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Ingham Intermediate School District

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Presentation on theme: "Ingham Intermediate School District"— Presentation transcript:

1 Ingham Intermediate School District
Introduce self, title, responsibilities Jeffrey Dole , IISD Career Preparation Specialist

2 Learning Goals: Understand ACT Explore and Plan assessments.
Utilize a process for analyzing ACT data . Understand how ACT data informs curriculum and instruction. Use data to determine interventions. Connecting Explore and Plan to Common Core Tell participants that today you will be sharing information about the ACT EXPLORE and PLAN assessments. Why they are important assessments What to do when they receive their student and school data.

3 Processes, resources and schedule
8:00 AM – 2:30 PM Lunch – On your own 11 – 12 PM PowerPoint- Discussion Individual and group work Schools sharing best practices One folder for each school

4 Take your learning one step further
Ideas going around in my mind Ideas that squared with my thinking Ideas I want to learn more about Ideas for connecting my learning This is a document for participants to take notes and reflect on what they are learning. ** good tool to use in classrooms with students.

5 “THE will to succeed is nothing without the will to prepare.”
Explain that this slide is often times what I share with students when I interpret EXPLORE and PLAN results. I ask them to think about the quote and how it relates to their education.

6 To What Degree Do You Believe… ( Agree or Disagree?)
All kids can learn? All kids are learning at their highest possible levels? All educators can learn? All educators are learning at the highest possible level? Data can target instruction needs? Educators target instructional needs using data? Educators should be held accountable for student growth? We will need the help of colleagues to meet the needs of all kids? Pair share: Look over the list of questions. Pick a few that you may disagree with and share your perspective with your partner. Each listen to the other for 1 minute.

7 Directions: Find one or more questions that resonate with you
Directions: Find one or more questions that resonate with you. Then find a colleague and do a 5 minute pair share. Agree Disagree Pair share: Look over the list of questions. Pick a few that you have a strong opinion about and share your perspective with your partner. Each listen to the other for 2 minute. Or 5 whys. Focus on the persons actions statements ( verbs) in the response.

8 What you think determines…
what you believe… what you say… what you do… who you are. All affect what our students learn, or do not learn. Today I would challenge you to think about how the content of this workshop can improve student growth.

9 ACT is a piece of the puzzle…
ACT is a piece of the puzzle when determining how to improve student learning. The data from the results should be considered as one resource and should be combined with other data to determine next steps for school improvement. Say Most of you probably remember taking the ACT when you were in high school. When do you think ACT began offering the test? Next slide

10 ACT College and Career Readiness System
MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR SUPPORTING SOLUTIONS PLANNING SCHOOL IMPROVEMENT 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 assessment that measures all factors of academic success QualityCore Research-driven solutions for strengthening curriculum CoreWork Diagnostics Online service to diagnose and improve content and practice areas Core Practice Audit Framework for evaluating current practices EXPLORE - 8th and 9th grade curriculum-based educational and career planning program ( English, Math, Reading, Science) PLAN - 10th grade curriculum-based educational and career planning program. ( English, Math, Reading, Science) The ACT - 11th and 12 grade curriculum-based assessment for learning outcomes. ACT is now part of the MME given in March ( English, Math Reading, Science, Writing) ENGAGE - Middle and high school assessment that measures all factors of academic success 1992 1986 1959

11 There are at least two Michigan pilots going on in 2011-2012.
State offer to pay for Explore and PLAN Digitized Assessment Pilot

12 Possible grades tested
7th grade 8th grade 9th grade 10th grade Spring 2012 EXPLORE (IISD) EXPLORE (Michigan) PLAN (IISD) (Michigan) Spring 2013 EXPLORE EXPLORE (Michigan) In Ingham county, Ingham ISD has for several years provided each district the Explore and Plan to one cohort each. Ingham will continue to provide this support. In addition the state is offering to pay for the Explore and Plan for 2012 and School are not required to participate. That said for 2012 and 2013 Ingham schools could have the tests offered to 4 grades ( 7 – 12) at no cost to them.

13 EXPLORE 8th and 9th grade (score range 1 to 25)
PLAN th grade (score range 1 to 32) ACT th and 12th grade (score range 1 to 36) An Explore score of 23 is the same as a Plan and ACT score of 23. EXPLORE score range 1 – 25 PLAN score range 1 – 32 ACT score range The Explore, Plan and ACT each measure a student understanding of Mathematics, Science, Reading Comprehension and English. The content measured on the explore is the same on the Plan and ACT. Approximately 69% of the content on the Explore can be found on the ACT., 89% of the content found on the Plan can be found on the ACT. In theory if a student scored a 21 on the Explore, then took the Plan the next day and the ACT the day after, they would get the same score (21) on the Plan and ACT. The Plan measures Explore content, in addition, the standards students are expected to learn in 9th and 10th grade. The ACT adds content that students are expected to lean in 11th grade.

14 Curriculum-Based Assessments
Score Scales EXPLORE 8 th & 9 Grade PLAN 10 The ACT 11 & 12 1 25 32 - 36 English Test (Content & number of items) 30 minutes 45 minutes Punctuation 6 7 Grammar & Usage 9 12 Sentence Structure 14 18 Strategy 5 Organization Style Total 40 50 75 Score Scales EXPLORE 8 th & 9 Grade PLAN 10 The ACT 11 & 12 1 25 32 - 36 Mathematics Test (Content & number of items) 30 minutes 4 0 minutes 60 minutes Pre Algebra 14 Elementary Algebra 9 Intermediate Geometry 7 Coordinate Plane Statistics/ Probability Trigonometry Total 3 40

15 Curriculum-Based Assessments
Score Scales EXPLORE 8 th & 9 Grade PLAN 10 The ACT 11 & 12 1 25 32 - 36 Reading Test (Content & number of items) 30 minutes 20 minutes 35 minutes Prose Fiction Humanities 9 Social Studies Natural Sciences Total 30 40 Score Scales EXPLORE 8 th & 9 Grade PLAN 10 The ACT 11 & 12 1 25 32 - 36 Science Test (Content & number of items) 30 minutes 25 minutes 35 minutes Data Representation 12 15 Research Summaries 14 18 Conflicting Viewpoints 6 7 Total 28 30 40

16 Time to take the Math or Reading Test : 30 questions – 30 min
Have them flipp through the test booklet to see that the EXPLORE is very much a reading test!

17 What do you think your students will struggle with most?
After taking the test: (10 Min) What surprised you? What do you think your students will struggle with most? What would you tell students as you prepare them for this test? Please share successful preparation strategies.

18 Preparing students to take the Explore and PLAN
Explain what the test is (measures knowledge) and what it is not (aptitude) . Explain predictability and career exploration component of each test. Explain the testing process/procedures, just like ACT. Send letter home to parents. Show sample problems from each test. (act.org/explore) Give a practice test untimed, then timed. Share test taking tips, test prep sites and resources.

