Colchester testing for 2014

1. Smarter Balanced
Assessment
Consortium Parent
Information Session
Colchester/Jack Jackter Intermediate School
March 3, 2014
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2. Introductions
 Deb Sandberg, Principal
 Jennifer Reynolds, Assistant Principal
 Lynne McCune, Literacy Specialist
 Linda Santoro, Math Specialist
 Barbara Gilbert, Director of Teaching and Learning
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3. 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
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4. 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.
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5. 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.

6. 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

7. 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!

8. 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!

9. 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!

10. 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.

11. 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.
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12. 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

13. 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
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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

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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): ______________________________

16. 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
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The Shifts in ELA/Literacy

17. 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

18. Reading Standards
 Reading Foundational Skills
 Literature
 Informational
 Writing
 Language
 Speaking/Listening
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19. 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

20. Smarter Balanced Item Types

21. Technology Enabled
(Listening)

22. 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

23. 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

24. 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.]
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25. Math
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27. Shifts in Math with the CCSS
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•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

28. Practice Standards vs. Content
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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.

29. Content Standards
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•Operations and Algebraic Thinking
•Number and Operations in Base Ten
•Number and Operations – Fractions
•Measurement and Data
•Geometry

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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

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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.”

32. Questions
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33. 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
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National PTA Common Core Information
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