K-2 Math Countywide Data
May 2015 Administration
September 4, 2015 – RHS K-8 Subcommittee
September 22, 2015 – Data Sharing with K-2 Math Task Force
October 1, 2015 – Elementary Principals
Purpose Statement
Purpose Statement, cont.
Duncan’s Research
UC Irvine (2011)
 “Not surprisingly, reading skills were stronger predictors of
later reading achievement than of later math achievement.
Less expected was that early math skills (adjusting for
prior cognitive skills in five of the six studies) were as
predictive of later reading achievement as were
early reading skills. Children’s attention skills appeared to
be equally important for reading and math achievement.” (p.
5)
Why Early Math Matters:
Duncan et al, 2007
Effect Size
Predictors of Math Achievement 3rd & 5th Grades
0.45
0.4
0.35
0.3
0.25
0.2
0.15
0.1
0.05
0
0.41
K Entry Math
0.09
0.1
K Entry Reading
K Entry Attention
Why Early Math Matters:
Duncan et al, 2007
Predictors of Reading Achievement 3rd & 5th
Grades
0.3
Effect Size
0.25
0.26
0.24
0.2
0.15
0.08
0.1
0.05
0
K Entry Math
K Entry Reading
K Entry Attention
Duncan’s Research
UC Irvine, 2011
 Children with persistent math problems in elementary school
were 13 percentage points less likely to graduate from high
school and 29 percentage points less likely to attend college.
U.S. Department of Education, National
Center for Education Statistics
 Mathematics proficiency in the nation as a whole: 62 percent of
students were not proficient across the U.S.
 “Such statistics underscore the need for early identification of
students’ mathematical misconceptions and holes in their
conceptual knowledge. Addressing these problems will allow the
teacher to act quickly to shore up areas of difficulty.”
Claessens & Engel’s Research
Teachers College, Columbia University, 2013
Longitudinal study following students from Kindergarten through 8th
grade
 “We find that early math skills predict reading, math, and science
achievement as well as grade retention from kindergarten through
eighth grade. Results show that kindergarten math skills in pattern
recognition, measurement, and advanced number are most
predictive of eighth-grade outcomes overall and for subgroups
including students who enter school with low math skills. The
importance of these math skills for subsequent achievement increases
or is maintained over time.”
Task Force Assessment Development
 K-2 teachers representing districts across the county spent 3
days discussing and creating the assessment.
 Most critical standards identified at each grade level
 Standards
 Progressions
 Culminating standards from the PARCC K-2 Model Content
Framework
 Math Practices
 Task force determined scoring criteria and weight of
standards assessed.
 Draft assessments were piloted between Day 2 and Day 3 to
see if any questions needed to be reworded or changed
 Most teachers in county gave assessment and had the
opportunity to provide feedback
Results Collected
KINDERGARTEN
MATH

