Wendy Zdeb MASSP Associate Director email@example.com
During today’s session we will: ◦ Review basic fundaments of the Explore, Plan and ACT and MME assessments. ◦ Look at the connection between District and School Improvement Goals. ◦ Identify how Explore and Plan results can help to focus SIP and Student Growth Goals. ◦ Discuss ways to include all school stakeholders in the SIP process.
Take responsibility for your own learning – stay with us Support the learning of your colleagues – make sure they stay with us If you need to take a call or have a side conversation, please step into the hall If you have a question, ask. Our Learning Norms…
All kids can learn? All kids are learning at their highest possible level? All educators can learn? All educators are learning at their highest possible level? Data can target instructional needs? Educators target instructional needs using data? We will need the help of colleagues to meet the needs of all kids? To what degree do you believe…
Beginning with the end in mind…. Michigan Merit Exam
ACT – College Readiness ◦ English (18), Reading (21), Science (24), Math (22) Work Keys – Career ◦ Applied Math, Reading for Info, Locating Information Michigan Items – Alignment ◦ Social Studies, Science, Math, Writing MME Components
EXPLORE 8th and 9th grade (score range 1 to 25) PLAN 10th grade (scores 1 to 32) ACT 11th and 12th grade (scores 1 to 36)
ACT College-Readiness Benchmarks ACT Readiness Benchmarks for Credit-Earning College Courses College EXPLORE (8 th /9 th )PLAN (10 th )ACT (11 th /12 th ) Credit-EarningCollege ReadinessCollege ReadinessCollege Readiness CourseBenchmarksBenchmarksBenchmarks English Comp.EnglishEnglishEnglish AlgebraMathMathMath Social ScienceReadingReadingReading BiologyScienceScienceScience 9th 14 18 16 20 15 19 17 21 18 22 21 24 8th 13 17 15 20 75 % chance “C” or better 50% chance of “B” or better Are these students “on track”?
Connecting our current reality with College Readiness
Alignment with Common Core … not a moving target!
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
All graduates of the Rochester Community Schools will be College Ready, Career Ready and Life Ready in English Language Arts. All graduates of the Rochester Community Schools will be College Ready, Career Ready and Life Ready in Mathematics. All graduates of the Rochester Community Schools will be College Ready, Career Ready and Life Ready in Science.
RHS - SIP Goals RHS - SIP Goals Our School Improvement Goals: All students will meet the college readiness benchmark in Reading. All students will meet the college readiness benchmark in Math. All students will meet the college readiness benchmark in Science.
District Initiative: Pyramid of Intervention training for Staff. District Interventions for students: Mandatory Summer programs, Universal Screening. Building Interventions for students: Academic Center, Blended Service Model, Math Lab, Reading Lab, Study Island, R&R, Homework Lunch, Academic Draft.
Scholars of Highest Distinction GPA 3.9 - 4.0 4 AP Courses ACT Score of 32 or higher Scholars of Distinction GPA 3.8 3 AP Courses ACT Score of 28 or higher Scholars of Achievement GPA 3.5 2 AP Courses ACT Score of 26 or higher
7 th Explore (1-25) 8 th Explore (1-25) 9 th Plan (1-32) 10 th Plan (1-32) 11 th ACT/MME (1-36) Allows for one year’s measurement of growth and time for inventions. - We conduct these on Feb.10 th (late start)
The 1-25 score measured by the Explore are all standards covered in Elementary and Middle School. Our District is shifting curriculum alignment to the ACT College Readiness Standards (rather than the MEAP). Elementary and MS have been in-serviced on the Standards and the State is moving to the National Core Standards which are ACT based.
The ACT Math standards were broken down by GLCEs and HSCEs (Bill Aten). On the next slide, the yellow highlighted standards are actually GLCEs which are found in the Math portion of the ACT.
Our teachers and a rigorous curriculum. There is no substitute for quality instruction in the classroom. We are using our data for over all school improvement and to assist individual students. ◦ Revisiting our curriculum/instruction ◦ Targeted ACT prep activities and remediation Interventions Stakeholder Involvement
Our results are available for March professional development. Teacher Leaders and SIP Chairs are given data packets to review and prepare for PD in advance.