19 Helpful Resources Test Preparation Career Search College Exploration
Number2.com  http://www.mel.org College Exploration Career Search future .biz/planyoucareer/careership

20

21 ACT’s College Readiness Standards™
College Readiness Standards Intervals 1-12 13-15 16-19 20-23 24-27 28-32 33-36 Example: Mathematics College Readiness Standards *********************Each table has CCRS standards in different colored pages******************* Each assessment was developed based on ACT college readiness standards. These standards are the skills and knowledge students are expected to have in order to succeed in college academic coursework. Let’s say you have a student, Austin, that is just on the cusp of meeting the math benchmarks. As you can see the standards are descriptive enough that Austin can work on specific skills to improve. Or maybe Austin has a college in mind and knows that admitted students are in the next skill range above him. With this information, Austin could work independently, with a tutor, or a teacher to fine tune his skills and fill in the gaps. Source:

22 ACT College and Career Readiness Standards
GLCE’and HSCE’s Common Core ACT College and Career Readiness Standards CCRS are actually aligned with the of HSCE and GLCE. Many of those GLCE’s and HSCE’s you teach are identical, or very similar to the college readiness standards. Have participants look at the poster for the college readiness standards. So let’s look a little closer at the GLCS and HSCE’s as they relate to the ACT. Many view the ACT as a test which measures what was learned in high school. However, middle school is a crucial time to prepare students for the ACT and to be college and career ready. (next slide)

23 How important is the middle school to college readiness?
Often times we think of College and Career Readiness as high school issue. However, middle schools play a critical role in preparing students with the basic skills for college and career.

24 College and Career Readiness
Bill Aten _ Charlevoix Emmet ISD Mathematics Consultant This chart may seem complex. It visually shows that, for mathematics, the ACT Math is composed of concepts that are taught primarily in middle school ( Yellow). I suspect that students may not do well on the ACT/MME because they do not practice some of the basic mathematics concepts while in high school. Simply put, the ACT math test is essentially a middle school test! So, to help our students we need to look at the data we have available. We need to understand it well to know if our students are on track and learning what they should to be College and Career Ready. (next slide)

25 Distribution of Michigan Content Expectations in the College Readiness Standards
Scores: Scores Scores: GLCE 51 77.3% 72 61.5% 15 15.2% Algebra I 8 12.1% 24 20.5% 43 43.4% Geometry 3 4.5% 7 6.0% 13 13.1% Algebra II 4 6.1% 12 10.3% This slide shows the distribution of the content expectations across the score ranges.

26 ACT played a leading role in the development of the CCSS
******ACT played a leading role in the development of the CCSS. ACT’s College readiness Standards were among the resources used in the creation of the CCSS. This chart shows the math ACT standards compared to the common core. Although this chart was not done for the other content areas, it is reasonable to expect that the ACT across content areas is primarily a middle school test. (Science Comment) With the coming of the Common Core, the science standards will be much more critical thinking and data interpretation, like EXPLORE/ PLAN and ACT, than what is currently found in the GLCE’s ad HSCE’s.

27 ACT – “The Common Core State Standards Initiative is led by the
National Governors Association and the Council of Chief State School Officers, in partnership with ACT, the College Board, and Achieve.” The Common Core State Standards Initiative is led by the National Governors Association and the Council of Chief State School Officers, in partnership with ACT, the College Board, and Achieve. Source: ACT.org

28

29 Predicts ACT - MME performance
Why should Schools offer the ACT EXPLORE and PLAN? A response to our stakeholders Predicts ACT - MME performance Identifies early problems, informs interventions Guides curriculum and instruction Helps prepare to be college and career ready The PLAN can be a very informative tool for high schools. However, many schools do little with the information. Many schools test students, give them their results and do little with the school data. These are reasons why the Explore and Plan are important assessments. 1-4 are good response to parents and community members who may ask why are their children taking these tests Next slide.

30 Michigan Dashboard - 2012 Source - http://www.michigan.gov/midashboard
Public schools are being held accountable for preparing students to be college and career ready. This is Gov. Snyders Education Dashboard for 2012 There are other external reasons why the EXPLORE and PLAN should be important to schools. Since they are predictive of one another, EXPLORE and PLAN can provide indicators as to whether students are ready for the ACT. Source -

31 Michigan Dashboard Graph 1 – This graph shows there is an upward trend in ACT scores in Michigan the past 6 years. However there is a significant difference between those students who are not economically disadvantaged and those that are. Graph 2 – This graph shows the percentage of Michigan Community College students who are taking remedial courses.

32 Age of accountability MI adopts HSCE’s MME & MMC NCLB
What is to be taught? Are we teaching them well? How do we measure student growth? Smarter Balanced Assessments - Full implementation of fully functioning assessment system Teachers to begin providing instruction related to Common Core State Standards MI adopts HSCE’s MME & MMC NCLB 2004 06 08 10 2012 2013 2014 2015 MI adopts GLCE’s 3 big movements Common standards – US began working on common standards in 1989 Teachers, administrator , school accountability Common assessment systems Undoubtedly, today we are in an age of accountability. We, as educators, are being held accountable for student learning. We are required to measure, and report student growth from kindergarten through graduation. Our continued employment will depend on those measures as well. Here is a timeline with notable education related accountability changes. MI adopts Common Core MI Gov. Council to develop Educator Eval. Tool based on student performance States administer summative assessments during last 12 weeks of school year

33 Ingham ISD Common Core Standards Updates/Workday February 20, 2013
Updates include: An in-depth look at the Smarter Balanced Assessments. New model instructional units Critical instructional strategies for teaching the Common Core New information to help with aligning your curriculum Work time will be provided for district teams to continue alignment and gap analysis activities. For information contact: Amy Kilbridge, Theron Blakeslee,

34 College and Career Readiness
You need to define what you want before you can begin to measure whether you have it. Activity: Please write a short definition of College Readiness and a short definition of Career Readiness. Discuss at your table - What is your “end game” Today, we will begin this conversation. We will post references and resources on the website for you to explore. Our hope is that in 2 years, your district may be able to define this/clarify this for your staff, community, parents and students. Today we will introduce and begin…ONLY AFTER THE DISCUSSION - We will quickly review “definitions” from four sources: The Common Core Standards, David Conley and the Educational Policy Improvement Center, Achieve-The American Diploma Project and ACT. Ingham Intermediate School District

35 defining what you want before you begin to measure whether you have it.
4 Minute Pair Share ( 2 minutes) Allow partner to describe college and career readiness without interruption. 2. ( 2 minutes) switch roles