22 of 24 districts submitted data

1674 students tested
Kindergarten Readiness Snapshot
1,375 tested, Fall 2014
Comparison of Fall to Spring Kindergarten Expectation
CA K Math
Kindergarten
Fall to Spring Comparison
Standards Assessed
K.CC.1: Count to 100 by ones.
K.CC.1: Count to 100 by tens.
K.CC.5: Count to answer “how many?” questions
about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a
number from 1–20, count out that many objects.
K.CC.3: Write numbers from 0 to 20. Represent
a number of objects with a written numeral 0–20
(with 0 representing a count of no objects).
K.CC.5: Count to answer “how many?” questions
about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a
number from 1–20, count out that many objects.
K.CC.5: Count to answer “how many?” questions
about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a
number from 1–20, count out that many objects.
K.CC.7: Compare two numbers between 1 and
10 presented as written numerals – “less”.
Kindergarten Readiness
Snapshot (Fall)
KRS Question
Scores for
“Green
Light”
#7: How high can
you count?
20+
#8: Touch and
count each object
Count 10
objects
#12: Write your
numbers from 1 to
10
5 or more
written
correctly
4: Use this grid to write
your numbers from 0 –
20.
5: Count how many dots
are in the box. Write the
number on the line. (20)
#9: [Subitize] How
many objects?
3–1–4
Credit for 2
out of 3
correct
6: Count how many dots
are in the box. Write the
number on the line. (10)
#11b: Which
group has less? 7
–3
Correct
answer in 2
out of 3 in
#11
Correct
answer in 2
out of 3 in
#11
Correct
answer in 2
out of 3 in
#11
Correct
answer in 2
out of 3 in
#10
Correct
answer in 2
out of 3 in
#10
7: Draw a line to the
number below that is
“less”.
K.CC.7: Compare two numbers between 1 and
10 presented as written numerals – “greater”.
#11a: Which
group has more?
6–4
K.CC.7: Compare two numbers between 1 and
10 presented as written numerals – “equal”.
#11c: Which
groups have
equal/same
number? 3 – 3 – 4
#10a & 10c: How
many stars
5+3 3+7
K.OA.5: Fluently add within 5.
K.OA.5: Fluently subtract within 5.
End-of-Year Kindergarten
Assessment
Question
Proposed
Target
#10b:
10 - 6
1: Start with one and
count to 100.
2: Count by 10’s to 100.
3: Count out 15 ___
(items).
8: Draw a line to the
number below that is
“greater”.
9: Draw a line to the
number that is “equal”.
10: Solve the problem
and write the answer. (4
addition problems)
11: Solve the problem
and write the answer. (4
subtraction problems)
Question #1: Count by Ones to 100
Percent of Students Counting in Each Range
100%
Target?
72%
80%
60%
40%
20%
3%
14%
6%
3%
1%
0%
0 to 20
21 to 40 41 to 60 61 to 80 81 to 99
2015
Kindergarten, 1674 Students Tested
CA Standard: K.CC.1: Count to 100 by ones.
100
Question #2: Count by Tens to 100
Percent of Students Counting in Each Range
Target?
100%
80%
60%
40%
20%
0%
7%
0 to 40
4%
50-90
2015
Kindergarten, 1674 Students Tested
CA Standard: K.CC.1: Count to 100 by tens.
89%
100
Question #3: One-to-One Correspondence
Percent of Students Counting in Each Range
91%
100%
Target?
80%
60%
40%
1%
20%
1%
4%
4%
0%
0
1 to 10
11 to 15
16 to 19
2015
One-to-one correspondence
Kindergarten, 1674 Students Tested
CA Standard: K.CC.5: Count to answer “how many?” questions about as
many as 20 things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number from 1–
20, count out that many objects.
20
Question #4: Writing Numbers from 0-20
Percent of Students
Target?
100%
79%
80%
60%
40%
5%
4%
2%
20%
10%
0%
0
1 to 10
11 to 15
16 to 20
2015
Numbers correctly written
Kindergarten, 1674 Students Tested
CA Standard: K.CC.3: Write numbers from 0 to 20. Represent a
number of objects with a written numeral 0–20 (with 0
representing a count of no objects).
21
Question #5: Count How Many
Percent of Students
79%
Target?
100%
80%
60%
12%
8%
40%
20%
0%
0
2
4
2015


0 points = did not count to 20
2 points = correctly counted to 20, but did not write
number
4 points = correctly counted to 20 and wrote the number 20

Kindergarten, 1674 Students Tested
CA Standard: K.CC.5: Count to answer “how many?” questions about as
many as 20 things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number from 1–
20, count out that many objects.
Question #6: Count How Many
Percent of Students
87%
Target?
100%
80%
60%
40%
20%
0%
7%
0
6%
2
2015



4
0 points = did not count to 10
2 points = correctly counted to 10, but did not write number
4 points = correctly counted to 10 and wrote the number 10
Kindergarten, 1674 Students Tested
CA Standard: K.CC.5: Count to answer “how many?” questions about as
many as 20 things arranged in a line, a rectangular array, or a circle, or
as many as 10 things in a scattered configuration; given a number from
1–20, count out that many objects.
Question #7: Compare Numbers
Percent of Students
100%
80%
60%
40%
20%
0%
76%
Target?
20%
6%
3%
0
2
4
2015
Number Correct
Kindergarten, 1674 Students Tested
CA Standard: K.CC.7: Compare two numbers between 1 and 10
presented as written numerals – “less,” “greater,” and “equal.”




