1. 1 Getting the Most from your ACT Explore and ACT Plan Reporting Package

2. 2 Text Poll Pull out your cell phones to text your responses to the following statements:  My current position is…  I consider my knowledge of ACT Explore and/or ACT Plan to be:  The one thing I want to learn today is:

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7. 7 Holly Fisackerly Principal Consultant Learning Management Team Phone: 319.333.9521 holly.fisackerly@act.org

8. 8 Meredith Townley Trainer, Learning Management Team Phone: 319.333.9430 meredith.townley@act.org

9. 99 O U R M I S S I O N Helping people achieve education and workplace success O U R V A L U E S Excellence Diversity Leadership Empowerment Learning Sustainability

10. 10 ACT Learning Management Team What We Do Raise Academic Standards and Increase Achievement to Ensure All Students Are College and Career Ready (CCR)

11. 11 Workshop Objectives Introduction  Describe ACT’s definition of college and career readiness  Explain ACT’s K−Career Continuum and how ACT Explore/ACT Plan fit  Find key data points in the ACT Explore/ACT Plan Student and Summary Profile Reports  Translate data into insights about curriculum, instruction and support at the district, school, and classroom levels

12. 12 Workshop Agenda  College and Career Readiness  Student Score Report Break  Profile Summary Report  Item Response Summary Report  Early Intervention Rosters  Reflections

13. 13 Workshop Materials Workbook Road Map Jot down your thoughts, notes, insights, reflections, and action items as we discuss College and Career Readiness. Resource List

14. 14 What does College and Career Readiness mean to you? 14 Introduction College and Career Readiness

15. 15 Defining College and Career Readiness p. 5

16. 16 ACT’s Definition of College and Career Readiness College and Career Readiness is the level of preparation a student needs to be equipped to enroll and succeed – without remediation – in a credit-bearing, first-year course at a two-year or four-year institution, trade school, or technical school. www.act.org/commoncore p. 7

17. 17 In the next decade, nearly two-thirds of new jobs created in the U.S. will require some post-secondary education or considerable on-the-job training. Preparation for College and Career Prepare all students for success, no matter which path they choose after graduation.

18. 18 MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR EXPLORE 8th and 9th grade curriculum-based educational and career planning program PLAN 10th grade curriculum-based educational and career planning program The ACT 11th and 12 grade curriculum-based assessment for learning outcomes ENGAGE Middle and high school assessments that measure behavioral factors of academic success QualityCore Research-driven solutions for strengthening curriculum ACT K through Career Solutions K-12 Components p. 8 3 rd – 10 th grade Vertically articulated, standards- based system of summative, interim, and classroom-based assessments 3 rd – 10 th grade Vertically articulated, standards- based system of summative, interim, and classroom-based assessments

19. 19 The Core Practice Framework http://www.act.org/products/additional-products-assessments/act-core-practice-framework/

20. 20 http://www.act.org/research-policy/national-curriculum-survey ACT National Curriculum Survey ® The Foundation of ACT’s College Readiness System  Conducted every three to five years  Nationwide survey of educational practices and expectations –College instructors –High school teachers –Middle school teachers –Elementary teachers

21. 21 ACT National Curriculum Survey ® The Foundation of ACT’s College Readiness System  Identifies the skills and knowledge postsecondary institutions expect of students  Guides the development of ACT’s assessments that measure college-ready skills  Informs efforts to develop, refine, and update academic standards  Inform policymakers and educators http://www.act.org/research-policy/national-curriculum-survey

22. 22 MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR EXPLORE 8th and 9th grade curriculum-based educational and career planning program PLAN 10th grade curriculum-based educational and career planning program The ACT 11th and 12 grade curriculum-based assessment for learning outcomes ENGAGE Middle and high school assessments that measure behavioral factors of academic success QualityCore Research-driven solutions for strengthening curriculum ACT K through Career Solutions K-12 Components p. 8

23. 23 25 36 32 Longitudinal Assessments Common Score Scale Relationship

24. 24 Longitudinal Assessments ACT Curriculum-Based Assessments

25. 25  Many students are not prepared to meet the hurdles they face throughout the academic pipeline, and they don’t persist and succeed. ACT Engage Introduction 8 th gradeEnter 9 th grade HS GraduateEnter CollegeCollege Graduate (Bachelor’s) 100%96.9%74.9%52.5%29.0% NCES (2010))

