Published on March 12, 2014
Smarter Balanced Assessment Consortium Parent Information Session Colchester/Jack Jackter Intermediate School March 3, 2014 1
Introductions Deb Sandberg, Principal Jennifer Reynolds, Assistant Principal Lynne McCune, Literacy Specialist Linda Santoro, Math Specialist Barbara Gilbert, Director of Teaching and Learning 2
Agenda Our Mission at JJIS– student voice Overview of the Smarter Balanced Test What does the test look like at JJIS? Schedule Technology Reading Math Questions 3 3
Mission Statement JJIS is a safe, respectful learning community where educators, parents, and students collaborate to ensure every child’s well-being, continuous growth and educational excellence. We address the needs of the whole child through the use of an arts infused, academic curriculum, multiple intelligences and the celebration of student voice. Student success is reflected by performance standards and authentic work. Together, we provide responsive, comprehensive support systems to ensure every child succeeds and thrives. 4
5 JJIS School Song From the halls of JJIS, Come the sounds that shout success. Be kind, cooperate, stay safe, And always show respect. To our highest heights we climb, With our gold and black we shine. We are proud to be the jaguars, Achieving excellence.
Chorus: So many ways to be smart. So many ways to be smart. With your hands, your feet, your head, your heart - So many ways to be smart. Some folks are good at numbers and math. Some folks are good at making you laugh. Some folks are good at building a go-cart - So many ways to be smart. Ay, ay, ay! So Many Ways to Be Smart
Chorus: So many ways to be smart. So many ways to be smart. With your hands, your feet, your head, your heart - So many ways to be smart. Some folks are good at reading deep books. Some folks are good at reading people’s looks. Some folks are good at music and art - So many ways to be smart. Ay, ay, ay!
Chorus: So many ways to be smart. So many ways to be smart. With your hands, your feet, your head, your heart - So many ways to be smart. Some folks are good at getting along. Some folks are good at making up songs. Some folks are good at takings apart So many ways to be smart. Ay, ay, ay!
Chorus: So many ways to be smart. So many ways to be smart. With your hands, your feet, your head, your heart - So many ways to be smart. Some folks are good at doing their best, Though it’s hard to measure on a standardized test. Some folks have lots of common sense - It’s all intelligence. Ay, ay, ay!
Chorus: So many ways to be smart. So many ways to be smart. With your hands, your feet, your head, your heart - So many ways to be smart.
Field Test: A Practice Run of Our New Assessments Why? Colchester chose the Smarter Balanced test instead of CMT because it is more closely aligned to our instruction Who? Students in grades 3-8 and 11 Test is not timed, and each of the 4 tests (ELA/literacy and math) is expected to take 60-90 minutes to complete. This field test will help develop the grade level proficiency levels based on those taking the test. 11
We are preparing students to: Answer questions that have more than one correct answer, using evidence from the text Participate in small group discussions Take notes while watching a video Take notes when reading an article, short story, etc. Analyze, synthesize, evaluate, and integrate information in order to write a complete essay Write within a specific time frame Answer real world math questions
Schedule The day will feel like a regular day for most of the school. Students will have specials, lunch, recess as usual The schedule is less invasive than the CMT’s Students can take breaks The test is not timed Make-ups will be provided throughout the testing months 13
14 JJIS SBAC SCIENCE CMT ELA CAT MATH CAT MAT PT ELA PT SCIENCE CMT M 10-Mar Practice Test during content time W 12-Mar In Classrooms Lab 1- Lib/Media Center Lab 2- Rm 23 Lab 3- Rm 95 ELA CAT T 18-Mar Bakaj Baran Lane Byrne Miller H Desrochers W 19-Mar Sullivan Falcone Barnett Leonard Barrack Gates R 20-Mar DiBacco Labrie Hennigan Perry Johnson Putnam F 21-Mar Cicilline Scibek Kurczy May B.Desrochers M 24-Mar Ambrosio Bortolan Najar Totten Bech ELA Performance Task ELA PT Computer time divided into two one hour sessions on separate days. Grade 3 T 25-Mar DiBacco Lane Miller W 26-Mar DiBacco Bakaj Lane Hennigan Miller Johnson R 27-Mar Bakaj Sullivan Hennigan Barnett Johnson Barrack F 28-Mar Sullivan Barnett Barrack
