Embed Size (px)
Citation preview
DOCUMENT RESUME
ED 361 126 RC 019 033
AUTHOR Contreras, FrankTITLE Texas/Montana Summer Distance Learning Pilot Project:
"From the Lone Star to the Big Sky."INSTITUTION Texas Education Agency, Austin. Div. of Migrant
Education.; Texas Migrant Interstate Program,Pharr.
PUB DATE 92NOTE 102p.
PUB TYPE Reports Evaluative/Feasibility (142)
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Cooperative Programs; *Distance Education;
Elementary Secondary Education; Interactive Video;*Migrant Education; *Migrant Programs; PilotProjects; Pretests Posttests; *Program Evaluation;Program Implementation; Student Improvement
IDENTIFIERS Montana; Texas; *Texas Assessment of AcademicSkills
ABSTRACTThe Texas/Montana Distance Learning Project was a
summer (1992) pilot program administered by the Texas EducationAgency in collaboration with the Montana Office of PublicInstruction. Targeted participants were children of migratory workerswho attended Texas schools, but were living temporarily in Montanaduring the early summer. The goals of the project were: (1) to
improve the success rate of migrant students who were in Montanaduring the summer and had not passed the Texas Assessment of AcademicSkills (TAAS), a requirement for high school graduation; and (2) todemonstrate the feasibility of using distance learning as a viableinstructional system for migrant students. Students at six Montanasites were instructed in reading, writing, and math by Texas teachersfor 4 weeks through live, interactive television broadcast viasatellite. Teacher-partners at the six sites were responsib,le forkeeping students on task, helping the television teacher determineviability of activities, and implementing warm-up and follow-upactivities before and after broadcasts. Sample TAAS tests wereadministered at the beginning and conclusion of the project. Staffevaluations and student test results indicate the project wassuccessful in delivering relevant instruction and increasing testscores of the 92 elementary and 66 secondary Texas migrant studentswho participated. This report contains pre- and posttest scores,samples of students' work, TAAS instructional objectives, and contactlists for the project. (LP)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
!Migrant Education:0
Distance Learning
PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
5.11tAct- U.
cts-Er?)
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERICr
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDU AT)ONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asrecelved from the person or organizationoriginating it
E" Minor changes have been made to improvereproduction ouaidy
Pocets Of vtew or pow CMS stated m this clocumerit do not necessarily represent officialOERI position or policy
II
:01
Montana
4
TEXAS MIGRANT EDUCATIONSUMMER '.992
Texas
Texas/Montana Summer DistanceLearning Pilot Project
"'Tcrou 1®[EG nci[r q® q1G1 Dim nzia'
August 1992
by
Frank Contreras, DirectorMigrant Division of the
Texas Education Agency
Table of Contents
I. Introduction 1 1
II. Texas: Region XX ESC Summary ReportA. Project Abstract 2.1
B. Project Rationale 2.3
C. Background Information of TI-IN Network 2.4
D. Project Goals 2.4
E. Target Audience 2.5
F. Student Data 2.6
G. Schedule of Classes 2.6
H. Teacher Partner Training 2.7
I. Staff 2.7
J. Instructional Office Hours 2.7
K. Technical Considerations 2.8
L. Instructional Materials 2.8
M. Project Evaluation and Recommendations fromTI-IN Distance Learning Teachers
N. Project Evaluation and Recommendations fromMontana Teacher Partners
0. Final Thoughts
P. Other
III. Montana: Data Analysis of Projectby Rural Technical Assistance CenterA. Survey Results
2.9
2.10
2.11
2.11
3.1
B. Distance Learning Pre/Post Test Score Reports 3.4
i 4
IV. Students: Sample Work
A. Joan Carmina Torres 4.1
B. Rosie Pacheco 4.3
4.4C. Holly Pacheco
D. Sandra Rodriguez 4.5
4.6E. Raquel Bacca
F. 4.7Irene Bacca
G. 4.8Anonymous
H. Anonymous 4.10
V. Appendixes5.1Appendix A TAAS Instructional Targets (Grade 5)
Appendix B TAAS Instructional Targets (Exit Level) 5.5
Appendix C Contact List Texas Distance Learning Project 5.11
5.13Appendix D Contact List Montana Migrant Program
Appendix E Project Sites and Number of Students 5.16
"MigrantAppendix F Editolial Children Use Distance Learning" 5.18
I. Introduction
Introduction
The Texas Migrant Education Division of the Texas EducationAgency, in its quest to maintain a high level of continuity in theeducation of Texas migrant students, embarked in theTexas/Montana Distance Learning Project as a pilot project. Ninetypercent of the summer migrants who work the fields of Montanacome from Texos. The Texas Education Agency felt that a TexasAssessment of Academic Skills (TAAS) Test preparation project wasessential, since all Texas students must pass this test before receivinga high school diploma.
The Texas Migrant Division in coordination with the CentralStream Program Coordination Center, the Western Stream ProgramCoordination Center, and the Texas Migrant Interstate Programprovided TAAS preparation material for Texas students while theyworked in Montana. The Region XX Education Service Center andthe Texas TI-IN Telecommunication Center provided thetelecommunications technology, equipment, and the teachers.Montano telecommunication experts prepared the centers toreceive the transmission.
The collaboration and coordination between the TexasEducation Agency and the Montana Office of Public Instruction wassuccessful in reaching 92 elementary and 66 secondary Texasmigrant students in Montana this summer.
1.1
II. Texas: Region XX ESC
Summary Report
Texas/Montana Distance Learning ProjectTAAS: Skill Building for Migrant Students
Summary Report
TI-IN NetworkEducation Service Center, Region XX
San Antonio, Texas
Project Abstract
The Texas/Montana distance learning project was conceptualized in order to meet twoidentified goals. The first project goal was to improve the success rate of migrant students whoare in Montana during the summer and who have not passed the Texas Assessment ofAcademic Skills (TAAS) test. Secondly, this project was undertaken to demonstrate thefeasibility of using distance learning as a viable instruction.... system for migrant students.
Both goals were met through the Implementation of project activities. Ninety-twoelementary students and sixty-six secondary students were taught reading comprehension,written communication and math skills identified from objectives of the Texas Assessment ofAcademic Skills (TAAS) test (See Appendixes A-C). Targeted elementary students were fifthgraders. The secondary target group was at the exit level. Project students attended Texasschools and are children of migratory workers living temporarily in Montana during the earlysummer. All of these students were recruited and enrolled in six existing summer programs formigrant students in Montana. The Montana programs were funded and staffed by theMontana Office of Public Instruction. At the end of the project, exit level students were given theopportunity to take the portions of the TAAS not mastered previously. The tests wereadministered in Billings. Montana, by a certified Texas Test Administrator,
TI-IN Network, an experienced and established provider of distance learning, developedand delivered all instruction through contractual arrangement with Education Service Center,Region XX. TI-IN also provided television technology, signal transmission via satellite andcomplete technical support for the project.
The instructional design was developed on the philosophy that learner oriented activitiesshould be relevant to the targeted students' experiences. Lessons were framed in meaningfulcontexts. Extensive drill and practice were given low priorities, and conceptual teaching forunderstanding was the guiding factor for instructional development. Since the length of time forthe project prohibited addressing all TAAS objectives, areas of relative strength and weaknessin reading, writing and math were addressed in equal amounts of teaching time. Teachingbased solely on deficits was deemed inappropriate to the instructional design. StatewideTAAS results and Eagle Pass ISD TAAS results for migrant students were used to select targetedskill areas and specific TAAS objectives. Sample TAAS tests, administered both at thebeginning and conclusion of the project, were used to gather student data and to helpdetermine gains.
During the month of June, lessons were taught Monday through Thursday for four weeks.
Elementary students were instructed in morning sessions and secondary students in the
evenings. The instructional design included sixteen lessons, taught by Texas teachers in the
live, interactive television environment and broadcast via satellite. Student-teacher
interactions, available via a two way audio connection, drove the lessons and were integral to
the instructional design.
Teacher partners In the six Montana sites were also integral parts of the classes. Special
teleconferencing sessions for information exchange between the television teachers and the
teacher partners were provided. Teacher partner responsibilities included keeping students on
task, helping the television teacher determine viability of activities, interacting with students on
a personal basis, and implementing warm-up and follow-up activities before and afterbroadcasts. By creating a team composed of teacher partners, television instructors, migrant
directors, the instructional manager and TI-IN technical staff, students benefited from a
coordinated effort of suppoit and sound instruction.