6
0 points for 0 correct
2 points for 1 correct
4 points for 2 correct
6 points for 3 correct
Question #8: Add and Write the Answer
Percent of Students by Number Correct
100%
80%
60%
40%
20%
0%
81%
Target?
5%
0 correct
5%
1 correct
4%
2 correct
2015
Kindergarten, 1674 Students Tested
CA Standards: K.OA.5: Fluently add within 5.
K.CC.3: Write numbers from 0 to 20.
6%
3 correct
4 correct
4 possible for addition fluency, 1
point for each correct response
Question #9: Subtract and Write the Answer
Percent of Students by Number Correct
100%
80%
60%
40%
20%
0%
Target?
56%
12%
12%
7%
12%
0 correct 1 correct 2 correct 3 correct 4 correct
2015
Kindergarten, 1674 Students Tested
CA Standards: K.OA.5: Fluently subtract within 5.
K.CC.3: Write numbers from 0 to 20.
4 possible for subtraction
fluency, 1 point for each correct
response
Kindergarten Overall Score
Math Assessment ~ Spring
74%
1242
Target?
1250
1000
750
500
250
0
5%
6%
75
107
0 to 9
10 to 19
15%
246
20 to 29
2015
Kindergarten, 1674 Students Tested
30 to 38
Kindergarten Overall Score
Breakdown for 30-38 Band
606
600
500
400
300
200
100
0
58
43
30
62
31
32
112
57
33
34
2015
94
35
112
36
98
37
38
Range for “Ready” for Grade 1
Comparing perception to assessment score
Suggested Ranges from Teachers
1
37 - 38
89.5% - 100% (34 – 38)
33 - 38
25 - 38
0
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Number Correct Needed for “Ready” for Grade 1
GRADE 1 MATH

20 of 24 districts submitted data

1683 students tested
Question #1: There are 3 yellow apples, 6 red apples,
and 7 green apples in a bowl. How many in all?
Target?
100%
80%
60%
40%
20%
0%
11%
9%
0
1
2015
80%
2


1 point for strategy shown in numbers, pictures, or words
that explains how the problem was solved.
1 point for the correct answer in a number
sentence/equation.
Grade 1, 1683 Students Tested
CA Standard: 1.OA.1 Use addition and subtraction within 20 to solve
word problems.
Question #2: The Blue team has 18 balls. The Red team
has 4 fewer balls than the Blue team. How many balls
does the Red team have?
Target?
100%
80%
60%
40%
20%
0%
42%
26%
0
19%
13%
1
2015
2



3
1 point for strategy shown in numbers, pictures, or words that
explains how the problem was solved.
1 point for the correct answer in a number sentence/equation.
1 point for a correct equation.
Grade 1, 1683 Students Tested
CA Standards: 1.OA.1 Use addition and subtraction within 20 to solve
word problems.
1.OA.6 Add and subtract within 20, demonstrating fluency for addition
and subtraction within 10.
Question #3: Circle the word to show whether the
equation or number sentence is true or false.
Target?
100%
80%
60%
40%
20%
0%
43%
27%
2%
0
19%
9%
1
2
3
4
2015


1 point for each correct answer: true/false (2 possible)
1 point for showing strategy proving the correct answer
(2 possible)
Grade 1, 1683 Students Tested
CA Standards: 1.OA.7 Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction are true or false.
1.OA.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers.
Question #4: Fill in the missing number to make each
number sentence or equation true.
Target?
100%
80%
60%
40%
20%
0%
13%
5%
0
82%
1
2015
Grade 1, 1683 Students Tested
CA Standards: 1.OA.7 Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction are true or false.
1.OA.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers.
2
1 point for each correctly
completed number
sentence/equation.
Question #5: How many tens and ones are there?
Target?
100%
80%
60%
40%
20%
0%
64%
18%
18%
0
1
2015


