to Students and Parents

to Students and Parents
Dreams to Reality: Presenting EXPLORE/PLAN to Students and Parents

SPEAKER NOTE This power point program is designed to be used for EXPLORE and/or PLAN Interpretation to students and parents. Using the ppt, it is possible to do both EXPLORE and PLAN interpretation together in one group, or you can hide certain slides to make it EXPLORE ONLY, or PLAN ONLY. These two “notes” slides are already marked “hide”, and will not show up during your presentation. The next slide lists which slides need you will need to “hide” for an EXPLORE ONLY presentation, and which slides to “hide” for a PLAN ONLY presentation.

Slides to “Hide” (to “hide” or unhide, right click on the slide and scroll down the list, then click “hide”) For EXPLORE only: Hide slides: 12,14,16,18, 20, 24, 42, 49 For PLAN only: Hide slides: 11, 13, 15, 17, 19, 23, 41, 48 ***Important! If you plan to add your own slides or make adjustments to the ppt, “hide” the slides BEFORE making any changes! (otherwise the slide numbers will change and this list won’t help much)

The ACT College & Career Readiness System
Are YOU Ready? The ACT College & Career Readiness System 8th Graders: Are you ready for high school? Do you know what courses you need to take? Did you know that you already have an “ACT” Score? 10th Graders: Are you on the way to being College-Ready? Are you taking the right courses? Do you have a plan for after high school? Do your grades and scores show that you are on track to be ready when you graduate? What do you want to do after high school? And what will it take to get there?

ACT’s College & Career Readiness System
EXPLORE Grade 8 PLAN Grade 10 ACT Grades 11/12 English, Mathematics, Reading, Science UNIACT Interest Inventory Needs Assessment Many students take ACT before 11th grade, but schools using EXPLORE & PLAN are providing a valuable ACT experience that is free to students. In addition to scores that assess where individual students are in terms of College Readiness, the school can use individual and group data to: help target areas of strength and weakness and make adjustments to the overall curriculum help in scheduling students into courses that meet their readiness levels

EXPLORE - PLAN - ACT 25 32 36 EXPLORE PLAN ACT
One Common Score Scale EXPLORE PLAN ACT (Highest possible score) 25 32 Top score on EXPLORE is 25. That’s because though the EXPLORE questions are ‘real ACT’ questions, they come from the easier end of the ACT difficulty range. (no Trig, Chemistry, or Physics questions!) Top score on PLAN is Questions are in the middle range of difficulty. Top score on ACT is Questions from all ranges are included on ACT… easy, medium, and difficult. 36 6

EXPLORE (Baby ACT) Score Range 1-25
Test items from ACT pool of questions Directions/format same as ACT Gives a “predicted” PLAN score range Interest Inventory/Needs Assessment Provides specific strategies for moving into the next score band Students can see their own correct/incorrect answers and use EXPLORE to prepare for PLAN & ACT! Notes are in the slide.

PLAN (originally Pre-ACT)
Score range 1-32 Test items from ACT pool of questions Directions/format same as ACT Gives a “predicted” ACT score range Interest Inventory/Needs Assessment Provides specific strategies for moving into the next score band Students can see their own correct/incorrect answers and use PLAN test to prepare for ACT. Notes are in the slide

ACT English, Math, Reading, Science scores Score Range 1-36
Criteria used by colleges for admissions, scholarships, placement into college courses Interest Inventory/Needs Assessment Comparison of the student to current students at the colleges they choose Notes are in the slide

College Admission Standards
Admission Standard Typical Scores Open Traditional Selective Highly Selective These are the average (nationwide) scores needed to get into the various types of colleges. Most community colleges have ‘open admissions’, which means you can be admitted with any score. But even though you may be able to get admitted, if your scores are below state qualifying scores, you may be required to take alternative placement tests, and take remedial courses to prepare you for the regular credit-bearing courses. Traditional admissions usually means that with a stated score level and GPA, you will be admitted. Those scores and grades are usually determined by state higher education agencies and the colleges and policies set by the individual colleges. Selective admissions means that in addition to scores and grades, admission is competitive and a limited number of students will be accepted. Highly Selective colleges have competitive admissions with very high qualifications. (Scores-grades-activities-recommendations-essays-interviews, etc.)