15 March 3, 2014 Dear Grade 3 and Grade 4 Parents, Your child will be taking the Smarter Balanced Assessment this spring instead of CMTs. The assessment is comprised of four separate tests. Because students will be taking these tests on the computer, we have a wide testing window, March 18 – May 16, in order to rotate all of our classrooms through our three computer labs. Students will be allowed to take breaks and will be given the time they need to complete their tests. Below is the schedule for your child’s class. Every effort has been made to make the least amount of disruptions to the regular schedule. Grade: ____________________ Teacher: ___________________ English Language Arts : ______________________________ English Language Arts (Performance Task): ______________________________ (One test, divided into two sessions) Math : ______________________________ Math (Performance Task): ______________________________
Shift 1 Building knowledge through content rich nonfiction Shift 2 Reading, Writing and Speaking grounded in evidence from text, both informational and literary. Shift 3 Regular practice with complex text and its academic language 16 The Shifts in ELA/Literacy
Language Arts What Will Be Tested? Place text here • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading • Students can produce effective and well- grounded writing for a range of purposes and audiences. Writing • Students can employ effective speaking and listening skills for a range of purposes and audiences. Speaking & Listening • Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Research
Reading Standards Reading Foundational Skills Literature Informational Writing Language Speaking/Listening 18
Example: Point of View Grade 1 Identify who is telling the story at various points in a text. Grade 3 Distinguish their own point of view from that of the narrator or those of the characters. Grade 8 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Grade 11-12 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 19
Smarter Balanced Item Types
Technology Enabled (Listening)
Read the sentences below. Select a sentence from the passage that best supports each inference. Drag and drop the sentence into the box below the characteristic it best supports. How Janie Changes in the Story Janie is jealous in the beginning of the story. Janie is helpful by the end of the story. Technology Enhanced
Performance Tasks •Demonstrate real world writing and analytical skills in math and language arts •30 minute classroom instruction to give a context prior to the test
MATH PERFORMANCE TASK– CLASSROOM ACTIVITY: “The performance task you will complete is about a lemonade stand. How many of you have ever come across someone selling lemonade? Or have you ever had your very own lemonade stand?” [Allow students to tell stories about seeing people selling lemonade or about holding their own lemonade stands.] 24
Shifts in Math with the CCSS 27 •Learn more about fewer, key topics •Build skills within and across grades •Really know it, really do it •Use it in the real world •Think fast AND solve problems
Practice Standards vs. Content 28 8 Practice standards •Make sense of problems and persevere in solving them. •Reason abstractly and quantitatively. •Construct viable arguments and critique the reasoning of others. •Model with mathematics. •Use appropriate tools strategically. •Attend to precision. •Look for and make use of structure. •Look for and express regularity in repeated reasoning.
Content Standards 29 •Operations and Algebraic Thinking •Number and Operations in Base Ten •Number and Operations – Fractions •Measurement and Data •Geometry
30 Math - What Will Be Tested? • Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Concepts & Procedures • Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Problem Solving • Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Communicating Reasoning • Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Modeling and Data Analysis
31 For this item, a full-credit response (1 point) includes: - stating that Susan is incorrect and an explanation as to why she is incorrect For example, - “No, because parallelograms have two pairs of parallel sides.” OR - “She is incorrect, because some of the figures do not have two pairs of parallel sides.”
Thank you for attending! For further information. . . http://ctcorestandards.org/ Connecticut Core Standards website with a link to Smarter Balanced http://www.engageny.org/parent-guides-to-the- common-core-standards A Parent's Guide to the Common Core http://pta.org/advocacy/content2.cfm?ItemNumber=300 8 National PTA Common Core Information 33
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