Presentation on theme: "Ingham Intermediate School District"— Presentation transcript:
1 Ingham Intermediate School District Introduce self,title, responsibilitiesJeffrey 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 CoreTell participants that today you will be sharing information about the ACT EXPLORE and PLAN assessments.Why they are important assessmentsWhat to do when they receive their student and school data.
3 Processes, resources and schedule 8:00 AM – 2:30 PMLunch – On your own 11 – 12 PMPowerPoint- DiscussionIndividual and group workSchools sharing best practicesOne folder for each school
4 Take your learning one step further Ideas going around in my mindIdeas that squared with my thinkingIdeas I want to learn more aboutIdeas for connecting my learningThis 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.AgreeDisagreePair 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 READINESSIMPROVING COURSE RIGORSUPPORTING SOLUTIONS PLANNING SCHOOL IMPROVEMENTEXPLORE8th and 9th grade curriculum-based educational and career planning programPLAN10th grade curriculum-based educational and career planning programThe ACT11th and 12 grade curriculum-based assessment for learning outcomesENGAGEMiddle and high school assessment that measures all factors of academic successQualityCoreResearch-driven solutions for strengthening curriculumCoreWork DiagnosticsOnline service to diagnose and improve content and practice areasCore Practice AuditFramework for evaluating current practicesEXPLORE - 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 success199219861959
11 There are at least two Michigan pilots going on in 2011-2012. State offer to pay for Explore and PLANDigitized Assessment Pilot
12 Possible grades tested 7th grade8th grade9th grade10th gradeSpring 2012EXPLORE (IISD)EXPLORE (Michigan)PLAN(IISD)(Michigan)Spring 2013EXPLOREEXPLORE (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 – 25PLAN score range 1 – 32ACT score rangeThe 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 ScalesEXPLORE8th& 9GradePLAN10TheACT11& 121–2532-36English Test(Content & number of items)30 minutes45 minutesPunctuation67Grammar & Usage912Sentence Structure1418Strategy5OrganizationStyleTotal405075Score ScalesEXPLORE8th& 9GradePLAN10TheACT11& 121–2532-36MathematicsTest(Content & number of items)30 minutes40 minutes60minutesPreAlgebra14Elementary Algebra9IntermediateGeometry7CoordinatePlaneStatistics/ProbabilityTrigonometryTotal340
15 Curriculum-Based Assessments Score ScalesEXPLORE8th& 9GradePLAN10TheACT11& 121–2532-36ReadingTest(Content & number of items)30 minutes20 minutes35 minutesProse FictionHumanities9Social StudiesNatural SciencesTotal3040Score ScalesEXPLORE8th& 9GradePLAN10TheACT11& 121–2532-36ScienceTest(Content & number of items)30 minutes25 minutes35 minutesData Representation1215Research Summaries1418Conflicting Viewpoints67Total283040
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.orgCollege ExplorationCareer Searchfuture.biz/planyoucareer/careership
21 ACT’s College Readiness Standards™ College Readiness Standards Intervals1-1213-1516-1920-2324-2728-3233-36Example: 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’sCommon CoreACT College and Career Readiness StandardsCCRS 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 ConsultantThis 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:ScoresScores:GLCE5177.3%7261.5%1515.2%Algebra I812.1%2420.5%4343.4%Geometry34.5%76.0%1313.1%Algebra II46.1%1210.3%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 StateSchool Officers, in partnership with ACT, the College Board,and Achieve.”The Common Core State Standards Initiative is led by theNational Governors Association and the Council of Chief StateSchool Officers, in partnership with ACT, the College Board,and Achieve.Source: ACT.org
29 Predicts ACT - MME performance Why should Schools offer the ACT EXPLORE and PLAN? A response to our stakeholdersPredicts ACT - MME performanceIdentifies early problems, informs interventionsGuides curriculum and instructionHelps prepare to be college and career readyThe 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 testsNext 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 2012There 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 DashboardGraph 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 systemTeachers to begin providing instruction related to Common Core State StandardsMI adopts HSCE’sMME& MMCNCLB20040608102012201320142015MI adopts GLCE’s3 big movementsCommon standards – US began working on common standards in 1989Teachers, administrator , school accountabilityCommon assessment systemsUndoubtedly, 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 CoreMI Gov. Council to develop Educator Eval. Tool based on student performanceStates 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…ONLYAFTER 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 anationally 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. BenchmarkThe 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.242120BiologyScience171615Social SciencesReading221918AlgebraMath1413English CompositionEnglish9th Grade8th GradeACTPLANCollege CourseTestEXPLORETestCollege CourseACTEnglishEnglish Composition18MathCollege Algebra22ReadingSocial Studies21ScienceBiology24
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)-ACTDefinition 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 SkillsInteracting with others SkillsInformation and technology skillsCommunications SkillsThese 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 havedone 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 AreasReading for Information*Applied Mathematics*Locating Information*Applied TechnologyTeamworkObservationListeningWritingBusiness Writing** 85% of ALL occupations utilize these skillsDay 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 StandardsThis is form the Common Core State Standards-this definition describes BOTH College and Career Readiness.Ingham Intermediate School District
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 highschool teachers reported that theirstudents are prepared for college-levelwork in their content area. In contrast,only 26% of postsecondary instructorsreported that their students arriveprepared. (Note: 2009 ACT datacorroborate postsecondary instructors’report of students’ readiness. The ACTProfile Report for the graduating class of2009 shows that only 23% of 2009 highschool graduates who took the ACT testare ready for college-level work inEnglish, 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 AYPMME % profic. (21%) Math = 57 Reading = 67Basic Skills cut scores**Source – Mich. Graduation CCR Accreditation ComparisonSchoolGrad RateDropoutMME MathMME ReadingELAReadingMathScienceOverallDansville91.30%8.70%47.867.252.938.627.922.113.2ELHS91.39%5.99%6678.566.35848.938.331.1Haslett98.16%1.84%77.586.376.26561.245.1Holt92.25%6.81%54.272.454.840.927.425.515.8Ionia92.46%7.04%3965.3126.96.36.1996.711.3Leslie93.46%6.54%54.467.555.434.932.525.315.7Mason89.30%10.29%55.672.260.245.921.714.3Okemos97.15%2.56%78.7868068.86751.2Stockbridge95.12%4.88%65.854.642.941.224.418.5Waverly91.97%7.63%64.854.935.629.214.610.3Webberville95.56%4.44%36.7188.8.131.52Williamston91.38%6.32%74.284.673.6184.108.40.2068.3
47 Overall = 21 % proficient on all four Ingham County HS % Proficient on ACT ( Class of 2012) College and Career ReadinessELA = 56.1%Reading = 43.7 %Math = 33.7 %Science= %Overall = 21 % proficient on all four*** Source – Mich. Graduation CCR Accreditation ComparisonACT English CRS = 18ACT Reading CRS = 21ACT Math CRS = 22ACT Science CRS = 24So 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.
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 demographics1 = African Americans2 = American Indian/native Alaskan3 = Caucasians4 = Hispanic Latino5 = Asian6 = Native Hawaiian/ Other Pacific Islander7 = 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) ReturnTotal 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 dataDistrict 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 WilliamstonHaslett 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. EllenEllen 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 ?
64 State focusAlthough 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’SMME/ High school requirements raisedEducators 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 studentsSome states are further ahead with educational reformDemographic (population) shiftsFederal 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.