2.2 ii
Project Rationale
It is generally recognized that one of the chief detriments to student success among thechildren of migrant workers in the United States is the lack of instructional continuity. Movingfrom state to state and changing schools frequently results in mixed and confusing curriculumrequirements. The resulting pattern is one of poorly coordinated educational opportunities forthis population. Nationally available distance learning offers tremendous potential in meetingthis educational dilemma. Students can move from school to school and still take the sameclass from the same teacher. This pilot project proved the viability of distance learning for theTexas students who were temporarily in Montana.
2.3 2
Background information: TI-IN Network and Education ServiceCenter, Region XX
TI-IN Network, a leader in distance education in the United States, currently provides over
two hundred hours of staff development, twenty-one direct student instructional credit courses,
and a wide variety of student enrichment programs to subscribing school districts. In addition,
TI-IN produces and broadcasts state agency programming, school board training, and other
quality educational programming. Since 1990, TI-IN has successfully produced and broadcast
several series of Scholastic Aptitude Test, American College Test, and TAAS review courses.
Over 1,200 schools in 42 states are TI-IN subscribers. During the 1991-92 school year, more
than 5,700 students were enrolled in 22 high school credit courses. At the elementary level, TI-IN
offers Elementary Spanish and an extensive schedule of student enrichment programs.
Since the founding of Ti-IN in 1985, Education Service Center, Region XX has played a major
role in the development and implementation of its televised instruction. Based on needs
identified within the TI-IN educational market, Region XX develops distance learning curriculum,
plans its instructional.design and implements all phases of student based instruction. Region XX
has strong expertise and deeply rooted experience in teaching high school students over live,
interactive instructional televison.
Project Goals
The goals and expectations of this project were:
to improve the success rate of migrant students who are in Montana during the summer and
who have not passed the Texas Assessment of Academic Skills(TAAS), and
to demonstrate the feasibility of using distance learning as a viable instructional system for
migrant students.
Target Audience
This project targeted two groups of migrant students enrolled in the Montana Summer
School Program. Targeted were students who had not mastered TAAS skills at the fifth grade
and exit levels. All students indicated that they will return to Texas schools in the fall.Descriptions of participating students are shown below.
TABLE 1
Projected Number of Targeted Groups per Site
Billings Fromberg Glendive Hardin Hysham Sydney
Elementary 16 13 11 12 19 15
Secondary 14 8 8 3 11 12
TOTAL 30 21 19 15 30 27
Student Data
Because of the short duration of the project, addressing all TAAS objectives was notfeasible. Using statewide TAAS results and Eagle Pass ISD TAAS results, both areas of relative
strength and weakness were addressed. Sample TAAS tests, developed by Education
Service Center Region XIII, were abbreviated to accommodate student schedules. They were
administered both at the beginning and conclusion of the project. Problems in the amount of
time available to students to complete the tests were quickly evident. PToblems in length of
participation also created problems in the pre and post testing. Because of the unforeseen
time constraints and variable participation, last minute adjustments to the administration of the
test were necessary.
Schedule of Classes
The broadcast schedule for TAAS skill building classes for migrant students is shown below.
Each of these classes was taught live and interactively. Montana students and teachers
communicated with the Texas TAAS teachers during each class via two way audio.
DATE
June 8 June 11 (Monday-Thursday)
June 15 June 18 (Monday-Thursday)
June 22 June 25 (Monday-Thursday)
June 29 July 2 (Monday-Thursday)
Mountain Central
10:00-11:00 am 11:00-Noon Elementary TAAS Skill Building (The first 28 minutes
were devoted to math and the last 28 minutes to
writing/reading. The four minutes in betweenprovided stretch time for students and a transition
time for our TV teachers.)
7:30-8:30 am 8:30-9:30 pm Secondary TAAS Skill Building (The first 28 minutes
were devoted to writing/reading and last 28minutes to math. The four minutes in between
provided a stretch time for students and a transition
time for our TV teachers.)
2.6
Teacher Partner Training
The following times were scheduled 'Jr live interactive broadcasts between teachingpartners in the Montana sites and in Texas. These sessions provided opportunities to practice
use of the equipment and to communicate about the instructional design.
Mountain Central
Ju le 4, Thursday 8-9 am 9-10 am Elementary Teacher Partners
June 18, Thursday 8-8:55 am 9-9:55 am Elementary Teacher Partners
Jun-s: 18, Thursday 6-7 pm 7-8 pm Secondary Teacher Partners
Staff
Teachers providing the televised instruction were selected based on their knowledge of the
content, experiences and their expertise as distance learning television instructors. All three of
the teachers were ESC XX/TI-IN teachers during the regular school year. An instructionalmanager also supported the administration of the project at the delivery location in SanAntonio, Texas.
Other staff important in the implementation of the project were:
directors and teachers in each of the migrant programs in the six Montana schools,
State Director for Migrant Education-Texas,
State Director for Migrant Education-Montana,
TI-IN technical and programming staff
instructional Office Hours
The TI-IN teaching staff and the instructional manager were available via a toll freetelephone number at scheduled times during the days and evenings. Teaching partners and
students interacted with staff on a one-to-one basis. Using this strategy, close personal
relationships were fostered among ail participates.
2.7
Technical Considerations
TI-IN Network loaned one Subscriber Interface Device (SID) to each participating site to
facilitate the student talk back function. Each one the six sites furnished a standard telephone
line into the receiving classroom. All calls to the instructional staff were made over toll free
(1-800) telephone lines provided by TI-IN.
Using satellite time leased by TI-IN Network, the Ku-Band signal on which the classes were
broadcast was transmitted over Spacenet II. Satellite dishes at two of the sites did not have the
capability to receive the Ku-Band signal, so the project leased and installed appropriate
dishes.
Instructional Materials
Lesson plans and student materials were sent directly to each of the Montana site directors
on June 1, 1992. The materials sent included the following:
One per student
lesson plans which the television teachers followed, including suggestions for teacher
partners
instructional handouts to accompany the lesson plans
pre test and post tests with answer keys for teacher partners (developed by Region XIII
Education Service Center)
Student Strategy Guide for the Exit Level TAAS: Written Communication, 1992
University of Texas at Austin
Extension Instruction and Materials Center
Austin, Texas
One per site (Copies for students of selected pages were made as needed.)
Step Up to the TAAS: Writing for Fifth Grade 1990
atep Up to the TAAS: Reading for Fifth Grade 1990
Stec) UP to the TAAS: Math for Fifth Grade 1990
Step Up to the TAAd: Exit Writing 1990
2.8
Step Up to the TAAS: Extt Reading, 1990
The Teacher's Touch
Gayle Fuller
San Marcos, Texas
Mastering the TAAS: Exit Level 1,anguage Arts, 1991
University of Texas at Austin
Extension Instruction and Materials Center
Shirley Crook
Write Everyday 1988 .
EVAN-MOOR Corp.
Monterey, California
Moore, Evans, Tyron
Write a Super Sentence, 1988
EVAN-MOOR Corp.
Monterey, California
Moor, Evans, Tyron
Project Evaluation and RecommendationsFrom TI-IN Distance Learning Teachers
The TI-IN/ESC XX distance learning staff developed suggestions for future considerations.
The consensus of the instructional group is that this was a highly successful project. Students
were extremely enthusiastic and very responsive to the instruction. The technology and live
interactions seemed especially attractive as motivators. Feedback from the Montana teacherpartners was also supportive and helpful. The interactions during class and some limited written
communications with students during the four weeks indicated that concepts were beingmastered.
The suggestions below relate specifically to improvement and expansion of the migrant
distance learning model established by this project.
Continue to use TAAS objectives and TAAS instructional targets as the framework forinstructional design and development
Continue to emphasize and seek relevant activities, based on student's life experiences.
Design instruction so that it represents unique and fairly discreet learning. This will help
accommodate a constantly shifting student population. Publish a project calendarshowing when certain concepts and skills will be taught.
2.9
Initiate student recruitment before students leave Texas schools. Involve parents in the
recruitment process. Use distance 'P..arning teachers to visit the Texas sites most heavily
involved, so that they can meet students before the broadcasting begins.
Re-evaluate the need for pre and post testing. If necessary, design the testing so that it
more accurately reflects the instructional needs of the students and time constraints.