26. 26 ACT Engage Research Base  Students’ personal characteristics and psychosocial development influence their ability to stay in school and be successful  ACT research shows that psychosocial/behavioral development can be structured into 3 broad domains:  Motivation  Social Engagement  Self-Regulation  ACT’s Engage academic behavior assessments measure these domains

27. 27 ACT’s College Readiness Benchmarks TestCollege Course 8 th Grade9 th Grade English English Composition 13141518 Math College Algebra 17181922 Reading Social Sciences 16171822 Science Biology 18192023  Empirically derived  50% likelihood of achieving a B or higher or about a 75% likelihood of achieving a C or higher in the corresponding credit-bearing college course p. 6

28. 28 Average Early High School GPA, by Explore and Engage Grades 6-9 Scores

29. 29 Persistence Rates, by Explore and Engage Grades 6-9 Graduation Index Levels

30. 30 Condition of College and Career Readiness, 2013 National Results Percent of ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained, 2013 http://www.act.org/research/policymakers/cccr13/readiness4.html

31. 31 Percent of ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained, 2013 http://www.act.org/newsroom/data/2013/states/pdf/Utah.pdf North Carolina Results H http://www.act.org/newsroom/data/2013/states/pdf/NorthCarolina.pdf

32. 32 http://www.act.org/research/policymakers/reports/ForgottenMiddle.html The Forgotten Middle Key Finding Eighth-grade academic achievement is the best predictor of college and career readiness by high school graduation.

33. 33 The Forgotten Middle Key Findings  Improvement in eighth-grade academic achievement and being on target for college and career readiness in eighth grade are more beneficial than any high school-level academic enhancement.  Being on target for college and career readiness in eighth grade puts students on a trajectory for success. http://www.act.org/research/policymakers/reports/ForgottenMiddle.html

34. 34 College and Career Ready – North Carolina - Explore Explore MNnnn Utah Resultse Percent of 2012–2013 ACT Plan®–Tested 10th Graders Meeting ACT College Readiness Benchmarks http://www.act.org/newsroom/data/2013/states/pdf/NorthCarolina.pdf

35. 35 Percent of 2012–2013 ACT Explore®–Tested 8th Graders Meeting ACT College Readiness Benchmarks http://www.act.org/newsroom/data/2013/states/pdf/NorthCarolina.pdf College and Career Ready North Carolina - Plan

36. 36 College and Career Readiness Reflections  What insights have you gained from learning about ACT’s definition of College and Career Readiness?  Record your insights on the Readiness section of your Road Map.

37. 37 Student Score Report p. 15 Jot down your thoughts, notes, insights, reflections, and action items as we discuss the Student Score Report.

38. 38 Student Score Report p. 16/20

39. 39 Student Score Report Introduction  Components –College readiness indicators –Academic strengths and weaknesses –Suggestions for improvement –Career and postsecondary aspirations  Foundation of all aggregate reporting

40. 40 Student Score Report Header 3. Career Exploration 1. Academic Achievement & Education Planning 2. Intervention Planning p. 16/20

41. 41 Report Header Student Information Student’s Name Student’s Grade Level Student’s School Test Form Test Date p. 16/20

42. 42 1. Academic Achievement and Education Planning: Your Scores Student Scores and Norms p. 16/20

43. 43 1. Academic Achievement and Education Planning: Your Scores Estimated Scores on ACT Plan or The ACT p. 16/20

44. 44 1. Academic Achievement and Education Planning: Your Plans High School Course Plans p. 16/20

45. 45 1. Academic Achievement and Education Planning: Your Plans Reported Needs p. 16/20

46. 46 1. Academic Achievement and Education Planning: Your Plans College Readiness p. 16/20

47. 47 p. 16/20 1. Academic Achievement and Education Planning: Your Plans Additional Information

48. 48 2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement p. 18/22

49. 49 3. Career Exploration: Your Career Possibilities World of Work p. 17/21

50. 50 You and the World of Work Your Interests Exploring Career Options 3. Career Exploration: Your Career Possibilities World of Work p. 17/21

