
TIME OF RTESTING-4
1978-79 fall B
w/nter B
spring B
19797.80 fall 3
winter Aspring B
1980-81 fall Aspring B
198/=82 fall 8
spring 7
0
TIME OF RTESTING. M
8-79 fall. B
winter Bspring B
1979-80 fall 3winter A
. spring B1960-81 fall A
spring B
'1981-82 fall 8
spring 7
CROCKETT HIGH
TOTAL
ATTACHMENT 2(Continue4,-page:4 of 12)
MATH . READING
MET- NUM MET TOTAL.
% MET kfET NOT MET TCMAL %AST
24 18 .42 57 28 18 46 61
95_ 28 123 77 19 13 32 59
X1 42 113 63 21 11 32 66
108 39 147 73 58 15 73 79
38 39 17 45 6 10 38
57 ,40 97 59 18 ,, 20 0 47'
133 .-85 218 61 124 78 202 61
84 . 148 -232 36 67 131 198 34
75 80 155 48 49 92 141 35
51. 102 153. 33 ' 54 156 210 26
. ..
SPECIAi S SSIONREADING
MET NOT MET TOTAL % MET MET NOT MET TOTAL % MET '
6 5 11 55 22 . 12 34 65
74 20 94 79 13 10 23 57
.33 40 53 57 11 10 21 52
93 30 123 76 39 14 53 14
23 29 52 44 '2 5 7 29
40 32 72 56 15 17 32 47
119 K 199 60 106 75 181 59
66 143 209 31 33 126 159 21
51 '63' 114 49 48 71 119 40
41 83 124 33 40 1213 , 153 26
TUTORIAL
MATH . READING..
MET NOT-MET ,TOTAL, % MET MET NOT MET TOTAL t MET
18. 13 31 58 6 - 6 12 50
21 8 29 72 6- I 9 . 67
18 2 20 90 -1 11 91
15 9 24. -63
.10
-19 1 20 95
15 10 25 60 4 - 5 9 .44
17. 8 .25 68 3 3 ' 6 50.
14 5 .. 19 - 74 18 3 21 86
18 c,. 5 23 . 78. 34- .. 5 39 87
24 17 ''41 . 59 1 21 22 5
10 19 29 34 '14 43 57 25,
. .,
1._ .
35
ATTACHMENT 281.76 (Continue4, page 5 of.12)
0TIME OF RTESTING M
1978-79 fall IS
wintarspring
1979-80 fall Bwinter Aspring
1980-81 fall Aspring
1981-82 fall 8
spring 7
0TIME OF RTESTLIG: .M
1978-79 fall B
wintorspring B
1979-80, fall 3winter Aspring B
1980-81 fall Aspring
1981-82.fall 8
spring 7
TIME OFTESTZIG
1078-79 fall B
winter B
'spring B
1979-80 fall Bwintar Aspring IS
1980-81 fall Aspring B
1981-82 fall 8spring 7
111.1 HIGH
TOTMATH READING
.
MET NOT MET TOTAL)
; MET MET NOT MET TOTAL % MET
24 31 55 44 51 52 103 : 5039 38 77 51 22 38 60 37117 111 238 49 65 120 185 3592 : 49 141 65 36 62 98 3714 13 27 62 3 16 19 1625 13 38 66 10- 42 61 3143 53 96 45 30 80 110 4 2743 61 104 41 37 '64 101 3742 65 107 39 17 82 99 1750 72 122. 41 21 92 113 19
' ).
-SPECIAL SESSION
MATH READING
.MET NOT MET TOTAL % MET\ NET NOT MET,.
TOTAL.
.....
9 7 16 56 42 37 79. 5315 21 38 39 16 30 46 3586 108 194 44 50 98 148 3425' 36 61 41 33 44 77 431 d 1 100 . 0 1 100.1
--27. 33 54 39 16 20 36 4422 51 73 30 12' 38 50 2416 45 63. 26 10 36 46 2216 5; 68 24 11 38 49 22
TT3TORIALMATH . READING .,..
.MET NOT MET TOTAL % MET MET NOT MET TOTAL.
-
*% MET
15 24 39 38 9 15 24 3824 15 39 62 6 8 14 4331 13 44 70 15 22 37 4167 13 80 84 3 18 21 1413 13 26 50 2 16 18 1125 13 38 66 19 42 61 31
. 22 20 42 52 14 ; 60 74 1921 10 31 - 68 25 26 51 4916 20 46? 57 7 46 53
.13
34 2e 54 63 10 54 64 16
6
ATTACHMENT 2
81.76 (Continued, 10Age 6 C4 12)
r.
Tin OF RTEHTL4G M
1978-79 fall 3winter Bspring I
1979-80 fall B
winter A. spring B
19 0-81 fall Aspring B.....-----_. 81-82 fall 8spring 7
0T-DtE OFTESTING M
19 78-79 fall B
wint er B
spring B1979-80 fall B
winter Aspring
1980-81 fall A
spring B
1981-82 fall 8spring 7
0TIME OFTESTING M
19 78-79 fall 33
wint erspring B
1979-80 fall B
canter A'spring B
19 80-81 fall Aspring
198 1-82 fall 8spring 7
JOHNSTON HIM
TOTAL
, ,M&H READING
.,
NOT, MET TOTAL % MET.
ME NOT MET TOTAL Z
65 97 162 40 34 108 142 2437 64 101 37 25 104 129 1969 72 141 49 33 70 103 3247 87 134 35 49 90 139 3512 66 78 15 .4 15 70 85 1865 142 20 7 i 31 60 136 196 4456 96 152 37 50 88 138 3669 150 219 32 63 135 198 32'
- 48 102 150 32 38 118 156 2464 139 20 3 32 42 176 218 19
I
SPEC/AL SESSIONMATH READING
. NOT MET 'TOTAL Z MET MET NOT MET TOTAL % MET
36 69 105 34 21 75 96 2211 53 64 17 15' 75 90 1746 56 102 45 8 52 60 1324 62 86 78 25 102 25
3 . 44 47 6 '10(7-7
5o do 60 174q 128 170 25 32 136 168 1934) 89 123 78 22 28 50 44
40 134 174 23 19 118 137 14
32 71 10 3 31 29 44 73 4043 106 149 29 21 104 125 17
TUTORIALMAlE READING
MET NOT MET TOTAL Z MET . NOT MET TOTAL Z NET
29 28 57 , 51 13 33 46 2826 3.1 37 70 10 29 39 26
23 16 39 59 25 18 43 58
23 25 48 48 24 13 37 659 22 31 29 5 20 25 20
23 . 14 37 62 28 .0 28 10022 7 29 76 28 60 88 3229 16 45 , 64 44 17 6 1 72
16 31 47 34 9 74 83 1121 33 54 39 21 72 93 23
37 42
ATTACHMgNT 281,76 (Continuad page 7 of 12)
0
TIME OF RTESTING M
1978-79 !al/ B
winter B
spring B
1979-80 fallwinter Aspring
1980-81 fall Aspring B
1981-82 fall 8
spring 7
0TIME OF RTESTING X
1978-79 fall B
winter B
spring B
1979-80 fall B
winter Aspring B
1980-81 fall Aspring
1981-82 fall 8
spring 7
0TIME OF RTESTING X
1978-79 fall Bwinter B
spring B
1979-80 fall B
winter Aspring B
19-80-81 fall Aspring B
1981-82 fall 8
spring J
KEALING
_ TOTALMATH
. RE&FING 1
MET ,NOT MET TOTAL Z. MET MET NOT- MET TOTAL Z MET-
9 19 28 ' 32 13 17 30 4312 23 35 34 11 19 30 37.
11 15 26 42 8 23 . 31 2612 22 34 35 12 20 32 386 15 21 29 1 22 23 4
5 15 20 75 4 21 . 25 164 19 23 17 4 20 24. 17
6 5 11 55 6 7 13 464 13 17 24 5 13 18 288 14 22 36 2 16 , 18 11
SPECIAL SESSION"INATH READING
MET NOT MET TOTAL % HET MET NOT MET TOTAL X MET
9 19 28 32 13 17 30 4311 23 34 34 lk 19 30 37
11 15 26 42 8 23 31 26
12 22 ( 34 35 12 20 32 18
6 15 21 29 1 22 23 4
6 15 20 25 4 18 22 184 19 ;3 17 4 20 24 176 5 11 55 . 6 7 13 46
4 13 17 24 5 13 18 288 14 22 36 2 16 18 U.
TOTORIALMATH' . READING
. r NOT MET TOTAL Z !AZT MET NOT MET TOTAL ' 7C MET
----
--
--
----L
--,__
------
--
----
--
------
--------
--------
-...
------
0
------
----
3
--------
------3
----
--
-
__----0
--------
1
38
81.76
0TIME OF RTESTING M
1978-79 fallwinter Bqpring B
1979-80 fall B
winter Aspring B
1980-81 fall Aspring B
1981-82 fall 8
spring 7
0TLME OF RTESTING M
1978 fall B/winter Bspring B
1979-80 fall 3winterspring 3
1980-81 fall Aspring
1981-82 fall .8
spring 7
TLME OF RTESTING M
1978-79 fall Bwinter 3spring B
1979-80 fall Bwinter Aspring B
1980-81 fall A'spring B
1981-82 fall 8
spring 7
LANIER HIGH
TOTAL
ATTACHMENT 2(Continued, page 8 of 12)
" MATH READING
MET NOT MET TOTAL , % MET MET NOT MET TOTAL % MET
30 24 54 56 19 , 11 30 6332 36 68 47 7 13 20 . 3519 5 24 79 4 5 9 44107 70 177 60 32 32 64 1015 25 40 38 5 4 16 21 2413 10 23 57 39 73 112 3572 48 120 60 54 69 123 4440 41 81 49 36 83 119 3047 97 134 35 42 84 126 3349 134 183 '' 27 30 132 162 19
SPECIAL SESS ON,. READING
MET-
NOT MET.
TOTAL % MET MET NOT MET TOTAL % HET
13 6 19 68 13 2 15 8719 L6 35 54 4 3 / ,571 1 2 '50 3 1 4 75
81 51 132 61 28 25 53 53-- -- -- -- ..,- -- --
_ 3 5 40 35 67 102 3430 29 79 63 44 14 68 6529 33 62 47 21 ' 39 60
.