36 ACT College Readiness Benchmarks
Trap: Biology as the standard. This decision was based on our National Curriculum Survey of over 200,000 middle school, high school and postsecondary educators and administrators that identified Biology as the ‘entry-level’ Science course. Trap: How stable are the benchmarks? The benchmarks are empirically derived and are based on course grades earned by more than 900,000 students in a nationally represented population of both two year and four year postsecondary institutions. They are nationally normed, so they cannot determine probability of success at a particular institution (ACT’s Course Placement Service can assist 2 and 4-year institutions in creating institutional specific benchmarks), but they provide a good overall view of a student’s college readiness. Trap: Why do the Benchmark scores vary? This was research based and ACT made choices on where to draw the lines- guidelines. Based off of the National Curriculum Survey, ACT also determined the levels of proficiency that initially indicate a higher probability of success in the four core subject areas, and therefore determined the specific benchmark scores for each. Trap: Placement vs. Benchmark The highlighted benchmarks on this slide provide an overall view of a student’s readiness for college. As mentioned before, these are nationally normed benchmarks, and in order to use such scores for placement at a particular college/university, an institution would have to work with ACT to complete a Course Placement Service that would provide schools with institutional specific benchmarks for use in placement. 24 21 20 Biology Science 17 16 15 Social Sciences Reading 22 19 18 Algebra Math 14 13 English Composition English 9th Grade 8th Grade ACT PLAN College Course Test EXPLORE Test College Course ACT English English Composition 18 Math College Algebra 22 Reading Social Studies 21 Science Biology 24

37 College Readiness Standards - ACT
ACT defines “college readiness” as students having approximately a 75% chance of earning a grade of C or higher or a 50% chance of earning a grade of B or higher in first-year college English Composition; College Algebra; History, Psychology, Sociology, Political Science, or Economics; and Biology (credit- bearing courses) -ACT Definition from ACT-You will recognize this from work with EXPLORE and PLAN and the ACT where the College Readiness Benchmarks are described by achievement levels or scores on the assessments. Ingham Intermediate School District

38 Career readiness - CTE Authentic Problem Solving Skills
Self- Sufficiency Skills Interacting with others Skills Information and technology skills Communications Skills These are some of the skills developed by students in CTE programs. CTE standards and your students ability to demonstrate mastery of them should be part of your school measurement of college and career readiness. I think to have them really think a little more about the value of the career center, it might be good to just pose some other measures that they don’t have numbers for like: How many of your students have done an internship in a business? participated in a mock interview? developed a portfolio? developed a professional-quality resume? been evaluated by a business person on their professional behavior?

39 ** 85% of ALL occupations utilize these skills
WorkKeys® Skill Areas Reading for Information* Applied Mathematics* Locating Information* Applied Technology Teamwork Observation Listening Writing Business Writing ** 85% of ALL occupations utilize these skills Day 2 MME “Whether planning to enter college or workforce training programs after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics.” - ACT, Inc. Ready for College and Ready for Work: Same or Different? WHY these are the big three – set up for CRC

40 College and Career Readiness - CCSS
The acquisition of the knowledge and skills a student needs to enroll and succeed in credit- bearing first year courses at a postsecondary institution (college, trade school or technical school) without the need for remediation. -ACT and Common Core State Standards This is form the Common Core State Standards-this definition describes BOTH College and Career Readiness. Ingham Intermediate School District

41

42 Two Questions To Think About -
Are your High School graduates college and career ready? How do you know? Ultimately we are measured and held accountable for the success of our students. Whether we teach, supervise or lead in elementary, middle or high school we all are responsible for equipping our students with the skills and knowledge to thrive and prosper beyond high school. So, are we preparing them well? The answer to this question – depends on what data you are looking at.

43 What Percentage of Educators Reported That Their Students Are Prepared for College-Level Work in Their Content Area? Figure 1.3 shows that 91% of high school teachers reported that their students are prepared for college-level work in their content area. In contrast, only 26% of postsecondary instructors reported that their students arrive prepared. (Note: 2009 ACT data corroborate postsecondary instructors’ report of students’ readiness. The ACT Profile Report for the graduating class of 2009 shows that only 23% of 2009 high school graduates who took the ACT test are ready for college-level work in English, writing, reading, mathematics, and science [ACT, 2009a].) Source: ACT national Curriculum Survey, 2009, pg.5, Fig 1.3

44 Let’s level that discrepancy by looking at our own data to measure college and career readiness

45 https://www. mischooldata
https://www.mischooldata.org/DistrictSchoolProfiles/ReportCard/EducationDashboard.aspx ( Dashboard – edit report – enter school name)

46 Ingham county Public Schools
Graduation rate and Dropout rate used for AYP MME % profic. (21%) Math = 57 Reading = 67 Basic Skills cut scores **Source – Mich. Graduation CCR Accreditation Comparison School Grad Rate Dropout MME Math MME Reading ELA Reading Math Science Overall Dansville 91.30% 8.70% 47.8 67.2 52.9 38.6 27.9 22.1 13.2 ELHS 91.39% 5.99% 66 78.5 66.3 58 48.9 38.3 31.1 Haslett 98.16% 1.84% 77.5 86.3 76.2 65 61.2 45.1 Holt 92.25% 6.81% 54.2 72.4 54.8 40.9 27.4 25.5 15.8 Ionia 92.46% 7.04% 39 65.3 45.2 37.1 20.8 16.7 11.3 Leslie 93.46% 6.54% 54.4 67.5 55.4 34.9 32.5 25.3 15.7 Mason 89.30% 10.29% 55.6 72.2 60.2 45.9 21.7 14.3 Okemos 97.15% 2.56% 78.7 86 80 68.8 67 51.2 Stockbridge 95.12% 4.88% 65.8 54.6 42.9 41.2 24.4 18.5 Waverly 91.97% 7.63% 64.8 54.9 35.6 29.2 14.6 10.3 Webberville 95.56% 4.44% 36.7 31.4 7.8 5.9 Williamston 91.38% 6.32% 74.2 84.6 73.6 59.1 49.1 33.3 28.3

47 Overall = 21 % proficient on all four
Ingham County HS % Proficient on ACT ( Class of 2012) College and Career Readiness ELA = 56.1% Reading = 43.7 % Math = 33.7 % Science= % Overall = 21 % proficient on all four *** Source – Mich. Graduation CCR Accreditation Comparison ACT English CRS = 18 ACT Reading CRS = 21 ACT Math CRS = 22 ACT Science CRS = 24 So where does the credit and or blame lie within a school system? Is this a Middle School problem or a High School problem? GOOD News.. You are not alone. Not so GOOD News. To improve requires collaborative effort, sustained over time, using data to make decisions to improve the system.

