Much
of my daily time is devoted to working with TCMPC (formally CSCOPE) and the released EOC questions. As the instructional coach at the high
school, I run the PLC meetings in which teachers analyze heat maps to compare
how students performed on unit tests, checkpoints, and benchmarks to EOC state
assessments. In PLC this year, we have
used many resources from Lead4ward to analyze the validity of assessments and
how they did or did nto predict student success. We looked at areas in the red (with less than
50 percent mastery on the SE) and compared how it was tested by CSCOPE and how
it was tested by the EOC to close gaps between taught, learned, and
tested. We have also identified
checkpoints that were not good indicators for student knowledge and skill;
several tests from last year measure the specificity of a TEK that should not
have been mastered yet. I have rewritten
several of these Central Office tests to better show mastery of the TEKS in the
IFD (scope and sequence document per unit). We have also analyzed questions for the SEs
that appeared in the red for rigor and breadth in order to evaluate how the
skill is taught versus tested and postulated reasons for differences. We are also in the process of identifying SEs
that were not tested on a unit test or district test but appeared on the EOC;
this is particularly a problem with ELAR as adding questions often means adding
passages. I am also in the process of
creating a data wall to monitor our students who have failed the EOC. We can look at how they are doing in their
classes and on TCMPC unit tests to see if they are progressing or are in need
of more intervention.