Once the project is underway, conduct a televised "Open House" for parents ofparticipating students and other interested community members. This would be an
excellent opportunity for parents to interact with the television teaching staff.
Based on surveys teachers agreed that 30 minutes was sufficient.
Extend instructional television item for the elementary students to at least 45 minutes for
math and 45 minutes for written communications/reading comprehension with a 15 minute
break between lessons.
Schedule the high school classes two or three times weekly, instead of nightly. Schedule a
50 minute block of time for math and 50 for written communications/readingcornprehension.
Extend the length of the project by at least one week.
If possible, obtain a roster of students, including biographical data, the Texas schools
students are leaving and where they plan to return.
Receive and critique more samples of student work and progress.
Require interaction and communication between the TI-IN teacher and the teacher partner
at least once a week.
Consider the possibility of paying a stipend to exit level students who pass the TA A upon
completion of the instruction.
Project Evaluation and RecommendationsFrom Montana Teacher Partners
The Montana Evaluation Form: TAAS Remediation Telecommunications Survey Results
(seeChapter III) was compiled by RMC Research, Portland, Oregon. The survey results are
divided into 3 major categories: Format, Class Schedule, and Follow-up. The Format Survey
results combines both the elementary and secondary levels while the class schedule and
follow-up survey results are further subdivided into elementary and secondary levels.
Comments teachers made were also complied after each category.
2.109
Final Thoughts
This pilot clearly proves that live interactive instructional television, broadcast nationally to avariety of locations, is a highly effective way of delivering relevant instruction to the migrantpopulation of the United States. High student enthusiasm, learner outcomes and curriculumcontinuity were major benefits.
Extending post-project reflections to their logical conclusions, the question becomes...what next? The thoughts and caveats below represent ideas to be considered.
Determining nationally recognized courses, skills and curriculum opportunHies to form thecore of programming is prerequisite to all other planning. Without a common frameworkfrom which to proceed, the continuity problems inherent in mig, mrit education will not trulybe addressed and alleviated.
The development, production, and administration of quality distance learning programs isextremely complicated and time intensive. Effective television instruction demandsadaptation of teaching techniques and strategies as well as administrative support,flexibility and sensitivity. Technical expertise and access to technical support are ofparamount importance. Great care and caution are advised in the selection of providers.
In the distance learning arena, developing and maintaining a team mentality andapproach is critical. When reaching across hundreds and often thousands of miles faultycommunication will be damaging. Instructional, administrative, engineering, technical andtelevision staff at both the sending and receiving locations must work cooperatively in orderfor distance education to produce successful students. If designed, managed, andexecuted well, the degree of planning and teamwork required is transparent to the learner.
Other
Please note other pertinent information regarding the Distance Learning Project:Appendix D: Contact List - Montana Migrant Program
Appendix F: Editorial -* Migrant children use Distance Learning"
Montana: Data Analysis ofProject by Rural TechnicalAssistance Center
Montana Naluation Form:TAAS Remediation/Distance Learning Pilot Project
Survey Results
(Note: Montana teacher partners were surveyed at the close of the pilot project regarding the formatand composition of the lessons. The following data reflects the number of teachers responding yes orno to each question. Thirteen surveys were tabulated. Not all questions were answered on everysurvey.)
Format Elementary and Secondary Combined Yes N
1. The 30-minute se ments were Ion: enou:h to teach the ob'ective? 10 2
2. The format of 30-minute math/30-minute reading and writing was effective? 11 1
3. The students were able to communicate effectively with the Texas teachersusing the phone modems?
6 6
. The students could reach the Texas teachers when they had questions? 8 4
5. The Texas teachers seemed enthusiastic and related well with the students? 12 0
. The pretest and posttest were successful in evaluating the success of thestudents?
0 12
. I consider this program to be a success and feel that it should be used in thefuture to assist Texas students?
12 0
Some teacher partners felt that for some objectives, more time was needed others felt that there wasnot enough time in the program to effectively test. Some felt that Language Arts should come first,then math. Many teachers felt that more phone lines are needed!
Teacher: reported that students had some problems getting in touch with the teachers duringscheduled times. The phones malfunctioned a few times and students had problems with sharing thephones lines with the other sites. The pretest was not given before TI-IN sessions started, thereforenot a true pretest (idea start class with students before TV sessions begin).
Several teachers responded that the instructional values gained from using the telecommunicationswere outstanding. Although there were a few flaws that needed to be worked out, the overallprogram was very educational and quite successful.
One teacher stated that the pretest questions need to be directly related to the lesson plans so that theposttest would show a growth based on the TI-IN program. English lessons need to be tied moredirectly to TAAS test so students understand the information being learned ties into their TAAS test.For my students, the pace was slow, most of them had an understanding of the objectives ahead oftime. The students would stay more on task if a speaker phone was used so that all students couldinteract. Students loved reinforcers, especially Einstein and mad scientists; they also appreciatedMrs. Moody's creativity in costumes. Being on the phone on line was exciting for everyone.
Regarding the scheduling of lessons, the teachers who responded to the survey overwhelminglyapproved the present schedule.
Survey Results 3.1 RMC Research, Portland
Class Schedule Elementary Yes No
1. The present schedule worked well for my program? 6 1
2. The program should be two days per week for two hours? 0 7
Comments?
Secondary teachers were divided in their reponses regarding class scheduling. The following tabledemonstrates that:
Class Schedule Secondary Yes No
1. The present schedule worked well for my program? 3 3
2. The program should be two days per week for two hours? 3 3
. The program should be two days per week for exit level and two days forninth grade?
4 2
. Present student travel arrangements were acceptable? 3 3
5. Other student travel arrangements need to be made? 3 2
6. Meals were acceptable? 5 1
. Students ate the meals that were prepared? 3 3
Teachers had many suggestions regarding follow-up:
Follow up Elementary Yes No
I. Students should take the TAAS test immediately after the classes end? 5 2
2. Longitudinal data should be kept on student who take the TAAS test afterattending TI-IN classes?
6 1
3. More study materials should be used to assist the students in understandingthe lessons?
5 2
4. More concern needs to be take for LEP students? 2 3
Survey Results 3.29 1:,-)
tfr
RMC Research, Portland
Follow up Secondary Yes No
1. Students should take the TAAS test immediately after the classes end? 6 0
2. Secondary students had time to work on other study material? 0 6
3. Longitudinal data should be kept on students who take the TAAS test afterattending TI-IN classes?
5 0
. More study materials should be used to assist the students in understandingthe lessons?
4 I
. More study time is needed for doing lessons for the TI-IN classes? 3 3
. More concern needs to be taken for LEP students? 3 0
Comments?
One teacher reported that regarding secondary students, the material available is adequate, but time isthe problem. A longer class that would allow "thinking time" would help. It would also be good todo several problems or examples of the same type in order to somewhat master the skill.
Survey Results 3.3 RMC Research, Portland
Distance Learning Pre/Post Test Score Reports
3.4 `,',
tri
Dis
tanc
e Le
arni
ngP
re/P
ost T
est S
core
Rep
ort
ifia
thSu
mm
er, 1
992
44 (..) a) U g a) ....
l-.4
44-4 0 * 0
15.0
14.0
13.0
12.0
11.0
10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
37
8
Gra
de
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t: je
xas
Ass
essm
ent o
f Aca
dem
icS
kills
910
1112
,P
rete
st
Pos
ttest
Gra
de#
ofSt
uden
tsT
este
d
41
52
62
No
data
rec
eive
d fo
rgr
ades
3, 7
-12.
4"g
co9.
00%
0 U8.
0
a)7.
0p-
4
4-4
6.0
o *5.
0g ±)
4.0
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Bill
ings
, Rea
ding
Sum
mer
, 199
215
.0
14.0
13.0
12.0
11.0
10.0 3.0
2.0
1.0
0.0
r /.
34
56
78
Gra
de10
1112
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t:lex
as ji
ttess
mea
L2L&
sist
e_m
tggo
k
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
41
53
63
No
data
rec
eive
dfo
r gr
ades
3, 7
-12.
Dis
tanc
eLe
arni
ng P
re/P
ost T
est S
core
Rep
ort
Bill
ings
, Writ
ing
Sum
mer
, 199
2
3
I1
11
II
I
34
56
78
910
1112
Gra
de' Q
uest
ions
wer
e ta
ken
from
Pra
ctic
e T
est:
Jexu
s A
sses
smen
t of A
cade
mic
Ski
lls
Pre
test
Pos
ttest
Gra
de#
ofSt
uden
tsT
este
d
42
52
62
No
data
rec
eive
dfo
r gr
ades
3, 7
-12. 13
1
#81
9.0
08.