48 Green is the number of stdents in our county who met the benchmarks
Green is the number of stdents in our county who met the benchmarks. Yellow is the percentage that did not.

49

50 Let’s look at the class of 2015 ( 2011 8th graders)

51 Explore Profile Summary Report Presentation Packet Ingham County 8th graders
Make predictions on how our students did compared to the nation

52 EXPLORE Profile Summary Rpt – Ingham County Grade 8 How does our students’ performance compare with that of students in the national norm group? Our students outperformed the nation in all academic areas

53 EXPLORE Profile Summary Report – grade 8 Are our students achieving similarly across racial/ethnic groups? However when we look at the data divided into demographics 1 = African Americans 2 = American Indian/native Alaskan 3 = Caucasians 4 = Hispanic Latino 5 = Asian 6 = Native Hawaiian/ Other Pacific Islander 7 = 2 or more races

54 EXPLORE Profile Summary Report – grade 8 Are our students achieving similarly across gender groups?

55 EXPLORE Profile Summary Report – grade 8 Is the academic achievement of our students for the past three years improving compared to that of the national norm group?

56 EXPLORE Profile Summary Report – grade 8 Are our students adequately preparing themselves to be successful? Core: Students who plan to take 4 or more years of English and 3 more years of mathematics, social studies & natural sciences

57 EXPLORE Profile Summary Report – grade 8 Are our students adequately preparing themselves to be successful? Noncore: Students who do not plan to take 4 or more years of English and 3 more years of mathematics, social studies & natural sciences

58 Sample Public School ( k – 12)
Return Total Students: Another way to measure readiness is to look at the number of students who graduated and took remedial courses in college. This chart shows that of the percentage of the 2011 sample graduates who took college classes after graduation, 40.7 % of those students took remedial courses. *** About 70% of MI high school grads enroll in some kind of post sec. education. Among those, 35% take remedial courses on campus. If you don’t count them, the college ready figure drops to 46% 1 out of 3 students who take remedial classes at universities finish within 6 years with a bachelors degree. 1 out of 6 who take remedial classes at community college finish within 6 years. This chart shows 40.7 % of the 2011 SAMPLE school graduates who took college classes after graduation took 1 or more remedial courses. Source:

59 Midashboard – Post secondary Outcomes – college remedial coursework

60 Ingham County HS college credits (Spring 2012) CACC = students earned ttl. cr. LCC Early College = 84 students/ 446 credits online Independent courses = ? Advanced placement course credits = ? dually enrolled = ? Yet another way to measure readiness is to look at the number of students who actually took college classes before graduating. There are and should be many ways to measure readiness. The decisions you make based on this data is what is important. CACC college credit data District Total # Seniors # Srs. Earning Credit # Credits Earned (Srs.) # Jrs. Earning Credit # Credits Earned (Jrs.) Dansville East Lansing Haslett Holt Leslie Mason Okemos Stockbridge Waverly Webberville Williamston Haslett High School had 23 (unduplicated count) students dually enrolled in postsecondary courses during the school year.  The total number of credits reported was 154.  This doesn’t include any of the middle college students or any that may have been taking postsecondary courses in a virtual environment that they didn’t report as such.  Let me know if you need anything else.  Ellen Ellen Behm, Pupil Accounting Auditor

61 discussion within groups ( 20 min)
Visit the website: https://www.mischooldata.org and looking at the data specific to your district, discuss the following questions: What surprised you most about the data? What concerns you most? What will you do with this information?

62 What is the current status of “College Readiness” for students in the state ?

63 2010-11 Michigan 4-yr Regulatory adjusted c0hort graduation rates

64 State focus Although the growth in student scores may not seem significant, ACT says that this growth rate is statistically significant. Why the growth increase? Michigan Merit Curriculum defined GLCE’S and HSCE’S MME/ High school requirements raised Educators are raising the bar ( rigor)

65 This chart shows the percentage of students in Michigan who met benchmarks. The state reports the RED as college ready. We all know that students, including ourselves , can succeed in college without having hit all 4 benchmarks. Our greatest focus should be on the percent (white section) that met no benchmarks

66 Michigan is still below the national average.
Question: Why do you think Michigan is below the national average in all areas? Not all states test their students Some states are further ahead with educational reform Demographic (population) shifts Federal Support ( race to the top dollars)

67 STATES WITH 100% OF STUDENTS TESTING
Michigan compared to similar states, we still have a long way to go.

68

69

70 2012 10th graders who took the PLAN We can do better for our students!
Student Name Student Name Student Name Student Name

71 Weighing the pigs doesn’t make them any fatter!!!
Weighing the pigs doesn’t make them any fatter! = Testing students doesn’t make them any smarter! Simply testing students is not the answer. If we test students and do nothing with the information ( data) we are wasting their time and this is not productive toward student achievement. Continuing to do the same thing and expecting different results is the definition of insanity. - A. Einstein Another reason schools should pay attention to ACT data is because the state is as well.

72 Three ways to get better figures
Distort the figures. Distort the system. Get demonstrated results at the expense of other results. Improve the system. Brian Joiner, Joiner Associates “ Wherever there’s fear, you’ll get wrong figures. It’s what people think that counts.” David Langford

73 What can we do to raise our scores?
Quality teachers and rigorous, relevant curriculum have the greatest impact. There is no substitute for quality instruction in the classroom. Use data for school improvement and to assist individual students. - Revisiting curriculum and instruction - Integrate targeted ACT prep activities and remediation Appropriate interventions at all 3 tiers Stakeholder involvement ( Students, Parents, admin. Board) ** building a culture focused on College and Career readiness

74 Profile Summary Report Early Intervention Roster Item Response Summary
ACT School reports Student Report Profile Summary Report Early Intervention Roster Item Response Summary In this next section we are going to look at some sample school reports to understand what they tell us. With this we will make predictions on how our students did. These reports are sent to your school every year. There is one for the EXPLORE and one set for the PLAN. I believe similar report are available for the ACT. One of the pivotal reason I developed this PD for my district is that I know that schools in our district receive the data and do not use it for school improvement. We need to look at these report over time to determine where we are doing well and where we need to improve.

75 Estimated release – Spring 2013
ACT College & Career Readiness Information System Five years of data for EXPLORE/PLAN/ACT Down to the student level At the aggregate level Follow cohorts as they move through Item-analysis to the standard level, including common core! Estimated release – Spring 2013

76 Interpreting the EXPLORE/PLAN Student Report

77 Ann Taylor and Marcus Jones - 2012
Ann – Struggles in school Does not like math or science. Spends a lot of time with friends EXPLORE score = 15 Marcus – Does well in school without much effort. Enjoys reading Active in sports. EXPLORE score = 18 Future Spartans?? Anne and friend Marcus in the 8th grade in 2010 Let’s look at Ann's EXPLORE report as an example. Have the students unfold their results and compare. They each would like to attend MSU some day. The question is….will they be ready?