3539 65 , 104' 38 32 47 79 41
,28 112 140 20 26 79 105 25
t 7
TUTORIALMATH . 1READING
MET NOT MET 'TOTAL % MET MET NOT MET TOTAL % MET
17 18 35 49 6 9 15 4013 20 33 39 3, 10 13 2318 4 .22 82 1 4 5 2026 19 45 58 4 7 11 3615 25 40 38 . 5 16 21 2411 7 18 61 4 6 10 4022 19 41 54 10 26 55 1811 a 19 58 15 44 59 25a 22 30 27 10 37 47 2121 22 43 49 4 53 57 7
/Tor.
0
TIME OF RTEST=G M
1978-79 fall II
winter B
spring A1919-80 fall 4
winter:4spring
1980-81 fall Aspring B
1981-82 fall 8
ispring 7
-F
0
TLME OF R.
TEST/NG
1978-79 fall BWinter IS
spring B
1979-80 fall Bwinter A
spring B
1980-81 fall Aspring B
1981-82 fall 8
spring 7
0
TIME OF RTESTING M
1978-79 fall B
winter B
spring1978-80 fall B
winter Aspring B
1980-81 fall Aspring B
1981-82 fall 8
spring 7
0
4/-
MCCALLUM HIGH
TOTAL
ATTACHANT 2(Continued, page 9 of 12))
-,
MATH...._
READING
. fZT NOT MET
.
TOTAL
,.
2 MET ZIZT NOT MET TOTAL,
% MET
3,5 34 69 51 48 55 103 47
8. 6' 83 169 51 34 45, 79 .43
7 6 13 ir 37 65 102 36
74 56 130.54
57 11 43 .54 97 44
80 , 97 177 45 102 154 34
47 5& 99 41
A73 99 26
52 52 104 50 41 57 , 98 42
4k 6 1 104 41 26 .89 115 2342 41 83 51 39 65 104 38
37 60 97 38 22 78 100 22
SPECIAL SESSIONMATH READING
MET NOT :CT TOTAL % MET % MET NOT MET TOTAL % MET
32 27 59 54 37 41 78 4t,
81 8 1 161 50 28 35 63 44
-- -- -- -- 31 58 89 35
63 44 107 59 41 46 87 47
78 91 169 46 52 92 144 36
29 49 78 37 23 63 86 27
48 42 90 53 39 49 88 44
35 53 88 40 16. 68 84 19
37 31 68 54 30 30 64 ' 47
22 46 68 32 13 48. 210
.61
4 .
TUTORIALMATH . READING
MET NOT MET TOTAL % ME,
MEt NOT MET TOTAL % MET
3
5
7
11
485
15
7
3
6
12
69
108
1014
10
8
13
238
21141615
. 29
30
6354
48255729503352
,
11
6
6
2
032
109
9
14
10
7
8
1010
82131
30
.
25
16
1310
1013103140
39
44
38
46
200
232032
2323
40 45-
de'
j.
ATTACHMENT 281.76 (Continued, page 10 oL 12)
TME OF B.
TESTING M
1978-79 fall 3
swin
3
prin.41.979-80 fall 3
-winter Aspring B
1980-81 fall Aspring 3
19 81-82 fall 8spring 7
0TLME OF RTESTLNG M
1978-79 fall B
winter B
spring B
1979-80 fall B
winter Aspring B
1980-81 fall Aspring B
1981-82 fall 8spring 7
0TnfE OF R.
TESTMNG
19 78-79 fall B
winter 3s pring B
1979-80 fall B
winter As pring
19 80-81 fall Aspring B
198 1-82 fall. 8spring 7
REAGAN HIGH
TOTALMATH, READING
MET NOT MET TaTAL E MEI MET NOT, MET:,-,!fTOTAL E MET
11 13 A., 24 46 37. 80 117 32, 53 34 87. 61 36 58 , 94 38, 21 20 41 51 .20 .25 45 44
59 29 88 67 . 37 52 89 4240 65 105 - 38 29 75 104 2852 48 100 .52 32 84 116 2865 42 107 61 46 59 105 4437 ' 62 99 37 25 107 132 19 ,43 82 ° 125 ,-34 24 103 127 1541
,83 124 33 20 103 123 16
SPECIAL SESSIONMATH .. READING
^MT NOT MET TOTAL E MET MET NOT MET TOTAL E ME'T
i
s
3.,412
49 .
293947252933
5
31 pl ir28394732596972
4*
873337788867984 .
98105
38584564334560303031
32311232282142
924.16
7050 ,
17.4766
, 7355
..41et768083
4,
10 28129 '79
.,94949 785
10499
31384141302243112316
TuronALMATH . .4 READING
MET NOT MET"
TOTAL E MET MEr NOT MET TOTAL E HET
.
8 8 16 50 5 10 15 3311 3 14 79 5 8 13 39
6 2 8 75 8 8 16 5010 1. . 11 . 91 5 5 10 5011 6 17 65 1- 9 10 1013 1 14 93 11 11 22 5018 10 28 64 4 4 8 5012 3 15 80 16 31 47 3414 13 27 52 0 23 23 . 0
8 11. 19 42 4 20 24 174
ATTACHMENT 281.76 (Continued, page 11. of 12)
0TIME Or RTESTING 4X
1978-79 fall Swintarspring B
1979r80 fall B
winter Aspring
1980-81 fall Aspring 3
1981-82 fall 8
spring ;7
0TIn OF RTESTING X
197811111winter B
spring B.
1979-80 fall B
winter Aspring B
1980-81 fall Appring B
1981-82 fall 8
spring 7
0TLME OF RTESTM X
1978-79 fall B
winter B
spring B
1979-80 fall 3winter Aspring B
1980-81 fall Aspring B
1981782 fall 8
spring 7
k
ROBBINS
1TOTAL
, READING
MET NOT MET TOTAL % MET MET NOT MET TOTAL' % MET
*3 1 12 25 -..._ -- --,
,
5 21 ; 26 19 6' 9 15 *405 .11 16 31. 3 6 9 336 12 18 33 1 6- 7 , 141 6 7 14 1 2 3 , 33
SPECIAL SES IONMATH READING
,. 4= NOT MET TOTAL % gET MET NOT MET TOTAL % MET
..\-,
3 .-.N 9 12 25 -- --
5 20 25 20 § 9 13 40-- -- -- -- -,. -- -- --
6 8 14 43 1 6 7 140 6 6 0 1 2 3 33
IALMATH . READINd
MET NOT MET TOTAL % MET MET NOT MET TOTAL Z MtT
a,...-4.
2.,
.,.. .
-''' '.-*..... -
0 1 1 0 ...... ........
--5 11 16 31 3 6 ---- 9 330 4 4 0 --. , -, --
1 100 -- -- --
424
..
a
1
ATTACHMENT 281.76. (Continued, page 12 of 12)
1
0
TIME OF RTESTING M
A\1978-79, fail B
winterspring B
1979-80 fallwinter Aspring
1980-81 fall A, sprins
1981-82 fall 8
spring 7
0TIME OF RTESTING H
1978-79 fall B
winter B.
spring B
1979-80 fall B
winter Aspring B
1980-81 fall Aspring 3.
1981-82 fall 8
spring 7
'0
TIME OF RTESTING X
1978-79 fall B
winter Bspring B
1979-80 fall twinter Aspring B
1980-81 fall AspringB
1981-82 fall S
spring 7
TRAVIS HIGH
TOTAL, MATh READING
`NOT MET TOTAL % MET
.HET NOT MET
.
TOTAL % MET
71 50 121 ; 59 33 34 67 49
152 102 '254 60 51 63 114 4525 10 35 *" 71 41 49 90 46,83 48 131 63 30 34 64 4763 63 126 50 ' 34 57 91 3782 A 52 134 61 22 62 84 26 .
134.... 153, .287 47 115 233 348 33-
100 130 230 43 -39 206 245 16
6i '72 135 47. 54 175 229 24
69 65 134 51 45 181 226 20
SPEC/AL SESSIONMATH READING
. ET NOT MET TOTAL % MET MET NOT MET TOTAL % MET
55. , 43 98 56 20 17 37 54
, 129 95 224 59 46 56 102. 45
6 6 12 50 29 41 70 41 .
61 40 101 60 17 19 36 47
. 46 53 99 46 25 38 63 40_
57 49 106 54 11 36 47 23
116 147 44 72 161 233 31
640. 117,263
167 28 27 143 , 170 . 1644 .58 102 43 32, l' 68 100 33
33 59 92 '36 28 101 129 22
TUTOR/ALMATH READING
MET NOT MET TOTAL % MET MET NOT MET TOTAL , % XET
16 7 23 70 13 17.- 30 43
23 7 30 77 5 7 12 42
19 4 23, 83 12 8 20 60
72 8 30 73 13 15 28 46
17 10 27 63 9 19 28 32
25 3 i 28 89 . 11 . 26 37 30
18 6 24 75 41 72 115 37
50: 13. 61 79 12 63 75, 16
19 14 33 18 22. 107 129 17
36 6 42 86 17 80 97 18
FORMS FOR SURVEY OF 1980 GRADUATES Wil0 SIGNED WAIVER LETTERS
81.76
fi
AUSTIN /NDEPENDENT SCHCOL DISTR/CTdffici of Research and Evaluation
'1981-82
-
itliMER. STUDENT INTERVIEW
Directioni4to the./nterviewer,
ATTACHMIT 3 .
(Page 1 of 6)-
1. At least three attempts will be made to 5Entact each forMer student,the initial call and two callbacks.
2. Flees tha call. Ask to speak to the lormarstudent., If the studentis not there, inquire when orhaw the student could.be reached.. Thenfollow up later.
3. Note the disposition of each caLl, by using the following abbreviations.
SA * No AnswerSZ * 'BusyNR * No Respondent (The respondent is not home or is not at
the number called.)R * Refused InterviewT Terminated Interview (The.respondent began the interview
butquit before it was completed.)C * Completed Interview
4. There will be no callbacks if the interview was refused (R), terminated(T), or completed (C). -.
5. Log the area code for aLL long distance Calls. Also, fill out i longdistance call slip for eachlong distance call/made.
6. Read or paraphrase the introduction.
7. Read the items and mark dawn the Student's responses on the response,sheet. Reread items if requested.' Follow the skip pattern. READALOUD MUTE= WEIca IS NOT ITALIC/ZED.
8. Read or paraphrase the conclusion.
a
45
4-
5
81.76
°I(
ATTACHMENT 3'(Continued, page 2 of 6)
AUSTIN =DEPENDENT SCHOOL DISTRICTOffice of Research and Evaluation
1981-82
FORMER STUDENT =TERVIEW
,
INTRODUCTION; Hello. My name ts I workfor' the Austin Independent School District and we're callingforMarAISD students to find out what they hale been doing
.
since graduation. Taut nada Was.one of those seleCted atgandam fran our last of 1980 graduate*. The informationyou give usyill be used to improve AISD's edUcationalprogram. 14111 you help us? Thank you.