Take a moment… Explain to a neighbor the information on the Item-Response Summary Report
Predictions 1. What content of items or standards do you believe your data will show as strengths? 2. What content of items or standards will be challenges? 3. What misconceptions will come to light? Types of math, which reading passage, science graphs, elements of grammar
Teacher groups conduct item response analysis Create a T-Chart with actual test items Complete the content standard review chart Discuss instructional strategies What strategies can we use in our School Improvement Report?
Instructional Data Linking back to the actual items
StrengthsChallenges Expanding our Charts Fractions unlike denominator Beginning of test Confused X Y Coordinate End of test
Linking it to classroom instruction Strengths When / where taught? Instructional Strategies Processes
Linking it to classroom instruction Challenges When / where taught? Instructional Strategies Processes
When we return to school in August we have 2 PD days. We spend ½ of a day reviewing these charts and planning for the current school year based on our targets. Teachers meet in core course groups to create bell ringer and other activities to address our weaknesses. We regularly revisit these areas and spend time creating remediation assignments.
Teachers are provided with data packets which contain lists of their current students divided by: ◦ Above the College Readiness Benchmark ◦ At the College Readiness Benchmark ◦ Below the College Readiness Benchmark
Teachers make predictions about their current students. Teachers independently study their scores and adjust their instruction/accommodations accordingly. Teachers collectively look at results and share ideas.
Revisit of SIP Goals Gap Statement Collection of support data and artifacts Recommit to the goals and our mission/vision
What specific student academic performance (growth) goals are identified for the teacher (at least two)? (As linked to the current school improvement plan) The goals must be instructional, obtainable, measureable, valid (objective based) and constructed with input from the teacher and the administrator.
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?
Figure 1: Achievement Growth between 8 th and 12 th grades, per content area. Do growth rates differ depending on the degree to which students are on target to becoming college and career ready?
Figure 2 (page 3) English: Off Target Students: 9.2, 12.9, 13.0= 3.8 Nearly On Target: 11.6, 14.9, 15.5= 3.9 On Target: 17.4, 19.5, 22.4= 5.0
Average growth was greatest for the group of students who were on target for college and career readiness in 8 th grade. Students who were on target in eight grade demonstrated more growth between PLAN and ACT than did either of the other two groups.
The group of students who were on target for college and career readiness in 8 th grade were the only students who stayed on target in 10 th grade and went on to become ready for college-level work by high school graduation.
Individual students’ growth goals can be set using the CRB as a yard stick. Student goals can be based on “smart numbers” depended upon entry level student scores.
This research demonstrates that it is necessary to intervene with students who are not on target for college and career readiness- not only during high school but before high school, in the upper elementary grades and in middle school. If students are to maximize the benefits of high school, a strong start is essential.
Students will test on February 10 th. Test results are returned to the students in March. ◦ Counselors review the basic info(pg.2/3) ◦ Content Teachers review their specific sections of the test ◦ Students record their own strength/weakness t-charts ◦ Results are also mailed home (I order an extra set of results from ACT)
EXPLORE and PLAN College Readiness Benchmark Scores The EXPLORE and PLAN College Readiness Benchmark Scores are based on the ACT College Readiness Benchmark Scores. They reflect students’ expected growth from EXPLORE to PLAN to the ACT and assume sustained academic effort throughout high school. Early Indicators of College Readiness Students who meet a Benchmark on the ACT have ≈ 50% chance of earning a B or better and ≈ 75% chance of earning a C or better in the corresponding college course or courses. Students who meet a Benchmark on EXPLORE or PLAN are likely to have approximately this same chance of earning such a grade in the corresponding college course(s) by the time they graduate high school. PR 43 69 65 91 PR 43 70 65 91 PR 37 63 53 80 College Readiness Benchmark Score EXPLORE PLAN ACT EnglishEnglish Composition131518 Math Algebra 171922 ReadingSocial Sciences151721 ScienceBiology202124 ACT Subject Area Test College Course(s)
We hold an Explore/Plan parent night (May 11 th at 7:00pm) ◦ Principal reviews the EPAS pattern and how the results serve as an “early warning system” ◦ Counselor explains the result sheet and what colleges are looking for ◦ We stress the importance of targeted remediation…not just “ACT prep”
◦ Look at the connection between District and School Improvement Goals. ◦ Identify how Explore and Plan results can help to focus SIP and Student Growth Goals. ◦ Discuss ways to include all school stakeholders in the SIP process. ◦ QUESTIONS?
Wendy Zdeb MASSP Associate Director firstname.lastname@example.org