0
7.0
4-I
6.0
05.
0
(I)
4.0
Dis
tanc
e Le
arni
ng P
re/P
ost
Tes
t Sco
re R
epor
t
15.0
14.0
13.0
12.0
11.0
10.0 3.0
2.0
1.0
0.0
From
berg
, Mat
hSu
mm
er, 1
992
910
1112
Gra
de
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t: T
exas
Ass
essm
ent o
f Aca
dem
ic S
kills
Pre
test
Pos
ttest
Gra
de#
ofSt
uden
tsT
este
d
31
43
51
63
81
91
_
112
121
No
data
rec
eive
d fo
r ^
grad
es 7
and
10.
4
4
-
- .Z,.1.-tw,:.1,s
1
MIN
-
111111111111111111111111-111111:
MINIM".;
1.,
11111111111111111111MIM11111111111111111111
01. 0 0 0 0400
01. 0 0 0 0
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Tro
mbe
rg, W
ritin
gSu
mm
er, 1
992
15.0
14.0
13.0
12.0
11.0
10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
89
1011
12
Gra
de
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t: T
eus
Ass
essm
ent o
f Aco
cTem
ic S
kills
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
31
44
52
64
81
91
112
121
No
data
rec
eive
dfo
r gr
ades
7 a
nd 1
0.
Dis
tanc
e Le
arni
ng P
re/P
ost
Tes
t Sco
re R
epor
tG
lend
ive,
Mat
hSu
mm
er, 1
992
15.0
14.0
13.0
12.0
11.0
10.0
a.)
9.0
08.
0
7.0
1-4
4.4 0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
36
78
910
Gra
de11
12
Que
stio
ns w
ere
take
n fr
om p
ract
ice
Tes
t: T
exas
Aso
ssm
ent o
f Aca
dem
ic S
kills
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
48
71
91
101
111
122
No
data
rec
eive
d fo
rgr
ades
3, 5
, 6 a
nd 8
.
rtli)
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Gle
ndiv
e, R
eadi
ngSu
mm
er, 1
992
or'
484
10 .0
(44
9.0
..-.
o U c48.
0
a tu7.
0II 4+
0 06.
04 §
5.0
4.0
4
34
56
78
Gra
de
Que
stio
ns w
ere
take
n fr
om P
ract
ice
test
: Tex
as A
sses
smen
t of A
cade
mic
Ski
lls
910
1112
Pre
test
Pos
ttest
1G
rade
# of
Stud
ents
Tes
ted
48
71
91
101
111
I12
2
No
data
rec
eive
d fo
rgr
ades
3, 5
, 6 a
nd 8
.
Dis
tanc
eLe
arni
ng P
re/P
ost T
est S
core
Rep
ort
Gle
ndiv
e, W
ritin
gSu
mm
er, 1
992
34
56
78
910
Gra
de11
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t: T
exas
Ass
essm
ent o
f Aca
dem
ic S
kills
12
Gra
de#
ofSt
uden
tsT
este
d
48
7
r_
1
91
101
111
122
No
data
rec
eive
d fo
rgr
ades
3, 5
, 6 a
nd 8
.
4 3
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Har
din,
Mat
hS
umm
er, 1
992
15.0
14.0
13.0
12.0
11.0
10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
/
34
56
78
Gra
de
Que
stio
ns w
ere
take
n fr
um p
ract
ice
Tes
t: T
exas
Ass
essm
ent o
f Aca
dem
ic S
kills
1011
12
Pre
test
Pos
ttest
Gra
de#
ofSt
uden
tsT
este
d
56
112
No
data
rec
eive
d fo
rgr
ades
3-4
, 6-1
0, a
nd 1
2.,
._
,,
Dis
tanc
e Le
arni
ng H
Par
atig
g T
est
Sco
re R
epor
tSu
mm
er, 1
992
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t: T
exas
Ass
essm
ent o
f Aca
dem
ic S
kills
Pre
test
Pos
ttest
Gra
de#
ofSt
uden
tsT
este
d
56
11_
2
No
data
rec
eive
d fo
rgr
ades
3-4
, 6-1
0, a
nd 1
2.
47
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Har
din,
Writ
ing
15.0
14.0
13.0
12.0
11.0
10.0
P9.
00
Et:
U8.
0
a: 4.4.
)7.
0I-
41-
1.1 0
6.0
*5.
0
4.0
3.0
2.0
1.0
0.0
Sum
mer
, 199
2
4.5
34
67
8
Gra
de10
11
Que
stio
ns w
ore
take
n fr
om P
ract
ice
Tes
t: T
exas
Ass
essm
ent 0
1 A
cade
mic
Ski
lls
12
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
56
112
I
No
data
rec
eive
d fo
rgr
ades
3-4
, 6-1
0, a
nd 1
2.
Dis
tanc
e Le
arni
ng P
re/P
ost
Tes
t Sco
re R
epor
tH
ysha
m, M
ath
Sum
mer
, 199
215
.0
14.0
13.0
12.0
11.0
10.0
3.0
2.0
1.0
0.0
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t: lo
ssaA
a9is
men
t_21
Am
tem
1Q_1
1012
Pre
test
Pos
ttest
Gra
de
i
# of
Stud
ents
Tes
ted
34
41
56
64
72
81
102
113
No
data
rec
eive
d fo
rgr
ades
9 a
nd 1
2.
4g9.
05.
4a
_.U
co8.
0
6 07.
0--
14'
6.0
0 4#5.
0
04.
0
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Hys
ham
, Rea
ding
Sum
mer
, 199
2
15.0
14.0
13.0
12.0
11.0
10.0 3.0
2.0
1.0
0.0
34
56
78
9
Gra
de10
11
Que
stio
ns w
ore
take
n fr
om P
ract
ice
Tes
t: T
exas
Ass
essm
ent o
f Aca
dem
ic S
kills
12
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
34
41
56
64
72
81
91
102
113
No
data
rec
eive
d fo
r gr
ade
12.
Dis
tanc
e Le
arni
ng P
re/P
ost
Tes
t Sco
re R
epor
tH
ysha
m, W
ritin
gSu
mm
er, 1
992
15.0
14.0
13.0
12.0
11.0
10.0 9.0
8.0
7.0
4-1
6.0
5.0
a.)
4.0
3.0
2.0
1.0
0.0
67
8
Gra
de10
1112
Que
stio
ns w
ere
take
n fr
om p
ruct
Ice
Tes
t: le
xas.
Atis
timci
lLat
_iks
ailm
ig_i
kia
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
34
41
56
64
72
81 1
[19
02
113
No
data
rec
eive
d fo
r gr
ade
12.
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Sidn
ey, M
ath
Sum
mer
, 199
215
.0
14.0
13.0
12.0
11.0
10.0 9.0
08.
0
7.0
4.4
6.0
05.
0
t)4.
0
3.0
2.0
1.0
0.0
34
56
78
Gra
de
910
1112
Que
stio
ns w
ere
take
n fr
om p
ract
ice
Tes
t: T
exas
Ass
essm
ent o
f Aca
dem
ic S
kills
Pre
test
Pos
ttest
Gra
de#
ofSt
uden
tsT
este
d
55
62
71
94
114
123
No
data
rec
eive
d fo
rgr
ades
3, 4
, 8, a
nd 1
0.
I
Dis
tanc
e Le
arni
ng P
re/P
ost T
est
Sco
re R
epor
tSi
dney
, Rea
ding
Sum
mer
, 199
2
34
57
8
Gra
de
Que
stio
ns w
ere
take
n fr
om p
rqct
ice
Tes
t:
910
11ja
rI11
12
Pre
test
Pos
ttest
IGra
de#
ofSt
uden
tsT
este
d
54
62
71
94
114
123
No
data
rec
eive
d fo
rgr
ades
3, 4
, 8, a
nd 1
0.
r_J
C
Dis
tanc
e Le
arni
ng P
re/P
ost T
est S
core
Rep
ort
Sidn
ey, W
ritin
gSu
mm
er, 1
992
15.0
34
56
78
910
1112
Gra
de
' Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t:Tex
as A
sses
smen
i al A
cade
mic
Ski
a
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
54
62
71
94
114
123
No
data
rec
eive
d fo
rgr
ades
3, 4
, 8, a
nd 1
0.t-
Dis
tanc
e Le
arni
ng P
re/P
ost T
est
Sco
re k
epor
tO
vera
ll, M
ath
Sum
mer
, 199
215
.0
14.0
13.0
12.0
11.0
10.0
4J
(.4
9.0
e.)
