1. 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

2. Purpose Statement

3. Purpose Statement, cont.

4. 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)

5. Why Early Math Matters: Duncan et al, 2007

7. 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.

8. 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.”

9. Claessens & Engel’s Research Teachers College, Columbia University, 2013 Longitudinal study following students from Kindergarten through 8 th 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.”

10. 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

11. Results Collected

12. KINDERGARTEN MATH  22 of 24 districts submitted data  1674 students tested

13. Kindergarten Readiness Snapshot 1,375 tested, Fall 2014

14. Kindergarten Fall to Spring Comparison

15. Question #1: Count by Ones to 100 Percent of Students Counting in Each Range Kindergarten, 1674 Students Tested CA Standard: K.CC.1: Count to 100 by ones. Target?

16. Question #2: Count by Tens to 100 Percent of Students Counting in Each Range Kindergarten, 1674 Students Tested CA Standard: K.CC.1: Count to 100 by tens. Target?

17. Question #3: One-to-One Correspondence Percent of Students Counting in Each Range 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. Target? One-to-one correspondence

18. Question #4: Writing Numbers from 0-20 Percent of Students 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). Target?

19. Question #5: Count How Many Percent of Students 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. Target? 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 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

20. Question #6: Count How Many Percent of Students 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. Target? 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 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

21. Question #7: Compare Numbers Percent of Students 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.” Target? 0 points for 0 correct 2 points for 1 correct 4 points for 2 correct 6 points for 3 correct 0 points for 0 correct 2 points for 1 correct 4 points for 2 correct 6 points for 3 correct

22. Question #8: Add and Write the Answer Percent of Students by Number Correct Kindergarten, 1674 Students Tested CA Standards: K.OA.5: Fluently add within 5. K.CC.3: Write numbers from 0 to 20. Target? 4 possible for addition fluency, 1 point for each correct response

23. Question #9: Subtract and Write the Answer Percent of Students by Number Correct Kindergarten, 1674 Students Tested CA Standards: K.OA.5: Fluently subtract within 5. K.CC.3: Write numbers from 0 to 20. Target? 4 possible for subtraction fluency, 1 point for each correct response

24. Kindergarten Overall Score Math Assessment ~ Spring Target? 74% 15% 6% 5% Kindergarten, 1674 Students Tested

25. Kindergarten Overall Score Breakdown for 30-38 Band

26. Range for “Ready” for Grade 1 Comparing perception to assessment score Number Correct Needed for “Ready” for Grade 1 Suggested Ranges from Teachers 25 - 38 33 - 38 89.5% - 100% (34 – 38) 37 - 38

27. GRADE 1 MATH  20 of 24 districts submitted data  1683 students tested

28. Grade 1, 1683 Students Tested CA Standard: 1.OA.1 Use addition and subtraction within 20 to solve word problems. Question #1: There are 3 yellow apples, 6 red apples, and 7 green apples in a bowl. How many in all? Target? 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 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.

29. 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? 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. 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. Target?

30. Question #3: Circle the word to show whether the equation or number sentence is true or false. 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. Target? 1 point for each correct answer: true/false (2 possible) 1 point for showing strategy proving the correct answer (2 possible) 1 point for each correct answer: true/false (2 possible) 1 point for showing strategy proving the correct answer (2 possible)

31. Question #4: Fill in the missing number to make each number sentence or equation true. 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. Target? 1 point for each correctly completed number sentence/equation.

32. Question #5: How many tens and ones are there? 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. Target? 1 point for correctly recording the “9” in the Tens and “5” in the Ones. 1 point for writing “95” in the sentence. 1 point for correctly recording the “9” in the Tens and “5” in the Ones. 1 point for writing “95” in the sentence.

33. Question #6: Help Farmer Brown count the carrots he has picked from his field. Circle the carrots in groups of 10. 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. Target? 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. 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.

34. 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? Grade 1, 1683 Students Tested CA Standard: 1.NBT.4 Add within 100, including adding a two-digit number and a one- digit 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. Target? 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. 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.

35. Question #8: Answer the questions. 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. Target? 1 point for correctly writing the answer for each question.

36. Question #9: Answer as many of these addition problems as you can in 1 minute. Grade 1, 1683 Students Tested CA Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Target? 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0-9 correct 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0-9 correct

37. Question #10: Answer as many of these subtraction problems as you can in 1 minute. Grade 1, 1683 Students Tested CA Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Target? 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0-9 correct 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0-9 correct

38. First Grade Overall Score Spring Math Assessment Target? 55% 13% 7% 9% 4% 12% Grade 1, 1683 Students Tested

39. First Grade Overall Score Spring Math Assessment

40. Range for “Ready” for Grade 2 Comparing perception to assessment score Number Correct Needed for “Ready” for Grade 2 Suggested Ranges from Teachers 19 - 30 21 – 30 (over 70%) 23 - 27 63.3 – 93.3% (19 – 28)

41. GRADE 2 MATH  20 of 24 districts submitted data  1654 students tested in grade 2

42. Question #1: Count by 2s, 5s, 10s, 100s to fill in the missing numbers. Target? 1 point given for each problem if all numbers in series are completed and accurate. 4 points possible. Grade 2, 1654 Students Tested CA Standard: 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s.

43. Question #2: Understanding 3 digit numbers Target? 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 three- digit number represent amounts of hundreds, tens, and ones.

44. Question #3: Understanding 3 digit numbers. Read and write number using base-ten numerals, number names, and expanded form. Target? 1 point given for each correct response (A-D). 5 points possible. 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.

45. Question #4: Solve the problem. Use numbers, pictures or words to show your thinking. Target? 1 point given for correct answer. 1 point given for viable strategy. 1 point given for correct answer. 1 point given for viable strategy. 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.

46. Question #5: Solve the problem. Use numbers, pictures or words to show your thinking. Target? 1 point given for correct answer. 1 point given for viable strategy. 1 point given for correct answer. 1 point given for viable strategy. 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.

47. Question #6: Write an equation to match the story problem. Solve the equation. Use numbers, pictures, or words to show your thinking. Target? 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. 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 one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

48. Question #7: Write an equation to match the story problem. Solve the equation. Use numbers, pictures, or words to show your thinking. Target? 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. 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 one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

49. Question #8: Solve as many of these addition problems as you can in 90 seconds. Target? 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0 – 9 correct 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0 – 9 correct 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.

50. Question #9: Solve as many of these subtraction problems as you can in 90 seconds. Target? 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0 – 9 correct 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0 – 9 correct 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.

51. Second Grade Overall Score Spring Math Assessment Target? 35% 25% 11% 18% 7% 4% Grade 2, 1654 Students Tested

52. Second Grade Overall Score Spring Math Assessment

53. Second Grade Overall Score Spring Math Assessment

54. Range for “Ready” for Grade 3 Comparing perception to assessment score Number Correct Needed for “Ready” for Grade 3 Suggested Ranges from Teachers 50% or higher (15 – 30) 14 – 28 70% or higher (21 – 30) 15 – 27 18 – 29 21 – 29