51. 51 p. 17/21

52. 52 3. Career Exploration: Your Career Possibilities World of Work p. 17/21

53. 53 Student Score Report Dissemination  What happens next? –Teachers/counselors learn to interpret individual student results –School administrators should be aware of individual student results –Teachers/counselors review results with students –Teachers/counselors review results with parents

54. 54 Student Score Report Reflections  What insights have you gained from examining your Student Score Reports?  What implications does this report have for counseling students about: –Curriculum and Course Selection –Intervention and Student Support –Career Possibilities  Record your thoughts and Plan of Action for using and sharing data on the Student Score Report section of your Road Map.

55. 55 Break (10 minutes)

56. 56 Profile Summary Report p. 25 Jot down your thoughts, notes, insights, reflections, and action items as we discuss the Profile Summary Report.

57. 57 Profile Summary Report Introduction What is the Profile Summary Report?  Aggregates the data from Student Score Reports  Identifies if students are on target to be college and career ready when they graduate from high school  Shows if their coursework aligns with their career interests and educational plans p. 25

58. 58 Frequency Distribution Table Profile Summary Report: Table 1a  ACT Explore: Page 2 in Profile Summary Report  ACT Plan: Page 2 in Profile Summary Report p. 37/47

59. 59 Students on target to be college ready 38 (20%) Students Below Benchmark 53 (28%) Students Above Benchmark 100 (52%) Students on the Cusp 44 in danger of slipping 41 within 2 points of benchmark Benchmark Students on the cusp 191 Total Students Students in need of intervention Frequency Distribution Table Profile Summary Report

60. 60 Application Exercise Frequency Distribution Table  Use your ACT Explore or ACT Plan data  Complete the activity on p. 27.  10 minutes  Answer questions 1-9 Benchmarks – page 6 (workbook) page 4 (report) p. 37/47

61. 61 ACT’s College Readiness Standards  Identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test.  Help interpret what the scores earned on ACT Explore, ACT Plan, and The ACT mean.  Direct link between what students have learned and what they are ready to learn next. http://act.org/standard/

62. 62 ACT’s College Readiness Standards Strand Statements that describe what students are likely to know and be able to do Statements that describe what students are likely to know and be able to do http://act.org/standard

63. 63 College Readiness Standard Score Ranges Profile Summary Report: Table 1c  ACT Explore: Page 4 in Profile Summary Report  ACT Plan: Page 4 in Profile Summary Report 17% 44% p. 39/49

64. 64 Scores by Gender, Race, and Ethnic Background Profile Summary Report: Table 2 p. 40/50  Page 5 in Profile Summary Report

65. 65 Educational Plans and Needs Profile Summary Report: Table 3 and 4 p. 41/52  Page 6 in Explore Profile Summary Report

66. 66 Relation between scores and coursework Profile Summary Report: Plan Table 3 p. 51

67. 67 Profile Summary Report Additional information  Profile Summary Report also includes: –Relation between scores and career/ educational plans and interests (Tables 5a/6a & 5b/6b) –Local Items (Table 6/7)

68. 68 Relation between scores, coursework and career interests Profile Summary Report: Table 5a p. 42/53

69. 69 Relation between scores, coursework and career clusters Profile Summary Report: Table 5a p. 43/54

70. 70 Local Items Profile Summary: Table 6 p. 44/55  Local Items  Choose up to 12 multiple choice items  Topic Examples: –Post-high school plans –Parental education level –Co-curricular activities

71. 71 Profile Summary Report Reflections  What insights have you gained from examining your Profile Summary Report?  What implications do the data reveal for: –Curriculum –Staff Development –Instruction –Intervention/Student Support  Record your thoughts on the Profile Summary Report section of your Road Map.

72. 72 p. 31 Item Response Summary Report

73. 73 Jot down your thoughts, notes, insights, reflections, and action items as we discuss the Item Response Summary Report.