0(.
40
8.0
7.0
4.)
--6.
0
5 .0
4.0
3.0
2.0
1.0
0.0
34
56
78
Gra
de10
1112
Que
stio
ns w
ere
take
n fr
om P
ract
ice
Tes
t:Tex
as A
sses
smen
t of A
ctid
emic
Ski
lls
Pret
est
Post
test
Gra
de#
ofSt
uden
tsT
este
d
5
413
520
611
74
82
96
103
1112
126 C
3
4
s
s ' " e"' 4.A "P'0.4."'s '
i-;
11111111111111111111.1111111111111
. I1111111111umm=
tyWQ*S 3's MMIIMAM".
a
4
a
4
immommulmmumis's` ,79 :.4P5 ' ,
Se
Immommig1111111111.1111111111111111
-
,111111111111111111111111
1.1111.1.111111111
.1M 11M
11 _
4
4
rir
5)
a
411.
.=r
410
: ".s'a
111111111M111111111111'
,.);"%1;"" ,vve'S'N: e
Ti" " 5 cr .,
?:
111111111M111m1.. 5r. ;
4;4'";.;
.4%
111111.111111.1111111
.111111=11111.11F
11111111111MIllfnee.
;".
11111111=111111111X:;',N,Zs
1111111=1=1111
.IMP
IV. Students: Sample Work
elQ__\7 r- iiCaZ
y r\15
IS-1-eince_ le ar-mr\3_
L1$
\eve, d 1 e ar..n V Ps n_re _ _
. ,ry-Nocp y-- a cges-s..v._
r..e..<1 04-. 3:_c2capiNets
a t5c>. e Y_Yaq-_4 +et r,f4
Ne
\rt3I t.-.) -1- -e a.
_ id? nce. a+ f`. _ Ana
. 4.b 1no x-)-3 u e 44-xa kl \-\
kre \
e,..
4.2
1
Abt A A 21 A
I A r6 I w AA
1 J
I 0A 141,t2e4 _ Aim /-4,--- 41 4.-4B
li,_:. ° -..1",.../.1111 I .6 a
M___.,_ .I I . , A_ I i& ,A_ ;IMPI, ,.hi ., d , t AI 1 gr0 I
b _ ...g -o I AI 'Wet JAL. Aq Iry
II .
,&_All
1 I1
Lf- A i a at
11 AL &kb 4 A 6. fig A AC I1 it & I
f
A. 0, ,, k A Ai 1
_a _______It_,,,,t4s
,
4_ a
A .1.4 k . A
, 0
_fif,Ail. Loa Cso
'
41'
. '
i I I i 1...4.-- t id141 ,,Ja. ,- '.. '
if r tis .60 I .j.,..A ,iewl _. , 6 id .._ ,
sA -
I 0 ti 1 _140._1____:_a. 0 it 1 a a 0 . °LI
1 1 .2 I ' A o _ al / I. .. ..1Ia .01 /..L......10- 14.4L44....g
SO
4 AO, 4&_.44 AI 1.d /
4 ---Id 44 4 /
/ / I le1 /LI Lir / ii / II
ie o-' OA .. of i..A Ar I . .1," _l/f_ ' j do .-'
.0 .. 41 .4 A f 4 r ..0 - .....Al
, i ..J ...., Ar es , , ,.e. ,
# // I / Ai, so ., 0
I . ...d . ,.. Ara al is' r ill ' . 0 ./ //' 60.
____:11111FIle
/ i 1 1 .1 .- / ,......, ,___d -
A ' . fice
.ae orfj--"wwwl
O. , # /...ommtkMorz
- 1 /4 td,
/
s-
4
4 IS . t
II are
114 a. e.
e
a.
a , tvorf, S a. a . tdi I a 4.4._____....4 )a a. _di 1 4 4. r.
i)1Lik--''--
a a 4
IA_ IL, mu g la a ea_
I& , . . - a 1
a I ,..z..=-Immmarsa.--1-tattOD '4
as 9 'a a . -----/Mk
s, 11111_ l!A AO- a II11114 &__
111
A.* 1 iv
11 ft 0_4_0 . '.
a
41 .
JD.
V
VIIAIMII ....
AW-CLA*4-4 (.-- 06-7104.- _a
etk-t 4- eiZE1---
-laCt.nlaathej9.21 & ccuz..
s
%A ar am... sr
.111 11........ °
rd-
.1
. 1.7-r-r.%44-16,
cJ
1rc ;:ra - -
.41. 0111m0 4.8.. -
ti..c.SKt.d, . ,5.1 4:4 t...1 ci
. L frziu (.04At- VN. zit.0.1
*"'"v2--,!!- 9.3" t°'*, 1.4 ,).. 1c4r1V41-4-A4-Vitii-Jg 41-\:)te
len'zkA
. _ -12-V e.f NA6t."..1 <1/4 Lai -I hub...I atJ
. 104 -4) - .0113 -901,414.ffierd4.44414.,..._ . _ . . .
qii? .
A f .lejOiaitiftgailt gfOtie..S .
Or.t?"
. -- .;. 12411,41....
&JAI IN.6.4.ti 11-1-S'7 e
4--1..(4.41/441-04dottiui1. 1:
. .
-r-4,t4o4401..--- "" lit&V...-k .--ia.i.euk..)s.... coat .
v.: .'-,i....i ..: ..
-1. 641'7" . .4. ''' ': -444 i.ky......e utz.A.Z.410 4/ 2 k
i. .;
.4...._..c io___ mec."4.1 ._tato..4.1:,:...A.44. c_-E.1-1/. c:r. _6_ ..r.l. . .
.1 tets 0-S: --titsiCtil.ciAiluaul-'...1109.t.142.9e - ...kfid ely. .
- .--!.__--le.i h.lecithity441.,...44.0,4tece,.$4-6.iTtep-....+41.4..M. ioe..C.ctos 4.
BEST COPY AVAILABLE
.vtAA 4.02.N.7
t osarle44.* tvkcaol 44,4
t 41, at. eroia %.,...he 4.9 ILI. 0,06 I.L.1.1.5 t
;
\we
.SN2d. arkx%
ninLi pc..oplc .c\
cAti aCcicibre 4holy\
oDix
La.ua?cod TaltS
.40 bateko fritnm haauti maket cottcies doowl ak,tsk4. Itzgybuely.. fItty4 kVA% 46,nc,
(-0.24orts V11r
1 42/Lee
M cdazIpk boVitadi, Wig to"px-Ls.6-to 16 pl,aut . Vex. lek-it 1_,06,-.1/4 4t1111.
a ( .V4 441-bai. ozoc.i 4ho i 4(BAk +4 Stif b.; -
;
CMAL.4eSS- *is Qycamp/etiwt cieg,-.1.) cyce
4oc4i.s1119
Cive kle;11 k'ev; Oy64.CAN4 Ot,tVoe-) VS k st3-k ilartNfixeimf \ai-
041.arrt914.. rvA
Loozt Sovi tint( atrzitn tan,454 'tv%abbi Lica cAr\d4-1:10- 4(41' izamp
7.*
44>GZ(ci be. aciete 116 M 4cNNit%, 34(1;4. 1tha, .5r0.41ew,60t44.1 4.0otkk &al t-f cititouVi ,YA.k luotisroe ci.kar,m30.,e6do Acc, Ct tA.114,
tnog, b4.64 cico,k4N4, &INot IcNkb W"icind etl4,,,stati 5avr .00 64, ct+Gleicri
OW. Cmn CAVA'.
\Ane 4 11A. z, tohvi cvbcvi o 4411,
VIn Lai.4,k\eirsad i)Iro at5irlSt/g Isk\e Lik-ut Co7tka(r
aix4s4 bovidfri,
hi L ei .1 4.1 0
Tev2,411 I Lon 44,4
-the 'eoeice>--ts
Le.. 'Maabekki- -1.41s,
Whiz L004!-.
Pilowil
4tgid12:4,
in hisplerySFeec-11.
