Frequently Asked Questions:
The Triplet Ticket
Electronically-graded English Language Arts Practice Materials

Are any special settings needed on my PC to run The Triple Ticket?

Important Note: Please check settings to ensure optimal software operation from your PC. The Triplet Ticket is web-based and needs to import cookies in order to operate. Log on to www.tripletticket.com. Go to the tool bar at the top left of your screen. Click on Tools. Click on the bottom entry of the drop-down Tools Menu, Internet Options. Click on the third tab on the top left, Privacy. Make sure the slider on the left is pulled down to read Accept All Cookies. Click OK on the bottom of the open box.

What content is featured in the high school triplets?

Triplet Synopses: High School Version

1. Triplet #1 (Grade 11 or 12)

Thematic Context: Emotional Alienation

Triplet #1 juxtaposes two vignettes from James Joyce’s collection, The Dubliners. The protagonist of “Araby” suffers as a result of his romantic feelings for an uninterested novitiate. “Eveline,” of the story’s name, prematurely decides her readiness to leave her family and cleave to a new husband, only to abandon him before boarding their passage ship. The Edward Hopper painting of the lone woman in a restaurant reinforces the theme of Emotional Alienation.

2. Triplet #2 (Grade 11 or 12)

Thematic Context: America’s Obsession with Fitness

Triplet #2 examines two selections about famous people who have undergone gastric bypass surgery, Al Roker and Carnie Wilson. The celebrities relate the physical and emotional implications of the radical approach to weight loss. The visual from the cover of Shape magazine features a female model in a swimsuit. The photograph helps students incubate the idea behind the writing prompt, the value society places on thinness.

3. Triplet #3 (Grade 11 or 12)

Thematic Context: Oppression

In gripping excerpts from two novels set in concentration camps, students build connections between Jewish and Japanese-American victims in their struggles to thrive. A map pinpointing the location of Nazi death camps in Europe accentuates the gravity of the triplet’s theme of Oppression.

4. Triplet #4 (Grade 9 or 10)

Thematic Context: The Dangers of Alcohol Abuse

The reading selections feature characters who subject themselves and others to horrific trauma as a result of alcohol abuse. In the first selection, a carload of teenagers suffers injuries and death at the hands of a drunk driver. In selection two, the main character compromises his health and suffers severe liver damage as a result of his drinking problem. The comi-tragic visual characterization demonstrates how adults foster substance abuse in children through their own poor examples of appropriate behavior.

5. Triplet #5 (Grade 9 or 10)

Thematic Context: Marital Discord

Amidst settings wherein couples experience deterioration in their romantic relationships, selections vary in their resolutions. One couple’s problems remain unresolved, while the other couple reunites. The comedic visual reminds readers of the transience of physical love. The theme of Marital Discord carries through the triplet in three less-than-perfect couples scenarios.

6. Triplet #6 (Grade 9 or 10)

Thematic Context: Emotional Instability

Characters in two vignettes feature odd-ball characters that manifest obsessive behaviors. The first character fixates on an artist who barely acknowledges his existence. Selection two showcases a mentally ill character suffering from religious delusions while teetering on a window ledge. The visual adds comic relief to the gravity of the depressing mood, displaying the misplaced affections of a small vermin towards a computer mouse.

7. Triplet #7: The Rich Man and the Poor Man/ The Carriage\\ (Grade 9 or 10)

Thematic Context: Graciousness

The reading selection featured in Triplet #7 give readers pause to reflect on moments of spiritual connection found within the passage of everyday living. The first entry employs a modern-day parable of a poor man who becomes rich because of another’s generosity. The tale ends with a spiritual metaphor, identifying the characters allegorically as Man and God. The second selection shows how seemingly ignored prayers can come to fruition. The visual humorously continues the gift motif found in both stories.

8. Triplet #8 (Grade 9 or 10)

Thematic Context: Persecution

Excerpts from two personal accounts by Holocaust survivors vividly reminds readers of the horrors inflicted upon people by a brutally tyrannical government. A stark visual of the death camp at Birkenau adds a haunting sense of place to the written accounts of the tribulations of the Jewish victims.

9. Triplet #9 (Grade 9 or 10)

Thematic Context: The Positive Effects of Optimism

The first reading is told by a first-person narrator, a high school senior working as waitress in a coffee shop. Christine is touched by the realization that her kindness to a customer had lasting effects. The second selection employs a story-within-a-story format. A parable of once-colorful moths relinquishing their bright array to create the spectrum of the rainbow reiterates the theme, showing the ripple effect of optimism in the world. The whimsical visual further advocates spreading joy by reaching out to others, culminating the heart-warming triplet.

10. Triplet #10 (Grade 11 or 12)

Thematic Context: Civil Rights

The power of memory predominates as a Japanese woman recalls her experiences in a Japanese internment camp on the West Coast during WWII. A lost bracelet becomes a metaphor for discerning the meaningful aspects of the past. A second excerpt, from Anne Frank’s diary, gives readers a snapshot of the young girl’s tragic past, retold in vivid sensory detail. The visual depicts currently held political prisoners, serving as a vivid reminder that some governments still deprive citizens of civil rights.

11. Triplet #11: (Grade 9 or 10)

Thematic Context: Body Art

Articles inform readers about a burgeoning social phenomenon— tattooing. The first expository piece advises potential receivers of body art as to the dangers and the correct procedures involved with the craft. The second selection takes tattooing into the realm of today’s prisons and informs readers of the symbolic significance of stock gang and criminal tattoos. Criminal justice officials analyze the messages the “tats” carry and use the information in dealing with the prison population. The visual adds a dimension of respectability to the art by showcasing a museum dedicated to the history of tattooing.

12. Triplet #12(Grade 11 or 12)

Thematic Context: The Twentieth Century Remembered

The initial commentary looks back at the previous century and credits the media with bringing events and people to the global forefront. Dan Rather cites freedom as the unifying focus of the past one hundred years. The second commentary bombards readers with the most significant images of the decade and draws poignant conclusions about “America’s social fabric.” The image features some of the past century’s key players, including a glib Bart Simpson.

13. Triplet #13 (Grade 11 or 12)

Thematic Context: The Horrors of War

In the first report, a journalist relates his responses to the “Shock and Awe” campaign of the early US invasion of Iraq. The next report tells the story of the war from an American soldier’s point of view. The visual shows a US fighter pilot in the Persian Gulf awaiting his task.

What school districts currently use The Triplet Ticket?

Several Texas school districts have purchased The Triplet Ticket for campus, teacher, or entire district use:

Corpus Christi ISD
Flour Bluff ISD
Fort Stockton ISD
Lago Vista ISD
Los Fresnos CISD
Marathon ISD
McAllen ISD
Pecos ISD
Rivera ISD
Taft ISD
Tuloso-Midway ISD
North East ISD
Vidor ISD
Alamo Heights ISD
Lubbock-Cooper ISD
Conroe ISD
Angleton ISD
Grapecreek ISD
El Dorado ISD
Splendora ISD
Harlingen ISD
San Angelo ISD
Brownsville ISD
South San Antonio ISD
Harlindale ISD
Rivercrest ISD
Humble ISD

Is there a sales representative in our area?

On-site sales reps are available in Texas at this time. Since the product is now marketed on the World-Wide Web, all sales information is available on the website. Upon product purchase, each campus will be assigned a service representative to act as tech support and to answer questions about the software as they arise. Training reps are available to visit your campus to train your staff in software implementation upon purchase of the site license.

What is the cost of the software? Are there renewal fees each year?

A set of thirteen on-line, electronically-graded High School triplets is available for $50.00 per student for a three-year site license. A set of four middle school triplets costs $499.00 for five years of use, for a total cost to the MS of less than $50.00 per year for unlimited student usage.

Can we buy hard-copy binders of the practice tests to reproduce on our campuses? Binders of reproducible triplets with color transparencies are available for $599.00 for the high school set and $399.00 for the middle school set.

What criteria are used to determine why a response is deemed either Sufficent (S) or Insufficient (I) on the scoring results page?

Five years of research and development stand behind the creation of the software. The electronic-grading or written responses feature uses all the mechanical components found in other writing correction programs and adds some rhetorical features that address common components of good writing. The original version of the program supplied teachers with scores of Sufficient or Insufficient, with the evaluative data posted. I found that teachers soon revealed the mastery formula to the students in their desire for students to get passing scores, and the self-remediation component of the software was quickly compromised. The grading system is in the process of patenting, and releasing exact grading criteria would breach copyright protection. The best way for teachers to evaluate the program is to have students take the sample test on the site and view the breakdown of the results.

As to evaluating the content of the written responses, there is no computer made that can take the place of the teacher. All the "S" means is that is had sufficient elaboration, was tied to the selection using key words, and had a minimum of mechanical errors. Maybe someday we can teach a computer to read for content, but then teachers could risk becoming absolete. The Triplet Ticket is merely a tool to help students realize that they should bear the the responsibility for proofreading and editing their own writing. The role of the teacher is then to read the responses after they receive the "S" and to decide how the content can be improved. Therefore, an "S" on the Triplet Ticket means that the response meets some basic criteria for a 2 on TAKS, but may fall short in its analysis of the question.

Are there rubrics to further evaluate the writing scores per the system in place?

The grading rubrics for the written responses are provided on the Documentation page of the website (link provided on page one.)

Is it possible to evaluate class weaknesses through item analysis?

Answer keys are provided for the multiple-choice questions after the teacher logs in. The answer keys are coded to the Texas Essential Knowledge and Skills (TEKS). Although the actual components vary little from state to state, the numbering of the objectives does vary. Correlates to your state’s curriculum objectives will be provided upon request.

Will student be able to use the program from home as well as from school?

Yes, the site license is issued to all students who attend the purchasing campus. The software can be used from any computer, as long as it is accessed by a student enrolled in the school.

Is it necessary to scroll back to the questions after finding the answers in the reading selections?

Pressing the Tab key will take you back to the questions.

Will upgrades and additional triplets be available?

A set of Classic Edition Triplets is coming out in 2006. Look for elementary triplets and foreign language triplets, too.

Where do I go with further questions?

All questions will be answered promptly. Please leave inquiries at info@tripletticket.com.

How do I erase my class data from previous years?

The Triplet Ticket software does not allow classes or students to be deleted from the yearly data. Each year, teachers must create new accounts and start with a blank gradebook. Using the teacher last name and school year dates as yearly log ion will be easiest for teachers to remember; for example, use drew0506 for this year's teacher user ID, and drew0607 for next year's teacher log in.

What kind of tech support is included with the software?

The software is extremely user-friendly and glitch-free. The user manual, available as a download on the teacher log-in page, covers every aspect of program operations. Specific technical questions can be addressed at info@tripletticket.com.

What are some of the different ways the practice tests have been implemented?

CURRENT APPLICATIONS OF THE TRIPLET TICKET

1. TAKS practice in reading and writing – as homework, class work, lab assignment and/or tutorial

2. Standardized test practice for college entrance (SAT, ACT, AP Language & Comp., AP Literature & Comp.)

3. Diagnosis of TAKS and TEKS objectives for critical reading, writing, and thinking skills and baseline for development of reading and writing intervention strategies for individual student deficiencies and class weaknesses

4. Documentation of baseline criteria for individual student writing and reading skills

5. Familiarity with standardized test format and skills to reduce student test-taking anxiety

6. Quick check by teacher via web service of all student work and student progress

7. Student retake of triplet (multiple times as necessary) to meet mastery requirement set by teacher/department

8. Student responsibility for language skills improvement/Individual self-pacing and self-remediation

9. Student accountability for elaboration and proofreading of written responses before submission of a final draft for teacher evaluation/multiple drafts of revised essays by student to show competency before teacher evaluation

