1. Twinkle, Twinkle, Little STAAR K-2 Connections www.lead4ward.com

3. 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?

4. the vibe

5. 5 STAAR State of Texas Assessments of Academic Readiness

6. And aren’t we ALL about READINESS? 6

7. 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 8

9. Making this a little interactive... 9

11. 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. 12 Phase in…

13. Phase 1 2011-12 2012-13 Phase 2 2013-14 2014-15 Final Recommended 2015-16

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17. Why is the Final Recommended Standard so high?

18. What do you see? GradeReadingMath Grade 375%80% Grade 475%79% Grade 576%78% Grade 677%71% Grade 776%67% Grade 875%63%

19. English III Algebra II Grades K-2 Grades K-2

20. 66% 58% 57% 56% 54% 52% 50% 48% 40% 39% 66% 58% 57% 56% 54% 52% 50% 48% 43% 40% 39%

21. Rethinking Scores 85 75 55 Well Prepared Sufficiently Prepared Getting There

22. PK K 1 2 3

23. K 1 2 3 4

24. 1 2 3 4 5

26. What does it mean to be a teacher of academic readiness? 26

27. 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

28. Thinking about the Standards? Readiness SupportingProcess

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30. Readiness Standards ≈ 30% of assessed TEKS ≈ 65% of STAAR – IMPORTANT for the next grade level – IN-DEPTH instruction – BROAD and DEEP ideas 30 2

31. Supporting Standards ≈70% of assessed TEKS ≈35% of the test – INTRODUCED in the current grade but emphasized in a later grade Scaffold 2

32. 32 Process Standards – Tools to KNOW – Ways to SHOW Access Demonstrate

33.  ≥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

34. Process Standards What Content Area? interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. Social Studies 2.18(E)

35. REMEMBER NOT MEMORIZE

36. Process Standards Most process standards start in K-2 Most process standards stay through high school

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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 38

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 39 * 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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41. 41 Process in Reading and Writing… Ineligible for STAAR in Gr. 3-English III BUT WAY important 5

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43. How are we doing based on CURRENT data?

44. Collected any data THIS year?

45. 45 What kind of data do you currently collect on K-2 student performance? A.Data at the SE level B.Overall content area performance C.Process performance on instruments like TPRI D.Report card data only

46. Anchoring the System

47. Heat Maps Readiness Supporting Process 6

48. What does this have to do with K-2? 6

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50. 7 http://lead4ward.com/resources/

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52. Assessment Options Test Performance Task Structured observation

53. Developmentally Appropriate Reading – Shared Reading – Independent Reading Math – Concrete – Representational – Abstract Science/Social Studies – Process

54. Collecting Data Must be at the SE level (genre for reading) Over time cumulative – aggregated assessment Point in time – summative assessment

55. 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

56. 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

57. Point in Time Summative 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 58

59. Understanding Across Genres Literary Texts 59

60. Understanding Across Genres Informational Texts 60

61. Creating and Collecting Data Point in Time - Reading Assess both readiness genres – Fiction – Expository Sample supporting genres – One other (varied by classroom)

62. 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

63. Reading Ways to Show Figure 19 Make Inferences Retell, summarize, paraphrase, and synthesize texts Make Connections SE#DataSE#DataSE#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.

65. 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 66

67. Ready to Write? Write to get Ready… Examine the Readiness Standards! 67

68. 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 69

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72. Collecting Data Math Aligned standards – Readiness (3 questions each) – Process Problem Solving (2 ways) Used strategy Got it right

73. select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary 10

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76. 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

77. STAAR Performance Standards 77 Level I Unsatisfactory Academic Performance Level II Satisfactory Academic Performance Level III Advanced Academic Performance SatisfactoryAdvanced Learning Performance Standards

78. 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 I Unsatisfactory Academic Performance

79. Sufficiently Prepared – For this year’s test – For the next grade/course – To graduate They PASSED last year, but… – Will they next year? Level II Satisfactory Academic Performance

80. Well Prepared – For this year’s test – For the next grade/course – To graduate They PASSED last year, and… – Should pass next year Level III Advanced Academic Performance

81. Quintiles and Common

82. Specific or Systemic Issues 12

83. Rethinking Scores 85 75 55 Well Prepared Sufficiently Prepared Getting There

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85. Thank You!