/ You-
usv
rewfr.'t
e4elicied
V. Appendixes
Appendix ATAAS Instructional Targets (Grade 5)
5.1
TEXAS ASSESSMENT OF ACADEMIC SKILLSINSTRUCTIONAL TARGETSENGLISH LANGUAGE ARTS
EXIT LEVEL
Domain: Written Communication
`Objective 1: The student will respond appropriately in a writtenpurpose/audience specified in a given topic.
Vary word and sentence choice for purpose and audienceWrite compositions incorporating information from sourcesexperienceWrite information discourse of a variety of typesWrite persuasive discourse of a variety of typesUse various composition models as aids in developing writing skillsUse formal and informal language appropriatelyUse aural and visual stimuli for writingEvaluate content
composition to the
other than personal
'Objective 2: The student will organize ideas in a written composition on a given topic.Use the composing process to plan and generate writingEvaluate organization of writingWrite descriptive, narrative, and expository paragraphs
'Objective 3: The student will demonstrate control of the English language in a writtencomposition on a given topic.
Evaluate appropriate transition, clarity of language, and appropriate word andsentence choiceUse the forms and convention of written language appropriate word and sentencechoiceUse parts of speech effectively in sentencesUse tne fundamentals of grammar
'Objective 4: The student will generate a written composition that develops/supports/elaborates the central idea stated in a given topic.
Demonstate clear and logical thinking in support and development of central ideaEvaluate topic development
'Objective 5: The student will recognize appropriate sentence construction within thecontext of a written passage.
RecognZe complete sentences and avoid fragments and run onsCombine sentence parts and sentences to produce a variety of sentence structuresincluding simple, compound, and complex
'Objective 6: The student will recognize appropriate English usage within the context of awritten passage.
Use common affixes to change words from one part of speech to anotherUse correct subject-verb agreement with nouns, personal pronoun, indefinite pronouns,and compound subjects, and use correct pronoun antecedent agreementRecognize correct verb tense and correct form of tense of irregular verbs, and avoidfaulty shifts in tenseUse the appropriate forms of adjectives and adverbs and the correct case of pronouns,and avoid the use of double negatives
5.2 F
TEXAS ASSESSMENT OF ACADEMIC SKILLSINSTRUCTIONAL TARGETSENGLISH LANGUAGE ARTS
GRADE 5
DOMAIN: Reading Comprehension
'Objective 1: The student will determine the meaning of words in a variety of written texts.Use knowledge of the meanings cf prefixes and suffixes to determine word meaningsUse context clues (e.g., synonym, antonym, definftion and explanation, description, orexample) to determine the meaning of an unfamiliar wordUse context clues to determine the meanings of specialized/technical terms
'Objective 2: The student will identify supporting ideas in a variety of written texts.Recall supporting facts and detailsArrange events in sequential orderDescribe the setting of a story (time and place)
'Objective 3: The student will summarize a variety of written texts.Identify the stated or paraphrased main idea of selectionIdentity the implied main Idea of selectionDescribe the setting of a story (time and place)
'Objective 4: The student will perceive relationships and recognize outcomes in a varietyof written texts.
Identify the causes of a given event or a characters actionsPredict probable future actions and outcomes
'Objective 5: The student will analyze information in a variety of written texts in order tomake inferences and generalizations.
Use graphic sources for informationDraw logical conclusionsUnderstand the feelings and emotions of characters
'Objective 6: The student will recognize points of view, propaganda, and /or statementsof fact and nonfact in a variety of written texts.
Distinguish between fact and nonfact
Taken from TEA Specifications'Asterisk indicates objectives addressed in summer migrant project
5.3
TEXAS ASSESSMENT OF ACADEMIC SKILLSINSTRUCTIONAL TARGETS
MATHEMATICSGRADE 5
Domain: Concepts
'Objective 1: The student will demonstrate an understanding of number concepts.Translate whole numbers (name to numeral/numeral to name)Compare and order whole numbersUse whole number place valueRound whole numbers (to nearest ten or hundred)Use odds, evens, and skip countingRecognte and compare fractions using patterns and pictorial models
*Objective 2: The student will demonstrate an understanding of mathematical relations,functions, and orher algebraic concepts.
Use whole number properties and inverse operationsDetermine missing elements in patternsUse number line representations for whole numbers and decimals
'Objective 3: The student will demonstrate an understanding of geometric properties andrelationships.
Recognize two-and three-dimensional figures and their propertiesIdentify informal representations of congruence and symmetry
'Objective 4: The student will demonstrate an understanding of measurement conceptsusing metric and customary units.
Solve problems with metric and customary units and problems involving time (simpletime conversions; elapsed time)Find the perimeterFind area (with grids)
'Objective 5: The student will demonstrate an understancEng of probability and statistics.Determine possible outcomes in a given situationAnalyze data and interpret graphs (including line graphs)
Domain: Operations
'Objective 6: The student will use the operation of addition to solve problems.Add whole numbers and decimals (tenths and hundredths; using models)
'Objective 7: The student will use the operation of subtraction to solve problems.Subtract whole numbers and decimals (tenths and hundredths; using models)
Taken from TEA Specifications'Asterisk indicates objectives addressed in summer wligrant project
5.4
Appendix B
TAAS Instructional Targets (Exit Level!
TEXAS ASSESSMENT OF ACADEMIC SKILLSINSTRUCTIONAL TARGETSENGLISH LANGUAGE ARTS
EXIT LEVEL
Domain: Written Communication
'Objective 1: The student will respond appropriately in a writtenpurpose/audience specified in a given topic.
Vary word and sentence choice for purpose and audienceWrite compositions incorporating information from sourcesexperienceWrite information discourse of a variety of typesWrite persuasive discourse of a variety of typesUse various composition models as aids in developing writing skillsUse formal and informal language appropriatelyUse aural and visual stimuli for writingEvaluate content
composition to the
other than personal
'Objective 2: The student will organize ideas in a written composition on a given topic.Use the composing process to plan and generate writingEvaluate organtation of writingWrite descriptive, narrative, and expository paragraphs
*Objective 3: The student will demonstrate control of the English language in a writtencomposition on a given topic.
Evaluate appropriate transition, clarity of language, and appropriate word andsentence choiceUse the forms and convention of written language appropriate word and sentencechoiceUse parts of speech effectively in sentencesUse the fundamentals of grammar
'Objective 4: The student will generate a written composition that develops/supports/elaborates the central idea stated in a given topic.
Demonstrate clear and logical thinking in support and development of central ideaEvaluate topic development
'Objective 5: The student will recognize appropriate sentence construction within thecontext of a written passage.
Recognte complete sentences and avoid fragments and run onsCombine sentence parts and sentences to produce a variety of sentence structuresincluding simple, compound, and complex
'Objective 6: The student will recognize appropriate English usage within the context of awritten passage.
Use common affixes to change words from one part of speech to anotherUse correct subject-verb agreement with nouns, personal pronoun, indefinite pronouns,and compound subjects, and use correct pronoun antecedent agreementRecognte correct verb tense and correct form of tense of irregular verbs, and avoidfaulty shifts in tenseUse the appropriate forms of adjectives and adverbs and the correct case of pronouns,and avoid the use of double negatives
5.6
Objective 7: The student will recognize appropriate spelling, capitalization, andpunctuation within the context of a written passage.
Use the fundamentals of spellingUse appropriate capttalizationUse the fundamentals of punctuation
Texas Education Agency TAAS Specifications" Asterisk indicates objectives addressed in summer migrant project
5.7i;
TEXAS ASSESSMENT OF ACADEMIC SKILLSINS RUCTIONAL TARGETS
ENGLISH LANGUAGE ARTSExit Level
DOMAIN: Reading Comprehension
Objective 1: The student will determine the meaning of words in a variety of written tests.Use contest clues to choose the appropriate meaning of muttiple-meaning wordsUse knowledge of the meanings of prefixes and suffixes to determine word meaningsUse context clues (e.g., synonym, antonym, definition and explanation, description, Orexample) to determine the meaning of an unfamiliar wordUse contest clues to determine the meanings of specialed/technical terms
Objective 2: The student will identify supporting ideas in a variety of written texts.Recognize facts and detailsArrange events in sequential orderFollow complex directions
Objective 3: The student will summarize a variety of written texts.Identify the stated main idea of a selectionIdentify the implied main idea of a selectionIdentify the best summary of a selection
Objective 4: The student will perceive relationships and recognize outcomes in a varietyof written texts.
Perceive cause and effect relationshipsPredict probable future actions and outcomes
Objective 5: The student will analyze information in a variety of written texts in order tomake inferences and generalizations.
