Twinkle, Twinkle,
Little STAAR
K-2 Connections
www.lead4ward.com
GOOD
MORNING!
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
STAAR
State of Texas Assessments of Academic Readiness
5
And aren’t we ALL about
READINESS?
6
But how do we know if the students are
ready for success
on a rigorous test like STAAR?
Kindergarten – Grade 2
• Academic Readiness
• STAAR starts in grade 3
• Learning starts every day in every classroom
• We are all in this together
8
Making this a little interactive . . .
9
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
Phase in…
12
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
Math
Grade 3
75%
80%
Grade 4
75%
79%
Grade 5
76%
78%
Grade 6
77%
71%
Grade 7
76%
67%
Grade 8
75%
63%
85%
Grades
K-2
80%
English
III
Grades
75%
K-2
70%
65%
Algebra
II
60%
55%
Grade 3
Grade 4
Grade 5
Grade 6
Reading
Math
Grade 7
Grade 8
54%
66%
52%
54%
50%
66%
58%
57%
56%
54%
54%
54%
54%
52%
52%
52%
52%
50%
48%
43%
40%
39%
52%
58%
40%
57%
39%
52%
56%
52%
54%
48%
Rethinking Scores
85
75
55
Well Prepared
Sufficiently Prepared
Getting There
PK
K
1
2
3
K
1
2
3
4
1
2
3
4
5
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
2
30
Supporting Standards
≈70% of assessed TEKS
≈35% of the test
– INTRODUCED in the current
grade but emphasized in a
later grade
Scaffold
2
Process Standards
–Tools to KNOW
Demonstrate
Access
–Ways to SHOW
32
Process Standards
Assessed in CONTEXT
[Logical Pairings]
 ≥75% questions in Math (Grades 3-8)
 ≥40% questions in Science
 ≥30% questions in Social Studies
≈ 82%
≈ 60%
≈ 55%
2
33
Process Standards
What Content Area?
interpret oral, visual, and print material by identifying
the main idea, predicting, and comparing and
contrasting.
REMEMBER
NOT
MEMORIZE
Process Standards
• Most process standards start in K-2
• Most process standards stay through high school
3
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
38
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
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
39
4
40
Process in
Reading and
Writing…
Ineligible for
STAAR in
Gr.
3-English III
BUT
WAY important
5
41
How are we doing
based on
CURRENT data?
Collected any
data THIS year?
What kind of data do you currently collect
on K-2 student performance?
A.
B.
C.
D.
Data at the SE level
Overall content area performance
Process performance on instruments like TPRI
Report card data only
45
Anchoring the System
Heat Maps
6
Readiness
Supporting
Process
What does this have to do
with K-2?
6
http://lead4ward.com/resources/
7
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 Time
Summative Assessment
• End of year assessment
• Assess linked (*) standards
• Beware false positives
– Grade 3.3B 54%
– Grade 2.3A 88%
Reporting Categories - Reading
• Understanding across Genres
• Understanding and Analysis of Literary
Texts
• Understanding and Analysis of
Informational Texts
58
Understanding Across Genres
Literary Texts
59
Understanding Across Genres
Informational Texts
60
Creating and Collecting Data
Point in Time - Reading
• Assess both readiness genres
– Fiction
– Expository
• Sample supporting genres
– One other (varied by classroom)
Creating and Collecting Data
Point 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
Retell, summarize, paraphrase, and synthesize
texts
Make Inferences
SE
#
Data
SE
#
Data
Make Connections
SE
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
(E) summarize information in text,
maintaining meaning and logical order;
(F) make connections (e.g., thematic links,
author analysis) between literary and
informational texts with similar ideas and
provide textual evidence.
16
4
#
Data
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
Reporting Categories - Writing
• Composition
• Revision
• Editing
66
Ready to Write?
Write to get Ready…
• Examine the Readiness
Standards!
67
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
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
69
9
70
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
Learning
STAAR Performance Standards
Satisfactory
Advanced
Level I
Level II
Level III
Unsatisfactory
Academic
Performance
Satisfactory
Academic
Performance
Advanced
Academic
Performance
77
Inadequately Prepared
Level I
Unsatisfactory
Academic
Performance
– 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
Sufficiently Prepared
Level II
Satisfactory
Academic
Performance
– For this year’s test
– For the next grade/course
– To graduate
They PASSED last year, but…
– Will they next year?
Well Prepared
Level III
Advanced
Academic
Performance
– For this year’s test
– For the next grade/course
– To graduate
They PASSED last year, and…
– Should pass next year
Quintiles
and
Common
Specific or
Systemic
Issues
12
Rethinking Scores
85
75
55
Well Prepared
Sufficiently Prepared
Getting There
13
Thank
You!