First, I am going to read someluestions. You can(answereach question.with one of these five words: 'Always,""Often," "Some " "Rarely," or "NeVer." Please choosethe word which b st describes your ansmer.
Titlark tha studemtferesponees to 'this section on the ResponseVieet, not &am.
Since you graduated...
1. How,Often. have you n4eded-io read better? CRead 4ternatives)'
Alwayi Often Sometimee Rarely Never,
2. Haw often have you needed to do mathematics better?0?ead alternatives)
. 4
Always Often.. Sometimes Rarely Never.
Nest, I am going to read some statements.- ?lease telr'mewhether you agree, diaagree, 0'..,partly agree and partlydisagree with each statement.
3. Mere should have been required'of me in high school.
If 14d227V say:. 'Would you say.you strongly agree orills; agree?" If "ILTACZET," say: "Wbuld you say ybustrongly disagree or just disagree?"
Strongly Partly Agree, StronglyAgree Agree Partly Disagree Disagree Disagree
4. Overall, high school adequately prepared ne for my present ,activities.
If "AGREE," ac9: 'Would you siv yoz,strongly agree or justagree?" If "DZSAGRRE," sgl "Would you say you stronglydisagree or just disagree?"
StronglyAgree
511
Partly Agree,Agree Partly Disagree Disagree
46
StronglyDisagree
81.76ATTAMMENT 3(Contitlued, page 3 of 6)
'42
Page 2
5. Sigh school should have mizimum competency requirements.
If "AGREE," say: "Would.ycu say you strongly.Agree or jUstagree?" 4f "DISAGREZ,C say: "Would you say you stronglydisagree or just disagree?'
Strongly ,Partly Agree, StronglyAgree Agree Partly Disagree Disagree Disagree
Mark the student's rsdponses to this section on the MOnth1yStatus Record.
.54y: Next, I am going to ask you mhat you have been doingsince'gradiation. /n the first month aftar,you,graduated*June 1980--were you emOloyed, a student,or other than employed or a student?'
If#
If "sxix-
skip to A.EM711'.iikip to 2..
" skip to.C;
A. V the student was. "WDOZED" and does not specifd, say:ployed4n the military?"
If "MO," skip to A.1.If "YES," skip to A.2.
Than say: "Were you employed on a part- or a full-cima basis?"
2. Then say: "Would yoU please tell me yOuvestimate of your monthlymops income? That's before taxes and deductions."
a
"Were.yoU em-
3. If the sthdent refuses, say: ""Okay. Lees go an."*
Skip to D. *
4. 4f the studeRt e.s unsure, say:. "Walld you say it was (readeternntives)?"
(1) under $100(2) $100 - $300(3) $300 - $500.(4) $500 $700 ,
(5) $700 $900(6) Above $900 per month
5. If the stAdont can pick a salm.y -category, say: "Can you estimate moreclosely?"
6. If the student =mot, write the ?timber lof the sal=y category.
Skip to D.
B. /f the student was a "ZUDENT," sad: "Was that on a.part- cr on a full-timebasis?"
Skip to .
4752
-
- 1
"De
ATTACHMENT 3(Continued, page 4 of 6)
-Page 3,
. the student was VISER,I, say: "Will you give me i short descriptionof what was happening during ehitmonth, (name month) ?"
1. If theetudent cannot voluntaeranything, say: "For example;,,scmepeople who are not employed or going to school migbt describe theiractivities ae'living at home' or 'looking for'work.'"
2. If the student does not respond, say: "Okay. Let's go on."
Continua with D.
D. The next month, (read month), did your status change or remain the same?"
I. If "CMOGE,'tsay: "Wore you employed, a student, or other thanemployed or a student?"
Skip to. A, .8, or C and continua.
2. '.rf "REUZI 74274UAff," check tha bomin thi upper,.right-hand cornerand continua with E.
. Andin the,following month, (read month), did your status change orremain the same?
1. 'If "MIME," say: Nero you employed, a=student, Or other than'employed.or a student?"
2. If ."5;416,." continua:with.
F. And the follafig month, (read month)?
2. If "CEANIE," say: "Were you employed,-a. student, or other thanemployed or a student?"
skip to A, 3, or. C and continue.
2. If "SAME," say:4Z>long. did chat continue?"
3. If the student is unsure, say: "sligay. Let's just, take.it a monrha.time and maybe you'll remember."
-Skip to. D.
)fr
4. If the student cannot dacide between two months, say: "Waeir (namemonth) or was it.(name other month)?"0
S. Pken the student-gives an emaCt month and year, say:. "In (name monthand year student indicated), were You employed, aetudent, or ocherthan'employed or a student?",
.
Skip to A, B. or C.
G. Continua through aL: 22)ponths.
CONCLUSION: Thank you, '(name of student), for taking the time and effort tohelp- us. We really appreciate it. Thanks again.' Goodbye.
'
48
C.
Call Record:
Studeat Number:
AUSTIN INDEPENDENT SC8001. DISTACTOffice of Research and Evaluation
1,11-42
FORMER *DOW INTERVIEW . RESPONSE smerr
Student Name:
' pate of car i324 Called:let r",11,.ek: ' / /82 :
'2nd Callbacks / 482 : a.a./p.a.3rd Callback: / /82 : a.a./p.a.
', .
aallanntS:
4
Zia t
ATTACHMENT(Continued, page
0
:irst .211
Disposition Interviewer':(Circle one) tmitialsSA. 32 SR P. C -
NA 32 SR T CXa 32 SE T C
eir
Responses to /tans 1-5:
:. 1. Always Oftan Sometimes . ' 'Rarely Saver
2. -11vays Ofien Sometimes ' Rarely Sever
3. Strongly Partly Agree, StronglyAgree Agree Partly Disagree Disagree Disagree
4. Strongly Partly Agree, StronglyAgree Agree Partly Disagree Disagree Disagree
5. Strongly Part1V Agree, StronglyAgree Agree Partly Diiagree Disagree Disagree
TURN THIS SHEET OVER
49 54REST OPV AVIIILABLE
50
AUSTIN INDEPONUENT scouoL 0051111010111ce ol Rosoarch and EVaIunIlon
1101-02
FOIFFER SIWUII 1111ERYILW- MONIIILY STAIUS 18.00(4)
DIRECIIONS: FOR EMIMMHG DIAT NONNI.
IF IHE SlUDENTGROSS INCoNE mErocE
Of IIE 22 ROHM SIMI,
WAS EMPLOYED ("E"), INCLUDINGTAXES AND DEDUCTIONS)WAS DON EMPLOYED AND AWAS 011ER DIAN EMPLOYED
ma puumrce DIMPLE, "LIVINGUSE DIE 'TOPMENIS" SECIION
mac lit LEI IER OR LEIIERS WHICH DESCRISE ME SNIDEST'S LIFE SIAIUS
*"..r.=."IS ESIIMAIED NONIIILY
, .
"r" NEXT TO 00111.Of WHAT WAS
1
FIORE rum.
CIRCLE: IF SIUDE6 WAS: 1 ill" 19110
K S II
0 r
MING IS TIE MILITARY ("M"), WRITE TIE momIN WE SPACE AFTEM TIE S. .
SILIOEST, CIRCLE nom "E" NM "S" AHD cmcLE Nr! oROR A SIUDENI ("W), WRIIE TIE SIUDENt's 5110111 DESCRIPIION
Al MINE."AT IHE 11011014 10 EXPLAIN IIIE SNIDEST'S ANSWERS
E DIPLOME MILITARYS SIDDENTF FULL-LINEP PART-TINE0 0111ER 111AN "E"
OR "S"
IF 111E SILIDENI
IF IIESIUDIEFRHAPPENDIO DURING
IF NECESSARY,
0 r
o
2 July logoR H r.
, $._ r .
3 -August 1900
g II r
$ r
it September 1900g o r .
$ r
5 October 1900K H . F
0 r
5 Novomber 1900
K H F
$ r
7 December 1900
K H r
1 r
0 January 1981 .
IL H F
1 P
rO
ro
r
.r
s rIP
s F
r
o
s r
P0.j_
78 rr
,m........P...........................1115 .Auousit 1941
IC H F
.......5 February 1901
K II F
...........0
11) Herd: 1981K E s F
.
'I 111 Aprl 1 1901
g E . F12 Hay 4961
IS H F
11110m13 June 1901
g E F
4110,
14 "4 kwK H
iv r r r r r r
. .
'143 5:v1:ember
13E1---K H F
i P
.........---.7 Oclober 1901- K H F
$ r
.......I..15 November 1981
K H. F
lw.$ r
1119 December 1901
K H F
0 r
25 January .1902
K H F
1 r
.Me...m.........d..111 Tobruory 1902
E H F
$ r
22 Hard' 1902K H F$ , r
6 r
ro_ .
$ Fr
o
4.5 r
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o.
s r
ro
s rI.
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s r
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0,. . .
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.... 000,..mm...m.m.0....m000.......01111ftnlieo, ,.......COITIFIITS,
BEST COPY AVAILABLE
,-J
9J
1
83..76
ATTACHMENT 4
DIRECTIONS FOR USING THE CRT TO ACCESS MINIMUM COMPETENCY FILE
51 57
81.76ATTAaiMENT 4(Page 1 of 4)
AUSiIN INDEPENDENT SCHOOL DISTRICTOffice of Research and Evaluation
HOW TO ACCESS THE MLNDIUM COMPETENCY FILE
If the screen an your CRT is not completely blank,press the CLEAR key. Type"COMP" at the top left corner of che screen. ENTER (as used herein, ENTERmeans press the "ENTER" key).
30TE: Student numbers and other data on the AinimumCompetincy FiLe are o'tained ftom the Student
Grade Reporting (SOH) filo. It is possible that so Itest records for newer studenta may be Listed undertemporary numbers ratherthan permanent numbers, or vice versa.
"HIGH SCHOOL MINIMUM COMPETENCY DATA COMMUNICATION SYSTEM" and other information will appear, with the cursor located in the "SCHOOL" (code) field.
Two modes for accessing the Minimum Competency.Fileare available to you:"INQU/RY" and "BROWSE." "INQUIRY" is best for you to use, although both arebasically the same. If you wish co view the record of a student whose schoolis unknown, you must use "INQUIRY." A description Of how to Use each Modefollows:
INQUIRY
1. Since you are accessinga record filed.tinder a unique studentnumber, leave the "SCHOOL" as,"000" (merely press the "TabRight" (M) ) .key to go immediately to the "STUDENT NUMBER"field). If you do type in a school code, the computer willsearch for the student's record at that schodl onlv.