70 2012 10th graders who took the PLAN We can do better for our students! Student NameStudent NameStudent NameStudent 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. EinsteinAnother 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 remediationAppropriate interventions at all 3 tiersStakeholder 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 reportsStudent ReportProfile Summary ReportEarly Intervention RosterItem Response SummaryIn 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 SystemFive years of data for EXPLORE/PLAN/ACTDown to the student levelAt the aggregate levelFollow cohorts as they move throughItem-analysis to the standard level, including common core!Estimated release – Spring 2013
77 Ann Taylor and Marcus Jones - 2012 Ann – Struggles in schoolDoes not like math or science.Spends a lot of time with friendsEXPLORE score = 15Marcus – Does well in school without much effort.Enjoys readingActive in sports.EXPLORE score = 18Future Spartans??Anne and friend Marcus in the 8th grade in 2010Let’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 ReportHave the students look at their EXLORE results, as you review with the example on the screen.Visual 4:Points of EmphasisHere 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 Visuals9/2008
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 EmphasisYour 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 ResultsEstimated PLAN Composite Score RangeExplain 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 EmphasisEXPLORE 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 Visuals9/2008
82 High School Graduation Requirements Using Your Explore ResultsHigh School Graduation RequirementsExplain 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 Visuals9/2008
83 Profile for SuccessFor 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 choose2. More scholarships3. Greater earning potential
85 High School Graduation or GED Admissions Guidelines for Michigan schools 2011/2012 Michigan CollegesU of M Ann ArborGPA: 3.8 ACT:Kalamazoo CollegeGPA: ACT:Michigan State UniversityGPA: 3.4 ACT:Alma CollegeGPA: 3.5 avg. ACT:CMUWMUGPA: 3.3 ACT: 22 avgGPA:ACT: 22/ 17 minSVSUIt 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 includeGPARigor of classes completed in high school compared to what was available to take.EssayExtra curricular – What did you do after school ( work, sports, volunteer)Super scores – Best academic sub scores on multiple ACT reportsPortfolios, and NCRC scoresYou 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 StateGPA: 2.5 avg. ACT:Community CollegesHigh School Graduation or GED
86 Career Cruising 1. Select Schools 2. Type in school name Central Michigan UniversityCareer Cruising1. Select Schools2. Type in school name3. Select Enrollment4. Scroll down to ACT charts.
87 Average ACT (ACT Middle 50%) ACT Scores For ScholarshipiQualification SchoolAverage ACT (ACT Middle 50%)ACT Scores For ScholarshipiQualificationLanguage Lang ReqMichigan State University24-2830Preferred, but if core course is taken in lieu of, it is waivedU of M AA28-32Sliding Scale2 years for LSA college but none in other collegesGrand Valley22-26LakerDeanFacultyPresidentialNo23262932U of M Dearborn25Maize and BlueChancellors2731Western MichiganWayne State University21Eastern Michigan University20-21Alma College22TrusteeNo, but recommended2028LSA is
89 Identify the incorrect answers Determine cause of incorrect response Student Data AnalysisA 4-step processIdentify the incorrect answersDetermine cause of incorrect responseIdentify and prioritize improvementsComplete 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 StudentsSTEP 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 2Step 1Jill Speaks
91 Using Your Plan Results Step 3 – Check improvementsYour SkillsVisual 14:Points of EmphasisOn 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 4Students 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 conferencesCurrent math score = _____ Growth score goal for PLAN/ACT = _____Career and College interests -
93 Using the T- ChartsTeachers 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 towhich students are on target to becoming college andcareer ready?