78 Using Your EXPLORE Results
Score Report Have the students look at their EXLORE results, as you review with the example on the screen. Visual 4: Points of Emphasis Here you see the front side of a sample Student Score Report. The Score Report includes a great deal of information about your skills and knowledge, academic plans for high school and beyond, career interests, and likely readiness for college. The Score Report has been designed for use as a tool to help you improve your academic skills and knowledge, make educational plans, and investigate careers. The more thoroughly the Score Report is used, the more you will likely benefit from EXPLORE. In the next few slides, we will take a closer look at each of the sections on the EXPLORE Score Report. EXPLORE Interpretive Visuals 9/2008

79 Your Scores

80 Have the students look at the College Readiness section
Have the students look at the College Readiness section. Explain that the college benchmark scores for each subject are the estimated minimum scores you should have in each subject to be on track to be ready for college level work. If your scores at at or above the benchmark score, then you are developing the foundation for the skills you will need by the time you finish high school. Visual 11: Points of Emphasis Your EXPLORE results give you an early indication of how likely you are to be ready for college-level work. While you have quite a bit of time before you will need to take college courses, the time to begin preparing for them is now. EXPLORE uses College Readiness Benchmark Scores to indicate whether or not you are on target to develop the skills and knowledge you need to be ready for college. The best way to get the skills you need is to take challenging, college prep courses in high school. This section shows whether you scored above, at, or below EXPLORE College Readiness Benchmark Scores for English, math, reading, and science. Students who meet the Benchmark Scores in English, math, and science are likely on target for success in entry-level college courses in these subjects. Students meeting the Reading Benchmark Score are likely developing the reading skills needed in all college subject areas. Are your scores at or above the Benchmarks? If so, keep working hard. This just means you are on target for success if you maintain your current focus. You will need to keep working hard to stay on track. Are your scores below the Benchmarks? There is still plenty of time to build your skills. Make sure you are meeting the recommended “Core” courses needed for college success. The information in the “Your Skills” section of the Score report can also help you. You may want to focus your attention on taking more courses in areas where you are not currently meeting Benchmark scores. What do you think Ann and Marcus did after seeing their EXPLORE results that allowed them to get the PLAN scores shown earlier?

81 Estimated PLAN Composite Score Range
Understanding Your Explore Results Estimated PLAN Composite Score Range Explain that PLAN and ACT cover the same subject area, however the ACT has a writing component as well. Over time PLAN and ACT measure your college readiness skills as you progress through high school. Your PLAN scores can be used to predict how you are likely to do if you took the ACT as an 11th or 12th grader. Improving your study habits or taking more challenging courses may improve upon your estimated ACT scores. Keep in mind that the score range is only an estimate, not a guarantee. You need to keep working at learning. Your Educational Plans for after High School are based upon responses you gave when on the answer sheet. Visual 7: Points of Emphasis EXPLORE is one of three tests that measure your readiness for college. PLAN is a test usually taken by 10th graders and the ACT is usually taken in 11th or 12th grade. All three tests cover the same four subject areas (English, math, reading, and science). Used together, EXPLORE, PLAN, and the ACT can show you how your skills and knowledge grow over time. When you take EXPLORE you will receive an estimated PLAN Composite Score Range. The Estimated PLAN Composite Score Range tells you how other students scored on PLAN as tenth graders after achieving the same Composite Score as you received on EXPLORE. Based on your EXPLORE scores, it is likely that when you take PLAN, your score will be in this range. You may score higher if you improve your study skills and/or take challenging courses. Remember, this is not a guarantee. It is an estimate of your performance on PLAN based on your EXPLORE scores and assumes you will continue your current level of commitment to your coursework. EXPLORE Interpretive Visuals 9/2008

82 High School Graduation Requirements
Using Your Explore Results High School Graduation Requirements Explain to students that this chart shows the current minimum graduation requirement for students in Michigan. However, your school may have requirements beyond those listed for students to complete for graduation. EXPLORE Interpretive Visuals 9/2008

83 Profile for Success For the Plan, given to 10th graders, students are given a admission standards by OPEN, Traditional, Selective, and Highly Selective Schools

84 What is a two point improvement worth?
1. More schools to choose 2. More scholarships 3. Greater earning potential

85 High School Graduation or GED
Admissions Guidelines for Michigan schools 2011/2012 Michigan Colleges U of M Ann Arbor GPA: 3.8 ACT: Kalamazoo College GPA: ACT: Michigan State University GPA: 3.4 ACT: Alma College GPA: 3.5 avg. ACT: CMU WMU GPA: 3.3 ACT: 22 avg GPA: ACT: 22/ 17 min SVSU It is important to understand that Colleges and universities use multiple measures to determine acceptance. The ACT score is only one of several measures. Other measures include GPA Rigor of classes completed in high school compared to what was available to take. Essay Extra curricular – What did you do after school ( work, sports, volunteer) Super scores – Best academic sub scores on multiple ACT reports Portfolios, and NCRC scores You can see that some schools have higher ACT entrance requirements than others. Higher ACT scores not only allow you to choose more schools, it allows you the opportunity to earn more scholarships. Many students graduate from high school and continue their education by attending a community college. This can be helpful in at least two ways: Students can save money because per credit costs are typically lower at community colleges as compared to universities. When transferring to a university, admissions often look at college credits and GPA over ACT and HS gpa. Ferris State GPA: 2.5 avg. ACT: Community Colleges High School Graduation or GED

86 Career Cruising 1. Select Schools 2. Type in school name
Central Michigan University Career Cruising 1. Select Schools 2. Type in school name 3. Select Enrollment 4. Scroll down to ACT charts.

87 Average ACT (ACT Middle 50%) ACT Scores For ScholarshipiQualification
School Average ACT (ACT Middle 50%) ACT Scores For ScholarshipiQualification Language Lang Req Michigan State University 24-28 30 Preferred, but if core course is taken in lieu of, it is waived U of M AA 28-32 Sliding Scale 2 years for LSA college but none in other colleges Grand Valley 22-26 Laker Dean Faculty Presidential No 23 26 29 32 U of M Dearborn 25 Maize and Blue Chancellors 27 31 Western Michigan Wayne State University 21 Eastern Michigan University 20-21 Alma College 22 Trustee No, but recommended 20 28 LSA is

88 Graduate Earning Power
School Graduate Starting Salary Graduate Mid-Career Salary Princeton 58,000 123,000 Harvard 57,000 121,000 Michigan 50,000 90,000 Michigan Tech MSU 44,000 81,000 WMU 41,000 74,000 EMU 38,000 71,000 Ferris 42,000 70,000 CMU 40,000 65,000 GVSU 37,000 63,000 Wayne State 36,000 59,000

