1. Jill Correnty, Ed.D. October 17th, 2016
Student Assessment
Jill Correnty, Ed.D.
October 17th, 2016

2. K-12 Curriculum Leaders Evan Remley, LA 9-12 Glenda Green, Reading K-4
Anthony Bloss, Math 9-12
Bob Stevenson, SS 9-12
Christian Dockum, Science 9-12
Jim Zambarano, CTE 9-12
Michelle Lutula, ICT 9-12
Lenore Schneider, TEAM K-12
Cynthia Rivera, Guidance 9-12
Lizette D’Amico, World Language K-12
Jay Egan, PE/Health K-12
Matt Salvestrini, Digital Learning K-12
Alan Sneath, VPA K-12
Glenda Green, Reading K-4
Karen Scalzo, Writing K-5
Sarah Broas, LA 5-8
Zoe Robinson, Math K-8
Melinda Meyer, Science K-8
Mary Hanna, Social Studies K-8
Lenore Dweck, Special Education
Carole Pakkala, Special Education
William Tesbir, Special Education
Susan Bliss, Student Support Coordinator

3. New Canaan Public Schools Philosophy on Assessment
Educational assessment in the New Canaan Public Schools shall embrace the following principles and values:
The ultimate purpose of assessment is to support and enhance student learning.
Every student is a complex individual with a broad spectrum of abilities, skills and knowledge.
Assessment shall focus on all key areas of student learning and development: core academics, intellectual ability, the arts, social responsibility, and physical fitness.
Assessment shall consider a wide range of relevant performance information, formal and informal standardized and non-standardized.
Assessment shall be based on valid standards such as grade level expectations, appropriate reference groups and individual aptitudes.
Assessment shall be systematically linked and to analyses of teacher and school system performance and instructional improvement.
Assessment data shall be communicated to students, parents, and community on a timely basis.
Information on how to understand and use assessment data shall be provided regularly to the educational community.

4. Annual State Testing Points to remember about annual state testing:
Required: By federal and state law, universal student assessment is required in English Language Arts and Mathematics in grades 3-8 and once in high school annually.
Students in grades 5, 8, and 10 must also be assessed in Science.
The CSDE and local education agencies are legally responsible for administering these assessments to all students.

5. Annual State Testing
Annual state testing is intended to:
Describe student achievement and growth as part of program evaluation and school, district, and state accountability systems.
Provide an annual snapshot of student achievement that should be used along with other information such as district assessments, when making educational decisions.

6. Annual State Testing Annual state testing is not useful as:
A sole measure of student achievement, program evaluation or school, district, and state accountability systems.
A source of guidance for curriculum or instruction. The CT Core Standards provide a blueprint for student learning. The Smarter Balanced Assessment is a global measure. “Teaching to the test” is never quality instruction and does not result in student engagement or genuine, long-lasting learning.
A substitute for a wide variety of other relevant ways to assess student learning, such as:
-district assessments -teacher observations
-student work portfolios -universal screenings
-progress monitoring -diagnostic assessments

7. Annual State Testing
Smarter Balanced Assessment- English Language Arts/Literacy and Mathematics assessment administered to students in grades 3-8 CT Mastery Test (CMT)/ CT Academic Performance Test (CAPT) Science- Science assessment administered to students in grades 5, 8 and 10 CT SAT (Scholastic Aptitude Test)- administered to students in grade 11

8. Connecticut Alternate Assessments
Connecticut Alternate Assessment English Language Arts and Mathematics assessments available to students with significant cognitive disabilities in grades 3-8 and 11 CMT/CAPT Science Skills Checklist Available to students with significant cognitive disabilities in grades 5, 8 and 10

9. New for
CMT/CAPT:
Testing window adjusted –March 27th-April 28th
Computer Based Assessment
Smarter Balanced Assessment:
Testing window adjusted-March 27th- May 26th
CT SAT Day:
Scheduled for April 5th, 2017
Make-up dates- April 25th & 26th

10. CMT CMT Given to students in grades 5 and 8 It is not adaptive
Students receive scores in the following areas:
-Three Strands: Physical, Earth, Life
-Science Dimension #1- Science Content
-Science Dimension #2-Scientific Inquiry, Literacy and Numeracy
Overall Performance Level
Level 5- Advanced
Level 4- Goal
Level 3- Proficient
Level 2- Basic
Level 1- Below Basic

11. Summary
Grade 5 Results: 90.0% of students were at or above goal 89.0% of males were at or above goal 91.0% of females were at or above goal Grade 8 Results: 89.4% of students were at or above goal 88.0% of males were at or above goal

12. Comparison to DRG % of students at or above goal
Grade 5
Grade 8
Darien
83.3
91.3
Easton
87.5
84.5
New Canaan
90.0
89.4
Redding
90.6
82.9
Ridgefield
86.4
88.3
Weston
88.4
85.2
Westport
87.2
85.8
Wilton
80.0
88.8

13. CAPT Given to students in grade 10 during the month of March.
It is a paper pencil assessment- not adaptive.
Students receive scores in the following areas:
- Five Strands: Energy Transformation, Chemical Structures & Properties, Global Interdependence, Cell Chemistry & Biotechnology, Genetics, Evolution and Biodiversity
-Science Dimension #1- Science Content
-Science Dimension #2- Scientific Inquiry, Literacy & Numeracy
Overall Performance Level
Level 5- Advanced
Level 4- Goal
Level 3- Proficient
Level 2- Basic
Level 1- Below Basic