10. Computer lab /Nova Net lab assignment; six triplets required for credit recovery in addtion to existing curriculum

11. Individual or group tutorial/ESL, ESOL tutorial

12. In-school suspension and home-bound assignments

13. Supplemental reading and writing instruction for all grade levels (English and Reading classes)

14. Use of Middle School triplets (if purchased) in high school remedial reading, special ed classes, and other remedial English literacy classes

15. Student self-challenge to increase scores that already have met teacher mastery requirement (possibly for extra credit)

16. Use of printed hard copy for multiple choice with scantron /transference of multiple choice answers to triplet

17. Hand-written rough drafts of short answer written responses and/or extended essay before typing them in triplet

18. Student-provided print-out of score page for teacher use (rather than using school printer)

19. Division of triplets by grade level and/or subject level along with number of triplets to be assigned to each grade and/or subject level

20. Division of assignments due to time constraints and/or limited use of computer lab-- i.e. multiple choice and short answer as class work, essay as homework or computer lab assignment (any combination)

21. Use of extended essay space for addressing a teacher-given prompt instead of triplet prompt (college essay, or other composition assignment) to check for minimum literacy skills (after student has completed multiple choice and short answer sections of triplet)

22. Use of Microsoft Word for written responses: student written responses to meet TAKS length, use of spelling and grammar check as pre-check of work, cutting and pasting to triplet for revision and then scoring; saved written responses in Microsoft Word for student revision

23. Portfolio assessment of writing and reading skills (grade level and/or cumulative, paper copy and/or electronic)

24. Data of student achievement/progress for parent conferences

25. Immediate, objective feedback regarding critical reading and writing skills for teachers and students through electronically-scored multiple-choice questions, short answer responses, and elaborated expository essay

Some of my students have reported that their work is not being saved. Why might they be experiencing saving problems?

Troubleshooting Notes: In the cases of the thousands of user save claims we have investigated, all were attributable to user error. No problems have been detected with the software that could produce the effect of lost work. User error when composing and/or saving may create the impression that the work has been lost within the program. Lost data is not possible with the digital technology employed in the caching of student work. The most commonly reported user save errors follow:

1. Students often log in with new account names by creating new accounts instead of accessing their existing account. Did you look under your teacher files to see what your students are logging in as and how many accounts they have opened? Many times student work is under two or three names, and they have a hard time getting back to it because they keep creating new accounts.

2. Students also often fail to click on the save key that is AFTER the work they did, not before. Our developers have placed a tracing strand on every student account. We have followed up on all of the reported save problems from teachers, and every one turned out to be user error.

3. The program times out after three(3)hours. Students must save before leaving the assignment unattended. Students may begin a triplet in the evening and go to sleep without saving their work, or they may attempt to return to the work after viewing a movie or accepting a long phone call. Student work sessions will have timed out if they forgot to save, and the data will not be available upon their next log in.

4. Students often blame the software program for their own negligence in completing web-based assignments. The false claim has become the cyber equivalent of "the dog ate my homework.” Teachers need to be cognizant of the new phenomena and redirect students to complete the assignment successfully. Students quickly realize that if they tell teachers that the program was not working they may be exempt from the assignment or may get more time to complete the work.

5. Students may fail to click on the save button after each completed section of the triplet, or the save and score button was not clicked after the test was completed. In this case, the user has made an error in program usage, and the student’s work is most likely lost.

6. Students may fail to click on the circle in front of the letter that if to the left of the multiple choice answer and click instead on the answer wording.

7. The only other possibility for lost data may be that sometimes the server goes down momentarily while students are working on-line. We have all experienced temporary interruptions in Internet service, and such interruptions may result in lost data. There are no errors in the program that account for such save problems, as whatever data is put into the file and saved correctly has been shown to be there again when accessed correctly. The product is what it is, an electronically graded, web–based English Language Arts enhancement program. It is not a perfect solution to the impossible task of grading tons of papers, but it has helped many teachers lighten their loads. Consider the thousands of students who successfully submit graded reports and report no problems; students print the results or teachers accesses scores from their Triplet Ticket grade books. Teachers may want to direct unsuccessful students to redo tests. Many teachers reteach program usage by showing students how to save correctly.