89 Identify the incorrect answers Determine cause of incorrect response
Student Data Analysis A 4-step process Identify the incorrect answers Determine cause of incorrect response Identify and prioritize improvements Complete T-Chart

90 Step 2 Step 1 Jill Speaks SAMPLE: Test Results Item Analysis sheet
EXPLORE MATH  04A -STUDENT SCORE REPORT and test booklets Item Analysis for Students STEP ONE:  As you review the MATH section questions and answers with your teacher, circle whether your answer was correct or incorrect. This will allow you to focus on the strong items as well as those that may need to be readdressed.  NOTE- Look closely at the number of the test item; they are not in order. They are grouped by the skill being measured. Pre-Algebra                                                Student Results                                                   Notes 1.             B                                                              Correct                     Incorrect  4.             G                                                               Correct                     Incorrect 7.             A                                                             Correct                     Incorrect                                                                                                                                                                                                                                                                                                                                                                                                    Algebra                                  Student Results                                                   Notes 5.             A                                                             Correct                     Incorrect                                                                                                                             STEP TWO:  Look carefully at the question and try to decide what caused you to select the wrong answer and make notes in the area provided. Is it a content problem (something that you have not yet learned or mastered)? Is it the question type (perhaps you are unfamiliar with the way the question is worded or how the information is presented)? Is it a testing issue (did the you get tired of testing or run out of time or just make a simple mistake)? STEP THREE: You now have a more clear indication of the areas that you may need to work on after completing steps one and two.  On the back of your student score report there are suggestions of things that you can work on if you have weaknesses in particular areas.  Put check marks next to the suggestions which would help you be prepared for the ACT next school year. STEP FOUR:  Complete the strength and weakness T-chart and the reflection paragraph based on the information you have gathered from steps one, two and three.  This will help you process your areas of strength and weakness and develop an action plan for improvement. Step 2 Step 1 Jill Speaks

91 Using Your Plan Results
Step 3 – Check improvements Your Skills Visual 14: Points of Emphasis On Side 2 of your Student Report you will find information that you can use to improve your skills in each of the areas tested by EXPLORE (English, Math, reading, and science). Notice that each suggestion corresponds to specific content areas. For instance, in English, you will find suggestions for how to improve your skills in “Organization”, “Word Choice”, and other important areas in English. The suggestions you find on your Score Report will most likely be different from those for other students in your class who took EXPLORE, because they are based specifically on your EXPLORE scores.

92 Step 4 Students keep this document in their portfolio and share with parents during conferences or parent meeting. Students keep this document in their portfolio and share with parents during conferences Current math score = _____ Growth score goal for PLAN/ACT = _____ Career and College interests -

93 Using the T- Charts Teachers use these responses to assist with differentiation in the classroom. Share with parents during conferences or parent informational meeting. T-Chart information is returned to the counseling staff with the goal that it would then be alphabetized by subtest (English, Reading, Math and Science) and grade. T-Charts are then sorted into this year’s Language Arts, Math and Science classes and distributed. The idea is that teachers could look at the responses that the students gave and use these responses to assist with differentiation in the classroom. Counselors also visit all Social Studies classes to review Student Score Reports (ACT Interpretive Visuals) Share with parents during conferences or parent informational meeting.

94 Essential Questions: How much growth in academic achievement typically occurs during high school? Can growth be accelerated so that more students are ready for college and career when they graduate from high school? Do growth rates differ depending on the degree to which students are on target to becoming college and career ready?

95 Average Growth between Eighth and Twelfth grades
As the figure shows, the average amount of growth ranged from 3.3 score points on the Science Test to 5.6 score points on the Reading Test for the total sample. Given the average growth for all students shown in Figure 1, it would be informative to examine whether growth rates differ depending on the degree to which students are on target to becoming ready for college and career in the eighth grade, as defined by their success at meeting the College Readiness Benchmarks for EXPLORE in the eighth grade. ACT’s College Readiness Benchmarks are the scores on the test indicating whether students who take EXPLORE and PLAN are on target to be ready for college-level work by the time they graduate from high school and whether students who take the ACT have reached this level of readiness. These Benchmarks, given below, have been empirically established using course grade data on more than 90,000 students in a nationally representative sample of postsecondary institutions. Source: ACT – Issues In College Readiness, How Much Growth toward College Readiness is Reasonable to Expect in High School?, 2009

96 Average growth in achievement between Eighth and twelfth grades, by degree of college readiness English These figures show that average growth was greatest for the group of students who were on target for college and career readiness in eighth grade. This finding was also seen for racial/ethnic minority students (i.e., those students who identified themselves as African American, American Indian, Hispanic, Multiracial, or Other). In addition, the figures show that students who were on target in eighth grade demonstrated more growth between PLAN and the ACT than did either of the other two groups—which is particularly noteworthy in light of ACT research showing that students’ momentum toward college readiness frequently declines or stalls during this period (ACT, 2007). This was also true for racial/ethnic minority students. 5 Perhaps more important, Figures 2a through 2d show that the group of students who were on target for college and career readiness in eighth grade were the only students who stayed on target in tenth grade and went on to become ready for college-level work by high school graduation. This also held for racial/ethnic minority students. Setting challenging—yet reasonable—growth goals

97 Mathematics These figures show that average growth was greatest for the group of students who were on target for college and career readiness in eighth grade. This finding was also seen for racial/ethnic minority students (i.e., those students who identified themselves as African American, American Indian, Hispanic, Multiracial, or Other). In addition, the figures show that students who were on target in eighth grade demonstrated more growth between PLAN and the ACT than did either of the other two groups—which is particularly noteworthy in light of ACT research showing that students’ momentum toward college readiness frequently declines or stalls during this period (ACT, 2007). This was also true for racial/ethnic minority students. 5 Perhaps more important, Figures 2a through 2d show that the group of students who were on target for college and career readiness in eighth grade were the only students who stayed on target in tenth grade and went on to become ready for college-level work by high school graduation. This also held for racial/ethnic minority students. Setting challenging—yet reasonable—growth goals

98 Reading These figures show that average growth was greatest for the group of students who were on target for college and career readiness in eighth grade. This finding was also seen for racial/ethnic minority students (i.e., those students who identified themselves as African American, American Indian, Hispanic, Multiracial, or Other). In addition, the figures show that students who were on target in eighth grade demonstrated more growth between PLAN and the ACT than did either of the other two groups—which is particularly noteworthy in light of ACT research showing that students’ momentum toward college readiness frequently declines or stalls during this period (ACT, 2007). This was also true for racial/ethnic minority students. 5 Perhaps more important, Figures 2a through 2d show that the group of students who were on target for college and career readiness in eighth grade were the only students who stayed on target in tenth grade and went on to become ready for college-level work by high school graduation. This also held for racial/ethnic minority students. Setting challenging—yet reasonable—growth goals