2
1 point for correctly recording the “9” in the Tens and “5” in
the Ones.
1 point for writing “95” in the sentence.
Grade 1, 1683 Students Tested
CA Standard: 1.NBT.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones.
Question #6: Help Farmer Brown count the carrots he has
picked from his field. Circle the carrots in groups of 10.
Target?
100%
80%
60%
40%
20%
0%
44%
24%
0
18%
15%
1
2015
2



3
1 point for circling groups of 10 carrots.
1 point for writing “42” in the sentence.
1 point for correctly recording “4” tens and “2” ones.
Grade 1, 1683 Students Tested
CA Standard: 1.NBT.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones.
Question #7
7a. Answer the questions. You can show pictures of base 10 blocks to the
right of each question to solve the problem.
7b. Farmer Brown has 34 carrots. If Farmer Brown picked 20 more carrots,
how many carrots would he have?
100%
Target?
80%
36%
60%
40%
15%
13%
12%
24%
20%
0%
0
1
2015
2



3
4
1 point for strategy shown in numbers, pictures, or words
that explains how the problem was solved.
1 point for “54” in the sentence.
1 point for correctly writing the sum in each equation.
Grade 1, 1683 Students Tested
CA Standard: 1.NBT.4 Add within 100, including adding a two-digit number and a onedigit number, and adding a two-digit number and a multiple of 10, using concrete models
or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-digit numbers, one adds
tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Question #8: Answer the questions.
Target?
100%
80%
60%
40%
20%
0%
60%
14%
0
1
2015
11%
9%
6%
2

3
4
1 point for correctly writing the answer for each question.
Grade 1, 1683 Students Tested
CA Standard: 1.NBT.5 Given a two-digit number, mentally find 10
more or 10 less than the number, without having to count; explain
the reasoning used.
Question #9: Answer as many of these addition
problems as you can in 1 minute.
Target?
100%
80%
60%
40%
20%
0%
50%
20%
0
16%
14%
1
2
2015
Grade 1, 1683 Students Tested
CA Standard: 1.OA.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
3




3 points = 16-20 correct
2 points = 13-15 correct
1 point = 10-12 correct
0 points = 0-9 correct
Question #10: Answer as many of these subtraction
problems as you can in 1 minute.
Target?
100%
80%
60%
40%
20%
0%
44%
21%
0 correct
1 correct
2 correct
2015
Grade 1, 1683 Students Tested
CA Standard: 1.OA.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
23%
13%
3 correct




3 points = 16-20 correct
2 points = 13-15 correct
1 point = 10-12 correct
0 points = 0-9 correct
First Grade Overall Score
Spring Math Assessment
55%
Target?
900
800
700
600
500
400
300
200
100
0
12%
210
4%
70
0 to 10
11 to 12
9%
7%
148
13 to 15
13%
219
116
16 to 17
2015
Grade 1, 1683 Students Tested
919
18 to 20
21 to 30
First Grade Overall Score
Spring Math Assessment
120
125
109
99
104
102
91
100
83
69
75
69
73
50
21
22
23
24
25
26
2015
27
28
29
30
Range for “Ready” for Grade 2
Comparing perception to assessment score
Suggested Ranges from Teachers
1
23 - 27
21 – 30 (over 70%)
63.3 – 93.3% (19 – 28)
19 - 30
0
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Number Correct Needed for “Ready” for Grade 2
GRADE 2 MATH

20 of 24 districts submitted data

1654 students tested in grade 2
Question #1: Count by 2s, 5s, 10s, 100s to fill in the
missing numbers.
Target?
100%
80%
34%
60%
17%
40%
14%
22%
14%
20%
0%
0
1
2
2015
Grade 2, 1654 Students Tested
CA Standard: 2.NBT.2 Count within 1000; skip-count by 2s, 5s,
10s, and 100s.
3

4
1 point given for each problem if all
numbers in series are completed and
accurate. 4 points possible.
Question #2: Understanding 3 digit numbers
Target?
100%
80%
60%
40%
20%
0%
60%
5%
4%
0
19%
12%
1
2
2015