14. Summary
Grade 10 Results: 79.2% of students were at or above goal 79.0% of males were at or above goal 80.0% of females were at or above goal
Could remove this slide

15. Comparison to DRG % of students at or above goal
DRGA
2014
2015
2016
Darien
76.6
74.6
78.0
New Canaan
81.6
87.1
79.2
Region 9
84.3
78.6
77.6
Ridgefield
80.2
79.8
81.3
Weston
81.5
74.5
76.1
Westport
84.4
78.9
75.9
Wilton
77.4
76.4
# 1 in DRG and State

16. Smarter Balanced Assessment
Computer Adaptive Test
Based on student responses, the computer program adjusts the difficulty of questions throughout the test
Contains a variety of item types, such as multiple choice, write-in responses, and technology enhanced items (click and drag)

17. Smarter Balanced Assessment
Performance Tasks*
Activities that measure students’ ability to apply knowledge and skills to complex task
Better measures of depth of understanding, research skills, and the ability to analyze information
*Performance Task for English Language Arts was removed from assessment for 2016 administration.

18. Areas of Knowledge and Skills Measured

19. Example from CMT Grade 5 ELA
After reading a passage entitled, LAWALA, students are posed with a series of questions. Below is an example.
As it is used in step 6 of the passage, the word opponents means:
A. relatives
B. people you know well
C. operators
D. people on the other team

20. Example from Smarter Balanced Assessment Grade 5 ELA
After reading a passage entitled, Norman Rockwell: Painter of the People, students are posed with a series of questions. Below is an example.
The word moved has multiple meanings. Read the sentence below and the directions that follow.
Like Grandma Moses, he was moved to paint the specialness in the familiar.
What does the word moved in the sentence above suggest about the art Rockwell created? Use evidence from the text to support your answer.

21. Areas of Knowledge and Skills Measured

22. Example from CMT Math Grade 5
Which equation is true?

23. Example from Smarter Balanced Assessment Grade 5

24. Scoring Level 1= Does not meet the achievement level
Level 2= Approaching the achievement level expected
Level 3= Meets the achievement level expected
Level 4= Exceeds the achievement level expected
Note: These achievement levels have no relationship to CMT/CAPT achievement levels used previously.

25. Scoring
Students also receive a “performance indicator” for each area of knowledge and skills within a subject.
This provides a general indication of where the students have strengths and weaknesses in their learning within each subject area.
For Example:
Writing and Research/Inquiry are now combined since PT has been removed. Last year there were 4 categories.

26. Reporting

27. ELA DRG Comparison Meets or Exceeds Achievement Level
District
Overall Results
Darien
86.9
Easton
83.0
New Canaan
83.3
Redding
79.2
Ridgefield
82.3
Weston
Westport
82.2
Wilton
79.8

28. ELA DRG Comparison Meets or Exceeds Achievement Level
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Darien
82.8%
85.0%
89.5%
86.4%
88.6%
89.4%
Easton
90.0%
90.2%
88.3%
74.5%
77.9%
75.5%
New Canaan
86.5%
89.9%
76.4%
83.1%
Redding
84.9%
87.2%
78.0%
74.2%
81.7%
71.4%
Ridgefield
86.3%
84.4%
88.0%
77.1%
78.7%
80.6%
Weston
75.7%
84.2%
78.1%
84.6%
77.5%
Westport
84.0%
86.8%
80.2%
78.4%
81.4%
Wilton
81.5%
83.4%
73.9%
78.3%
79.8%
82.2%

29. ELA Results Grade Level 1 Level 2 Level 3 Level 4 Level 3 or above 35% 9%
19%
67%
86% 4 4% 7%
21%
69%
90% 5
10%
33%
53% 6 6%
16%
37%
41%
78% 7
18%
43%
76% 8
13%
44%
39%
83%

30. Math DRG Comparison Meets or Exceeds Achievement Level
District
Overall
Darien
81.7
Easton
76.5
New Canaan
79.1
Redding
74.0
Ridgefield
70.5
Weston
71.8
Westport
74.4
Wilton
66.8

31. Math DRG Comparison Meets or Exceeds Achievement Level
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Darien
82.3%
79.4%
78.4%
82.5%
77.8%
89.7%
Easton
90.8%
83.3%
71.7%
65.3%
68.4%
80.2%
New Canaan
90.4%
72.7%
69.9%
73.9%
76.5%
Redding
91.9%
87.2%
61.6%
60.9%
80.0%
67.2%
Ridgefield
78.8%
57.3%
74.4%
69.5%
Weston
79.9%
74.0%
72.9%
64.5%
75.1%
65.4%
Westport
83.5%
79.6%
76.1%
65.6%
74.7%
67.8%
Wilton
75.3%
53.7%
64.7%
67.9%
67.6%

32. Math Results Grade Level 1 Level 2 Level 3 Level 4 Level 3 or above 33% 7%
32%
58%
90% 4 2%
27%
64%
91% 5 4%
23%
26%
47%
72% 6
70% 7 6%
20%
42%
74% 8 5%
19%
50%
76%

33. Summary
Analysis of data has been completed by building administrators, curriculum leadership team and teachers.
Parent reports have been mailed and individual conferences have been held with parents who have contacted school.
Triangulation of data is ongoing.
Comparison of SB to NWEA results, unit assessments, benchmark/summative assessments