2. Type in the student's number.3. Type "X" in the "INQUIRY"
position, then ENTER.
The test record for that student number will appear. (If themessage "RECORD NOT FOUND ON FILE" appears at the bottom of thescreen, verify that you typed in the correct student number.(Some students may be listed under temporary numbers.) If thestudent number is correct and you typed in a school code ocherthan "000," type "000" in the "SCHOOL" field, then ENTER.)
BROWSE
1. Type the student's current school codeIn "BROWSE" you art accessing a recordstudent number within a school. Sinceexist, you Vat enter a (valid) school
2. Type in the student's number.3. Type "X" in the "BROWSE" position, then
in the "SCHOOL" field.filed under a un;queschool "000" does notcode.
LNTER.
The sLdent's record, or the record for the student having the nexthighest student number within that school, will appear. (If the0-1 desired record did not appear, verify that you used the correct student number. Also, the student mightinadvertently be listed in thewrong school. to determine chat, search using "INQUIRY.")
Revised NOVLMBER, 1991
\._
1
52 ,
81.76
ATTACHMENT 4(Continued, page 2 of 4)
-
When you are finished viewing A record and wish to view an additional recOrd,
there are twO capabilities available to you.
a. To browse forward, to the record for the student having Abe
next highest student number within the same school, merely
press ENTER.
b. To look at the record of a particular student, use thes"FWD"
function. Notice that "FWD" (forward) appears in the bottom
left corner of the screen, with the cursor under the letter
"F." Press the "Tab Right" (a) key, then type in the stu-
dent number of the student whose record you wish.to lee. If
that student is in the same school as the student whose record
is currently on the screen, merely press ENTER. If the stu-
dents art not in the same school, type the school code for the
'student whose record you wish to see in the field following
the student number. (The line should look.like this example:
FWD 3939219 002. The two blanks shown are imperative.) ,Press
ENTER.
The record for the desired student or, if the student number
is not found at that school, the record for the student having
the next highest stud4nt number within that schoo). will appear.
TEST RECORD
The test record for a studentAas tTwo areas. The summary heading provides the .
student name, school, grade, and competency information. Below this is a listing
of test entries for that student, indicating each test taken on which competency
could have been achieved and the scores on that test administration.
An example and interpretation of each area is on page 4.
DISCREPANCIES .
Report any discrepancies between the Minimum Competency File data and your
school's records to,RE by either of the following methods:
a. Mail information describing the discrepancy and what the
(corrected data should be to Tom Roudebush at ORE, Box 79,
) Carruth Administration Building. Use the "REPORT' A -
Discrepancy Form" or write the information on.a sheet of
paper.b. Use the "Message (HSG)" function av'ailable on the CRT. A
description of how to use this 'function, available in both
the "INQUIRY" and "BROWSE" modes,.followsi
1. The "message" function is used to indi-
cate a discrepancy in the test recOrdthat is currently on the screen, so call
VP-the test record containing the dis-crepancy using the procedures desc'ribed
earlier.2. Notice that "FWD" appears at the bottom
left corner of the screen, with the cursorunder the first-letter; Replace the letters
81.76ATTACHMENT 4(Continiled, page 3 of 4)
"FWD" with "MSG" ("mess& a"), -then pressthe "Tab Right" kty ( ) three times.
3. The cursor should now be under the firstletter of the phrase"TO CONTINUE isgasE-PRESS ENTER" (it usini "BROWSE") or thephrase "STUDENT FOUND-NOW IN BROWSE MODE"(if usiDig "INQUIRY"). This is the firstposition of the 50-character "massagefield." Begin typing your message here,then press ENTER when you have finishedthe messagg. The phrase "MESSAGE HASBEEN SENT" will appear.
If the length of your message exceeds 50charactersi type in part of the message,press ENTER, then repeat Steps 2 and 3above, typing in the remaining portialof the message.
NOTE: ORE wiZZ correct hinimum Competency Ma discrepancies periodicany. Ifa discrepancy you reported has not been corrected within two weeks,'plaase caZZNancy Lanier or Rick Battaito at 458-1227 tc check on the status of this discre-pancy.
r
a
A-.
All EXAMPLE OF A_SIMARY.IIEADING
(blank) Nan nut mut cumentuncy ls ghat subjactI Mot cooputuncy lit thut aulgjoct
If SCII STU MIN NANE---- GR CRIT RATH TST
006 1) 9,0 1 3* i
Studentnowohur
Student'scurrant
ilt!"2. /, Studung'mthu
oggturong la
curguntlyunrullud la
computuncy
Thls could bu"11.5." "9.0."
or "0.0" (nil-ration unknown).
Thla lu thu code Humbug' forthe tura ghat Wad taken;
2 '..,..:: :, 2:: :
i - STEP. Porn A4 - STEP. Vora R5 . (uorruntly unasulynud)6 TAUSo7 11119. Form 7
gil
li 111S. .l000n i
INDEX HSI TM YR SCR GR NATI! RS READ RS -NAME
01.. --4, 3 3 '80 006 09 031 OM 028
11
RD6 TST TRN YR . LW.
1 2 81 3
Cod. nuobayof glou tong
Ned buTZVon whichstudent setcomputeneyglong aubject
AN.EXAMPLE.OF.A TEST ENTRY.
Torso (qusrlat or ssmeatar)and yuar wham studuut satcurroutancy lot that subject.
("SO" menus "it -SO." "SI"swung
Sehoul &dour. glou atudeug gook this hunt
StudUnt'a mud. when tugged
.11S Ruw Scorn
label codat'0-No compatency
Lauda hawsbuds moot out(or thla atudunt
I.114114 labul was gout2 Raiding labul 6as
stunt
1.. loth mogio and twitt-
ing Mauls uata sant
WOW undur whIch thle teat sum takes'
iThu gent Iodua nnobur lo Tut! (quartet orwuruly thu nuahur ol thu nessuatur) an d. your
wary un that iglu. when mtddung tookla the llgut Lunt en thin twit. OM"llat111u. ous "79.110."u4 un Ibls u tndu n n
"81" seam. 40-81."Ai ule.)
Slued ghu east tabus. wadthe STE thud. gwo 'moronAra thu Meth conuntatlon(lout) and Math !Walecolas (rInht) row orateAll Dolour twigs Juovu thigh'
Total raw seutu only.
Thu RuadIng Total taw. 'word
BEST COPY AVAILABLE
81.76
k
'L
ATTACHMENT 5
INFORMATION SENT TO SCHOOLS ABOUT EXEMPTING LEP STUDENTSFROM TAKING A TUTORIAL .COURSE
44.
5 64
ATTACHMENT 581.76 (Page 1 of 3)
AUSTIN INDERLIDENT SCBOOL DISTRICTOffice of Research and Evaluation
January.4, 1982
.4
ZO: Pairs Addressed
FROM: Glynn LiggreghT,--
SUBJECT: Policy and Procedures Manual--Minimun Competencies for HighSchool Graduation,,Ravision Regarding LEP Students and Tutorials'
Please.replace pages 3, 5,. and 16 in your manual with these revised
pages. At tha direction.of Lakrence BufOrd, a procedure for freeingcartaim LEP-students frdh taking tutorial courses upon recommendationof their LPAC's has been astablisheciAIMIX, 3 and 16). In addition,the Criteria for the 9.0 competency level on the ITBS has been added
(Pa841'5).
GL:ifcc: Lawrence Buford
Maud SimsJarry Richard
Approved':
o
Approved:
A to.
72Director of Research and Evaluirion
Acting Assistant Super-ntendent for Secondary
57
81.76
<-
ATTACHMENT 5(Continued, page 2 of 3)
Revised March, 1981Revised Dacemba, 1981
Letter of Notification
If a stadent does not demonstrate competency after participating in a SpecialSession, the school may notify the studenee parent or guardian that the stu-dent has not yet mat caapetency and should be placed in a tutorial course.(English and Spanish copiee of the approved letter of notification format areincluded in Appendix A.)
Letter of Waiver.
*A student who is bnabla to Meet competency after compleng one or more ReadingTutorials CRT) orFundamantals of Math Tutorial0 (10MT) y place on file Alatter signed by the student's parent or guardian acknow edging that the studentproposes to graduate without achieving competence im that subject. (Appenditcontains copies of the approved latter of waiver format in English and Spanish.)
The Language Proficiency Assessment Committee (LPAC) may datermine'that alimited English proficient (LEE) studeat should not teka a tutorial coursiifthat student's English-language"proficiency is Wow the level required tobenefit fram the tutorial.' A LEP studentimayAubmit a letter of waiverwith-out having teken a tutorial if t41..! LpAC recammends courses Other than a tutorial.
I'.
.For' students under the age of 18, the letter of waiver must be signed by theirparent or guardian.' Studente,who are 18 or older may sign their awn letterofwaiver. -(If a student decides to do ;his, schools are couotify the studenesparent or guardian that this is occurring.)
8.5 and 9.0 Criterion Lev
The Board policy chat the 9.0 grade level competence criterion became effectivewith the graduating class of 1983 was operationally defined* through adminis-;crativedecisions to be reflected in the following statements:
1) The 8.5 level applies to any student who had 10 or more unitsof credit as of August 27, 1980, regardless of that student'sdate of graduation; and
2) Anylstudent with fewer than 10 units of credit as of August 27,1980, must meet the 9.0 level, regardless of that student'sdate of graduation.
*This operatiigal definitioo is based on the practical fact chat 21 units ofcredit are required fOr graduation from an AISD high school aad chat normallya student with 10 or more.units of credit at thebeginning of the 1980-31school year cam be exnected to be graduated before the end of the springsemester og the 1982-83 school year; whereas, those having fever than 10 unitsof credit at the beginning of the 1980-81 school year can normallytbe expectedto be'graduated at the.end of che spring semester of the 1982-83 school yearor thereafter.
58
t,
81.76
ts'
ATTACTIMENT 5(Continued, page 3 of 3)
.Parvised Decedber, 1981
TUTORIAL.TESTING
Students Reouired to Take. a Tutorial Course
The tutorial course is required for students entering grade 11 who havecompleted fqur semesterstof reading/language arts or 'earned (passed) twounits of credit (four masters) in math but have nOt met competency inthe Subject.
Students Who transteF into ATSD with four semesters of reading/language artscompleted or with di units of credit (foUr.sem4Sars) earned (passed) inmath are allowed one semester in which to demonstrate competency before theyare required tr take the tutorial course in tEe Subject.
The Language Proficiency Assessment Committee (LPAC) may determine that alimited English proficient (LEP) student shOuld not take a tutorial courseif that student.'s English language proficiency is below the level requiredto benefit from the tutorial. A.LEP student may submit a.lettar of waiverwithout having taken a tutorial-if the LPAC recommends courses other than
ktutorial.
Final Exam
At the end pf the semester, a representative from ou4rill administer acompetency test to each math and reading tutorial class at the time of the
final exam. The OEE representative will give th test coordinator the
results the same day
ArMf a student does not demonstrate competency at tb tide, the student
should be encouraged to repeat the tutorial course. The course may be
repeated as long as progress is shown or until competency is met.
If the student does not meet competency after at least one tutorialcourse in a subject, a letter of waiver may be signed.
School Preparations
The test coordinator should contact ORE at least a week before final exams
with the following information: .. The number of tutorial classes tO be- tasted
. The name of the tutorial teachers
. The number of students in eadh class
. The testing data and time fpr each classThe test location (room number) of each class
.The test coordinator should give each tutorial teacher the preslugged answer
sheets for the teacher's students. If a preslugged answer sheet is not
available, the teacher should prepare one for the student. The student name,
student number, grade, school code, and criterion level (8.3 or.9.0) should
be filled in before the testing day.
A registration form must be prepared for each student being tested (See Fi ).
16
r,
81.76
f
ATTACHMENT 6 .
INFORMATION SENT TO SCHOOLS FOR USE OF TABS SCORES FROM OTHER DISTRICTS
60
8106- ATTACHMENT 6
(Page 1 of 2)
.0 AUSTIN INDEPLIDENT scapcm DISTRICTOffida of Research and EValuation
September 11,1981
TO: Persona Addressed
man:& Glynn Ligon and Kevin MatterIt'
'SUBJECT: .Use of TABS Scores from Other Districtsfor AISD Competency Requirements
In response to inquiries from a high school, we have drafted the followingaddition to eur competency tasting program.
A TABS score from another school district may be usedto meet AISD's graduation competency requirements.The transfer student's official record must contaiNthe total raw score to be valid.
%The administrative considerations relateC,to this change are:
1. The TABS is given in the same manner,-et the same time, and scoredby the same service regardless of district.
2. If a student is not credited with meeting competency, that-student-must be tested in a special session.
3. All districts will not send AISD,the iadivtdual TABS report with raw scores; :thus, all students will.not be able to verify their scores.
4. We have never accepted scores made in another district.before because ofour lack of knowledge aboht their testing and scoring procedures. .Forthe TABS., these are more standardized.
If you approve this change, please indicate below. We will notify the schoolsimmisdively if this change is approved.
GI.:101:jc
7.
approved:C:ge- ,C7;
' approved:
Director of Research and Evaluation.'
//, 2X .
tractor, Secondary Scho l.Curriculum
//approved: /4/
/
Acting Assistant Su erintandent for Secondary
approved:
approved:
0
/2441-01.2.40..e.L.
Associate Superincendene for Instruction
-1('''\ 4 L'Superintendent of Schools
61 68
4
tk,
or
ATTACHMENT 681.76 (Continued, page 2 of ,2)
AUSTIN INDEPLIDENT SCHOOL DISTRICTOffice of Research and.Evaluation
September 16, 1981
TO: High School°?rincipals, Counselors, Registrars
FROM: Glynn
SUBJECT: Use of TABS Scores fram Other Districtsfor AISD Competency Requirements
4
A TABS score from another diitrict may be used to meet AISD's graduationcompetency requirements. The transfer student's official record muatcontain the total raw scOra to be valid.
To have a transfer student's TABS score credited toward the competencyrequirements, send me a memo containing the following iaformation.
Student NameStudent NumberCurrent Grade LevelReading Total Raw Scot%Math Total Raw ScoreGrade When ihe TABS Was Taken
,If you have any questions, call us at 458-1227.
GL
Approved: 127Director or Research and Evaluati
/Approved: .
Acting Assistant Supeincsfdeht ior Secondary
cc: Maud SJerry atdLawre e Buford
62dP
e.
1
81.76
40'
. ATTACHMENT 7
COMMUNICATIONS RELATING TO MINIMUM COMEETENCY'ACTIVITIES
s
63
ATTACHMENT 781.76 (Page 1 of 16)
TO:
AUSTIN INDEPENDENT SCHOOL DISTRICTOffice of Research and Evaluation
Lawrence BufordDavid HillMaud SimsJerry Richard.,Elgin SchilhabBertha Means
Saptembor 10, 1981
FROM: Glynn
SUBJECT: Competency TestingFall Special Sessions
Scheduling of this faille special competency testing sessions is beginning.For everyone's benefit, we need to be clear about which students should betested. In the past, schools have wanted to test as many students aspossible to give them as many chances as possible to meet competencyrequirements. The result has been some very large testing sessions where
4up to 91% of the students fail.
Page 12 of the Policy and Procedures Manual, Minimum Competencies forHigh School Graduation, states our,carefully thought out guidelines for
.this testing.
lam May Attend
Students eay attend a Special Session if:
1) they hive not oat the competency requirement in the subject area:2) they are con currently enrolled in a tutorial course in chie subject
area; andI) when the Special Session L for...
Math Competency 3eadin Coecetency
they have earned ( Oiled) or are they ha4s conpleced or are inin cho seseacer d which easy the senesces' during uhich theyvill finish earnIng two units of will complete four 'masters ofcredit (four semesters) in loath. reading/language ins.
ICZr: Sotioe 'that there is a tistinatich betwe(n errnine rp.assi.ty) un4r4of credit in 'nth and tortEatino semesters ofrscating/knonicas :rte.7ha mason for :hie dis.71.;;;RZris that :ha ZundomensaLs of Mmth(ICH) =arise traah the =TO skills as :he ;:otdc!TentaLa of Mathnrutr:at L7ntr) =rime; whereas, tsmaiingnempoce tr:s courses 2Onot neosescriZy teach the same akiL:a as the Rscang futon:4i :2:1course.
hruoisars quilifring for a special education exemption may attend upon therecommendation of the ARD.
10.0
64 ,
81.76ATTACHMENT 7(Continued, page 2 of 16)
t,
If these guidelines are still appropriate, I would like to send a notewith the following 'points to eath high school's comPetency testingcoordinator.
1. The guidelines as on page. 12 should be followed.
2. A major purpose of these guidelines is to ensure that studentshave maximum time and instruction prior to each competency testto increase their probability of meeting competency.) Thisreduces the number of students who fail to meet competency inthese special sessions. Testing students as often as possiblejust to increase their chances of passing is a disservice tothem when sufficient time and instruction have not occurred .
since their last testing.
3.2 Tenth graders should not be tested this semester unless theyare eligible for a tutorial course in the spring.
4. Students enrolled in tutorial courles should not be tested ina special session.
5. Exceptions do exist, and each school must make the final decisionabout whom to test..
GL:jc
Approved:redtor of Research and aluatioy
65
-
81.76ATTACHMENT 7.
(Continued, page 3 of 16)
/-
AUSTIN INDEPENDENT SCHOOL DISTRICTOffice of Research and Evaluation
September 18, 1981
TO: David Hill
FROM: Glynn
SUBJECT: Results of This Fall's Senior Transfer Testing
We tested a total of 150 senior transfer students this fall. The tablebelow summarizes the results.
School Met
MathNotMet Total % Met Met
ReadingNotMet :fatal % Mit
Anderson 14 5 19 7107 15 4 19 78.9Austin 10 1 11 90.9 9 1 10 90.0Crockett 29 7 36 80.6 29 7 36 86.6LBJ 4 7 11 '36.4 6 5 .11 54.5Johnston 5 3 8 62.5 4 4 8 50.0Lanier 14 3 17 82.4 13 4 17 76.5McCallum 15 3 18 83.3 10 6 16 62.5Reagan 10 2 12. 83.3 10 2 12 83.3Travis 16 1 17 94.1 17 1 18 94.4Robbins - - . 0 - - - 0 -Keeling - - 0 - - - 0 -
Total 117 32 149 78.5 113 34 147 76.9
Notes: 150 students were tested;3 took math only; 1 took reading only.
The newest and mostAirequent question this fall has baen about seniortranefers who are.LE2. The schools question placing a non-Englishspeaker in a reading tutorial. Some official response to this issuewould be appreciated by the schools.
GL:ml
Approved:Director of Research and Evaluation
cc: Lawrence BufordMaud SimsJ. M. RicklardBertha MeansElgin Schilhab
66
ATTACHMENT 781.76 (Continued, page 4 of 16)
Reading an th Tutorial Teachers
FROM: Kevin Matter e.4...)
SUBJECT: uideli 8 for Tuto Teachers
At the request of several tutorial teachers, we havedeveloped these guidelines to help you prepare yourstudents for the tutorial testing.
. Please oall me at 458-1227 if you,have any questionsabout any of these guidelines.,
KM:m1Attachment
4Approved: 3g/
DirectOr of Research and Evaluation
Approved:Acting Assistan S7 for Secondary447e2k:/nt
cc: High School CoUnselorsHigh School Principal/Assistant Principals/DeansSecondary Instructional CoordinatorsMaud SimsJ. M. Richard
7 4'67
co
Si
l'aT.o
Theo., gutdelines 4r4 doilig4Vd toClarify prnrednrns and ensure consistencyof preparation throeghout the Diutrict.
AUSTIN INDEPKNIIKUT slalom. DISTRICT
(ltile° of Reeeacch and Kvaluation
GUIDELINES FOR IHTORIAL TEACHERS
BEFORE THE TEST
OPTIMIAl. Dt) NOT
Study this chart.
Reasuure otudeots and COMOMMICUte 4 positive attitudetoward the tout.
Remind atudento that no nne ia expected to answer
all the Items correctly.
Reoearch has shown that testwitieneLs (a stedent'sability to one the charaeteristIca and formats ofthe tent to achieve 4 higher eore), or the lack
of it, duce affect standardized teat scores. Help
prepare your student', for the final exam by poseur-
aging them to:
1, ito their beat.
2. Pay clooe ancntion to the directiensand follow them.
1. Aol, yoenlono abont directions theydo not underotand.
Hark answers properly, to keep their plareon the answer ohcet, and to mark only one
anower to 44 exerclue.
