Abby Kurz, Courtney Craig, Lauren Coder, and Lauren Wilson

Cloudview Elementary School

S.O.A.R.I.N.G.
(Elementary Level; Smarter Balance Math Scores)

Standards:
ASCA National Standards for Students
A.A1.3 Take pride in work and achievement
A.A1.4 Identify attitudes and behaviors that lead to successful learning
A.A2.1 Apply time-management and task-management skills
A.A2.2 Demonstrate how effort and persistence positively affect
learning
A.A3.4 Demonstrate dependability, productivity, and initiative
WV Student Success Standards
ELP.SS.1.1.2 Begin to independently and collaboratively approach tasks
and
activities with flexibility, imagination, and inventiveness
ELP.SS.1.1.6 Maintain concentration over a reasonable amount of time
despite
distractions and interruptions
ELI.SS.1.1.3 Use abilities and accomplishments to maximize learning
opportunities
ELI.SS.1.2.1 Begin to develop an understanding of how academic
performance in
elementary school impacts future learning and
preparedness for
postsecondary preparedness and career success
Objective(s):
To improve Smarter Balance mathematics scores by implementing a
classroom intervention lesson to reduce standardized test taking
anxiety.
Assessment:
We analyzed Smarter Balance assessment data ranging from 2009 to
2014. We documented that mathematics scores have gradually
decreased over the past five years at Cloudview Elementary School.
The school counselors intervened in the classroom by presenting a

guidance lesson aimed at reducing standardized test anxiety that could

arise when students take the Smarter Balance assessment.
The lesson plan implemented focuses on reducing test anxiety. First,
the counselors did a pop up survey with students, directing the
students to sit down or stay standing based on if they relate or do not
relate with statements about test anxiety. This exercise generalized the
concept and showed the students they are not facing the test alone,
and their classmates also feel similarly. Next, the counselors point out
that sometimes tests are not great reflections of knowledge of the
material, but more preconceived stresses of how the test will go.
Students were then asked to develop a list of their own stress
reducers or strategies to alleviate test stress. Students then shared
their lists with their classmates. After taking the Smarter Balance
assessment, we gave the students a short survey to see if they
reported having lower test anxiety.
Results:
After implementing the lesson, the percentage of students who scored
at or above the Mastery Level on the Smarter Balance assessment
significantly increased. This year, 2015, the percentage (62.4%) of
students who met this criterion scored the highest in the past 6 years.

Impact:
Over a 3-week span:
The percentage of students whose math scores were at or above
mastery level increased by 17.8% from 2014-2015.
65% of students reported having lower test anxiety while taking the
Smarter Balance assessment in 2015 as compared to 2014.
Although this was meant for Smarter Balance test taking anxiety, math
report card scores also increased by 15% from the third 9 weeks to the
fourth 9 weeks in 2015.
The students English scores on the Smarter Balance assessment also
increased by 10%.

Network:
We shared results with the Counseling department, principal,
supervisor, Dr. Schimmel and counselors in the middle schools within
our school district.
Guide:
Based on the results, this lesson plan was impactful in helping our
students. Smarter Balance mathematics scores improved based on
implementing a classroom intervention lesson and reduced
standardized test taking anxiety amongst students. Unexpectedly,
these classroom intervention lessons also increased English scores on
the Smarter Balance assessment and math report card scores.