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

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STAARState of Texas Assessments of Academic Readiness

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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?

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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 . . .

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

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Phase in…

Phase in…Phase 1• 2011-12• 2012-13

Phase 2• 2013-14• 2014-15

Final Recommended• 2015-16

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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 PreparedSufficiently 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

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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

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

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

≥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]

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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)

REMEMBERNOT

MEMORIZE

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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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?

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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

Anchoring the System

Heat Maps

Readiness Supporting Process6

What does this have to do with K-2?

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*

7http://lead4ward.com/resources/

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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% 

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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

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 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.

   

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!

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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*

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 

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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

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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

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Rethinking Scores

857555

Well PreparedSufficiently Prepared

Getting There

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Thank You!