99 Science These figures show that average growth was greatest for the group of students who were on target for college and career readiness in eighth grade. This finding was also seen for racial/ethnic minority students (i.e., those students who identified themselves as African American, American Indian, Hispanic, Multiracial, or Other). In addition, the figures show that students who were on target in eighth grade demonstrated more growth between PLAN and the ACT than did either of the other two groups—which is particularly noteworthy in light of ACT research showing that students’ momentum toward college readiness frequently declines or stalls during this period (ACT, 2007). This was also true for racial/ethnic minority students. 5 Perhaps more important, Figures 2a through 2d show that the group of students who were on target for college and career readiness in eighth grade were the only students who stayed on target in tenth grade and went on to become ready for college-level work by high school graduation. This also held for racial/ethnic minority students. Setting challenging—yet reasonable—growth goals

100 Chart summary Groups of students who were on target in 8th grade were the only students who stayed on target in 10th grade and went on to become ready for college level work by high school graduation.

101 Helping students sets attainable goals
So what do you do when you have a student who has an Explore Composite score of 15 and they want to be a Physician?

102 Setting challenging – yet reasonable – Individual student growth goals ACT recommendation
Goal for students off target– On successive tests, reduce by ½ the difference between the students score on a given subject and the corresponding College Readiness Benchmark. Example – Explore Reading student score = 11 ( 4 pts below benchmark of 15) PLAN Benchmark for English = 17 4/2 = 2 17 – 2 = 15 therefore the growth goal for this student is to get a 15 on the PLAN reading test. Individual students’ growth goals can be set using the College Readiness Benchmarks and the growth trajectories in Figures 2a through 2d as a yardstick. For students who are off target in eighth grade, a challenging yet reasonable goal on successive tests is to reduce by half the difference between the student’s score in a given subject and the corresponding College Readiness Benchmark. For example, in Reading, a student with an EXPLORE score of 11 (4 points below the EXPLORE Benchmark) would set goals of 15 for PLAN (2 points below the PLAN Benchmark) and 20 for the ACT (1 point below the ACT Benchmark). Students who are nearly on target in eighth grade should, at a minimum, meet the PLAN College Readiness Benchmarks in tenth grade and then attempt to demonstrate above-average growth from PLAN to the ACT by twelfth grade. (Using Figure 2, we can set above-average growth expectations from PLAN to the ACT at 3 points for English, Mathematics, and Science and 4 points for Reading.) Students who are on target in eighth grade should aspire to above-average growth by both tenth and twelfth grades; above-average growth expectations from EXPLORE to PLAN can be set at 3 score points for English, Mathematics, and Reading and 2 score points for Science. Table 2 presents the percentages of students who are currently meeting these growth goals. The percentages vary from 23 percent (for overall growth in Science from PLAN to the ACT) to 47 percent (for overall growth in English from EXPLORE to PLAN). This suggests that, for the majority of students, the goals are challenging but attainable. A notable exception is that students who are off target in eighth grade are meeting the growth goals from PLAN to the ACT at low rates.

103 ACT recommendation for growth goals
Goal for students nearly on target in 8th grade – Meet benchmarks on the PLAN and exceed benchmarks on ACT . Goal for students on target at 8thgrade – Exceed benchmark scores on PLAN and ACT by 2 – 3 pts. or more OR have students focus on the post secondary goals EXPLORE PLAN ACT (MSU)

104 Item Response - What it shows us:
Percentage who selected the correct and incorrect response for each question. Average percentage who responded correctly in each content area. Reference group results to show comparison. IRS- Shows the percentage of students who selected the correct response to each item. IRS - Gives the average percentage of students who responded correctly to the items in each content area.

105 This is what the Item Response Summary Looks like for English.
1st column item/question number. SECTION C 2nd – 6 column is the % of students who answered each of the letter options. SECTION D The reference group is a group of random students selected across the nation to use for comparison. For row 1, the reference group answered the question correct 60% of the time. Therefore the local group answered the question 11% more often than the reference group.

106

107 Item Analysis by Teachers/Departments-
Todays work Goal: Analyze student data to inform strengths and weaknesses in curriculum and instruction. 4 Steps: Complete the analysis worksheet for the reading test. Create Strengths and Weaknesses charts. (B.O.B.’s & W.O.W.’s) Complete Content Expectations Chart Complete School Improvement Planning Template

108 Item Analysis by teachers
Step 1 – Complete the Item Analysis Worksheet. DEPARTMENT - Look at the test booklets and the actual items. Then look at this years Item Response data, and considering the last three years data ( if available) determine the appropriate percentage to isolate items which are Strengths and Weaknesses . At what % will you consider the items to be a curriculum and/or instructional Strength and Weakness? INDIVIDUALLY - Complete the worksheet notes as you look over the test booklet. Then discuss as a department: Why do you think your students did well on the strengths items? Why do you think your students did not do well on the weakness items?

109 Item Response Summary Report
CCRW Manual p. 94

110 Math: PLAN Test Results Item Analysis for Staff
STEP ONE: As you review the Math section questions and answers, if the students have an _____% or higher on an item, circle “strength” and if the students have a _____ % or less on an item, circle “weakness.”  This will allow us to focus on very strong items and those that we need to readdress.  INDIVIDUALLY make any necessary notes that you notice about each type of question (content issue, question type or testing issue). Pre- Algebra                                                        > 80%                    < 60%                     Notes 1.            AF                                                            Strength              Weakness 11.           BG                                                             Strength              Weakness 21.           AF                                                             Strength              Weakness DJ Strength              Weakness 32.           BG                                                            Strength              Weakness BG Strength              Weakness Elementary Algebra                                      > 80%                    < 60%                      Notes 7.             CH                                                             Strength              Weakness 12           AF                                                            Strength              Weakness 14.          CH                                                            Strength              Weakness 16.           BG                                                            Strength              Weakness 24.           AF                                                             Strength               Weakness 27.           DJ                                                             Strength              Weakness AF Strength              Weakness Geometry                                        > 80%                    < 60%                      Notes 2.            CH                                                             Strength              Weakness 4.            D J                                                            Strength              Weakness 5.           AF                                                             Strength              Weakness 10.          BG                                                           Strength              Weakness DJ Strength            Weakness  

111 Step 2 – Cut strengths and weaknesses items and paste to chart paper
For the pulled items, find the actual questions in the test booklets, then cut and paste them to the poster board. This is an example of what they should do next as a team. They should discuss the most difficult items students encountered, and discuss them in context of the questions on the next slide. College Readiness Standard: Math - Expressions, Equations, and Inequalities (XEI): 601 (28-32) – Manipulate expressions and equations

112 Math department - 2 charts
Strengths Weaknesses Item’s 1,5,22 Calculating the average, given frequency counts of all the data values Item’s 3,9, 18, 27 Recognizing equivalent fractions and fractions in lowest terms Items 4,13, 18, 23 Order of operations

113 Step 3 – As a department, complete the Content Expectation Chart.
Content of weaknesses WHAT Essential Learning Skills using ACT CRS WHAT Chapter, section, unit taught (SKIP) WHERE Test taking concerns WHY Instructional strategies to implement HOW “The true value is in the process not the product.”