5, Nine their first answet completely Ifthey change their answer to an execcine.
fr, Use the test time wisely:
.Werh Ma quickly and carefully 04 posslhie.
.11 they do not know the answer to an exrcluu,nip It and go ou to the next one..11 they finish befote time is Opt
.Ce back and try to answer the exercioes skipped.
.Cheek ovor their work (In that ten section only.)
I. Choose their mouton carefully:
.la'arti to opot wroog choices and then cheers'
from the other choices.
.Avold juensing nniess they can spot at ieastene wrong choice to the exercioe.
Remind student', en to make any marks in the ton hooklets.
4CMMVP 4r covCr se any luelletio hoards or other dinpiayo
of infermatiou Om might old students in reopnediug to
lest items.
Seek the advice of the Mg tenter if toeotionts arlso.
Discuss with students positiveamines of test-taking.
Cet utudentu acentomed in workingunder [Imo constraints by timingregular teacher-1504u tests or
network.
Hake regular teacher-made tens InA "ail [10c-choke format.
. Use ii separate shower sheet wlthregular Leacher-made tons.
Work with ',tridents on helpingthem sliet poor choices on rogulartuacher-made [elan.
no not upend xcessive.elan time ontuatorluenesn information or teach
student,' complex tentrialting strategies'.
Do not aortae TIIS or any otherstandardized ten content or itemsin order to develop regular teacher-
made LOOtO or.exercises.
Du not teaNh students answers toActual tent Items.
Do not encontagn.students Lu flaconnt random in rdr to improve theirliCarCa,
Do nut administer another standardizedtest au practice.
SEST COPY AVAIIABLE
rehlIcatIon Humber 61.12
76
n 0-3o
ID0
rt
4
OQfD
t-n
011.1
DURING THE TEST
DO OPTIMAL
Comemmticnte to the ntodents positiveattitude toward the test.
Ile prenent on tho teat Ing day warnsabsence la tstavoldable.
Remind Indents not to ake any NaritaIn the test booklets.
AFTER TpE TEST
.no not rend Or psenooneeword:, for ntedeotn.
lbs hot provide or 41 low blotoeto reel onnwern to It noentiorin.
Alma allow the orrotrenre of conynellvity INg disrupt!. otndeotn Whiletenting le in progrean.
Ito not nilowntodentm to work on testaectlonn previously token or to be takenlater.
Po not nenoonee the nounnit of tineRemaining for n test.
itti,not allow ntodeoln to eat or drinkanything st their desket.
ORTIONAL PO NOT
he not dineonn 'meek tent( I f ntodent mike, nb ot neviotloingen the tent, ;mower it neolernl,neenpeeti le- nu r.)
IP
BEST CM' AVAILABLE7 8
81.76ATTACHMENT 7(Continuelipage 7 of 16)
les
4 AUSTIN INDEPENDENT SCHOOL DISTR CT.Office of Research and Evaluat
October 14 1981
TO: Lawrence BufordDavid Hill
FROM: Glynn Ligon --
SUBJEdT: Competency Test Scheduling Issues
We need to resolve some current issues regarding the scheduling of competencytesting. These issues are mainly instructional and have no direct bearing onthe validity f the test results. Therefore, you are being asked to providea decision on Which the high schools and ORE can base future scheduling ofcompetency testing.
1. Is fall senior transfer testing necessary? Can it be condtictedat the option of the school?
a. Senior transfers who will graduate in the springcould be tested in the fall special sessions andtake'a tutorial course in the'spring. Depending-upon how many required courses these seniors musttake in the spring, scheduling in a tqwrialcould be difficult.'
b. Senior transferl who will graduate in,the fall-must be tested in September or else'a.tutorialcourse would not be scheduled, and their onlyoption would be a letter if they did not meet
; competency in the fall special session,
,Uhen should,the fall special sessions be scheduled? Early enough--for spring scheduling deadlines? As late as possible to give thestudents as much opportunity to learn the skills required and toavoid taking a tutorial? Anytime-at the option of the schools?
a. For spring semester scheduling, some high schoolswant competency testing reSults as early as October.Results provided later necessitate scheduling Changes.
b. StudentS who are tested early in the fall and do notmeet compatency levels may have improved their scoresjust enough by the end of the semester to avoid a .
tutorial. With efirly testing, more students will betaking tutorials.
43 The same issue as number 2 exists for spring special sessions.
70
42%,
81.76
Lawrence BufordDavid HillOctober13, 1981Page 2 -
AT ACHMENT 7( tituled, page 8 of.16).
.Logistically, our staff can hax4dle just about any scheduling decision. In fact,%testing all schools at the end f each semester as we do now ts the most difficult for us.
I am available to discuss thesel issues at your convenience. Some decision byJanuary will allow us to make any revisions to our-testing schedules for thisspring.
GL:ifcc: Maud Sims
J. M. Richard
Approved:
b
Director of Reseatch and Evaluacia
-V
71
81.76
e
AUSTIN INDEPENDENIT SCAOOL DISTRICTOffice of Research and Evaluation
TO: tawrende BufordDavid444,1wpJ. M. RicHirdMaud Sims
FROM: Glynn Ligon,-,11-047,_
Febr4K-5, 1982
L.
ATTACHMENT 7 ,
(Continued, paie 9 of 16)
SUBJECT: Results of Spring Senior Transfer Competency Teating
The tablejoelow ahows that this spring's senior transfers did well on theCompetency teat.
Senior TransfirSpring 1982
School MetNotMet
1
Math
Total
3
% Met.1-
67
1.
Met /
2
.ReadingNotMet Total
1 3
I % Met
67Andersot 2
Crockett 5 3 9 67 7 .1 4 I 11 64LBJ . 2 tp. I ,3 6T 1 1 1 2 60Johnston 1 0 1 100 1 I 0 I 1 I 100Lanier ' 2 1 3 67 1 1 1 5 6 17McCallum 4 1 2 67 6 F 1 7 '86Reagan 1 I '0 1 100 0 1 1 1 0Travis 3 1 4 75 , 3 I 1 4
I 75Robbins
t
Kealing i1 1
Total 1 21 9 I._30 1 70 i 21 1 14, 35 I 60
Approved:
r
Director of Researdh and Evaluation
ATTACHMENT 781.76 (Continued, page 10 of 16)
AUSTIN INDEPENDENT SCHOOL DISTRICTInstructiop-
Departmentof Secondary Education-March 5, 1982
MEPORANQUM
TO: Ms. Sim§
FROM: Elgin Schilhab
SUBJECT: Hign School Completion Mathematics Competencies
A comparison of t identifiable objectives vWiOUS standardizedmathematics test, t+!e :T1 hlsic skills list. .016 tHa '1st of TABSHigh .School objectives revo.als many similarities. 7ne ADS and NOTMobjectives are the same wnile tbe ITBS objectives inclAe all TABSobjectives Oils some o0ers. Since similarities exist between theTABS,- NCTM, STEP, and IT8S objectives and sihce a list of minimum
.....graduation competencies in mathematics As needed, it appearS reasbnablethat the Division of Secondary Education should request the Office-ofResearch and Evaluation to develop an item bank to easure minimummatheMatics competencies for graduation based upon objectives identicalto the'73S objecttves.
Since a new curridlum guide'will be develowd this sume;-, a reactionto this proposal is desired to avoid the development ot,' guides al atesting .progrtm that is inconsistent with tno curricu4um.
Mr.
MAR 9
RESVRCH c ESYSTEMiDE TESTJA
ATT4CHNENT 781.76 (Continued, page 11 of 16)
MEMORANDUM
TO:
AUSTIN INDEPENDENT SCHOOL DISTRIC1
-Division of InstructionDepartment Cif Secoadary.Education
Arch 10, 1982
Maud Sims
FROM: Bertha 'means
SUBJECT: Competency Testing in Reading
To facilitate our plans to commence the design of ihe District's mintmumcompetency tests in secondlry reading, which will measure "what we havetaught'," I am presenting a comparison of Skills ObjeCtives in Readingoa the IoWa Tests of 8asic Skills with the skills Objectives listed on the TexasAssessment CT-Basic Skills TETE: The exit-level reading objectivet in the TexasAssessment ot FaiTc-EM1TActivities Books, published in 1980 and 1981,are identicitiFITe objectives in the Reading Tutorial Guide.developedin 1978 by the Division of Instruction., Austin ISO'.
& EV-OTI,ON
SYSTEIAIDF.TE$17,P
A' See attachment.
e"
According to this comparison, teachers have*taught reading skills that arenot included on the ITBS, which were recently used to assess minimum competency.
Since teachers and some.administrators are concerned that we design tests thatreflect what has been taught, I am 'Suggesting that the minimum cOmpetency testsin secondary reading focu on TABS Exit-level objettives one throup seven..These,objective are:"
1. Identify the main idea1. Arrange a list of events in seguente.4
1. Perceive cause/effect relationships4. Evaluate and make judgments on the basis of informat n
givene.
5. Distinguish'between fact and nonlfactMake inferences and draw logiCal conclusiont
7. Arrive at a greraliIation from a given series of_details and/or assumptions.
Since we plan to revise Our Reading Tutorial Guide during June, 1982, I would be'interested iivmeeting with You and Dr.4011ey's staff to discpss these objectivesand plans for developing the Austin Independent School DistriCt's MinimumCompetency Tests in Reading.
Please,let me aear from you,as soon .as posiible.
4
74-
A Comparison of Skills Objectives listed on ITBS with Skills Objectives listed on ABS
ITBS No. Skills
F Facts: To Recognize and Udderstand StatedFactual Details and Relationships 19
(Literal Meaning)
El Description: To understand factgldetails relating to descriptjon of.
1 6people, places, objects, and events
F2 Categorization: To understandfactual details relating to class- 5ification
F3 Relationships: To understand func-tional relationships; time, andsequence
F4 Contestual Meaning: To deduce themeanings of words or phrases from 4contest
I Inferences: To infer UnderTying,4 Relationships (Inter- 11
pretative Meaning)
11 Cause.and Effect: To understandcause, effect, concomitance, and 5interaction
12 DrawAConclusions: To dray con-clusions from information and 4
relationships13 Traits and Feelings:" To infer
traits, feelings, and emotions 1
of characters14 Motives: To infer the motives
and reasons for actions ofcharacters
G Generalizations: To Develop General-lzation from aSelection (EvaluativeMeaning)
01
28
.61 Mai4 Idea: To recognize Che main ideaor topic of a paragraph or selection
a
8
TABS No. Skill.
