All about the SBAC

Today was our first day of SBAC testing!  We had our first ELA (English/Language Arts) test.  After the practice we’ve done, I’m confident that the kids were ready for our fourth year of computer-based testing.  Our practicing was more to prepare students for HOW to complete the test; we covered how to use the interface, how to enter responses, etc.  We haven’t practiced the academic skills being assessed, simply because their daily work in class is, itself, preparation for the SBAC.  Here are a few things that I’ve highlighted for kids (whether in whole-class discussions or private conversations), which you might also want to remind them:

• You’re prepared!  I can easily remember the days of the Connecticut Mastery Tests, which were the state tests students took prior to SBAC.  We did weeks and weeks of preparation.  Review packets, strategy groups, special homework assignments, and other SPECIAL activities helped to prepare students, but they also accomplished two undesirable outcomes:  (1) By seeing so many activities designed to help PREPARE them, students may have formed the impression that they were not otherwise prepared for the test.  What a terrible feeling!  (2) By seeing so many activities put into place just for the CMTs, students developed a deep understanding that the CMTs were a “big deal.”  This did nothing to help students relax.  I’m happy to report that our approach has shifted.  The SBAC is aligned to the Common Core, as are our curricula.  So as long as I’m confident that I’m teaching our curricula well (I think so!), your students should be prepared for SBAC.  The fourth grade teachers have led some practice sessions to focus on the actual process of how to complete the test.  But as for skill review, we’ve opted for business as usual.  This helps me to convince students of what I truly believe to be true:  They’re ready!
• “The SBACs will ___ and will not ____.”  You might be surprised what misconceptions kids have about the SBACs.  Recently, I was asked if poor performance on these tests will prevent kids from going to fifth grade (no) or if it will keep kids from getting into college (double no).  I try to be absolutely direct when telling what effect the SBACs will and will not have.  (If you have a question about this, please ask me.)
• “It’s ok to be worried!”  I think we have a tendency to try to remove kids fears by saying “Oh, don’t worry!” or “There’s no reason to be nervous!”  The truth is, if a child is worried about the test, then clearly they feel that they have a reason to worry.  I try to validate their feelings, and I instead focus on helping them to stop feeling worried, not on telling them to stop worrying.  It’s absolutely normal for students to feel some anxiety about testing.  As much as we try to reassure the kids, they understandably pick up on the importance of the tests, and they sometimes feel pressure, despite our best efforts to the contrary.  I encourage you to remind your fourth grader that we ask only that they try their very best as they take the tests and that they think about and use all the strategies they’ve learned in school.
• “Just try your best.”  I have been very direct with kids – I ask them just to try their very hardest.  If they can honestly tell me that they did, then I’m proud of them.  But part of trying your best means taking time to remember the things you have been taught and making yourself think carefully about your choices during an assessment, not just picking the first answer that looks decent so that you can move on to the next item.  It also means CHECKING OVER your work.    When you give encouragement for your kids, focus on effort (“Try your hardest!”) rather than on outcome (“Get a great score!”) in order to minimize pressure.
• “Sleep.” A sleepy student is predisposed to performing poorly on the SBACs.  Please make sure that your child gets PLENTY of sleep the night before a test.  (Consider enforcing earlier bedtimes, if you deem it appropriate.)
• “Have a calm morning.”  By the same token, please try to minimize morning stress. Coming to school late and/or coming after a chaotic morning will put your child in a bad mind-set for testing. 
• “Dress comfortably.”  Nobody is worried about fashion during this week of testing.  Kids should dress in a comfortable outfit that doesn’t distract them as they work.  (Haven’t we all been bothered by an itchy label or a pair of shoes that doesn’t fit quite right?)
• “Eat breakfast.”  A filling, nutritious breakfast is also essential to good test performance. (Growling stomachs will distract your child, and, frankly, other students too.) Please try to make sure your child has breakfast at home. Healthy snacks will be provided for students before testing, but there is no substitute for a good breakfast.

Feel free to reach out to me if you have any questions!

Posted in Class Updates|By Jon Moss