Smarter Balanced Assessment Parent Night February 5, 2015.
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Transcript of Smarter Balanced Assessment Parent Night February 5, 2015.
Smarter Balanced AssessmentParent Night
February 5, 2015
Introduction to our Team
• Cindy Patton, 3rd Grade Teacher• Danielle Conner, 4th Grade Teacher• Jocelyn O’Donnell, 4th Grade Teacher• Jennifer Beaman, 5th Grade Teacher• Kris Janati, Principal
Please take a moment to introduce yourself to members at your table. Don’t forget to sign in!
Learning Objectives• Develop shared understanding of shift in learning goals
(Common Core) for our students
• Review elements of Smarter Balanced Assessment (SBA)– Purpose– Skills/Concepts Measured
• Test administration– Practice!– Testing Schedule
Introduction to Common Core• Launched in 2009 by the National Governors Association Center
for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
• Prior to 2009, each state had adopted its own set of learning standards and measures of proficiency (assessments) for students.
• The goal of the CCSS was to provide a single set of clear and consistent educational standards in math and English/language arts that states can share and voluntarily adopt.
• A total of 45 states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.
Common Core (continued)
• CCSS prepare students to be successful in college and in the workforce.– College readiness means that graduates have the
skills they need to do well in college.– Being “ready” means that students graduate from
high schools with key skills in English and mathematics.
• CCSS provides explicit expectations for learning in grades K-12
• Prepare students to succeed in college and the workforce
• Ensure that every child—regardless of race, ethnicity or zip code—is held to the same high standards and learns the same material
• Provide educators with a clear, focused roadmap for what to teach and when
CCSS will…
6 Shifts in ELA/Literacy
• Read as much non fiction as fiction• Learn about the world by reading• Read more challenging material closely• Discuss reading using evidence• Write using evidence• Increase academic vocabulary
Shift 1: Read as much non-fiction as fiction
Students must…• Read more NON FICTION• Know the ways non-fiction
can be put together• Enjoy and discuss the
details of non-fiction
Parents can…• Supply more non-fiction
text• Read non-fiction texts aloud
or with your child• Have fun with non-fiction in
front of them
Shift 2: Learn about the world by reading
Students must…• Get smart in science and
social studies through reading
• Handle primary source documents
• Get smarter THROUGH texts
Parents can• Supply series of texts on
topics of interest• Find books that explain• Discuss non-fiction texts
and the ideas within
The more we read, the more we can read!
• By age 3, children from affluent families have heard 30 million more words than children from parents living in poverty. (Hart and Risley, 1995).
• Children who have larger vocabularies and greaterunderstanding of spoken language do better in school (Whitehurst and Lonigan).
• If children aren’t reading on grade level by third grade, they are four times more likely to leave high school without a diploma(Hernandez, 2011).
Shift 3: Read more complex material carefully
Students must…• Re-read• Read material at comfort
level AND work with more challenging stuff
• Unpack text• Handle frustration and keep
pushing
Parents can…• Provide more challenging
texts AND provide texts they WANT to read and can read comfortably
• Know what is grade level appropriate
• Read challenging material with them
• Show that challenging stuff is worth unpacking
Shift 4: Discuss reading using evidence
Students must…• Find evidence to support
their arguments• Form judgments• Become scholars• Discuss what the author is
trying to accomplish
Parents can…• Talk about text• Demand evidence in every
day discussions and/or disagreements
• Read aloud or read the same book and discuss with evidence
Shift 5: Writing from sources
Students must…• Make arguments in writing,
using evidence• Compare multiple texts in
writing• Write well
Parents can…• Encourage writing at home• Write books together, using
evidence/details
Shift 6: Academic vocabulary
Students must…• Learn the words they can
use in college and career• Get smarter at using
powerful language
Parents can…• Read often and constantly
with babies, toddlers, preschoolers and children
• Read multiple books about the same topic
• Let your kids see you reading• Talk/read to/listen to/sing
songs with/make silly rhymes and word games with your kids
Sample 4th Grade ELA Test Question,Pre-Common Core
1. Read a non-fiction selection.
2. Respond: The author’s purpose for writing the selection may have been to ______. Support this purpose with two details from the selection.
4th Grade ELA Question, Common Core
You have read "Hybrid or Electric?" and "Nuclear Power: The Key to the Future." • What is similar about the authors' points of
view? • What reasons do they use to convince readers
to make a change? • Support your answer with clear text evidence
from the articles.
6 Shifts in Mathematics
• Focus: learn more about fewer, keytopics• Build skills within and across grades• Develop speed and accuracy• Really know it, Really do it• Use it in the real world• Think fast AND solve problems
The National Mathematics Advisory Panel’s Final Report (2008)
Skills are sequential building blocks that contribute to future success…• Success in College!• Success in Algebra!• Positive and Negative Numbers!• Success with Fractions!• Success with Adding/ Subtracting/
Multiplying/ Dividing
Math Shift 1: Learn more about less
Students must…• Spend time on fewer
concepts
Parents can…• Know what the priority
work is for your child for their grade level
• Spend time with your child on priority work
• Ask your child’s teacher about their progress on priority work
Math Shift 2: Skills Across Grades
Student must…• Keep building on learning
year after year
Parents can…• Be aware of what your child
struggled with last year, and how that will affect learning this year.