95 Average Growth between Eighth and Twelfth grades As the figure shows, the average amount of growth ranged from 3.3 scorepoints on the Science Test to 5.6 score points on the Reading Test for the totalsample.Given the average growth for all students shown in Figure 1, it would beinformative to examine whether growth rates differ depending on the degree towhich students are on target to becoming ready for college and career in theeighth grade, as defined by their success at meeting the College ReadinessBenchmarks for EXPLORE in the eighth grade. ACT’s College ReadinessBenchmarks are the scores on the test indicating whether students who takeEXPLORE and PLAN are on target to be ready for college-level work by thetime they graduate from high school and whether students who take the ACThave reached this level of readiness. These Benchmarks, given below, havebeen empirically established using course grade data on more than 90,000students 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 EnglishThese figures show that average growth was greatest for the group of studentswho were on target for college and career readiness in eighth grade. Thisfinding was also seen for racial/ethnic minority students (i.e., those studentswho identified themselves as African American, American Indian, Hispanic,Multiracial, or Other).In addition, the figures show that students who were on target in eighth gradedemonstrated more growth between PLAN and the ACT than did either of theother two groups—which is particularly noteworthy in light of ACT researchshowing that students’ momentum toward college readiness frequently declinesor stalls during this period (ACT, 2007). This was also true for racial/ethnicminority students.5Perhaps more important, Figures 2a through 2d show that the group of studentswho were on target for college and career readiness in eighth grade were theonly students who stayed on target in tenth grade and went on to become readyfor college-level work by high school graduation. This also held forracial/ethnic minority students.Setting challenging—yet reasonable—growth goals
97 MathematicsThese figures show that average growth was greatest for the group of studentswho were on target for college and career readiness in eighth grade. Thisfinding was also seen for racial/ethnic minority students (i.e., those studentswho identified themselves as African American, American Indian, Hispanic,Multiracial, or Other).In addition, the figures show that students who were on target in eighth gradedemonstrated more growth between PLAN and the ACT than did either of theother two groups—which is particularly noteworthy in light of ACT researchshowing that students’ momentum toward college readiness frequently declinesor stalls during this period (ACT, 2007). This was also true for racial/ethnicminority students.5Perhaps more important, Figures 2a through 2d show that the group of studentswho were on target for college and career readiness in eighth grade were theonly students who stayed on target in tenth grade and went on to become readyfor college-level work by high school graduation. This also held forracial/ethnic minority students.Setting challenging—yet reasonable—growth goals
98 ReadingThese figures show that average growth was greatest for the group of studentswho were on target for college and career readiness in eighth grade. Thisfinding was also seen for racial/ethnic minority students (i.e., those studentswho identified themselves as African American, American Indian, Hispanic,Multiracial, or Other).In addition, the figures show that students who were on target in eighth gradedemonstrated more growth between PLAN and the ACT than did either of theother two groups—which is particularly noteworthy in light of ACT researchshowing that students’ momentum toward college readiness frequently declinesor stalls during this period (ACT, 2007). This was also true for racial/ethnicminority students.5Perhaps more important, Figures 2a through 2d show that the group of studentswho were on target for college and career readiness in eighth grade were theonly students who stayed on target in tenth grade and went on to become readyfor college-level work by high school graduation. This also held forracial/ethnic minority students.Setting challenging—yet reasonable—growth goals
99 ScienceThese figures show that average growth was greatest for the group of studentswho were on target for college and career readiness in eighth grade. Thisfinding was also seen for racial/ethnic minority students (i.e., those studentswho identified themselves as African American, American Indian, Hispanic,Multiracial, or Other).In addition, the figures show that students who were on target in eighth gradedemonstrated more growth between PLAN and the ACT than did either of theother two groups—which is particularly noteworthy in light of ACT researchshowing that students’ momentum toward college readiness frequently declinesor stalls during this period (ACT, 2007). This was also true for racial/ethnicminority students.5Perhaps more important, Figures 2a through 2d show that the group of studentswho were on target for college and career readiness in eighth grade were theonly students who stayed on target in tenth grade and went on to become readyfor college-level work by high school graduation. This also held forracial/ethnic minority students.Setting challenging—yet reasonable—growth goals