74. 74 Item Response Summary Report Introduction  Provides data on the item-by-item performance of your students.  Is a very useful tool for curriculum review when used along with the test booklet. Test Form

75. 75 Item Response Summary Report p. 59/64

76. 76 Application Exercise Item Response Summary Report  Pick 1 content area.  Circle the *asterisked numbers (correct answers) for each question.  Use your highlighters to mark only the circled numbers: No Mark75%+ Green50-74% Yellow25-49% Pink0-24% p. 57/62 10 minutes

77. 77 Application Exercise Item Response Summary Report No color75-100% Correct Green 50-74% Correct Yellow25-49% Correct Pink0-24% Correct

78. 78 Replace image with what is in the workbook and fix the color coding key to match Color-Code No Mark 75%+ Green 50-74% Yellow 25-49% Pink 0-24%

79. 79 Application Exercise Analysis Look for the following patterns:  Dramatic differences from the reference group  High percentages clustered around a wrong answer  High percentages of omitted questions Do any of these situations occur more frequently for some domains than others?

80. 80 Clustered on wrong answer Dramatic Difference from Reference Group High Percentage Omitted

81. 81 Item Summary Report Reflections  What insights have you gained from examining your Item Response Summary Report?  What implications do the data reveal for: –Curriculum –Staff Development –Instruction –Intervention/Student Support  Record your thoughts on the Item Response Summary Report section of your Road Map.

82. 82 p. 68 Early Intervention Rosters

83. 83 Add any additional thoughts, notes, insights, reflections, and action items to the three previous Intervention/Support sections as we discuss the Early Intervention Rosters.

84. 84 Early Intervention Roster Introduction  School-level reports that identify students who fall into three categories: –Roster 1: Students indicating they do not plan to finish high school or have no post-high school educational plans p. 68

85. 85 ACT Plan Early Intervention Rosters Roster 1: Early Identification

86. 86 ACT Plan Early Intervention Rosters Roster 2: Coursework Intervention –Roster 2: ACT Explore: Students scoring below the national 10 th percentile ACT Plan: students with 2a) composite score of 16 or higher who reported they have no plans to go to college 2b) reported that they plan to attend college but earned a composite score of 15 or less, or reported that they do not plan to take college core coursework. p. 69

87. 87 ACT Plan Early Intervention Rosters Roster 2a: Coursework Intervention p. 72

88. 88 ACT Plan Early Intervention Rosters Roster 2b: Coursework Intervention p. 73

89. 89 Early Intervention Roster Roster 3: Need for Assistance –Roster 3: Students who expressed a need for help in a particular area This roster can help you identify instructional needs, design intervention strategies, and assist students with reaching their academic and career goals. p. 70

90. 90 ACT Plan Early Intervention Rosters Roster 3: Need for Assistance Are we providing programs or services to meet our students’ needs? p. 70

91. 91 Reflections  What might you add to your intervention program based on these rosters?  What have you added to your understanding of College and Career Readiness at your school?

92. 92 Conclusion Workshop Objectives  Describe ACT’s definition of college and career readiness  Explain ACT’s K−Career Continuum and how ACT Explore/ACT Plan fit  Find key data points in the ACT Explore/ACT Plan Student and School Reports  Translate data into insights about curriculum, instruction and support at the district, school, and classroom levels.

93. 93 Supporting Resources

94. 94 Student Resources www.explorestudent.orgwww.planstudent.org

95. 95 ACT Resources for Educators  Future events shown at www.act.org/learningeventswww.act.org/learningevents  Alignment of State Standards and ACT’s CR Standards: http://www.act.org/education/statematch/http://www.act.org/education/statematch/  Alignment of Common Core and ACT’s CR Standards: http://www.act.org/commoncore/pdf/CommonCoreAlignment.pdf http://www.act.org/commoncore/pdf/CommonCoreAlignment.pdf  College Readiness Standards: http://www.act.org/standard http://www.act.org/standard

96. 96 Additional Questions? Customer Service Explore/Plan 877 789 2925 Customer Service for ACT 800 553 6244 ext. 2800 ACT Senior Account Manager Jacque Twiggs Jacque.twiggs@act.org

97. 97 Evaluation  Workshop evaluation will arrive via email  Please take a few minutes to give us your feedback

98. 98 Thank You for your time. Let us know if you have any questions.