Interpret graphs, charts, diagrams, and tablesMake inferences and draw conclusionsMake generalizationsEvaluate and make judgmentsDescribe plot, setting, character, and mood in literary selections
Objective 6: The student will recognize points of view, propaganda, and/or statements offact and nonfact in a variety of written texts.
Recognize the author's point of view and purposeRecognize the forms of propagandaDistinguish between fact and nonfact
Taken from TEA SpecificationsAsterisk indicates objectives addressed in summer migrant project
5.8 r' 7
TEXAS ASSESSMENT OF ACADEMIC SKILLSINSTRUCTIONAL TARGETS
MATHEMATICSExit Level
DOMAIN: Concepts
Objective 1: The student will demonstrate an understanding of number concepts.Use scientific notationCompare and order real numbersRound whole numbersDetermine relationships between and among fractions, decimals, and percentsFind square roots
Objective 2: The student will demonstrate an understanding of mathematical relations,funciions, and other algebraic concepts.
Use real number properties and inverse operationsDetermine missing elements in patternsIdentify ordered pairs and solution sets in one and two dimensionsApply ratio and proportionEvaluate variable and expressions (formuias)Solve simple equations involving integers, decimals, and fractions
Objective 3: The student will demonstrate an understanding of geometric properties andrelationships.
Use the bas,ic elements of geometry (point, line, segment, ray, angle)Use geometric figures and their characteristicsUse right-traingle propertiesUse indirect measurement with similar trianglesApply geometric properties
Objective 4: The student will demonstrate an understanding of measurement conceptsusing metric and customary units.
Use metric and customary unitsSolve problems involving measuresFind distance, perimeter, circumference, area, surface area, and volumeRecognize precision
Objective 5: The student will demonstrate an understanding of probability and statistics.Use counting procedure (tree diagrams, multiplication)Find probability of simple and compound eventsDetermine the mean, the median, and the mode
DOMAIN: Operations
Objective 6: The student will use the operation of addition to solve problems.Use the operation of addition with real numbers in practical situations
Objective 7: The student will use the operation to solve problems.Use the operation of subtraction with real numbers in practical situations.
Objective 8: The student will use the operation of multiplication to solve problems.Use the operation of muttiplication with real numbers in practical situations
5.9
Objective 9: The student will the operation of division to solve problems.Use the operation of dMsion with real numbers in practical situation
DOMAIN: Problem Solving
Objective 10: The student will estimate solutions to problem situations.Estimate solutions -
Objective 11: The student will determine solution strategies and will analyze or solveproblems.
Identtfy strategies for solving or solve proportion problemsDetermine methods for finding or find percent and percentageDetermine methods for solving or solve measurement problemsFormulate or solve problems using geometric conceptsAnalyze or solve probability and statistics problemsMake predictions
Objective 12: The student will express or solve problems using mathematicalrepresentation.
Formulate equations/inequalitiesAnalyze or interpret graphs, charts, tables, maps, or diagrams and use the informationdurived to solve problems
Objective 13: The student will evaluate the reasonableness of a solution to a problemsituation.
Determine the validity of conclusions drawn from statistical dataEvaluate reasonableness
Taken from TEA SpecificationsAsterisk indicates objectives addressed in summer migrant project
5.10
Appendix CContact List - Texas Distance Learning Project
r
Contact List-Texas Distance Learning ProjectaxgalcipsigismAgarlayFrank Contreras, Director of Migrant Education
1701 Niorth Congress Avenue
Austin, Texas 78701
512/463-9067
FAX: 512/463-9838
Texas Migrant Interstate ProgramTomas Yariez, Director
P.O. Drawer '1"
Pharr, Texas 78577
1-800-292-7006
FAX: 512/781-0346
Migrant Education Program Coordination CenterTadeo Reyna, Director
Patrick Mc Mann, Coordination Specialist
Texas A & I University
Campus Box 152
Kingsville, Texas 78363
1-800-338-4118
FAX: 512/595-2726
TI-IN NetworkRobert Nelson Vice President of Programming
121 Interpark #300
San Antonio, Texas 78216-1803
512/490-3900
FAX: 512/490-2630
fducation Service Center. Region XXDon Knezek, Associate Director of Educational Technology
Art Sepulveda, Coordinator of Migrant/Bilingual
Sheila Nicholls, Director of Telecommunications
San Antonio, Texas 78208
512/299-2400
FAX: 512/255-4713
5.1 2 .91
Appendix D
Contact List - Montana Migrant Program
5.13
Li2
NIA
CT
LIS
Y-
MO
NT
AN
A M
IGR
AN
T P
RO
GR
AM
June
11,
199
2
P.11
12fi
RA
MPI
RE
CT
OE
TE
AC
HE
R-I
AR
TN
EU
TE
LE
PHO
NK
NU
MB
ER
NU
MB
ER
OF
STU
DE
NT
S
Bill
ings
Dor
is v
on K
leec
kK
aren
McM
illen
-Ele
men
tary
(406
) 25
5-38
5314
- E
lem
enta
ryPa
tty S
teue
rwal
d-Se
cond
ary
(406
) 25
5-37
84 F
AX
12 -
Sec
onda
ry
Hys
ham
Gle
n W
hite
Lan
y Fi
nk -
Ele
men
tary
(406
) 34
2-52
3712
- E
lem
enta
rySt
eve
Hol
low
ell -
Ele
men
tary
(406
) 34
2-52
57 F
AX
10 -
Sec
onda
ryM
ike
Rea
- S
econ
dary
91E
lena
Arn
eson
- A
ide
- Se
cond
ary
11H
ardi
nK
eith
Fle
tche
rB
arba
ra &
Men
- S
econ
dary
(406
) 66
5-17
0814
- E
lem
enta
ryB
ob C
hees
t2na
n -
Ele
men
tary
(406
) 66
5-27
84 F
AX
5 -
Seco
ndar
y
Sidn
eyB
rent
Pot
tsM
arla
Zin
ff -
Ele
men
tary
(406
) 48
2-55
0113
- E
lem
enta
ryL
ois
Rat
liff
- E
lem
enta
ry(4
06)
482-
4358
FA
X18
- S
econ
dary
Bre
nt L
eiba
ch -
Sec
onda
ry
Fmm
berg
Ric
h A
lber
taL
inda
Alb
erta
- E
lem
enta
ry(4
06)
668-
7755
12 -
Ele
men
tary
Tra
cy S
ande
r's -
Sec
onda
ry(4
06)
668-
7602
FA
X5
- Se
cond
ary
Gle
ndiv
eJo
hn T
rang
moe
Don
na N
esce
t - E
lem
enta
ry(4
06)
365-
4155
15 -
Ele
men
tary
Aud
rey
Wile
y -
Seco
ndar
y(4
06)
365-
8944
FA
X10
- S
econ
dary
Ur;
CO
NIA
CT
LIS
T -
MO
NT
AN
A M
IGR
AN
T P
RO
GR
AM
June
24,
199
2
111B
EC
TII
RT
EA
CH
ER
.PA
RT
NE
RS
TE
LE
PHO
NE
NU
MB
ER
NU
MB
ER
OF
STU
DE
NT
Bill
ings
Dor
is v
on K
leec
kK
aren
McM
illen
-Ele
men
tary
(406
) 25
5-38
5316
- E
lem
enta
ry
Patty
Ste
uerw
ald-
Seco
ndar
y(4
06)
255-
3784
FA
X14
- S
econ
dary
Hys
ham
Gle
n W
hite
Lun
y Fi
nk -
Ele
men
tary
(406
) 34
2-52
3719
- E
lem
enta
rySt
eve
Hol
low
ell -
Ele
men
tary
(406
) 34
2-52
57 F
AX
11 -
Sec
onda
ryM
ike
Rea
- S
econ
dary
Ele
na A
rnes
on -
Aid
e -
Seco
ndar
y
Har
din
Kei
th F
letc
her
Bar
bara
Ben
nett
- Se
cond
ary
(406
) 66
5-17
0812
- E
lem
enta
ryB
ob C
hees
eman
- E
lem
enta
ry(4
06)
665-
2784
FA
X3
- Se
cond
ary
Sidn
eyB
rent
Pot
tsM
arla
Zin
ff E
lem
enta
ry(4
06)
482-
5501
15 -
Ele
men
tary
Loi
s R
atlif
f -
Ele
men
tary
(406
) 48
2435
8 FA
X12
- S
econ
dary
Bre
nt L
eiba
ch -
Sec
onda
ry
From
berg
Ric
h A
lber
taL
inda
Alb
erta
Ele
men
tary
(406
) 66
8-77
5513
- E
lem
enta
tyT
racy
San
ders
- S
econ
dary
(406
) 66
8-76
02 F
AX
8 -
Seco
ndar
y
Ule
ndiv
eJo
hn T
rans
moe
Don
na N
esse
t - E
lem
enta
ry(4
06)
365-
4155
11 -
Ele
men
tary
Aud
rey
Wile
y -
Seco
ndar
y(4
06)
365-
8944
FA
X8
- Se
cond
ary
Appendix E
Project Sites and Number of Students
n I5.16
IIM NTA1\11_Qk[TANE1aQL_c_..EARNIINPR E T
Project Sites:
Participating
Billings
Fromberg
Glendive
Hardin
Hysham
Sidney
Students:
Elementary
Secondary
Texas Homebase Sites:AlamoBrownsville
Childress
Crystal City
Del Rio
Donna
Eagle Pass
Edinburg
Harlingen
La Joya
La Porte
Laredo
Levelland
Los Fresnos
McAllen
_
-
92
66
Paducah
Plainview
Post
Raymondville
San Juan
Seguin
Uvalde
Appendix F
Editorial - "Migrant Children Use Distance Learning"
RA
NSI
ER
-11H
VIE
W, S
ea d
ay, J
une
14, 1
9924
Mig
rant
chi
ldre
nus
e di
stan
cele
arni
ngD
y E
MM
Y I
VA
LV
ER
Itin
ger4
te4e
w S
taff
Wri
ter
A g
roup
of
elem
enta
ry s
choo
lgo
ndat
s sa
t in
a O
late
ntdi
l$M
OO
Mso
d em
oted
, nam
ed I
fino
usx'
Spec
ka,
and
pact
iced
deb
lang
uage
art
s W
itha
*inh
erits
Ika
ss.
