ERIC Number: ED566968
Record Type: Non-Journal
Publication Date: 2015-Nov-12
Abstractor: As Provided
Reference Count: 34
Curriculum and Testing Strategies to Maximize Special Education STAAR Achievement
Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.
Online Submission, Paper presented at the Annual Meeting of the Science Teachers Association of Texas (STAT) (Fort Worth, TX, Nov 12-14, 2015)
This document is from a presentation at the 2015 annual conference of the Science Teachers Association of Texas (STAT). The two sessions (each listed as feature sessions at the state conference) examined classroom strategies the presenter used in his chemistry classes to maximize Texas end-of-course chemistry test scores for his special population groups: inclusion special education (IN/SPED), economically disadvantaged (EDS), limited English proficiency (LEP), and 504 students. The overall passing rate on the multi-year TAKS end-of-course testing was in the 90% passing range. For the last and only year of STAAR end-of-course testing (because of changes in the state law of Texas), the presenter had more commended students on the chemistry STAAR test than any other chemistry teacher at the 6A Robert E. Lee High School in Tyler, Texas. This was in comparison to teachers with largely pre-AP, AP, and IB students. The results indicate the presenter's students made significant academic progress. The document will share specific strategies the presenter used to maximize special population student achievement and state end-of-course test scores.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas