DUPLICATE SLIDE - Buildingrti.org
First Grade Training Presenter’s Notes ©2008 University of Texas System/Texas Education Agency www.meadowscenter.org ©2008 University of Texas System/Texas Education Agency These materials are copyrighted © by and are the property of the Texas Education Agency and the University of Texas System and may not be reproduced or distributed without their written permission. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 1 Slide 1—Title Slide Review the materials needed for the workshop so that participants are familiar with what will be taught. Participants will need: t Copies of the Texas Early Mathematics Inventories – Progress Monitoring (TEMI-PM) and Texas Early Mathematics Inventories – Outcome (TEMIO)—preferably Forms A, B, and C t Copies of the Teacher’s Manual t Sticky notes t Participant Notes t Scoring Sheets t Teacher’s Manual Page List Sheet Notes continue on the next page. ©2008 University of Texas System/Texas Education Agency 2 ¸ TEMI Training: First Grade Presenters will need: t Copies of the TEMI-PM and TEMI-O—preferably Forms A, B, and C t Copies of the Teacher’s Manual t Transparencies of Scoring Keys t Transparencies of Scoring Sheets t Microsoft Excel software ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 3 Slide 2—Advance Organizer Welcome to the Texas Early Mathematics Inventories training. Our focus will be on learning about the Texas Early Mathematics Inventories – Progress Monitoring, or TEMI-PM, and the Texas Early Mathematics Inventories – Outcome, or TEMI-O. Review the items on the slide that will be taught during the workshop. The general information, administration procedures, scoring procedures, and instructional decision-making content can be found in each Teacher’s Manual. Point out to participants that the administration, scoring, and instructional decisionmaking content is provided, so a lot of information will be discussed. ©2008 University of Texas System/Texas Education Agency 4 ¸ TEMI Training: First Grade Slide 3—General Information: Purpose of the Measures The TEMI-PM can be used for two major purposes: 1. To identify students in the fall who are having mathematics difficulties in number, operation, and quantitative reasoning skills and, thus, would benefit from intervention. 2. To monitor the progress of all students and to inform instruction across the school year. Progress monitoring results can be used to determine whether students would benefit from additional intervention or have reached the performance level (25th percentile) to exit from intervention. The TEMI-O has one main major purpose: to monitor whole-class mathematics performance in the fall, winter, and spring on the Texas Essential Knowledge and Skills (TEKS). Note that items assessing kindergarten and second-grade TEKS are included to minimize floor and ceiling effects (see Teacher’s Manual). ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 5 Slide 4—General Information: Assessment Periods The TEMI-PM and TEMI-O should be administered three times during the school year. Review content on the slide. Emphasize that the initial assessment period for kindergarten may vary across school districts. Some districts may choose to assess students during the winter assessment period. Other districts may assess students later in the fall. ©2008 University of Texas System/Texas Education Agency 6 ¸ TEMI Training: First Grade Slide 5—Administration of the TEMI-PM We will now focus on the content of the TEMI-PM and how to administer the subtests. In this section, we will: t Learn about the components of the TEMI-PM t Walk through the subtests so that you become familiar with the test t Discuss administration procedures, followed by a review t Conclude this section with time for you to practice taking the test (optional) ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 7 Slide 6—Description The TEKS provides number, operation, and quantitative reasoning skills that students should learn during the school year and across grades. The TEMI-PM targets several of these key skills and can be used to identify kindergarten, first-grade, and second-grade students with mathematics difficulties. The TEMI-PM can also be used as part of winter and spring testing to monitor student progress in number, operation, and quantitative reasoning skills across the school year. Each TEMI-PM subscale asks students to solve as many problems as they can for 2 minutes. The 2-minute timing provides an effective and efficient method for measuring student achievement. Numerous studies and reports have validated tests with timed formats (see www.studentprogress.org or go to http://progressmonitoring.org/search/ default.asp and enter the keyword “math”), and evidence of the validity of the timed TEMI-PM measures is found in the technical manual. ©2008 University of Texas System/Texas Education Agency 8 ¸ TEMI Training: First Grade Slide 7—Description (cont.) It is important to adhere to the 2-minute time limit per subtest—which was part of the norming process—so that the percentiles can be used to help make instructional decisions. Normative data cannot be used if the 2-minute time limit is not followed. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 9 Slide 8—Walkthrough of the TEMI-PM The TEMI-PM is available at the kindergarten, first-grade, and second-grade level. We will walk through the first-grade student booklet. First grade focuses on the numbers 0–99. The four subtests of the TEMI-PM are: t Magnitude Comparisons t Number Identification t Place Value t Addition/Subtraction Combinations ©2008 University of Texas System/Texas Education Agency 10 ¸ TEMI Training: First Grade Slide 9—Test Navigation t Icons are used to signal test directions. t Pictures are used rather than page numbers. t Stop signs signal end of each subtest. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 11 Slide 10—Test Navigation (cont.) Also note that arrows inform students to continue working across pages. ©2008 University of Texas System/Texas Education Agency 12 ¸ TEMI Training: First Grade Slide 11—TEMI-PM: Magnitude Comparisons We will review a description of each subtest and the response format. Review the content on the slide with the student test. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 13 Slide 12—TEMI-PM: Number Sequences Review the content on the slide with the student test. ©2008 University of Texas System/Texas Education Agency 14 ¸ TEMI Training: First Grade Slide 13—TEMI-PM: Place Value Review the content on the slide with the student test. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 15 Slide 14—TEMI-PM: Addition/Subtraction Combinations Review the content on the slide with the student test. ©2008 University of Texas System/Texas Education Agency 16 ¸ TEMI Training: First Grade Slide 15—Helpful Hints These helpful hints come from teachers and testers who have a great deal of experience giving the test. Two timers set with the practice and the subtest times minimizes the time it takes to reset timers between the practice and subtest sections. Students should understand what to do when they see an arrow and stop sign. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 17 Slide 16—Time at a Glance The TEMI-PM is designed to be given in 30 to 45 minutes in 1 day. This “time at a glance” provides a breakdown of how time is managed during the administration of this test. The Demonstration items provide students with a model of the test format and how to correct errors. The Practice time helps students learn how to take the test. Two minutes are allocated for the actual subtest. It is important to adhere to the timelines to ensure fidelity of administration procedures that are similar to the norming procedures. Students should be reminded that they are not expected to answer every item and should do their best. ©2008 University of Texas System/Texas Education Agency 18 ¸ TEMI Training: First Grade Slide 17—Preparation Review the materials needed by the student and teacher. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 19 Slide 18—Review and Practice Let’s begin with a review. What are the three components of each TEMI-PM subtest? Answers: Demonstration, Practice, Test. How much time is given for the practice component? The actual subtest? Answers: 30 seconds; 2 minutes. Why do we want children to hold their pencils in the air? Answer: All students need to start at the same time. Why do we want students to put their pencils down at the end of 2 minutes? Answer: All students need to stop at the same time. Now, let’s move on to a simulation, or an opportunity for you to go through the testing process. Notes continue on the next page. ©2008 University of Texas System/Texas Education Agency 20 ¸ TEMI Training: First Grade Magnitude Comparisons, Demonstration (Note: See Teacher’s Manual Page List Sheet.): t Ask participants to name the response format for this subtest. t Answer: Circle the smaller number or both numbers if they are the same, or equal. t Model the TEMI-PM Magnitude Comparisons Demonstration page on overhead projector. t Read instructions directly from the administration manual. Magnitude Comparisons, Practice (Note: See Teacher’s Manual Page List Sheet.): t Administer the Magnitude Comparisons Practice section to participants using a timer. t Read instructions directly from the administration manual Magnitude Comparisons, Test Items (Note: See Teacher’s Manual Page List Sheet.): t Administer the Magnitude Comparisons Test Items to the participants using a timer. t Read instructions directly from the administration manual. Number Sequences, Demonstration (Note: See Teacher’s Manual Page List Sheet.): t Remind participants of the response format: Circle the missing number. t Model Number Sequences Demonstration page on overhead projector. t Read instructions directly from the administration manual. Number Sequences, Practice (Note: See Teacher’s Manual Page List Sheet.): t Administer the Number Sequences Practice section to participants using a timer. t Read instructions directly from the administration manual. Number Sequences, Test Items (Note: See Teacher’s Manual Page List Sheet.): t Administer the Number Sequences Test Items to the participants using a timer. t Read instructions directly from the administration manual. Remind participants of the remaining two subtests: t To complete Place Value—circle the answer. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 21 t To complete Addition and Subtraction Combinations—write in the answer. Now you can practice… (optional) Have participants practice the remaining subtests. Ask participants to find a partner and choose one person to be the administrator and one to be the student. Allow 5 minutes for pairs to complete the Demonstration, Practice, and Test Items for a subtest of their choice. After 5 minutes, tell participants to switch roles and repeat the exercise. ©2008 University of Texas System/Texas Education Agency 22 ¸ TEMI Training: First Grade Slide 19—Administration of the TEMI-O We will now focus on the content of the TEMI-O and how to administer it. In this section, you will get an overview of the TEMI-O Mathematics Problem Solving and Computation sections. We will: t Walk through the test, so that you become familiar with it t Discuss administration procedures, followed by a review t Provide time for you to briefly practice taking the test (optional) t Discuss frequently asked questions (FAQs) from teachers who have given the measures and provide a suggested testing schedule ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 23 Slide 20—TEMI-O It is important to assess student performance on all of the mathematics TEKS throughout the school year. The TEMI-O includes items that sample each of the K–2 TEKS. Remember, the TEMI-O tests easier and/or later TEKS to minimize floor and ceiling effects. The TEMI-O consists of two tests: Mathematics Problem Solving is administered with a stretch break, and Computation is administered the next day. There are three forms (A, B, C), one each for fall, winter, and spring administration. The TEMI-O is not a timed test, but it should be given in 30–45 minutes per day. ©2008 University of Texas System/Texas Education Agency 24 ¸ TEMI Training: First Grade Slide 21—Walkthrough of the TEMI-O The first part of the TEMI-O includes a Mathematics Problem Solving measure; the second part includes a Computation measure. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 25 Slide 22—TEMI-O: Mathematics Problem Solving The Mathematics Problem Solving response format consists of connecting dots across the correct answer. There are four response choices. Teachers may wish to make copies of the practice pages of the TEMI-O and teach students how to take a test and the expectations of testing. ©2008 University of Texas System/Texas Education Agency 26 ¸ TEMI Training: First Grade Slide 23—Test Navigation This slide shows important features of the TEMI-O to teach. Icons: t Pictures are used instead of page numbers. t A stop sign signals the end of a test. t “NS” means “not shown”. Test items: t Place markers are found to the left of the first item in each row. t The first box on the left is the stimulus picture. See the test directions for examples of how the stimulus picture is used. t The remaining boxes contain response choices. t The ear signals to students to listen carefully to the test item. To answer, students connect the dots across their response choice. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 27 Slide 24—Sample Item Requiring Extra Time An asterisk in the administration procedures signals to allow more time for that item. Experienced testers agree that certain items require more time for students to think through the response choices. These items have been marked with an asterisk. Directions in boldface print should be repeated. Only words in boldface print are repeated. ©2008 University of Texas System/Texas Education Agency 28 ¸ TEMI Training: First Grade Slide 25—Administration Tips Review the content on the slide. Emphasize the importance of following the administration procedures and adhering to the allocated time per item. Experienced testers have indicated that 30–45 minutes is a sufficient amount of time, as long as the pacing guidelines are followed. However, we have heard of some examiners taking well over an hour to administer Mathematics Problem Solving. In these rare cases, either the teacher waited until all students answered each item, or their pacing was overly deliberate. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 29 Slide 26—Preparation Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 30 ¸ TEMI Training: First Grade Slide 27—Review and Practice Let’s review. How long should you give students to answer most questions on the TEMI-O? Answer: 10 seconds. What does the asterisk next to a question mean? Answer: Allow the students 25 to 30 seconds to answer the question. What part of the script can be repeated, and how many times can it be repeated? Answer: Words in bold; repeat once. Now, let’s do a simulation, or an opportunity for you to go through the testing process. Practice (Note: See Teacher’s Manual Page List Sheet.): t Model TEMI-O Practice page on overhead projector. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 31 t Read instructions directly from administration manual. Practice Test Administration (Note: See Teacher’s Manual Page List Sheet): t Administer first page of TEMI-O to participants. t Read instructions directly from the administration manual. t Remember to provide 10 seconds for each item. Now you can practice… (optional) Give participants 5 minutes to work with a partner taking turns administering three items on the second page of TEMI-O to each other. ©2008 University of Texas System/Texas Education Agency 32 ¸ TEMI Training: First Grade Slide 28—TEMI-O: Computation Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 33 Slide 29—Test Navigation Review the icons. ©2008 University of Texas System/Texas Education Agency 34 ¸ TEMI Training: First Grade Slide 30—Test Navigation (cont.) Review the icons. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 35 Slide 31—End of Test Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 36 ¸ TEMI Training: First Grade Slide 32—Frequently Asked Questions Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 37 Slide 33—Frequently Asked Questions (cont.) Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 38 ¸ TEMI Training: First Grade Slide 34—Frequently Asked Questions (cont.) Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 39 Slide 35—Testing Schedule at a Glance This is the testing schedule that was used when the TEMI-PM and TEMI-O were normed in classrooms across the state. Review this recommended testing schedule that teachers can use during fall, winter, and spring testing. ©2008 University of Texas System/Texas Education Agency 40 ¸ TEMI Training: First Grade Slide 36—Scoring Procedures: TEMI-PM Subtest scores and the Total Score on the TEMI-PM provide important information for teachers to identify students that can benefit from intervention and to monitor the progress of all students across the school year. Teachers can use the results from the TEMI-PM to identify students for homogeneous groupings and to determine students who should enter or exit tiered intervention, depending on how they have responded to instruction. We have devised scoring approaches, including a complete and abbreviated approach. Teachers can choose the approach that best meets their instructional decision-making needs. We have provided tools to help with scoring, such as Scoring Sheets and overlays. In this section, we provide general information about the TEMI-PM Scoring Sheet; procedures for the complete approach to scoring, including examples; and procedures for the abbreviated approach to scoring, including examples. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 41 . Slide 37—TEMI-PM General Scoring Procedures Let’s review the parts of the TEMI-PM Scoring Sheet. Take out your Scoring Sheet. Have participants locate each part as you walk them through the sheet. ©2008 University of Texas System/Texas Education Agency 42 ¸ TEMI Training: First Grade Slide 38—TEMI-PM Scoring Sheet 1. Answers for test items in each row on each page of the TEMI-PM are provided in the A (Answer) boxes. 2. The number of correct student responses for each row is recorded in the S (Score) boxes. 3. All S box scores for each page are summed and recorded in the Subtotal box. 4. All subtotal scores for each page are summed and recorded in the subtest Total (e.g., MC Total) box. 5. All subtest total scores are summed and recorded in the Test Total box. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 43 Slide 39—Specific Scoring Procedures There are four subtests on the first-grade TEMI-PM to score. t The TEMI-PM should be placed on the table with the matching Scoring Sheet next to the page being scored. t Scoring is done for the test item pages only. t Do not score Demonstration and Practice items for each subtest in the student booklet. t Some students either skip items or an entire page and then resume testing with a later item. Thus, it is important to check subsequent pages. ©2008 University of Texas System/Texas Education Agency 44 ¸ TEMI Training: First Grade Slide 40—Specific Scoring Procedures (cont.) Have participants locate this table in the scoring section of the Teacher’s Manual (Note: See Teacher’s Manual Page List Sheet for the page number.) ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 45 Slide 41—Scoring Example: Number Sequences Review the scoring on the TEMI-PM test page (1 for correct, 0 for incorrect, total for row in the right margin). Answers for each item are on the Scoring Sheet. Review how to complete the Scoring Sheet. ©2008 University of Texas System/Texas Education Agency 46 ¸ TEMI Training: First Grade Slide 42—Scoring Example: Place Value Review the scoring on the TEMI-PM test page (1 for correct, 0 for incorrect, total for row in the right margin). Answers for each item are on the Scoring Sheet. Review how to complete the Scoring Sheet. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 47 Slide 43—Completed Scoring Review the procedures for adding the S boxes to obtain the subtotal, adding the subtotals for the Total box on the right side of the Scoring Sheet, adding the subtest Total boxes to obtain the Test Total score. ©2008 University of Texas System/Texas Education Agency 48 ¸ TEMI Training: First Grade Slide 44—Abbreviated Scoring Here is an example of an abbreviated Scoring Sheet for first grade. Teachers can do an abbreviated version of scoring, whereby they score the TEMI-PM only until the student reaches the 25th percentile score. The abbreviated scoring approach is a faster way to score and identify students who reach the 25th percentile and, thus, do not qualify for Tier II intervention (37 is the total number of items completed correctly to achieve at or above the 25th percentile). The abbreviated version will not provide a complete picture of the student’s performance on each subtest. Also, the electronic class report is not an option with the abbreviated scoring approach. (The electronic class report is discussed in the Instructional Decision-making section.) Be sure to cross out “Test” next to total. Do not consider this a Total Score. To get a TOTAL score, all items must be scored, which does not occur with abbreviated scoring. The advantage to abbreviated scoring is that it takes less