3
4
1 point given for each correct response (A-D).
4 points possible.
Grade 2, 1654 Students Tested
CA Standard: 2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones.
Question #3: Understanding 3 digit numbers. Read and
write number using base-ten numerals, number names,
and expanded form.
Target?
100%
80%
60%
40%
20%
0%
55%
37%
4%
0
1
12%
6%
3%
2
2015
Grade 2, 1654 Students Tested
CA Standard: 2.NBT.3 Read and write numbers to 1000 using
base-ten numerals, number names, and expanded form.
3

4
5
1 point given for each correct response (A-D).
5 points possible.
Question #4: Solve the problem.
Use numbers, pictures or words to show your thinking.
Target?
100%
80%
60%
40%
20%
0%
74%
13%
13%
2
1
0
2015


Grade 2, 1654 Students Tested
CA Standard: 2.NBT.5 Fluently add and subtract within 100 using
strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction.
1 point given for correct answer.
1 point given for viable strategy.
Question #5: Solve the problem.
Use numbers, pictures or words to show your thinking.
Target?
100%
80%
60%
40%
20%
0%
24%
0
56%
20%
1
2015
Grade 2, 1654 Students Tested
CA Standard: 2.NBT.5 Fluently add and subtract within 100 using
strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction.
2


1 point given for correct answer.
1 point given for viable strategy.
Question #6: Write an equation to match the story
problem. Solve the equation. Use numbers, pictures,
or words to show your thinking.
Target?
100%
80%
60%
40%
20%
0%
39%
31%
19%
12%
0
1
2015
2



3
1 point for having the correct solution.
1 point for showing a viable strategy to solve the problem.
1 point for writing an equation to match the problem.
Grade 2, 1654 Students Tested
CA Standard: 2.OA.1 Use addition and subtraction within 100 to solve oneand two-step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions.
Question #7: Write an equation to match the story
problem. Solve the equation. Use numbers, pictures,
or words to show your thinking.
Target?
100%
80%
60%
40%
20%
0%
22%
0
2015
24%
16%
1
2



37%
3
1 point for writing an equation to match the problem.
1 point for having the correct solution.
1 point for showing a viable strategy to solve the problem.
Grade 2, 1654 Students Tested
CA Standard: 2.OA.1 Use addition and subtraction within 100 to solve oneand two-step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions.
Question #8: Solve as many of these addition
problems as you can in 90 seconds.
Target?
65%
100%
80%
60%
40%
20%
0%
15%
0
10%
1
2015
Grade 2, 1654 Students Tested
CA Standard: 2.OA.2 Fluently add and subtract within 20
using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.
10%
2
3




3 points = 16-20 correct
2 points = 13-15 correct
1 point = 10-12 correct
0 points = 0 – 9 correct
Question #9: Solve as many of these subtraction
problems as you can in 90 seconds.
Target?
100%
80%
60%
40%
20%
0%
53%
28%
11%
9%
0
1
2015
Grade 2, 1654 Students Tested
CA Standard: 2.OA.2 Fluently add and subtract within 20
using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.
2
3




3 points = 16-20 correct
2 points = 13-15 correct
1 point = 10-12 correct
0 points = 0 – 9 correct
Second Grade Overall Score
Spring Math Assessment
600
550
500
450
400
350
300
250
200
150
100
50
577
Target?
25%
18%
11%
4%
7%
72
106
0 to 4
5 to 9
418
298
183
10 to 14
15 to 19
2015
Grade 2, 1654 Students Tested
35%
20 to 24
25 to 29
Second Grade Overall Score
Spring Math Assessment
137
140
120
100
80
60
40
20
0
121
89
21
87
22
78
23
87
24
118
94
25
2015
26
27
106
28
29
Second Grade Overall Score
Spring Math Assessment
100
77
80
62
60
70
66
55
51
48
45
32
40
24
20
0
11
12
13
14
15
16
2015
17
18
19
20
Range for “Ready” for Grade 3
Comparing perception to assessment score
Suggested Ranges from Teachers
1
21 – 29
0.9
18 – 29
0.8
0.7
15 – 27
0.6
70% or higher (21 – 30)
0.5
14 – 28
0.4
50% or higher (15 – 30)
0.3
0.2
0.1
10 - 23
0
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Number Correct Needed for “Ready” for Grade 3