1. Smarter Balanced Assessment Consortium Parent Information Session Colchester Public Schools 1

2. 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. 2

3. 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

4. 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 4

5. 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

6. 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 6 The Shifts in ELA/Literacy

7. Reading Standards Reading Foundational Skills Literature Informational Writing Language Speaking/Listening 7

8. 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). 8

9. Smarter Balanced Item Types

10. Technology Enabled (Listening)

11. 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

12. 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

13. 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.] 13

14. Math 14

15. 15

16. Shifts in Math with the CCSS 16 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

17. 17 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

18. Practice Standards vs. Content 18 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.

19. Content Standards 19 Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry

20. 20 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.”

21. For further information... Connecticut Core Standards website with a link to Smarter Balanced: http://ctcorestandards.org/ A Parent's Guide to the Common Core: http://www.engageny.org/parent-guides-to-the-common- core-standards National PTA Common Core Information: http://pta.org/advocacy/content2.cfm?ItemNumber=3008 21