time than scoring all items. Note that students who qualify for remedial intervention will have ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 49 their whole test scored, because they NEVER reach the score associated with at or above the 25th percentile. The disadvantages to abbreviated scoring are (a) you cannot determine strengths and weaknesses across subscales, (b) you cannot use the ABC classification system, and (c) you cannot use the electronic report. So it is a cost-benefit ratio situation. If all you are interested in is determining who does and who does not qualify for intervention, the abbreviated scoring is a legitimate option. We recommend the complete scoring approach because the electronic class report can be used, but it is up to each school district to decide which approach is best for instructional decision-making purposes. ©2008 University of Texas System/Texas Education Agency 50 ¸ TEMI Training: First Grade Slide 45—Frequently Asked Questions: Scoring TEMI-PM Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 51 Slide 46—Frequently Asked Questions: Scoring TEMI-PM (cont.) Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 52 ¸ TEMI Training: First Grade Slide 47—Instructional Decision-making: TEMI-PM Identification Finally, we conclude discussing the TEMI-PM by providing information about instructional decision-making using results from the test. We have devised reporting options, from which districts can examine and decide which are most helpful for their purposes. We will discuss a handwritten student report and class report. We also have an electronic class report in Microsoft Excel format. As you will see, the electronic class report offers campuses graphic views of class performance as a whole. Plus, it tracks the performance of Tier II students. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 53 Slide 48—Instructional Decision-making: Student Report The purpose of the Student Report is to summarize the data and identify students who can benefit from small-group intervention. Refer to Cal’s TEMI-PM Scoring Sheet information. Examine how the scores from the Scoring Sheet are transferred on the Student Report form. (See the First Grade Teacher’s Manual Page List Sheet to locate the Student Report and Appendix B.) ©2008 University of Texas System/Texas Education Agency 54 ¸ TEMI Training: First Grade Slide 49—Student Report Example Review each column of Cal’s fall student report, including: t Column 1 is the list of TEMI-PM subtests and total test score. t Column 2 is the place to enter the student’s subtest scores and total score. t Columns 3–5 are the 25th percentile scores, depending on the time of year the TEMI-PM was administered (find the column that matches the school district’s assessment period). t Columns 6–7 are for checking “Yes” or “No” if the subtest and total test score is at or above the 25th percentile. t Column 8 is to record the descriptive rating found in Appendix B (have participants use Appendix B to identify the rating for each subtest score). ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 55 Slide 50—Classroom Report Example Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 56 ¸ TEMI Training: First Grade Slide 51—Electronic Class Report An electronic class report can be created to monitor the progress of the entire class quickly across the three assessment periods. The electronic class report can be used only if the entire TEMI-PM was scored (not the abbreviated scoring option). Refer to the scoring section of the Teacher’s Manual to review the steps for completing the electronic class report. (Note: See Teacher’s Manual Page List Sheet for the page number.) ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 57 Slide 52—Identification of Students who are Struggling: ABC Results from the TEMI-PM can be used to identify students who can benefit from intervention. These students have a TEMI-PM total score below the 25th percentile. The ABC system can be used to make identification easy: t Students in the A group (color-coded green) score above the 35th percentile. Instruction seems to be effective for this group. t Students in the B group (color-coded yellow) score at the 25th percentile to the 35th percentile, which is the lower end of the average range (the average range is from the 25th percentile to the 75th percentile). Teachers should monitor this group of students carefully to ensure that they are benefiting from typical classroom instruction. Notes continue on the next page. ©2008 University of Texas System/Texas Education Agency 58 ¸ TEMI Training: First Grade t Students in the C group (color-coded red) score below the 25th percentile. These students can benefit from intervention. They should receive homogeneously grouped intervention. Results from fall, winter, and spring administrations can be used to monitor the performance of all students across the school year. Some students may qualify for intervention, while others who have been in intervention may qualify to exit intervention (score at or above the 25th percentile). ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 59 Slide 53—Class Report: Step 1 Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 60 ¸ TEMI Training: First Grade Slide 54—Class Report: Step 2: Bar Graph Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 61 Slide 55—Scoring Procedures: TEMI-O In this section, we provide general information about the TEMI-O Scoring Sheet and specific scoring procedures. The main purpose of the TEMI-O is to monitor whole-class mathematics performance in the fall, winter, and spring on the TEKS. The entire TEMI-O is scored for each student. Remember, some TEMI-O items are from kindergarten and second-grade TEKS to minimize floor and ceiling effects. ©2008 University of Texas System/Texas Education Agency 62 ¸ TEMI Training: First Grade Slide 56—TEMI-O General Scoring Procedures Let’s review the parts of the TEMI-O Scoring Sheet. Take out your Scoring Sheet. Have participants locate each part as you walk them through the sheet. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 63 Slide 57—TEMI-O, MPS: Specific Scoring Procedures Have participants locate this table in the scoring section of the Teacher’s Manual. (Note: See Teacher’s Manual Page List Sheet for the page number.) ©2008 University of Texas System/Texas Education Agency 64 ¸ TEMI Training: First Grade Slide 58—TEMI-O, MPS: Specific Scoring Procedures (cont.) Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 65 Slide 59—Scoring Example: TEMI-O, MPS Use the specific scoring procedures table to walk participants through this content. Review the scoring procedures by discussing the student response choices and scoring choices for the fish page on the Scoring Sheet. Provide a few minutes for participants to review the response on the pony page in their group. ©2008 University of Texas System/Texas Education Agency 66 ¸ TEMI Training: First Grade Slide 60—TEMI-O, C: Specific Scoring Procedures Have participants locate this table in the scoring section of the Teacher’s Manual. (Note: See Teacher’s Manual Page List Sheet for the page number.) ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 67 Slide 61—Scoring Example: TEMI-O, C Use the specific scoring procedures table to walk participants through this content. In this Computation example, in the first row on the chair page, the second item is slashed to indicate a student error. The total correct for the first row is 2, which is entered on the student test and into the S box. Work in your small groups to discuss the remaining student responses on the test and how the responses are scored on the Scoring Sheet. Give participants a few minutes to do this task. ©2008 University of Texas System/Texas Education Agency 68 ¸ TEMI Training: First Grade Slide 62—Completed Scoring This is a completed TEMI-O Scoring Sheet including Mathematics Problem Solving and Computation. Notice how the Total scores for Mathematics Problem Solving and Computation are entered into their boxes and then summed for the Test Total. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 69 Slide 63—Frequently Asked Questions Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 70 ¸ TEMI Training: First Grade Slide 64—Frequently Asked Questions (cont.) Review the content on the slide. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 71 Slide 65—Instructional Decision-making: Student Report Form/TEMI-O TEKS Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 72 ¸ TEMI Training: First Grade Slide 66—Student Report Example This is Cal’s Student Report. It includes Mathematics Problem Solving and Computation. Refer participants to the Item Analysis sheet that can be used to identify specific TEKS that require additional instruction for the class or small groups of students (see the Teacher’s Manual Page List Sheet). Refer participants to the Scantron sheets that districts can use to enter TEMI-PM and TEMI-O data into a central database for tracking and instructional decision-making. Tell participants that we will put this in Assessment Central on the Web site. ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 73 Slide 67—Classroom Report Example Review the content on the slide. ©2008 University of Texas System/Texas Education Agency 74 ¸ TEMI Training: First Grade Slide 68—Next Steps for Teachers: Administering, Scoring, and Instructional Decision-Making Let’s review “Next Steps” to administer the TEMI-PM and TEMI-O: t Make a list that includes tasks to prepare for testing. t Set up your assessment schedule for fall, winter, and spring with 3 days of testing per assessment period. t Identify ways to complete the scoring: t Substitute coverage t Personnel resources to assist t Schedule time t Complete instructional decision-making: t Student reports t Class reports (handwritten or electronic) ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 75 t Instructional decision-making to form groups for intervention and additional instruction using the TEMI-PM and TEMI-O results ©2008 University of Texas System/Texas Education Agency 76 ¸ TEMI Training: First Grade Slide 69—For More Information Assessment Central will contain all of the information districts will need to use the TEMI-PM and TEMI-O. The information will be organized by grade level. Within each grade level, there will be three folders: t Test booklets for each test and the three forms (A [fall], B [winter], C [spring]) t Teacher’s Manual t Forms (scoring, reports, overlays, Scantron) ©2008 University of Texas System/Texas Education Agency TEMI Training: First Grade ¸ 77 Slide 70—Closing Review the content on the slide. ©2008 University of Texas System/Texas Education Agency ©2008 University of Texas System/Texas Education Agency
© Copyright 2024