January 30th SBAC-Like Performance Tasks, Grades K-2

Common Core State Standards (CCSS) and Smarter Balanced Assessment Consortium (SBAC) Test


Today is a continuation the ongoing work the district has been conducting to prepare teachers and students for instructional shifts required to prepare our students for new CCSS and SBAC expectations.

At this point, we have engaged in the follow experiences:

  • April 30, 2012: Overview of CCSS/SBAC in your schools (kick-off)

  • November 6, 2012 (grade K/3) or January 9/30, 2013 (grades 1/2 and 4/5): CCSS and Information Research Literacy

Today, we will continue to connect these threads by exploring how Information Research Literacy is a critical CCSS instructional shift and a component required as part of SBAC's Research/Inquiry Performance Tasks.


Participant Learning Outcomes:

  1. Teachers will explore Smarter Balanced Assessment Consortium (SBAC) test items and performance tasks (Part I.- 50-60 minutes).

  2. By deconstructing a grade-level SBAC-like Performance task, teachers will draw conclusions about particular media and literacy instructional skills and resources that are required to support learning outcomes (Part II.- 60-75 minutes).

  3. Teachers will explore digital and print resources to create a "text set" (a combination of digital and print texts) to support units of study (Part III.- 45-60 minutes).


Facilitators

Grade K: Tascha Cardullo, Kathy Schnefke & Jacqueline Carlin (at Cos Cob)

Grade 1: Jen Mitchell, Beth Cotter, Faith Sweeney and Jeannine Maddoff (at Glenville)

Grade 2: Cherisse Barrett, Deb Goodwin and Fionnuala Browning (at Cos Cob)




Part I. Smarter-balance Assessment Consortium (SBAC) Test Overview


PART I DIRECTIONS (50-60 minutes total):

  • The facilitators will share a brief PPT with some over-arching information about the SBAC Assessment (15 minutes).

  • Teachers will spend 20-30 minutes exploring the links and information found below (30 minutes).

  • Complete #1 of the Word Document- CHALK TALK, to facilitate conversation among your colleagues (15 minutes).



A. 1/30/13 PPT:

  • Slides #1-2 ONLY!



  • Handouts



B. Review the following Claims that Each SBAC Item will Measure:

Each item on the assessment will directly connect to one or more of the following "claims":
assessment claims.png

C. Find the paper titled CHALK TALK in your presentation folder. This paper will be utilized to collect notes and guide discourse for Parts I. and II. Complete Question #1 (CCSS/SBAC Prior Knowledge)



D. Explore SBAC Overview Information On the Links Below:

General Information
What is Computer Adaptive Testing (CAT)?

E. SBAC Types of Items (PDF):


There are 4 types of items on the SBAC assessment: (1) Selected-response Items, (2) Technology-enhanced Items, (3) Constructed-response Items and (4) Performance Tasks. See the PDF for more information from the Smarter Balanced Assessment Assessment Consortium website:




F. You Will Need a Laptop for This Section; Log on to the SBAC Website:

SBAC Sample Items.png


Sample SBAC Items

  • READING items: read the passage and answer the 3 corresponding questions. Please try grade 3-5 (Grandma Ruth).
  • WRITING item: Try out either the Oliver (write an ending to a paragraph) or School Day tasks (revise a paragraph).
  • SPEAKING & LISTENING: Review the grade 3-5 passage, Exercise in Space; there are 2 sample questions. Check it out!
  • RESEARCH-INQUIRY/ PERFORMANCE TASKS- for the remainder of our time together, we will focus on the Research-Inquiry Performance Task. This portion of the workshop directly links to the CCSS and Information/Research Literacy Professional Learning that you experienced on November 6th (grades K/3) or January 9th/23rd (grades 1/2 and 4/5).


G. Finish watching the PPT together! (slides 3-12)


You will also need the grade 4 SBAC released-example, Animal Defenses. However,as you know the SBAC is only for grades 3-8 and 11; therefore, we will review K-2 samples of the NYC's Teachers' College Reading & Writing Project (TCRWP) Performance Tasks (click hyperlink). TCRWP was hired by NYC's State Department of Education to support student outcomes for the SBAC Performance Tasks and they are very aligned to released SBAC expectations.




Part II. Deconstruction of SBAC-like Performance Tasks


PART II DIRECTIONS (60-75 Minutes):

  • Find the copies of your grade-level TCRWP Performance Task and all supplemental materials in your Presentation Folder. Electronic copies can be found on : NYC's Teachers' College Reading & Writing Project (TCRWP) Performance Tasks. Each task has directions, stimulus and a rubric. See scoring directions and more information about the tasks in the additional handouts.

  • Take out the colored copy of SBAC-Deconstruction document from your Presentation Folder. Take out your copy of your K-5 ELA CCSS OR utilize the App. on your iPhone/iPad. The facilitators have a few extra hard copies of needed.



A. Deconstruct a Grade-level SBAC-Like TCRWP Research/Inquiry Performance Task (45-50 minutes):

GRADE K: Plants



GRADE 1: Tigers/Monarch Butterflies


GRADE 2: Animals (Amazing Arctic Animals, Amazing Animal Babies, Wolves)


Read the following document for more information about the TCRWP Performance Tasks:



Read the following document for information about TCRWP suggested protocols for administrating the Performance Tasks:



Screen Shot 2013-01-21 at 10.01.16 PM.png

















B. TURN & TALK!!!

After previewing your TCRWP Grade-level Performance Task, go back to Part I. above, and identify which Claims this Research/Inquiry Task would assess? Discuss with your colleagues (5 minutes).

C. Individually, complete the bottom portion of CHALK TALK (#2-3); then, utilize the responses to generate a conversation among your colleagues (10-15 minutes).


PART III. Exploring and Identifying Text Resources to Support Inquiry Research Instruction in the Classroom


PART III. DIRECTIONS:

  • For this section, you will identify a nonfiction-related unit of study to create a "text set". A Text set is a combination of print and digital resources collected to support a unit of study or research/inquiry project.

  • You will need to utilize the computers for this final section of the session.

A. Go to the link below to access a SAMPLE Text Set from TCRWP (e.g. Ancient Egypt):

Teacher's College Resource List

B. Identify a NF Unit of Study or Inquiry Research Project that you would like to build a "Text Set" for. Use Google Doc below to organize your resources. Take out the copy of GPS' Teachers' Guide to 21st Century Tools from your Presentation Folder. This document, the facilitators and the other media specialists will help you navigate specific resources to support the building of these resource lists. Below in maroon text are a list of tools that would support the integration of digital texts (e.g. eBooks, video clips).


Unit Text Set Resource List


BrainpopJr

PebbleGO

Worldbook for Kids - access through the virtual library

Discovery Education

Other Possible Resources:

RAZ kids/Learning A-Z (password)


Closure- Index Cards for Collection

Exit Slip Question: What would be some possible next steps to grow my knowledge even further on CCSS and SBAC?