WELCOME EPAS Reports: Maximizing the Impact on Student Achievement in Mathematics

KASA Annual Summer Institute EPAS Reports: Maximizing the Impact on Student Achievement in Mathematics Chyleigh Rose Mathematics Consultant Kentucky Department of Education 2

For State; Where have we been? Where are we going? How do we get there? 3

Background  July Senate Bill 130  Assessment program shall include:  high school readiness exam in grade 8  a college readiness exam in grade 10  the ACT college admissions and placement exam in grade 11 4

THE EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM (EPAS) IS COMPRISED OF THE EXPLORE, PLAN AND ACT 5

EXPLORE and PLAN Data

Curriculum Alignment Alignment document onCoreAlignment.pdf onCoreAlignment.pdf College Readiness Standards –Standards reports –Connecting standards to the classroom –Instructional support workshop materials 9

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STUDENT REPORTS For Students; Where am I now? Where am I going? How do I get there? 12

Where Am I Now? Scale Scores –EXPLORE - between 1 and 25 –PLAN - between 1 and 32 –ACT – between 1 and 36 Composite score is the average of subject area scores. 13

14 Where Am I Now?

15 What is my score?

How do I compare to others? Where Am I Now? 16

Where Am I Now? Percentage of students AT or BELOW your score in the U.S. 17

Where Am I Now? Percentage of students AT or BELOW your score in your school 18

Where Am I Now? Percentage of students AT or BELOW your score in your state 19

Where Am I Now? EXPLORE predicts what you may score on the PLAN. 20

Where Am I Going? When students take the EXPLORE, they take a survey where they… –indicate courses they plan to take in high school –choose areas in which they would like some help –share whether or not they are thinking about college –indicate Career Area of interest –fill out an interest survey 21

Where am I going? High School Plans 22

Students choose which areas where they would like to receive help. Where am I going? 23

Career Interests 24

How Do I Get There? 25

How Do I Get There? College Readiness Benchmarks 26

How Do I Get There? Kentucky Statewide System of Benchmarks – Defining College Readiness in Kentucky –English – 18 –Mathematics – 19 –Reading

World of Work map helps outline work as it relates to: –People: people you help, serve, care for, or sell things to –Data: facts, numbers, files, business procedures –Things: machines, tools, living things, and materials such as food, wood, or metal –Ideas: knowledge, insights, and new ways of expressing something (with words, equations, music, etc.) How Do I Get There? 29

How Do I Get There? World of Work Map 30

Career Exploration ( Charts.pdf) Charts.pdf Map of College Majors (PLAN) How Do I Get There? 31

How Do I Get There? Using Your EXPLORE Results Using your PLAN Results Using your ACT Results

For Districts; Where have we been? Where are we going? How do we get there? 33

Assessment Update: the ACT For the Kentucky public school juniors who took the ACT assessment in the spring of 2010: –48.8 percent met the English benchmark; –21.6 percent met the mathematics benchmark; –35 percent met the reading benchmark; –15.4 percent met the science benchmark 34

HOW CAN WE USE THIS TO IMPROVE INSTRUCTION? 35

Mathematics Test  Requires Students to  Analyze problems – in both real world and purely mathematical settings  Plan and carry out strategies  Verify appropriateness of solutions

Building Success Strategies What is the data telling us? What are our College Readiness goals? What strategies need to be implemented this year? What are our long term strategies? What type professional development is needed? What do we need from our partner college/university?

Courses Count!

Benefits: Early Intervention PLAN Intervention Rosters: –Identify students who reported that they do not plan to complete high school, or have no post-high school educational plans –Identify students who expressed a need for a lot of help in one or more areas –Identify students who earned a score of 16 or higher, but reported that they have no plans to –attend college –Identify students who reported that they plan to attend college, but earned a composite score of 15 or lower, or do not plan to take college core coursework.

Item Response Summary Section A – Report Group Section B – Item responses Section C – Report group performance Section D – Reference group performance Section E - Overall performance in report group 44

Curriculum Alignment Alignment document onCoreAlignment.pdf onCoreAlignment.pdf College Readiness Standards –Standards reports –Connecting standards to the classroom –Instructional support workshop materials 45

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WHAT ARE SUCCESSFUL SCHOOLS AND DISTRICTS DOING? A look at successful schools across Kentucky 48

Create a Culture of Success and Support Supportive environment Every student has an advocate Goal-setting 49

Focus on Individual Scores and Benchmarks Intentional opportunity for students to review their EPAS scores Connect scores, goals, curriculum and homework assignments. Communicate with parents 50

Curriculum Review Worksheets

Transition Toolkit

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The Quantile Framework for Mathematics

Transitional Course The target audience for this courses is high school seniors who scored just below readiness benchmarks on the ACT. ACT mathematics scores of 16, 17, or 18 nd+Virtual+Learning/Mathematics+Transitional+Course.htmhttp:// nd+Virtual+Learning/Mathematics+Transitional+Course.htm KDE:ONxGL:FCS:MM:CB:AP August 16, 2010 Final

Focus on School-wide Trend Data and Curriculum Analyze data Examine the accessibility of classes Take advantage of various opportunities –Advanced Placement/Dual Credit –internships, job shadowing, mentor programs –Kentucky Virtual High School 59

Repeated Exposure to EPAS Exams Purpose of EPAS exams Sample test questions Repeated practice and exposure 60

Building Success Strategies What is the data telling us? What are our College Readiness goals What strategies need to be implemented this year? What are our long term strategies What type of professional development is needed?

Resources 62

Resources Hippocampus ( Purplemath ( NCTM Illuminations ( Khan Academy ( 63

Resources (cont.) National Library of Virtual Manipulatives ( Interactive Library Applets: ( 64

Resources (cont.) Reading and Mathematics Transitional Courses ( nal+Resources/Secondary+and+Virtual+Le arning/Transitional+Courses.htm) nal+Resources/Secondary+and+Virtual+Le arning/Transitional+Courses.htm EPAS interventions document 65

KASA Annual Summer Institute EPAS Reports: Maximizing the Impact on Student Achievement in Mathematics Chyleigh Rose Mathematics Consultant Kentucky Department of Education 66