8. For the few who never seem to master technology, teachers may suggest that students write their multiple choice answers down on paper; compose the short answer and essay responses in Word; cut and paste short answer and essay responses back into the program, then transfer all the answers to the electronic version of the Triplet Ticket in one sitting. Thusly, students may finish and score without logging back on and risking user error.

What content is featured in the middle school triplets?

The middle school version features the following selections:

1. Triplet #1 Thematic Context: Coping with Abuse Grade Level Appropriateness: 8

The first narrative relates the pain of a mother and daughter who finally emerge after years of abuse at the hands of the husband/father. The second selection chronicles a modern phenomenon—teenage relationship abuse, following the victim as she struggles to create a positive environment for herself. The visual gives information about a seminar providing public education about protecting abused children. Through exploration of a sensitive topic, middle school students learn how to prevent abuse in their own lives.

2. Triplet #2 Thematic Context: Odd Characters Grade Level Appropriateness: 8

The initial reading, a first person account, is told by an unreliable narrator. His quirky descriptions of a constantly annoying companion seem to exist solely in the storyteller’s imagination. An anonymous friend describes Luke, the protagonist of selection two, in minute detail. The characterization leads readers to the realization that not all people fall into society’s conception of normal. Through employment of a colorful caricature, the visual adds comic dimension to the concept of Odd Characters.

3. Triplet # 3 Thematic Context: Unconventional Teenage Activities Grade Level Appropriateness: 6

The first reading selection chronicles the sport of Paintball, providing an historical overview of the sport. The article also discusses the present-day popularity and Hollywood aspects of Paintball. The piece concludes with the commercial and safety implications of the relatively new activity. The next reading features a journalistic piece about a group of juvenile delinquents who unwittingly videotape their own crimes, including the use of Paintballs for vandalistic purposes. The visual shows the equipment used in the organized sport of Paintball. The triplet provides a high-interest focus for middle school students (especially oft-reluctant adolescent male readers!), as many of them have played the sport themselves.

4. Triplet #4 Thematic Context: Lost Love Grade Level Appropriateness: 7

“First Kiss” is an anecdote about a young woman whose boyfriend is recently deceased. She experiences a treasured ghostly encounter with her departed loved one. In selection two, the unreliable, first-person narrator fixates on a spot in the park where he sees the object of his affections in his imagination. The antiqued image features a swooning Victorian woman holding a note of obvious emotional impact. The triplet provides interesting views of love for curious, young readers.

5. Triplet #5 Thematic Context: Animal Preservation Grade Level Appropriateness: 6

The briefest triplet in the middle school edition begins with a fable about a personified donkey who endures a practical joke at the hands of his animal kingdom cohorts. The second, nonfiction piece relates basic facts about zebras. Adding vibrant impact to the triplet, the visual illustrates the beauty of the majestic creatures and reinforces the need for preservation of the species.

6. Triplet #6 Thematic Context: Spiritual Generosity Grade Level Appropriateness: 7

The Langston Hughes story paints a touching portrait of a delinquent boy and an elderly woman. The woman recovers from her assault by the boy and uses the incident to teach the confused young criminal a lesson in human dignity and compassion.

7. Triplet #7 Thematic Context: The Trials of War Grade Level Appropriateness: 8

“Covenant” features two young Marines who enlist in the military together. The account reveals the tragedy and pain of losing a comrade. The memoir told through the eyes of a WWII veteran in “I Served” provides a realistic description of the conflict. The historic cartoon visual parodies the detached attitude of many Americans toward the plight of the Europeans suffering under Hitler’s dominance prior to US involvement. The triplet gives middle school readers an opportunity to assess their own feelings about a timely subject.