Whether you have more than one child or are a sibling, you know that even though their/your DNA came from the same source, the end result is perfectly unique and like no other.  This could not be more true for my two children.  My oldest kid was born a rule follower with a very clear definition of boundaries.  She is very concrete and must be continuously reminded of the benefits of flexibility.  My youngest child has athletic talents, picks up the lyrics in a song only after hearing it once, and has only 1 speed from the moment of awakening to when passing out at night.

It is an assumption in our family that both will pursue higher educations and work towards some type of professional career; hopefully one of their choosing that aligns with their passions and brings them joy.

For some time, we have teased Sammi (5th grader) that she would be the most amazing brain surgeon because of her precise exactness on everything.  She wasn’t quite sure about the blood and guts part of medicine so we talked through lots of other options.  At dinner, while engaged in a heated discussion with her father where she continued pursuing an argument with facts and rebuttals, law became a topic of conversation.  Regardless of what she chooses, I hope it taps into her ever evolving feisty and tenacious spirit.

Somewhere along my children’s career path journeys, they will likely encounter a “test.”  The purpose of such an exam will likely serve to determine what they know and to evaluate their potential readiness to partake in a next step; an undergraduate degree, GRE, MCAT, CBEST, The Bar, CPA exam...

A perpetual debate in K-12 education is the validity and value of standardized tests.  Why do we give them?  Why are children “subjected” to them?  Are they appropriate measures of learning?  Isn’t there a better way to measure progress?  How do we use the information we glean from these tests?

As an educator, I am adamant that there are many ways to measure learning and that to get an accurate picture, multiple tools must be examined.  When we overlay these different types of information, we begin the gain a better understanding of what students know and what they need to learn.  At Almond, we have been administering a 1:1 assessment at all grade levels for reading (Fountas & PInnell / F&P), a computer adaptive diagnostic for reading and math (iReady), along with formative classroom check ins in all subject areas.  As a result, we are working together as a staff to tailor instruction to meet the diverse needs of the 553 learners at our school.

During the last week of April, 3rd through 6th graders at Almond will participate in the SMARTER Balanced Assessment Consortium (SBAC) test which in California is called the CAlifornia Assessment of Student Progress and Progress (CAASPP).  There are two components to this assessment of English Language Arts (ELA) and Mathematics; a performance task and a computer adaptive test.  The performance task includes a classroom lesson and a follow up computerized prompt that requires students to apply their learning to solving or addressing a matter.  The computer adaptive version blends questions of various types; multiple choice, short answer, constructed response, technology enhanced that might include dragging and dropping or highlighting.  To see some examples, please visit THIS link.

By the time some of you read the end of the preceding paragraph and began this one, you might have already gotten your child on the computer to start “practicing.”  No really, I know some of you...and I’m not far off, am I?  So now, go back to your child and get them off the computer and tell them Mrs. Benadom asked you to do so.

It is really important that our children have a HEALTHY mindset around these upcoming assessments and tests in general.  We grown ups have the power to either contribute to a positive outlook or a climate of fear, anxiety, and trepidation.  I propose we work together towards the former.

Students at Almond have been working hard all year to learn many different concepts and skills.  Students at Almond are incredibly capable.  Students at Almond have varying strengths and areas of need.

We learned many lessons last year in regards to the proctoring of the assessment and are responding in these ways.

• Due to Internet bandwidth issues, we will not be administering all grade levels at one time
• Here is a detailed schedule of what grade levels are taking what assessments on which days
• For the ELAPT and MPT (PT stands for performance tasks), the classroom lesson will take place before recess and the computerized portion will take place after recess
• For the ELACAT and MCAT (CAT stands for computer adaptive test), the assessment will promptly begin at 8:45am
• Any student requiring more time for testing will be provided that time that same day in the STEM lab with Mrs. Leach
• Any student that misses a test date will be logged on a spreadsheet and will participate in the make up day
• Any student arriving after 8:45am on a CAT day will not report to their homeroom until testing has finished and will be provided with alternate work in the STEM lab until 10am

As a staff, we feel very confident that our students have learned a great deal this year and that they will be able to effectively show what they know on this assessment.  The SBAC CAASPP is one single measure that will give our school, and you - the parent, information about what our children have mastered and are still needing support in mastering.

Happy Spring Break!

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