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Twinkle, Twinkle, Little STAAR
K-2 Connections
www.lead4ward.com
GOOD MORNIN
G!
The big questions…• How do we ensure that the learning in grades K-2
prepares students for the rigor of STAAR?
• How do we create developmentally appropriate assessments for young learners?
• Which data are important to collect?
• How can I use the new data to plan for instruction and intervention?
the vibe
5
STAARState of Texas Assessments of Academic Readiness
6
And aren’t we ALL about
READINESS?
But how do we know if the students are
ready for success on a rigorous test like STAAR?
8
Kindergarten – Grade 2
• Academic Readiness
• STAAR starts in grade 3
• Learning starts every day in every classroom
• We are all in this together
9
Making this a little interactive . . .
Connect the Dots
But…• We don’t have performance standards set for K-2
• We don’t have universal collection tools
• Many state assessment tools only measure a small domain of learning
12
Phase in…
Phase in…Phase 1• 2011-12• 2012-13
Phase 2• 2013-14• 2014-15
Final Recommended• 2015-16
1
1
1
Why is the Final
Recommended Standard so high?
What do you see?
Grade Reading MathGrade 3 75% 80%
Grade 4 75% 79%
Grade 5 76% 78%
Grade 6 77% 71%
Grade 7 76% 67%
Grade 8 75% 63%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 855%
60%
65%
70%
75%
80%
85%
Reading Math
English III
AlgebraII
GradesK-2
GradesK-2
66% 58%
57%56%
54%
54%54%
52%
52%
52%52%
50% 48%
40%
39%
66%58%57%56%54%54%54%54%52%52%52%52%50%48%43%40%39%
55%
Rethinking Scores
857555
Well Prepared
Sufficiently Prepared
Getting There
PKK123
K1234
12345
What does it mean to be a teacher of academic readiness?
k gr. 1 gr. 2 gr. 3 gr. 4 gr. 5 gr. 6 gr. 7 gr. 8
26
So…• K- 2 performance has to increase faster than other
grades for students to be successful over time
• We have 2-3 years.
• We have the tools – but need the structures
Thinking about the Standards?
Readiness Supporting Process
2
Readiness Standards≈ 30% of assessed TEKS
≈ 65% of STAAR
– IMPORTANT for the next grade level
– IN-DEPTH instruction
–BROAD and DEEP ideas
30
2
Supporting Standards≈70% of assessed TEKS
≈35% of the test
– INTRODUCED in the current grade but emphasized in a later grade
Scaffold
2
32
Process Standards
–Tools to KNOW
–Ways to SHOW
Access
Demonstrate
≥75% questions in Math (Grades 3-8)
≥40% questions in Science
≥30% questions in Social Studies
33
≈ 82%
≈ 60%
≈ 55%
Process Standards
Assessed in CONTEXT[Logical Pairings]
2
Process StandardsWhat Content Area?
interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and
contrasting.
Social Studies
2.18(E)
REMEMBER
NOT
MEMORIZE
Process Standards• Most process standards start in K-2
• Most process standards stay through high school
3
38
Kindergarten- Grade 2 Snapshots
• TEA only developed materials for tested grades
• But as we all know…– All grades play a role– Early learning matters– Standards align between and among grade levels
39
The Small Print* Aligned with STAAR Assessed Curriculum NOTE: The classification of standards on this snapshot represent the reviewed and synthesized input of a sample Texas Kindergarten – Grade 2 teachers. This snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum may reflect other classifications. Revised September 2011
* Aligned with STAAR Assessed Curriculum NOTE: The classification of standards on this snapshot represent the reviewed and synthesized input of a sample Texas Kindergarten – Grade 2 teachers. This snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum may reflect other classifications. Revised September 2011
40
4
Process in Reading and
Writing…
Ineligible for STAAR in Gr.
3-English IIIBUT
WAY important5
*
How are we doing based on
CURRENT data?
Collected any data THIS
year?
45
What kind of data do you currently collect on K-2 student performance?
A. Data at the SE levelB. Overall content area performanceC. Process performance on instruments like TPRID. Report card data only
Anchoring the System
Heat Maps
Readiness Supporting Process6
What does this have to do with K-2?
6
*
7http://lead4ward.com/resources/
8
Assessment Options• Test• Performance Task• Structured observation
Developmentally Appropriate• Reading– Shared Reading– Independent Reading
• Math– Concrete– Representational– Abstract
• Science/Social Studies– Process
Collecting Data• Must be at the SE level
(genre for reading)
• Over time cumulative – aggregated assessment
• Point in time – summative assessment
Some Important Considerations• Novelty– Got it the way I taught it– Can apply it– Context or Developmental Levels– Process Skills
• Over time cumulative – aggregated assessment
• Point in time – summative assessment
Over time cumulative Aggregated Assessment
• Collect data throughout the year on all SEs
• Assess readiness standards with more questions/tasks to ensure transfer of learning
• Combine into one data report
Point in TimeSummative Assessment
• End of year assessment
• Assess linked (*) standards
• Beware false positives– Grade 3.3B 54%– Grade 2.3A 88%
58
Reporting Categories - Reading
• Understanding across Genres
• Understanding and Analysis of Literary Texts
• Understanding and Analysis of Informational Texts
59
Understanding Across Genres
Literary Texts
60
Understanding Across Genres
Informational Texts
Creating and Collecting DataPoint in Time - Reading
• Assess both readiness genres– Fiction– Expository
• Sample supporting genres– One other (varied by classroom)
Creating and Collecting DataPoint in Time - Reading
• Assess both readiness genres– Fiction
• Select 2 passages• Create/select 3 questions per passage (Figure 19 D)• Create/select 3 questions per passage (Figure 19 E)
– Expository• Select 2 passages• Create/select 3 questions per passage (Figure 19 D)• Create/select 3 questions per passage (Figure 19 E)
• Sample supporting genres• Select 1 passage (can vary by classroom for grade 2)• Create/select 3 questions – academic vocabulary of genre
Reading Ways to Show
Figure 19
Make Inferences Retell, summarize, paraphrase, and synthesize texts Make Connections
SE # Data SE # Data SE # Data
K (D) make inferences based on the cover, title, illustrations, and plot (E) retell or act out important events in
stories; (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
1 (D) make inferences about text and use textual evidence to support understanding; (E) retell or act out important events in
stories in logical order; F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
2 (D) make inferences about text and use textual evidence to support understanding (E) retell important events in stories in
logical order; F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
3 (D) make inferences about text and use textual evidence to support understanding 16 (E) summarize information in text,
maintaining meaning and logical order; 4 (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.
Developmentally Appropriate• Shared Reading– Read to the student– Student answers independently • more complex questions
• Independent Reading– Student reads on level text– Student answers independently • less complex questions
66
Reporting Categories - Writing
• Composition
• Revision
• Editing
67
Ready to Write?Write to get Ready…
• Examine the Readiness Standards!
K-2 Writing task• Personal Narrative• Expository
• Grade 2 – Released prompts or district created– First draft only– Ranked by grade 2 then grade 4 teachers• Strongest to developing
69
Reporting Categories - Math
• Connect to the Strands in the TEKS– Numbers, Operations, Quantitative
Reasoning– Patterns, Relationships, Algebraic
Reasoning– Geometry and Spatial Reasoning– Measurement– Probability Statistics
9
*
Collecting Data Math• Aligned standards– Readiness (3 questions each)– Process Problem Solving (2 ways)• Used strategy• Got it right
select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary
10
11
Focus on the
Learner
As a teacher, I think it is reasonable to expect that my students will be ____________ for their next grade or course
1. Inadequately prepared
2. Sufficiently prepared
3. Well prepared
4. Perfectly prepared
STAAR Performance Standards
77
Level IUnsatisfactoryAcademic
Performance
Level IISatisfactoryAcademic
Performance
Level IIIAdvancedAcademic
Performance
Satisfactory Advanced
Learning Performance Standards
Inadequately Prepared– For this year’s test– For the next grade– To graduate
They FAILED last year, and…– Are likely to next year– Have major concept gaps
Level IUnsatisfactoryAcademic
Performance
Sufficiently Prepared– For this year’s test– For the next grade/course– To graduate
They PASSED last year, but…–Will they next year?
Level IISatisfactoryAcademic
Performance
Well Prepared– For this year’s test– For the next grade/course– To graduate
They PASSED last year, and…– Should pass next year
Level IIIAdvancedAcademic
Performance
Quintiles
and
Common
Specific or
Systemic Issues
12
Rethinking Scores
857555
Well Prepared
Sufficiently Prepared
Getting There
13
Thank You!