• Ensure support for “gap” skills
Math Shift 3: Speed and Accuracy
Students must…• Spend time practicing—lots
of problems on the same page
Parents can…• Encourage and challenge
kids to know and memorize basic math facts
• Know all of the fluencies your child should have, and prioritize learning of the ones they don’t
Grade Required Key Fluencies
• K: Add/subtract within 5• 1: Add/subtract within 10• 2: Add/subtract within 20; Add/subtract
within 100 (pencil and paper)• 3: Multiply/divide within 100; Add/subtract
within 1000• 4: Add/subtract within 1,000,000• 5: Multi-digit multiplication
Math Shift 4: Know it/Do it!
Students must…• Understand why the math
works. Make the math work• Talk about why the math
works• Prove that they know why
and how the math works
Parents can…• Notice whether your child
really knows why the answer is what it is
• Ensure and provide the time your child needs to learn key math
• Understand the math your child needs to know
Math Shift 5: Real World
Students must…• Apply math in real world
situations• Know which math to use for
which situation
Parents can…• Ask your child to do the
math that comes up in your daily life
Math Shift 6: Think fast/Solve problems
Students must…• Be able to use core math
facts FAST• Be able to apply math in the
real world
Parents can..• Notice your child’s math
strengths and areas in need of growth
• Make sure your child is practicing the math facts he/she struggles with
• Model thinking about math in real life
Sample 4th Grade Math Test Question, (Extended Thinking) Pre-Common Core
• A flea jumps about 3 inches with each hop. The dog is 2 feet long. About how many hops will it take the flea to jump from the tip of the dog’s nose to the tip of the tail?
• Show your work using words, numbers, or pictures. (Text box for work provided)
Sample 4th Grade Math Test Question, (Extended Thinking) Common Core
The 2-eyed space creatures, 3-eyed space creatures and 4-eyed space creatures are having a contest to create a group with 24 eyes.• How many 2-eyed space creatures are needed to make a group
with 24 total eyes?• How many 3-eyed space creatures are needed to make a group
with 24 total eyes?• How many 4-eyed space creatures are needed to make a group
with 24 total eyes?
• Somebody told the 5-eyed space creatures that they could not join the contest. Explain why 5-eyed space creatures cannot make a group with 24 eyes.
Evaluating Common Core:Smarter Balanced Assessment (SBA)
• Grades 3-5 (Elementary level)• English/Language Arts• Mathemathics
Items and Task Models
• Selected Response• Constructed Response• Extended Response• Performance Task
Level of complexity of cognitive demand
• Level 1: Recall and Reproduction– Requires eliciting information such as a fact,
definition, term or simple procedure, as well as performing a simple algorithm or applying a formula
• Level 2: Basic Skills and Concepts– Requires engagement of some mental processing
beyond recall of information
Complexity of cognitive demand (continued)
• Level 3: Strategic Thinking and Reasoning– Requires reasoning, planning, using evidence, and
explanations of thinking
• Level 4: Extended Thinking– Requires complex reasoning, planning, developing,
and thinking most likely over an extended period of time
Performance Task
• Performance Tasks (PT) are extended activities that measure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness.
• Some activities within the PT are dependent upon each other. Students’ correct or incorrect calculations can impact other activities within the task.
Performance Task
• Performance tasks will be used to better measure capacities such as depth of understanding, research skills and complex analysis, which cannot be adequately assessed with selected- or constructed-response items.
Performance TaskPerformance Task– Note: 30-40 minute Teacher-Directed Introduction not
included
Directions (10 mins):• Review the directions • With table-mates, determine solutions to each of
the sequential performance tasks• Refer to attached scoring guide rubric to assess
your responses.
Keep in Mind:This is a benchmarking year
• Last year’s scores will look different – Learning expectations are different, so tasks are
different– Higher depth of knowledge questions and more
extended tasks
• Still learning about scoring process
How are we preparing our students?• Use of SBA Practice Performance Tasks for ELA and
Math• Higher expectations for writing. More explicit
instruction, guidance and support in writing tasks across the curriculum
• RIGOR!• SBA online practice• Additional time to build students’ skills (lunchtime
tutorials, extended day)• Academic language/vocabulary
What can we do at home?• Provide a quiet place to complete homework; provide
support and guidance as needed• Practice keyboarding skills• Ensure your child has a solid foundation of basic
multiplication facts• Review scored work and homework provided by teacher;
ask your child questions about it• Allow your child time and opportunities to develop
stamina• Discuss current events: cause/effect; higher level
thinking skills
What can we do at home?
• Good sleep• Solid nutrition, starting with a healthy
breakfast• Snacks• Ensure your child has a calm start to the day
by arriving on time to school• Schedule appointments and planned absences
outside of testing window dates
Testing Schedule: Grade 3• English/Language Arts: Performance Task– March 23 - 27
• English/Language Arts: Paper/Pencil (Skills) Test– March 23 - 27
• Math Performance Task– May 20-21
• Math Computer Adaptive (Skills)– May 12
Testing Schedule: Grade 4
• English/Language Arts: Performance Task– May 4-5
• English/Language Arts: Computer Adaptive (Skills) Test– April 27-28
• Math Performance Task– May 18-19
• Math Computer Adaptive (Skills)– May 13
Testing Schedule: Grade 5• English/Language Arts: Performance Task– May 6-7
• English/Language Arts: Computer Adaptive (Skills) Test– April 29-30
• Math Performance Task– May 26-27
• Math Computer Adaptive (Skills)– May 14
Testing Schedule: Grade 5
• Science MSP– April 20 - 24
Resources
• http://sbac.portal.airast.org/practice-test/
• www.smarterbalanced.org/
• https://engageny.org/
Thank you for your attendance and participation!!
• Please complete the Exit Slip, and return to the basket