F. Facts: To Recognize and Understand StatedFactual Details and RelatiolhipsfLiteral Meaning)
Arrange a list'of events in sequenceTo distinguish 6etween fact and non-fact
4
4
I Inferences: To infer Underlying Relation-ships (Interpretattve Meaning) ,
Make inferences and draw conclusions' 4
lerceive cause - ana - effect relationships 4
G Generalizations: To Develop Genralizationsfrom a Selection (Evaluative.-Meaning)
Identify the main Idea
b
ITBS (con't)No. Skills
G2 Organtzation: To understand theorganization of a paragraph,or 1
selectionG3 Application: To apply information
through generalization or prediction 5
G4 Purpose: To recognize the author's2
purpose, motive, or intentioon
,G5 Viewpoint: To recognize the author's4
viewpoint, attitude, or bias
G6 Figurative Language: To interpret
figurative lan4tiage '
5
G7 Mood: To recognize the mood, or2
tone of a selectionG8 .Style: lo recognize qualities
of style or structure
TABS (con't)
No. Skills
Arrive at a generalization from a,givon series of details and/or 4
assumptions'Evaluate and make judgments on the 4basis of information given
TOTALS
Test W - Work-Sttwiy Skills
Olt
58 ,TOTALS
8. Follow written directions involving suborainate steps
9.: ,Use the vjAous partsof a book as aids in,lotating
informa on (e.g., title page, table of contents,
prefac , index) 4,
10. Use various sources as aids in locating information'
(e.g., dfctionary, telephone book, encyclopedia,
newspaper)
II. Use graphic sources to get information (e.g., tables and
lists, charts and graphs, maps and globes, pictures NIdiagrams, scale drawings, transportlaiion schedules) '
4 .
28
4
4
4
4
Items 8-11 on TABS tees are covered adequatelyon,TeSt W, Work-Study SkillS on the Iowa Tests of Basic Skills. klthough
item 8, following written directtons involving subordinate steps, is not listed among skills on the ITBS, it is inferred
throughout the test and especially in the Work Study Section. TABS, however, delineates this objective with sufficient
activttes and materials for teaching it.
-0
a
4
81.76
At
4
p.
AUSTIN INDEPENDENT SCHOOL!) ICTDivision of Instruc
Department of Secondary E ationApril 15, 1982
MEMORANDUM
TO: Ms. Sims/Dr. Holley .
FROM: Elgin Schilhab
.SUBJECT: FOM Tutorial Testing
ATTACHMENT',(Continued, page 14 of 16)
RECEIVED
APR 16 1982
RESEARCH & EVALUATION
It is the opinions of some FOM Tutorial teachers that ORE should do threethings to improve the testing atmosphere in the Fom Tutorial classes.
1. The order of the tsts should bea. computati nb. conceptsc. problem folving.
The characteristics of the FOM Tutorial studehts are that the students areslow readers, they don't like surprises or ,unfamilipp material, and theyquit or "give-up" easily.
T9 combat these characteristics,"mathematics.teachers believe that theITBS results will improve if the testing session starts with familiar material.
2. '%The test administrator needs toAxhibit a cheerful, smiling, and posiNedisposition that makes the students believe that they can do "well" onthe test. FOM Tutorial students need confidenCe. They need to be toldthat they can "do it."
It was reported that a test administrator displayed a lack of concern forthe students. It appeared that the prevalent attitude was one of "let'sget it overi, I have impvtant things to do." '
-'3. Each testjadministrator should be familiar with the test. It was reported
that one test administrator startedda tutortek-class on, the wrong tett.When the error was discovered, the testing session wps started over. Thesestudents were late to their next class. While the tutorial students werecompleting the test,sther students were entecing the room. FOM Tutorialstudents need understanding and confidence, not.cansion.
If you wish to fufther discuss anV of the points;,please.let me know.
t
77
A
V
4e,
"me
81.76
AUSTLN INDF2EADENT SCHOOL DIiTRICT 1Office of Research and Evaluation
April 20, 1982
TO: ilgin Schilhab
FROM: Glynn
SUBJECT: Your April 15 Memo an FOM Tutorial Testing
Here are responses to th* three concerns stated in your memo.
The math te,sts .5kt:tad be ondened: computatton, concepts, pnobtein sotvina.
We do not know of any evidence that students would score higher if theorder were to be changed. The orJer in which the /TBS casts are admin-istered matches the order foli1owed in the standardization and norminthus, if we maintain that ordir, we maximize the appropriateness ofnorms.
ATTACHMENT 7(Continued, page 15 of 16)
2. Test adrninLstuttonA need to exhibit a due/Lila, smi,Ung, and positivedapasitLon that makeo the students beZieve enat they can do 'wea" on,4ht test. FOM Tutogat. 4tu.dents need con6idence. They need to be tot.dthat they can "do it."
--
We are woiking with our testers tO ensure that they are supportive and'friendly,' but business like. Ln no instance should they imply that any-thing is more important than.the on-going costing. However, it is notthe Tole of the tester to tell the students that they can do well anthe test. '
s.
3. Each test adatnaton shoutd be 6unU2at with the teat. It wa4 AepoAtedthat one test administAatoA staAted a tutoAiat ta 4 on the wnong teat.WhejtJte ennon wah discoveted, the testing sesaix 4taAted oven.. These4 we/Le tate to theiA next c2a44. Wh,U.eyene Jade. students we/Lewmpteting the teat, athet students weAe entvthtg .ene 400M. FOM Tatoniaatudent4 need undastanding and coniiidence, nat con6usion.
elie followed up -pit this when 'it was first reported, the tester was con#ei*td-----with, and we hAve since been even More careful about the preparation di4testers. (Ai tasters are trained and required to observe testing sessionsbefore they are given the responsibility of testing on their Own. Fortu-nately, this was an isolated-instance.
cc: Maud Siam
7Approved: -.,--/7/44-.
-Director of Research nd Evalion
78
I.
81.76
ATTACHMENT 7(Continued, page 16 of 16)
AUSTIN INDEXENDENT SCHOOL DISTRICTOffice of Research and Evaluation
April 23, 1982
TO: Maud Sinsdek 4,
FROM: Glynn
SUBJECT: Timeline for Development of an Item Bank and Multiple Forms of alocally Developed Test for Minimum Competency
1 -\ I
The following timeline is tighr and a2SUMOM that we can use available/balancesin this year's budget to contract for item reViaw and some item writiiik. Under
that condition and birring any unforeseen problems, we can have a TABS-obje tive-.based competency test ready 40-adndnister in the fall. 1982 special sessions.
GL:i.f
Approved:
New,- August, 1982 Purchase item banks% .
'
July - August, 1982 Review 1.tems, write itemsb. where needed
,.
July,- August, 1982 Rasch calibrate iteths onITBS Level 14
Septemb7er, 1982
September - October, 1982
November - December, 1982
Use ITBS for.senior. trans-..fer commetency testing
Campile and print alternateforms of locally developedcompetency tests
Administer locally developedcompetency tests in specialsessions
Director ofaRas
41
inn'an Eval
979
41'
414
ATTACHMENT 8
CUMULATIVE FREQUENCY AND PERCENTAGE DISTRIBUTIONRAW SCORES - -SPRING 1982
80
419-c
STEP AND TABS
(FORM AI1982 TABS READING RAW SCORES ARAM B/1982 TABS REA01N6 RAW SCORES(CUMULATIVE'FREQUENCY DI5TRI8UTIONSI, (CUMULATIVE FREQUENCY DISTRIBUTIONS)
RSCUMULATIVEFREQUENCY.
CUMULATIVE'PERCENTAGE RS
MOO
CUMULATIVEFREQUENCY
CUMULATIVEPERCENTAGE
1 .11 1
MENNIMONSIMINNOOMMIO .
.014 48 5 .31
,0
5 2 .1X.9 11 1 .61 9 3 .1110 19 1.11 10 11 hI .5111 27 1.51 11 17 .8112 33 1.91 12 26 1.31
10/713 45 2.61 1 13 42 2.11
, 14 52 3.01 r 14 57 2.810 15 63 3.61 46
,71 ti 3.51
16 78 4.41 16 87 4.3117 . 97 5.51 . 17 105 5.1118 112 6.41 4 18 122 6.0119 132 7.51 19 150 7.3120 154 8.7% 26 180 8.8121 180 10.21 21 208 10.21
208 , 11.81 22 238 11.7123 233 IA 13.21 23 273 13.4124 1 269 15.31 24 314. 15.4125 309 , 17.51 25 353 17.3126 342 19.41 26 387 19.0127 380 21.61 27 425 20.8128 416 23.61 . 28
6 *:22.21
29 464 26.31 29 24.4130 516 29.31 ( 30 535 26.2131 569 32.31 31 606 29.7132 618 35.11 32 464 32.5133 684 38.81, 33 733 35.91
ii. 34 160 43.11 34 807 39.5135 838 47.61 35 886 43.4136 914 51.91 1 '36 967 47.41
9.0 --+37 1004 57.01 to -137 1072 52.038 1115 63.31 38 1187 58.1139 1249 , 70.91 39 1337 65.514041 i
13691488
4 77.7184.41 /
4041
14761644
72.3180.51.
