HISD EARLY CHILDHOOD DEPARTMENT ∙ CURRICULUM, INSTRUCTION, AND ASSESSMENT

PK Lead Teacher MeetingJanuary 14, 2014

• Instructional Technology – Jennifer King• Kindergarten Readiness Data• I Can Statements• Report Card Grading Time Frame• PK MOY Assessment• Updates

– Blog Updates– Spring Professional Development Calendar– Developing Talkers -Children’s Learning Institute

Next Meeting: March 25th Hattie Mae White

Agenda

Norms

HISD PK is Closing the Achievement Gap! • Economically disadvantaged students who attended HISD PK

outperformed their economically disadvantaged peers who did not attend HISD PK on Stanford Reading and Math.

• LEP students who attended HISD PK outperformed their LEP peers who did not attend HISD PK on Stanford Reading and Math.

• Students who attended HISD PK outperformed students who did not attend HISD PK on the Aprenda Reading and Math subtests regardless of their economic status.

EFFECTS OF HISD PREKINDERGARTEN ON KINDERGARTEN PERFORMANCE, 2012-2013

Kindergarten Readiness Data

Focus Areas for Growth• Among students who attended HISD PK, non-economically

disadvantaged students scored higher on the Stanford Math subtests compared to economically–disadvantaged students. (8 NCEs)

17 NCEs difference for students who did not attend HISD PK

• Non-economically-disadvantaged HISD PK group had a lower percentage of students scoring at the “developed” level compared to their non-economically-disadvantaged peers who did not attend HISD PK on the “Listening Comprehension” inventory of the TPRI (Texas Primary Reading Inventory)

Kindergarten Readiness Data

I Can statements

are statements written

in student friendly

language based

off the Texas PK

Guidelines or TEKS

I Can Statements

I Can Statements

2

31

I Can Statement NOT an I Can StatementI can describe the ideal

habitat for a polar bear in a poster format.

I can make a poster about the ideal habitat of a polar

bear.

I Can Statements

What is the difference between the two?

• Introduce the I Can statements at the best point in the lesson. o Beginning of the lesson or throughout the

lessono The process of sharing and discussing the

statements provides meaningful learning opportunities, especially for building key vocabulary.

Using I Can Statements

• Develop strategies to check for student understandingo In order for students to assess their progress

toward the statements there must be checkpoints along the way (hand signals, verbal checks, handwritten checks).

Using I Can Statements

How and when will you

introduce the I Can statements?

How will you check for

understanding of the I Can

statements?

I Can Statements Group work

I Can Statements on a Daily Basis

What do teachers do?• Craft lessons linked to supporting and long term learning targets and I Can statements aligned to PK Guidelines.

• Post the I Can statements in a visible, consistent location.

• Discuss the I Can statement at the beginning of a lesson. (Or wait until later in order to build anticipation and a sense of discovery.)

• Refer to the I Can statements throughout the lesson to help students understand the purpose of what they are doing.

• Align activities throughout the lesson to support students in reaching their goal.

• Check for whole-class understanding.

• Check for individual understanding and use data to make decisions about next instructional steps.

Report Card Grading Time Frame

1

2

PK MOY Assessment

• January 13-30, 2014

• User Guide located on

ECH blog and Frog Street assessment website

• ECH Blog

http://hisdearlychildhood.wordpress.com/• Spring Professional Development • Children’s Learning Institute: Developing

Talkers• HCDE Early Childhood Winter Conference

o Date: January 25, 2014o Location: The Kingdom Builders’ Centero http://www.hcde-texas.org/default.aspx?name=EarlyChildhoodWinterConference

Updates