114 * * * * Completed as a department

115 Using this chart, they identify the GAP and write a SMART Goal that would help close the GAP.
EXAMPLE: Need practice in taking timed tests. Need to address/use math terminology/vocab consistently and often.

116 What is Good Instruction?
Please focus on GOOD instruction when planning for the Instructional Strategies to Implement piece. Will the students be engaged? What toolbox strategies will be most effective? Do I need to differentiate instruction? Are there other strategies that can be used which are not in the toolbox? What is Good Instruction? Step #3

117 Building coherence between MS and HS curriculum

118 Item Analysis by teachers
Step 4- Complete School Improvement Planning Template. Based on the data you have just analyzed: 1. Write a statement of gap in student achievement 2. Fill in the contributing cause for the gap in student achievement. 3. Create a measurable objective statement to support the goal. 4. Create some possible strategy statements. The following is an “example” document, but the goal is correct.

119 We would write in the suggestions from Step 4 of the Test Item Analysis. (SMART Goals)
There are multiple reasons for GAPs and therefore, this template will need to be altered to Step #4

120 Michigan Department of Education CNA. SIP Revised.v13.2010
1. Based on a review of the data and the staff discussion around the questions and proceeding pages, state the schools conclusions regarding the strengths and challenges ( weaknesses)of the students learning need. Strengths: Challenges: 2. For the challenges above, what content area goals have the school established for student achievement that will addressed in the school improvement plan Content Area: ________________________________ Student Achievement Goals: ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 3. For the goals listed above, what did the school student data identify as the gap between where current student achievement is and where the building would like to be? 4. For each of the identified gaps listed above, based on the school’s discussion and current trends in student learning, what has the school determined to be the leading cause(s) for the gap in performance? Student Achievement Goals: ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

121 District/Building Goals
Important for everyone to be on the same page. Belief in a Pre K-12 system Knowledge of Common Core and College Readiness Shared vocabulary and expectations Building on each other’s goals, sharing information and developing commonalities

122 District Goals All graduates of the _____ Public Schools will be College Ready, Career Ready and Life Ready in English Language Arts. All graduates of the _______ Public Schools will be College Ready, Career Ready and Life Ready in Mathematics. All graduates of the _______Public Schools will be College Ready, Career Ready and Life Ready in Science.

123 Work time 4 Steps: Complete the analysis worksheet for the EXPLORE reading test Create Strengths and Weaknesses charts. (B.O.B.’s & W.O.W.’s) Complete Content Expectations Chart Complete School Improvement Planning Template

124 Common Core Connection: Instructional Strategies
Shared responsibility for students’ literacy development Pg. 4 - Common Core State standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects 45 min.

125 What about after today? Use weakness items as openers. Find out why students are struggling. Give PLAN just like the ACT Create assessment items similar to ACT Get stakeholders invested. Use supplemental questions. Complete planning template Creating Interventions of support #3 ACT is a college entrance exam. Therefore it has to be timed to measure if students are on track to be college ready. In college you usually do not have unlimited time and retakes on assessments. Colleges want to know whether students can demonstrate knowledge in a given time frame. That said you should proctor the EXPLORE and PLAN in the same way you would the actual ACT. This helps students get more comfortable, through practice and repetition of what it is like to take this assessment. This routine may help reduce anxiety when actually taking the ACT in 11th grade. When the profile summary report is given to districts, the students who were given extended time are not included in the data.

126 Social Studies Inferential (Book/Brain) Reading Charts Back
Use the diagrams below to answer questions 5-8.  On the left is a climograph for southern Africa, the right is a map showing the direction ocean currents move on the east and west coast of the country.  Southern Africa is in the southern hemisphere, so the warmer regions should be in the north and cooler regions should be farther south. Inferential (Book/Brain) Reading Charts 5.  Which statement best explains the difference in the average yearly temperature range for Walvis Bay & Gaborone? a. Walvis Bay is farther inland which heats up and cools down faster than coastal cities. b. Gaborone is located farther from the equator and receives less solar energy from the sun. c. Gaborone is located closer to the equator and receives more solar energy from the sun. d. Walvis is closer to the ocean which keeps the temperatures fairly consistent throughout the year. Back

127 Post Test Parent Meeting ( Agenda)
During the parent session we will: Review basic fundamentals of the Explore, Plan and ACT/MME assessments Hand out and explain the various components of the Student Score Report Identify how Explore and Plan results can help students prepare for the ACT Have students share T- charts with parents Review basic fundamentals of the Explore, Plan and ACT/MME assessments Hand out and explain the various components of the Student Score Report Identify how Explore and Plan results can help students prepare for the ACT Have students share T- charts with parents

128 Section V – Supplemental Local items
Please indicate how much you agree or disagree with each of the following statements: Strongly agree Agree Disagree Strongly disagree Not sure I get the support I need from my teachers. I usually feel nervous/stressed/anxious about test taking. The classes at my school are interesting and challenging. I learn a lot from working in groups. The classes I am taking are properly preparing me for life beyond high school. I know where to get help when I am struggling in school. I have a career and/or college plan after high school.

129 Possible Interventions
District Initiative – Pyramid of intervention training for staff. District Interventions for Students – Summer programs, universal screening Building Interventions – Academic Center support, Blended Service model, Math Lab, Reading Lab, Before/ After school academic support and Title 1 support.

130 Conclusion Use all ACT data reports as one source to measure student growth. Involve students, parents and staff in the data analysis Much of the ACT is middle school content Student who are on target tend to stay that way. Students who are off target need interventions before and throughout high school Setting reasonable, yet challenging , growth goals for all students is one way of helping them stay on track

131 Sharing Progress/advice
Diane Newman Haslett HS RtI Coach

132

133 Explore, Plan and ACT Action Planning
Who will take new information about preparing for EXPLORE/PLAN/ACT back to your building/ Who will present the new information? Have you created a building-wide schedule for practice tests? Who will coordinate the schedule? Organize materials? Do we have a literacy across the curriculum focus in your building? If not, who would initiate implementation of a school-wide literacy focus? Do you have interventions in place for struggling readers?

134 Contact Information Jeffrey Dole IISD Career Preparation Specialist


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