42 1615 91.71 42 1830 89.6143 1718 91.51 43 1976 96.8144 1762 100.0t ' 44 2042 100.01
pa
IF
(FURM A)1982 STEP REAOING RAW SCORES (FORM 8)198,2 sTer READING RAW SCORES(CUMULATIVE FREQUENCY OISTRIBUTIONS) ACqMULAT1VE FREQUENCY DISTRIBUTIONS)
RSMol
CUMULATIVEFREQUENCY
CUMULATIVEPERCENTAGE RS
CUMULATIVEFREQUENCY
CUMULATIVEPERCENTAGE
1
iiIMIIMI.11.1.14 1 .0X1
7 2 .1X 2 2 .1X8 5 .3X 3 4 .2X9 12 .7X 6 . 7 .3X
10 22 1.2% 10 .5X11 38 2.24 9 12 .6X u
12 57 3.2% 10 18 9X13 79 4.5X 11 26 1.3X14 104 5.9X 12 40 2.0X15 139 7.9X 13 62 3.0X
'4 16 172 . 9.8X 14 88 4.3X17 219 12.4X 11 125 6.1118 261 14.8X 16 170 8.3X19 305 17.3X 17 227 11.1X20 359 20.4X 18 282 /3.8X21 413 23.4X 19 333 16.3X22 472 26.8% 20 397 19.4X23 542 30.8% 21 464 22.7X24 613 34.8X 22 537 26.3X25 665 37.7X 23 591 28.9X26 724 41.1X 24 663 32.5X27 785 44.61 25 728 35.7X28 875 49.1X 26 805 39:4X29 939 53.34 27 883 9.2X
9.6 ..430 1005 57.0* 28 94631 1069 60.74 29 1009 49.4X32 1135 64.43 .4: topeo 1074 52.6X33 1196 67.9%
)31 1131 55.4X
34 1241 70.84 a 32 1189 58.2X35 1299 73.74 33 1246 61.0X36 1354 76.8% 34 1313 64.3X37 1388 74.8% 35 1376 67.4X38 1432 .81.33 36 1437 70.4X39 4480 84.04 37 1479 72.4X40 1518 86.24 38 1538 75.3141 1554 88.21 39 1591 77.9X
1578 89.6% 40 1640 80.3X.42'43 1604 91.01 41 1675 82.0X44 1626 92.3% 42 1716 84,0;45 1646 93.4% 43 V47 65:6:46 1670 94.03 44 )11789 87.6X
V 47 1693 96.1X 45 1821 89.2148 1709 97.01 46 1844 90.1!49 1720 '97.6% 47 1874 91.0B50 1731 98.24 48 1894 92.9X51 /739 98..74 49 1920 94.0X52 1744 99.0X 50 1945 95.2053 1749 .99.3% 51) 1965 96.2X54 1751 99.4% 52 1980 97.0X55 1757 99.7% 53 1992 97166156 1761 99.9% 54 2005 9i.2X57 /762 100.04 55 2015 98.74
56 2027 99.3X57 2035. 99.7X58 2039 99.9X59 2042 100.0X
IFORM A11902 TABS MATH RAW SCQRES:(CUMULATIVE FREQUENtY DISTRIBUTIONS)
90
RSCUMULATIVEFREQUENCY
CUMULATIVEPERCENTAGE
1 ' .1%8
9 2 .1X11 4' .2%12 10 .6%13 12 .7X14 14 .8X15 15 .9;16 23 1.4X17 31 1.8X18 43 2.5X19 54 3.2;20 75 4.4X21 87 -,5.1122 109 , 6.4123 .134 7.7X24 154 9.0125 175 10.3126 208 12.2X27 255 15.01
, 28 298 17.5129 346 20. I
, 30 402 23.31 465 27 X
32 532 3 .3%33 , 608 3 .7;34 683 4O.1t35 764 44.9%36
1 866 50.9%9.o 4 3 7 56 56.214 38 1051 61.811 39 1162 < 68.31
4,0 127Q 74.6141 1389, 81.6142 1502 88.2143 1624 95.4444 1702 100.01
11
(FORM 011982 TABS MATH RAW SCORES:(CUMULATIVE FREQUENCY OSTRIBUTIONSI
RSCUMULATIVEFREQUENCY
CUMULATIVEPERCENTAGE411111
1 .1X3
7 2 .1X8 3 .2X
9 5 .3X10 6 ,. .3X11 10 .5%12 14 .441314
2224
. .
1.111.21
15 32 1.6%16 40 2.0117 50 2.5118 64 3.2X19 82 4.2120 103 5.2121 126 . 6.4122 146 7.,41
23 170 8.6124 191 . 9.7X25 225 11.4126 256 13.0127 301 15.31
28348 'I 17.61
2930
406449
20.6122.81
31 526 26.7132 595 3(7.2133 671
.1.34.0X
34 748 37.9X e
35 82836 927 41.01
-1P37 1052 53.3X38 1171 59.4X39 1292 65.5t4041
14251550 ..)
72.3178.61
42 1696 86.0143 1857 94.21_ '
44 1972 100.01
.(FORM A)1902 STEP MATH RAW SCORES;(CUMULATIVE FREQUENCY 01,5fRIBUTION.S)
RS
4
CUMULATIVEFREQUENCY
CUMULATIVfPERCENTAGE
.
.1%13 2 .14
3 .2X18 5 .3%19 7 .4%20 1021 14 .8422 19 1.1423 25 1.5%24 33 1.9425 51 3.0%26 67 3.9427 88 5.2%28 115 6.8%29 149 8.843031
11W230
11.0413.5
32 273,- 16.04-33 325 19.1134 359 21.1%35 405 23.8%
00 36 448 26.34if 491 29.24
1. 38 531 31.2%39 575 33.8740 621 36.544142
39.341.844
74o43 43.8%44 776 45.6%45 . 807 47.4446 833 481,9%41 8.63 50.7%48 898 52.84
41.0,,,r49 936 55.0450 964 56.6%
) 51 996 58.5%52 1035 60.8%53 1066 62.6%54 1101 \ 64.7455 1124 66.0%56 1454 61.8157 1178 69.24
. 58 121159 1242 73.0%'0 r 4
ki 3 60 1267 74.4%61 128862 131663 133964 1358 79.8%65 1376 80.8%66 1392
6970717273
14481472148615061520
85.1%86.5%87.3%88.5%
74 1532 4o.os75 1544 90.7%76 155977 1573 92.4%78 1586 93.2%79 1601 94.1%80 1613 94.8%81 1621 95.2X02 1631 95.9%83 1645 96.7%84 16'52 97.1X85% 165886 1663
)7.4%7.7%
87 1668 98.0%88 '1672 98.2%89 1679 98.6%90 1683 98.9%91 1685 99.0%92 1689 *99.2%93 1691 99.4%94 1692 99.4%95 1695 99.6%96 1696 99.6%98 1697 99.7%99 1698 99.8%
101 1699 99.8%102 1700 99.9X103 1701 99.9%109 1702 100.0%
4_
'
110
(EURM 81198Z SEEP gArti RAW SCORES:(CUMULATEVE FREQUENCY DISTR1UUTIONS)
CUMUW I VE CUMUL AT EA/E
RS FREQUENCY PERCENE AGE 70 1602 81.21----......-- .....-.....--...... 71 1622 12.3%
ye 6 1 .., IX 72 1639 83.11
14 4 .21 r 73 1664 84.41
17 8 .41 74 1681 85.31
19 9 .51 75 1699 06.21
. 11 .61 76 1715 47.01
21 18 .91 77 1742 88.31
22 4 31 1.61 78 1762 89.41
L23 44 79 1780 -90.3%
24 60.2.213.01 80 1796 . 91.11
.ti. 71 3.61 81 1819 92.21
, 26 . 34 4.31 1/ 82: 1833 93.0%
27 104 5.. 3t 83 1848 93.71
28 131 61SS1 L 84 1860 94.31
'29 156 7.91 85 1873 o 95.0%-
30 203 '10.3X 86 1887 *95.71
31 232 11.81 87. 1893 96.01
2 ., 265 13.111 88 1906 96.74
3334
299344
15.2117.4t
IN8990
19131919 97.31
35 379 19.21 91 1926 97.71
36. 430 21.81 92 , 102 98.01
37 488 24.71, 93 1935 98.11
311 539 27.31 94 1941 98.41
39 586 29.71 95 1945 98.61
40 634 32.21 96 1948 98.81
41 .681 34.51 97 1951 98.91
42% 727 36.91 98 1953 99..01
4344
76880 /
38.9140.9%
of
99100
19571959
99.2199a31
45N
842 42.7% 101 1963 99,51
46 -883 44.81 ' 102 1964 99.61
47 923 46.8% 103 1965 99.61
40 961 48.71 104 1967 99.71
4950
99/1034
50.6452.41
106107
19701971
99.9199.91
94-01 1068 54.21 108.. 1972 100.01
52 1104 56.0153 1137 57.7154 1178 \ 59.7155 1215 61.6156 1242 63.0157 12/6 64. /t
50 1309 66.4159 1338 ,,,,67.81
60 1361 'f469.04
61 1374m, 69.9162 1405 71.2163 1428 72.4164 1461 74.1165 1484 75.31
0 666 /
15061542
16.4178.21
68 1558f 79.01
. 69 157g 79.9% .
lk
-
1 0
031-4
,
ATTACHMENT 981.76 . DOCUMENTATION OF WHY SOME STUDENTS WHO SIGNED A LETTER
OF WAIVER DID. NOT TAKE A TUTORIAL COURSE IN THE SUBJECT
(This information was obtained by conversations with registrars atseveral high schools.)
1. Student A entered AISD at midterm (spring ), then 4aduatedshortly_thereafter. ,
2. Student B was in AISD only one semester,4 a4tuition student.
3. Student C was in AISD only one semester, as a tuition eiudent.
4. Student D. was at Keeling l'At fall (Keeling doedot have tdtorials),then lefk hool midtetm. She 4did take basic math and CLA.
5:. Student &entered in late January; school "cOuldnI:t get hera tutorial.
. Student F.is handicapped with multiple sclerosis (severe arm/handdysfunction), most of her senior classes'were special education.This student was not exempted by her ARD Committee.
!
7. Student G did not ever pass four semesters ickf math until this pastsemes?br. .
86
_1(-)
ATTACHMENT 10
81.76 D6CUMEIWATION OF COMPUTER'PROGRAMS USED TO GENERATEDATA FOR FIGURESAIN THIS PORT,
Figur Number,i
3
.5
6
7
10
11.
12
13
. 14 q18
20
brogram Name
MC -FROO5 -01 -01
MC -FROO1 -01 -01
MC -FROO1 -01 -01
ST,4 -STRNG-01 -01
-FROO7 -01 -01
MC-.FR604 pj 01
MC-FR0040.01MC -FROO4 -04 -01
MC -FROO4 -01MC -FROO4 - tO1MC -FROO4 -01 -01
MC -FRO02-01 -01
MC -FROO6 -01 4JAC -FR003-01 -01
MC -FROO4 -09 -09
87
1 03
.(Numher of tutorial'sand years in AIsp).(Sex and ethnicity)(LEP status).
(Average age)(Average GPA)
. 81 . 76
ATTACHMENT 11RAW MORES USED TO MEET COMPETENCY AT THE 8.S, 9.0; 9.5,,
9.,9 CRITERION LEVELS,
'Reading Math
Test 8.5 ,9.0 9.5 9.9 8.5 9.0 9.5 9.9 /
CAT, Form A ' 55 58 61 ft3 58 6,4 69 72-a
CAT, Form B. . .53 57 59 62 55 '61 66 69.
ITBS, FOrm 7 57- 61 68 72 61 67 '76 '.85
ITBS, Form 8 57' 61 68 72 51 58 68 76
STEP, Form A% 28 30 32 33 46 49 52 54
STER, Form B 28 30 32 33 48 51 51 55
.rr