100 Chart summaryGroups 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 ReadinessBenchmarks and the growth trajectories in Figures 2a through 2d as a yardstick.For students who are off target in eighth grade, a challenging yet reasonablegoal on successive tests is to reduce by half the difference between the student’sscore in a given subject and the corresponding College Readiness Benchmark.For example, in Reading, a student with an EXPLORE score of 11 (4 pointsbelow the EXPLORE Benchmark) would set goals of 15 for PLAN (2 pointsbelow the PLAN Benchmark) and 20 for the ACT (1 point below the ACTBenchmark). Students who are nearly on target in eighth grade should, at aminimum, meet the PLAN College Readiness Benchmarks in tenth grade andthen attempt to demonstrate above-average growth from PLAN to the ACT bytwelfth grade. (Using Figure 2, we can set above-average growth expectationsfrom PLAN to the ACT at 3 points for English, Mathematics, and Science and4 points for Reading.) Students who are on target in eighth grade should aspireto above-average growth by both tenth and twelfth grades; above-averagegrowth expectations from EXPLORE to PLAN can be set at 3 score points forEnglish, Mathematics, and Reading and 2 score points for Science.Table 2 presents the percentages of students who are currently meeting thesegrowth goals. The percentages vary from 23 percent (for overall growth inScience from PLAN to the ACT) to 47 percent (for overall growth in Englishfrom EXPLORE to PLAN). This suggests that, for the majority of students, thegoals are challenging but attainable. A notable exception is that students whoare off target in eighth grade are meeting the growth goals from PLAN to theACT 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 moreOR have students focus on the post secondary goalsEXPLORE 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.
107 Item Analysis by Teachers/Departments- Todays workGoal: 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 ChartComplete 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% Notes1. AF Strength Weakness11. BG Strength Weakness21. AF Strength WeaknessDJ Strength Weakness32. BG Strength WeaknessBG Strength Weakness Elementary Algebra > 80% < 60% Notes7. CH Strength Weakness12 AF Strength Weakness14. CH Strength Weakness16. BG Strength Weakness24. AF Strength Weakness27. DJ Strength WeaknessAF Strength Weakness Geometry > 80% < 60% Notes 2. CH Strength Weakness4. D J Strength Weakness5. AF Strength Weakness10. BG Strength WeaknessDJ 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 StrengthsWeaknessesItem’s 1,5,22Calculating the average, given frequency counts of all the data valuesItem’s 3,9, 18, 27Recognizing equivalent fractions and fractions in lowest termsItems 4,13, 18, 23Order of operations
113 Step 3 – As a department, complete the Content Expectation Chart. Content of weaknesses WHATEssential Learning Skills using ACT CRS WHATChapter, section, unit taught (SKIP) WHERETest taking concerns WHYInstructional strategies to implement HOW“The true value is in the process not the product.”
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 achievement2. 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 toStep #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 systemKnowledge of Common Core and College ReadinessShared vocabulary and expectationsBuilding on each other’s goals, sharing information and developing commonalities
122 District GoalsAll 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 time4 Steps:Complete the analysis worksheet for the EXPLORE reading testCreate Strengths and Weaknesses charts.(B.O.B.’s & W.O.W.’s)Complete Content Expectations ChartComplete School Improvement Planning Template
124 Common Core Connection: Instructional Strategies Shared responsibility for students’ literacy developmentPg. 4 - Common Core State standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects45 min.
125 What about after today?Use weakness items as openers. Find out why students are struggling.Give PLAN just like the ACTCreate assessment items similar to ACTGet stakeholders invested.Use supplemental questions.Complete planning templateCreating 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 Charts5. Which statement best explains the difference in the average yearly temperature range forWalvis 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 assessmentsHand out and explain the various components of the Student Score ReportIdentify how Explore and Plan results can help students prepare for the ACTHave students share T- charts with parentsReview basic fundamentals of the Explore, Plan and ACT/MME assessmentsHand out and explain the various components of the Student Score ReportIdentify how Explore and Plan results can help students prepare for the ACTHave 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 agreeAgreeDisagreeStrongly disagreeNot sureI 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 ConclusionUse 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
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 InformationJeffrey Dole IISD Career Preparation Specialist