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.
Jan 17, 2016
K-2 Math Countywide DataMay 2015 Administration
September 4, 2015 RHS K-8 SubcommitteeSeptember 22, 2015 Data Sharing with K-2 Math Task ForceOctober 1, 2015 Elementary Principals1Purpose Statement
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2Purpose Statement, cont.
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3Duncans ResearchUC 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. Childrens attention skills appeared to be equally important for reading and math achievement. (p. 5)
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4Why Early Math Matters:Duncan et al, 2007
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5Why Early Math Matters:Duncan et al, 2007
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6Duncans ResearchUC Irvine, 2011Children 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.
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7U.S. Department of Education, National Center for Education StatisticsMathematics 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.
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8Claessens & Engels ResearchTeachers College, Columbia University, 2013Longitudinal study following students from Kindergarten through 8th gradeWe 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.
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9Task Force Assessment DevelopmentK-2 teachers representing districts across the county spent 3 days discussing and creating the assessment.Most critical standards identified at each grade levelStandardsProgressionsCulminating standards from the PARCC K-2 Model Content FrameworkMath PracticesTask 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 changedMost teachers in county gave assessment and had the opportunity to provide feedback
We only assessed most critical standards for that grade levelLarge percentage of students not scoring at top levels, tendency to set targets lowHow do you want us to address this? Ex: if you only know 1/3 of most essential are you on target?What really are the expectations? Some formatting issues, and some rewording of questions but no one asked to change concepts being assessed.No changes for K, very few in 1st mostly formattingFuture groups - Expectations for Task Force Members, or principals
Does the data reflect a lack of understanding by teachers on how to teach concepts? Kindergarten assessment hasnt really changed, 1st and 2nd grade concepts have changed.Math practices are reflected in grades 1 and 2. Would you send teachers to training on how to teach these essential standards?We heard from one district that there was an issue with scoring, is that an issue for other districts.What are you willing to support as teachers cominghalf-dayone after school sessiontwo after school sessions
10Results Collected
11KINDERGARTENMATH 22 of 24 districts submitted data 1674 students tested
Kindergarten Readiness Snapshot1,375 tested, Fall 2014
JUDY13Kindergarten Fall to Spring Comparison
Question #1: Count by Ones to 100Percent of Students Counting in Each RangeKindergarten, 1674 Students TestedCA Standard: K.CC.1: Count to 100 by ones.Target?
Question #2: Count by Tens to 100Percent of Students Counting in Each RangeKindergarten, 1674 Students TestedCA Standard: K.CC.1: Count to 100 by tens.Target?
Question #3: One-to-One CorrespondencePercent of Students Counting in Each RangeKindergarten, 1674 Students TestedCA 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 120, count out that many objects.Target?One-to-one correspondence
Question #4: Writing Numbers from 0-20Percent of StudentsNumbers correctly writtenKindergarten, 1674 Students TestedCA Standard: K.CC.3: Write numbers from 0 to 20. Represent anumber of objects with a written numeral 020 (with 0 representing a count of no objects).Target?
Question #5: Count How ManyPercent of StudentsKindergarten, 1674 Students TestedCA 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 120, count out that many objects.Target?0 points = did not count to 202 points = correctly counted to 20, but did not write number4 points = correctly counted to 20 and wrote the number 20
Question #6: Count How ManyPercent of StudentsKindergarten, 1674 Students TestedCA 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 120, count out that many objects.Target?0 points = did not count to 102 points = correctly counted to 10, but did not write number4 points = correctly counted to 10 and wrote the number 10
Question #7: Compare NumbersPercent of StudentsNumber CorrectKindergarten, 1674 Students TestedCA Standard: K.CC.7: Compare two numbers between 1 and 10presented as written numerals less, greater, and equal.Target?0 points for 0 correct 2 points for 1 correct4 points for 2 correct6 points for 3 correct
Question #8: Add and Write the AnswerPercent of Students by Number CorrectKindergarten, 1674 Students TestedCA 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
Question #9: Subtract and Write the AnswerPercent of Students by Number CorrectKindergarten, 1674 Students TestedCA 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
Kindergarten Overall ScoreMath Assessment ~ SpringTarget?74%15%6%5%Kindergarten, 1674 Students Tested
24
Kindergarten Overall ScoreBreakdown for 30-38 BandRange for Ready for Grade 1 Comparing perception to assessment scoreNumber Correct Needed for Ready for Grade 1Suggested Ranges from Teachers
25 - 3833 - 3889.5% - 100% (34 38)37 - 38GRADE 1 MATH 20 of 24 districts submitted data 1683 students tested
Fall River Elementary not included27Grade 1, 1683 Students TestedCA 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.
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.Grade 1, 1683 Students TestedCA 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?29
Question #3: Circle the word to show whether the equation or number sentence is true or false.Grade 1, 1683 Students TestedCA 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)
Question #4: Fill in the missing number to make each number sentence or equation true.Grade 1, 1683 Students TestedCA 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.
Question #5: How many tens and ones are there?Grade 1, 1683 Students TestedCA 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.
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 TestedCA 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.
Question #77a. 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 TestedCA 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.
Question #8: Answer the questions.Grade 1, 1683 Students TestedCA 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.
Question #9: Answer as many of these addition problems as you can in 1 minute.Grade 1, 1683 Students TestedCA Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.Target?3 points = 16-20 correct2 points = 13-15 correct1 point = 10-12 correct0 points = 0-9 correct
Question #10: Answer as many of these subtraction problems as you can in 1 minute.Grade 1, 1683 Students TestedCA Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.Target?3 points = 16-20 correct2 points = 13-15 correct1 point = 10-12 correct0 points = 0-9 correct
First Grade Overall ScoreSpring Math Assessment Target?55%13%7%9%4%12%Grade 1, 1683 Students Tested
First Grade Overall ScoreSpring Math AssessmentRange for Ready for Grade 2 Comparing perception to assessment scoreNumber Correct Needed for Ready for Grade 2Suggested Ranges from Teachers
19 - 3021 30 (over 70%)23 - 2763.3 93.3% (19 28)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?1 point given for each problem if all numbers in series are completed and accurate. 4 points possible.Grade 2, 1654 Students TestedCA Standard: 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s.
Question #2: Understanding 3 digit numbersTarget?1 point given for each correct response (A-D). 4 points possible.Grade 2, 1654 Students TestedCA Standard: 2.NBT.1 Understand that the three digits of a three-digit 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?1 point given for each correct response (A-D). 5 points possible.Grade 2, 1654 Students TestedCA Standard: 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.Grade 2, 1654 Students TestedCA 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.
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.Grade 2, 1654 Students TestedCA 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.
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.Grade 2, 1654 Students TestedCA 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.
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.Grade 2, 1654 Students TestedCA 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.
Question #8: Solve as many of these addition problems as you can in 90 seconds.Target?3 points = 16-20 correct2 points = 13-15 correct1 point = 10-12 correct0 points = 0 9 correctGrade 2, 1654 Students TestedCA 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.
Question #9: Solve as many of these subtraction problems as you can in 90 seconds.Target?3 points = 16-20 correct2 points = 13-15 correct1 point = 10-12 correct0 points = 0 9 correctGrade 2, 1654 Students TestedCA 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.
Second Grade Overall ScoreSpring Math AssessmentTarget?35%25%11%18%7%4%Grade 2, 1654 Students Tested
Second Grade Overall ScoreSpring Math Assessment
Second Grade Overall ScoreSpring Math AssessmentRange for Ready for Grade 3 Comparing perception to assessment scoreNumber Correct Needed for Ready for Grade 3Suggested Ranges from Teachers
50% or higher (15 30)14 2870% or higher (21 30)15 2718 2921 29Chart10.030.140.060.030.010.72
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