Glenville School Smarter Balanced and CMT Performance

SBA Assessment Claims Assessment Claims are broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessments. At each grade level within mathematics and ELA/literacy, there is one overall claim encompassing the entire content area and four specific content claims. Students will receive a score on each overall claim and scores for the specific content claims.

SBA Assessment Targets For each claim, there are a set of assessment targets. Assessment Targets describe the expectation of what students know and can do. Assessment targets connect the CCSS to evidence that will be collected from the assessment. The targets map the standards in the CCSS onto assessment evidence that is required to support the content categories and claims. Assessment targets are used to guide the development of items and tasks that will measure the CCSS.

Overall Claim: Students can demonstrate progress toward college and career readiness in English language arts and literacy. CLAIM 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Content Category Reading: Literary Texts Target 1. KEY DETAILS: Use explicit details and information from the text to support answers or basic inferences. 3.RL.01 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS BCCSS C 3 rd Grade ELA CCSS Target Content Category Claim Overall Claim

Claims and Targets (English Language Arts)

Rationale for Claim 1: At the heart of the CT Core State Standards is a focus on literacy instruction that centers on careful examination of texts— reading closely and drawing evidence from the text to support inferences and judgments made. Being able to read and analyze a variety of complex texts helps students make sense of information, understand diverse viewpoints, and become active, productive, and informed citizens

Evidence for Claim #1 Students are expected to answer questions that range from demonstrating the ability to locate key details and summarize central ideas to using textual evidence to analyze and support judgments about the ideas presented. Example: Question: What inference can you make about why the character’s mood improved? Explain your answer using two details from the text. Student Response: The character’s spirits lifted because the world around her changed and became more colorful as it turned to spring. She noticed that the daffodils began to bloom and leaves began to form on the trees.”

Evidence for Claim #2 To communicate effectively, students need to understand why they are writing—for what different purposes and for what audiences. At each grade level, students will demonstrate their ability to work with a variety of shorter and longer literary and informational texts for different purposes. Three writing purposes – narrative, informational/explanatory, opinion/argumentative – will be assessed each year at every grade level. Claim #2 will be assessed through both CAT and PT.

Evidence for Claim #3 Students at all grade levels will listen to a variety of informational, non‐print texts such as short talks/lectures, media messages, speeches, etc. The stimuli for the listening comprehension items will be drawn from a range of subject areas. After listening, students respond to comprehension and integration/analysis questions.

Evidence for Claim #4 The standards include a number of references to the kinds of research and investigation in which students should be prepared to engage. Students require the ability to gather, synthesize, and evaluate information from multiple texts and, when appropriate, the ability to build on the ideas of others through collaboration and explorations of diverse perspectives. Claim #4 is assessed both through the CAT and multi-step PT. The Performance Task portion of the assessment is designed to emulate authentic research as closely as possible. Research and inquiry tasks are a means by which students can demonstrate their ability to think critically, analyze and synthesize information, and communicate effectively.

Claims and Targets (Mathematics)

Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Grade Level Number of Assessment Targets

Evidence for Claim # 1 This claim addresses procedural skills and the conceptual understanding on which developing skills depend. It is important to assess how aware students are of how concepts link together, and why mathematical procedures work in the way that they do. Items will require students to translate between or among representations of concepts (words, diagrams, symbols) and items that require students to identify an underlying Structure. Math fluency is also assessed with mathematical operations by means of monitoring the response time. Major aspect of Claim #1 is communication, especially students’ ability to explain why or how given procedures or approaches work.

Claim 2: Problem Solving Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Grade Level Number of Assessment Targets Targets: A.Apply mathematics to solve well- posed problems arising in everyday life, society, and the workplace B.Select and use tools strategically C. Interpret results in the context of the situation D.Identify important quantities in a practical situation and map their relationships.

Evidence for Claim # 2 At the heart of doing mathematics is making sense of problems and persevering in solving them. This claim addresses the core of mathematical expertise – the set of competences that students can use when they are confronted with challenging tasks. Problem solving, which, of course, builds on a foundation of knowledge and procedural proficiency, sits at the core of doing mathematics. Proficiency at problem solving requires students to choose to use concepts and procedures from across the content domains and check their work using alternative methods. As problem- solving skills develop, student understanding of and access to mathematical concepts becomes more deeply established.

Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Grade Level Number of Assessment Targets Targets: A.Test propositions or conjectures with specific examples. B.Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures. C.State logical assumptions being used. D.Use the technique of breaking an argument into cases. E.Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument— explain what it is. F.Base arguments on concrete referents such as objects, drawings, diagrams, and actions. G.Determine conditions under which an argument does and does not apply.

