twinkle, twinkle, little staar k-2 connections lead4ward
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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? - PowerPoint PPT PresentationTRANSCRIPT
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Twinkle, Twinkle, Little STAAR
K-2 Connections
www.lead4ward.com
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GOOD MORNIN
G!
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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?
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the vibe
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STAARState of Texas Assessments of Academic Readiness
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And aren’t we ALL about
READINESS?
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But how do we know if the students are
ready for success on a rigorous test like STAAR?
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Kindergarten – Grade 2
• Academic Readiness
• STAAR starts in grade 3
• Learning starts every day in every classroom
• We are all in this together
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Making this a little interactive . . .
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Connect the Dots
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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
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Phase in…
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Phase in…Phase 1• 2011-12• 2012-13
Phase 2• 2013-14• 2014-15
Final Recommended• 2015-16
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Why is the Final
Recommended Standard so high?
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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%
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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
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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%
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Rethinking Scores
857555
Well PreparedSufficiently Prepared
Getting There
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PKK123
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K1234
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12345
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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
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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
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Thinking about the Standards?Readiness Supporting Process
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Readiness Standards≈ 30% of assessed TEKS
≈ 65% of STAAR
– IMPORTANT for the next grade level
– IN-DEPTH instruction
–BROAD and DEEP ideas30
2
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Supporting Standards≈70% of assessed TEKS
≈35% of the test
– INTRODUCED in the current grade but emphasized in a later grade
Scaffold
2
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Process Standards
–Tools to KNOW
–Ways to SHOW
Access
Demonstrate
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≥75% questions in Math (Grades 3-8)
≥40% questions in Science
≥30% questions in Social Studies33
≈ 82%
≈ 60%
≈ 55%
Process Standards
Assessed in CONTEXT[Logical Pairings]
2
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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)
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REMEMBERNOT
MEMORIZE
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Process Standards• Most process standards start in K-2
• Most process standards stay through high school
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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
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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
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Process in Reading and
Writing…
Ineligible for STAAR in Gr.
3-English IIIBUT
WAY important5
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*
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How are we doing based on
CURRENT data?
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Collected any data THIS
year?
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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
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Anchoring the System
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Heat Maps
Readiness Supporting Process6
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What does this have to do with K-2?
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*
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7http://lead4ward.com/resources/
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Assessment Options• Test• Performance Task• Structured observation
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Developmentally Appropriate• Reading– Shared Reading– Independent Reading
• Math– Concrete– Representational– Abstract
• Science/Social Studies– Process
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Collecting Data• Must be at the SE level
(genre for reading)
• Over time cumulative – aggregated assessment
• Point in time – summative assessment
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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
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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
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Point in TimeSummative Assessment
• End of year assessment
• Assess linked (*) standards
• Beware false positives– Grade 3.3B 54%– Grade 2.3A 88%
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Reporting Categories - Reading
• Understanding across Genres
• Understanding and Analysis of Literary Texts
• Understanding and Analysis of Informational Texts
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Understanding Across GenresLiterary Texts
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Understanding Across GenresInformational Texts
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Creating and Collecting DataPoint in Time - Reading
• Assess both readiness genres– Fiction– Expository
• Sample supporting genres– One other (varied by classroom)
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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
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Reading Ways to ShowFigure 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.
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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
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Reporting Categories - Writing
• Composition
• Revision
• Editing
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Ready to Write?Write to get Ready…
• Examine the Readiness Standards!
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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
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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
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*
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Collecting Data Math• Aligned standards– Readiness (3 questions each)– Process Problem Solving (2 ways)• Used strategy• Got it right
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select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary
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Focus on the
Learner
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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
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STAAR Performance Standards
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Level IUnsatisfactoryAcademic
Performance
Level IISatisfactoryAcademic
Performance
Level IIIAdvancedAcademic
Performance
Satisfactory Advanced
Learning Performance Standards
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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
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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
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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
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Quintiles and
Common
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Specific or
Systemic Issues
12
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Rethinking Scores
857555
Well PreparedSufficiently Prepared
Getting There
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13
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Thank You!