1. Monitoring SAT Participation and Performance

2. SAT/ACT Performance Targets Combined Critical Reading, Mathematics, and Writing SAT Score Targets 2006200720082009201020112012 SAT ACT 1476 N/A 1476 21.3 1489 20.9 1492 20.9 1495 21.9 1482 22.3 1463 18.3 SAT Participation Percentage Targets 2006200720082009201020112012 68.770.268.460.665.968.567.5

3. It is critical to understand how scores are reported in order to monitor SAT improvement. It is critical to understand how scores are reported in order to monitor SAT improvement.

4. SAT QUIZ  1. When scores are announced in the fall for your school’s SAT performance for 2012-13, it will include the data for all students (9-12) who took an SAT at your school this year. FFFFALSE: The 2012-13 scores will only be for students who graduated on time in June at your school.

5. SAT QUIZ  2. When scores are announced in the fall for your school’s SAT performance for 2012-13, it will be each student’s highest SAT scores that will be averaged into the overall school score.  FALSE: The overall school score reflects the average of the last set of scores a student takes not necessarily the highest.

6. SAT QUIZ  3. In order for a student to obtain a “perfect” score on the SAT, he/she must answer all questions.  FALSE: A perfect score can be obtained by skipping certain questions and not being penalized for missing “pilot” questions.

7. SAT QUIZ  4. A student who does not graduate from your school can still impact your school’s SAT score.  TRUE: A student can miscode a school or have graduated from another school and still count.

8. How Student Scores Potentially Affect a School’s (North Meck) Composite Score

9.  How do you structure your instructional program to prepare students for success on the SATs? Continued acceleration of students into Honors and AP classes Continued acceleration of students into Honors and AP classes Strong commitment to a rigorous vocabulary, reading, and writing programs Strong commitment to a rigorous vocabulary, reading, and writing programs Quality SAT Prep class and support system Quality SAT Prep class and support system

10. It is critical for principals and schools to regularly monitor SAT results to inform proactive assistance and improve student scores It is critical for principals and schools to regularly monitor SAT results to inform proactive assistance and improve student scores Managing SAT Preparation to Increase Scores

11. If you want to avoid this: OR

12. Table Talk  What process does your school currently use to monitor SAT participation and performance once scores arrive from the latest SAT?

13. A suggested process might look like:  Principal informs SAT Coordinator that the SAT data has been received, and should be updated on a school database.  SAT Coordinator exports data to an Excel spreadsheet and generates the necessary reports.  Scores are given to designated staff members to enter into an SAT data monitoring tool.  SAT coordinator meets with principal to discuss data.  Principal meets with key school staff (counselors, resource teachers) to address individual student needs.  Personalized plans of progress are created to maximize each student’s scores.  Staff is mindful of registration deadlines for the SAT.

14. Senior SAT Time Line and Implications

15. Specific SAT Reports for Seniors  Because of the importance of senior scores, there are several reports principals should obtain to monitor SAT participation and performance.  These reports should be generated after each administration of the SAT.

16.  This report should compare SAT results from specific months to the same months in previous years.  From this report a principal will be able to see if the SAT average is falling below the desired target or if participation rates have fallen below the previous year’s and additional students need to be recruited. Latest SAT scores are extremely important because a student’s last test is the one College Board reports out. Report #1: Updated SAT Average Score – Side-by-side comparison between current SAT data and previous years’ data

17. Report #2 : Report of students whose SAT performance has dropped  Because the last test is the one reported by College Board and the one used by some colleges for admission purposes, this report will be important to identify students who will need to retake the SAT.  If the student has taken the SAT only once, the score should be compared to the highest PSATs of that student to see if taking the test again should be a consideration.

18. Student A has taken three times and scored the best on the most recent test. The PSAT data does not indicate any obvious need to retake. Student B has taken it three times and has a 150 point decrease from the highest subtest with decreases in math and reading. Student should retake test with support. Student F has taken it two times and has scored best on the most recent test, but the PSAT data indicates this student could perform better if retaken with support.

19. Report #3 : Report of students who have been targeted to take the SAT but did not take the test  Some students with good PSAT scores and in rigorous courses will tell their counselors they are signing up for the test but then never take it.  Another aspect of this report is to identify students the school had good reason to believe were taking the SAT but failed to use the appropriate school code.

20. Information from Students on Why They Did Not Take the SAT

21. Report #4 : Review of the current SAT score report for “surprises” and anomalies and be proactive in trying to find out who will be testing for next SAT administration  “Surprises” are students the school had no indication were taking the SAT at a given administration, and therefore was not in a position to offer assistance.  Remember, the SAT score follows the student if they took it in CMS. Know the data on your new students.

22. How Do We Help Our Students Maximize Their SAT Scores?  Guide them on when to take their first SAT and when/if to take the SAT.  Ensure students Understand the SAT Understand the SAT Build on their weak skills Build on their weak skills Review test-taking strategies Review test-taking strategies

23. Schoolwide awareness Collect data Proactive one on one counseling Interventions and supports - “Triumph Program” SAT Success for all students

24. Key Messages to Students  Never take the SAT unprepared.  Take the SAT with the idea of only having to take it one time, but realize multiple attempts may be necessary.  Be strategic in deciding when to retake the SAT  Do not be deceived by companies and people that guarantee a particular score or increase in an individual’s performance.  Inform the school of your intention to take a specific month’s SAT.  Consider the ACT as a possible college entrance exam option.

25. SAT vs. ACT Comparison

26. Implement Interventions to Help Students Achieve the Best Score Possible  An effective in-school SAT prep class offered as part of a student’s schedule  After-school and weekend “crunch” sessions  CMS “SAT Program” sessions  Pull-out sessions – coin “Triumph”  Establishing an SAT resource center  Hiring specialists to run SAT seminars  Mock exams  Individualized conferences with juniors regarding post- graduation plans  Schools paying a portion or all of the SAT registration fees  Targeted recruitment and encouragement on a student-by- student basis

27. Summary By creating “well-defined, well- designed, and well-deployed” SAT plans, schools will be in a better position to reach system targets by 2010 and serve all students.