Evidence for Claim # 3 At the heart of Claim 3 is the students’ ability to construct and present a clear, logical, convincing argument. Assessment tasks that address this claim will typically present a claim or a proposed solution to a problem and will ask students to provide, for example, a justification, an explanation, or a counter- example. Students should demonstrate the ability to produce communications about their own reasoning and the reasoning of others. Essentially, demonstrate reasoning and the formation of an argument. Practice developing arguments both in writing and verbally are important.

Claim 4: Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Grade Level Number of Assessment Targets Targets: A.Apply mathematics to solve problems arising in everyday life, society, and the workplace. B.Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. C.State logical assumptions being used. D.Interpret results in the context of a situation. E.Analyze the adequacy of and make improvement to an existing model or develop a mathematical model of a real phenomenon. F.Identify important quantities in a practical situation and map their relationships. G.Identify, analyze, and synthesize relevant external resources to pose or solve problems.

Evidence for Claim # 4 At the heart of claim 4 is the students’ ability to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decision-making. Students will be expected to interpret, validate, and report their solutions through the successive phases of the modeling cycle. Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object like a coin. Students will be presented with a contextualized or real world situation and must decide which information is relevant and how to represent it.

Greenwich CMT Science Performance – State, Town & School Comparison Data: GroupGrade# testedBelow Basic BasicProficientGoalAdvanced% at/above proficiency % at/above goal State539, Greenwich Glenville

Glenville School SBA Ranking Within State Grade 3 ELA & Math RankingSchoolELA Percentage at level 3 and (top 23%)Glenville71.2% English Language Arts RankingSchoolMath Percentage at level 3 and (top 25%)Glenville65.7% Mathematics

Greenwich Smarter Balanced Performance Grade 3 ( ) State54% at or above level 3 and 4 Greenwich79% at or above level 3 and 4 Glenville71.2% at or above level 3 and 4 English Language Arts State48% at or above level 3 and 4 Greenwich70% at or above level 3 and 4 Glenville65.7% at or above level 3 and 4 Mathematics

Grade 3 SBA Performance Targets Areas of High PerformanceAreas of Focus Math - Geometric Measurement: Understand concepts of area and relate to multiplication and division. Math -All other performance areas were comparable to overall test performance. ELA - Compose Full Texts: Write full informational texts using a complete writing process attending to purpose and audience. ELA -All other performance areas were comparable to overall test performance.

Glenville School SBA Ranking within State Grade 4 ELA & Math (N=563 schools) RankingSchoolELA % at level 3 and 4 83 (top 14%)Glenville78.9% English Language Arts RankingSchoolMath % at level 3 and 4 95 (top 17%)Glenville69.7% Mathematics

Greenwich Smarter Balanced Performance Grade 4 ( ) State55% at level 3 and 4 Greenwich77% at level 3 and 4 Glenville78.9% at level 3 and 4 English Language Arts State44% at level 3 and 4 Greenwich67% at level 3 and 4 Glenville69.7% at level 3 and 4 Mathematics

Grade 4 SBA Performance Targets Areas of High PerformanceAreas of Concern Math -Geometric Measurement: understand concepts of angle and measure angles. Math -Generate and analyze patterns. ELA -Compose Full Texts: Write full informational texts using a complete writing process attending to purpose and audience. ELA -All other performance areas were comparable to overall test performance.

Glenville School SBA Ranking Within State Grade 5 ELA & Math (n=527 schools) RankingSchoolELA % at level 3 and (top 30%)Glenville70.9% English Language Arts RankingSchoolMath % at level 3 and (top 35%)Glenville43.6% Mathematics

Greenwich Smarter Balanced Performance Grade 5: ( ) State59% at level 3 and 4 Greenwich77% at level 3 and 4 Glenville70.9% at level 3 and 4 English Language Arts State37% at level 3 and 4 Greenwich62% at level 3 and 4 Glenville43.6% at level 3 and 4 Mathematics

Grade 5 SBA Performance Targets Areas of High PerformanceAreas of Concern MATH - Graph points on the coordinate plane to solve real- world and mathematical problems. MATH -Write and interpret numerical expressions. -Geometric Measurement: understand concepts of volume and relate volume to multiplication and to addition. ELA -Analyze Information/Sources: Distinguish relevant/irrelevant information. ELA -Analysis Within or Across Texts: Compare and explain relationships among literary elements or describe the narrator’s point of view within or across texts. -Language Use: Determine the meaning of words and phrases including figurative language or demonstrate understanding of nuances in word meanings used in context.