"It's
tlui
way
of
the
futu
re,"
sai
dfo
lui T
amgm
oe. d
irec
tor
of th
em
igra
nt s
choo
l woe
s= in
Gill
iam
The
pro
gram
kno
wn
as M
onta
na-.
lega
l Dis
tanc
e W
ingi
ngth
e 71
4N '
Net
wor
k eo
nnee
ts 'r
em e
dam
/xi
with
triv
et s
tude
nts
in (
Wye
via
ftve
tele
visi
oa te
endo
st b
y ab
ilise
..tie
mai
m it
a p
ilet h
aw=
llas
owe
date
s. I
t is
alio
the
firs
t to
spec
ific
ally
dea
l with
"a
targ
etpo
ssul
atio
n,"
note
d T
I-IN
Dir
ecto
r of
Thl
ecoo
mm
nica
does
She
ila W
ats
from
San
Ant
onio
, Tau
s. 1
tats
Edu
catio
n A
genc
y an
d fe
dera
l fun
d're
fir
min
g th
e go
t pro
gram
al p
odof
the
Tex
as I
nter
-Sta
te M
igra
ntPr
ogra
m. T
he b
road
cast
s lie
Dec
eive
dsi
nsal
taie
ous
at s
ix s
ites
at M
auna
and
atU
dalil
talk
by
tele
phon
e w
ithM
elba
s in
stru
ctor
. -D
urin
g a
broa
dets
t of
Tf-
INon
Thu
rsda
y. T
rang
moe
poi
nted
out
anu
mbe
r of
I:tu
nnel
ing
aids
toin
crea
se th
e in
tere
st o
f th
era
graa
child
ren.
. The
use
of n
ames
con
smon
amon
g M
exic
an f
ouni
lies
in w
ord.
prob
lem
s w
as o
ne h
e-no
ted.
. The
stig
ma
antd
ents
als
o °o
mitt
ed ib
ralt
to' p
rovi
de 't
heir
Sum
er, a
bri
efbi
ogn
hy a
nd p
hOto
sIn
stm
etor
. The
Inf
orm
atio
nal
low
ste
ache
rs in
Thu
s to
esl
i cc
krA
vidi
alst
uden
ts. t
o se
vere
r qu
estio
ns, a
ndth
an f
ix 0
1:St
udie
sw
ork,
lodi
ened
..
Nic
holls
*da
d th
st c
ldld
ren
ofra
pist
fau
llies
do s
urd
rest
of
ihe
scho
ol y
ea. i
n T
hus,
but
rare
ly=
p(et
a tli
s en
tire
tam
. As
a re
sult
of th
e tw
ealt
in e
dtsc
otio
n,R
id th
e pa
ssin
g at
e on
the
Tes
tiA
sses
smen
t of
Aca
dem
ic S
kills
iTA
AS)
test
for
milt
= s
tude
nts
islo
w. S
tude
nts
Lak
e th
e T
AA
Sas
juni
ors
end
mus
tpa
ss I
n or
der
tore
ceiv
e a
dipl
oma.
Skill
s ne
eded
tops
ss th
e T
AA
S at
eem
phui
zed
duri
ng th
e on
e-ho
urbr
oadc
asts
fro
m 'M
at to
The
bro
adca
sts
are:
rec
eive
d in
Mon
tana
two
'tim
esdu
ring
die
Mon
day-
Thu
rsda
y sc
hool
wee
k.E
lem
enta
ry s
tude
nts
view
04
broa
dcas
t mor
ning
s 'fr
om 1
0to
11.
The
bro
adau
t for
icm
lor
high
and
scho
o st
uden
ts is
eve
rdnf
la p
lan
&SO
, The
TIA
N. i
nsou
ctor
ccot
kote
ssto
Nko
mo=
ails
tor
one
hoe u
tter
the
tsos
dnas
t coo
clud
es.
1-14
N te
tteht
es *
axis
at k
ffen
ion
=el
se le
sson
info
nnal
ibn
Oar
to k
sbr
oadc
ast a
nd f
olfo
w th
eco
urse
of
'stu
dy to
pre
pare
'Ind
ents
, Nic
holls
expl
aine
d. T
hese
teac
hers
se
;res
ent
with
stu
dent
s du
ring
thel
mar
kast
s."T
he te
achi
ngm
om s
e ca
r:al
to.
the
succ
ess
of th
epr
opel
," N
idel
lssa
id. "
Gle
ufri
e sh
ould
teve
ry p
roud
of A
ndre
y %
ley
and
Don
naN
esse
t.T
ey c
enai
nly
se e
xcel
lent
teac
hing
pann
ers.
"T
he s
ucce
ss a
ni r
ecog
nitio
n of
its
mig
rant
sum
mer
sch
ool p
rogr
ams
isou
e of
the
reas
ons
Mon
tana
was
sele
cted
foe
the
pilo
t, N
icho
lls s
aid.
Mso
. Mop
e* h
u oe
ly s
ix s
ites
Gle
ndiv
i;H
udak
Fro
mbe
rg.,
1111
144
sod
Hys
luttn
.T
his
year
thee
:trot
hs:a
In
mig
rant
scho
ol h
os d
ropp
ed in
Gle
ndiv
e.ro
e to
mpi
red
the
higi
sdi
y a
159
iss
yes
to 6
11du
ring
the
firs
t tw
o w
eels
of
sCho
elth
b sa
rnee
tel I
e e
xpm
ts th
e tr
od to
cont
inua
bea
nie
of n
ew p
lant
ing
tech
nkoe
s an
d eq
uipm
-st h
t the
su
gre
beet
indv
stry
wha
ck%
elil
nial
tt SC
OW
=ra
d W
on11
;:, s
choo
lsu
res
Wpm
Chi
ldre
nfr
om a
ge 6
mon
ths
to h
igh
scho
ol.
Tra
ngpi
oe e
stim
ates
that
50
perc
ent o
fth
e st
uden
ts a
ra r
etan
ting
to th
em
igra
nt m
sg.=
fro
m th
e pr
evio
nsye
s. H
e ad
ded
this
the
scho
ol is
als
obe
emin
g to
sav
e du
ldre
n of
for
ma
stud
asts
.
Texas Migrant Interstate ProgramP.O. Drawer "r/Pharr, Texas 78577
(210) 787-9994/1-800-292-7006Fax (210) 781-0046
1r 2 BEST erJrri; h:-:',
IP