EXPLORE A Real ACT for 8th Grade
EXPLORE can be taken by 7th-8th-and 9th grade students. It has real ACT questions and your score is “equated”, meaning that your EXPLORE score represents what you would probably have scored on a regular ACT had you taken it instead, *with the same effort and attitude toward the test. Your EXPLORE score gives you a very good idea of how you would compare with seniors who are taking the ACT and headed for college. Knowing that score early gives you a chance to make a difference in your performance…take harder classes, study more, work on the areas where you need to improve!

PLAN A Real ACT for 10th Grade
PLAN can be taken by 9th/10th grade students. It has real ACT questions and your score is “equated”, meaning that your PLAN score represents what you would probably have scored on a regular ACT had you taken it instead, *with the same effort and attitude toward the test. Your EXPLORE score gives you a very good idea of how you would compare with seniors who are taking the ACT and headed for college. Knowing that score early gives you a chance to make a difference in your performance…take harder classes, study more, work on the areas where you need to improve!

EXPLORE Report p.10 in the workbook Side 1
This is what your EXPLORE Score Report looks like.

PLAN Report Side 1 p 18 in the workbook
This is what your PLAN Score Report looks like.

Your EXPLORE Scores Your Composite Score is the average of your 4 subject area scores. On EXPLORE, you also have subscores in English. These subscores tell you how you did on different parts of the English test. Usage and mechanics means punctuation, capitalization, sentence structure, and the actual mechanics of good writing/grammar. Rhetorical skills are your skills in recognizing “good” writing in terms of strategy, organization, and style. Your subscores will probably NOT add up to your English score, but you can look to see how you did on each type of skill. The percentages indicate how you did compared to other students in your school, in your state, and nationally. (Some states may not have the percentile rank for the state, because schools test at different times during the year.)

Your PLAN Scores Your Composite Score is the average of your 4 subject area scores. On EXPLORE, you also have subscores in English. These subscores tell you how you did on different parts of the English test. Usage and mechanics means punctuation, capitalization, sentence structure, and the actual mechanics of good writing/grammar. Rhetorical skills are your skills in recognizing “good” writing in terms of strategy, organization, and style. Your subscores will probably NOT add up to your English score, but you can look to see how you did on each type of skill. On PLAN, you also have subscores for Pre-Algebra-Algebra, and Geometry. These scores give you an idea of where you weak or strong areas in math might be. The percentages indicate how you did compared to other students in your school, in your state, and nationally. (Some states may not have the percentile rank for the state, because schools test at different times during the year.) 7 9/2010

EXPLORE predicts your PLAN Score Range
Your Estimated PLAN score gives you an idea of where you MIGHT score on PLAN, in 2 years, IF you keep doing what you are doing now in terms of course-taking, effort, and learning. If your Estimated Score is lower than you want it to be it is NOT carved in stone! Make choices that will increase that score, like challenging coursework, 100% effort, and doing extra activities to practice and prepare for ACT.

PLAN predicts your ACT® Composite Score Range
Your Estimated ACT score gives you an idea of where you MIGHT score on ACT, in 2 years, IF you keep doing what you are doing now in terms of course-taking, effort, and learning. If your Estimated Score is lower than you want it to be it is NOT carved in stone! Make choices that will increase that score, like challenging coursework, 100% effort, and doing extra activities to practice and prepare for ACT. This block also indicates your plans for after high school, based on what you chose when you took the test.

Your Plans for After High School
This block indicates what you said you plan to do after high school.

Profile for Success *this block is not on the EXPLORE Student Report
This block gives you information about what kinds of ACT scores are needed to get into different types of educational institutions, and what scores would indicate that you have a good chance of being successful in a college major that you chose from a list. If your actual score doesn’t match up well, don’t give up…just start doing the things you need to do to raise it and get prepared… Take challenging courses, give 100% attention and effort when you take the test, and do extra activities to prepare yourself not just for the test, but for the rigor of the courses you will take when you go to college!

Your High School Course Plans Compared to Core
The black bars on this chart indicate the ACT Recommended Course pattern. This is the MINIMUM number of courses needed to be prepared for college. Many states require MORE than what ACT recommends! The gray line indicates the number of courses YOU said you plan to take in each subject. Make sure you understand what is required by your high school and your state to graduate!

Areas in Which You Would Like Additional Help
The checked lines on this block indicate what YOU said you needed more help with before you finish high school. *This block is right along the fold on the PLAN Report

EXPLORE Benchmarks: My Progress toward Readiness

PLAN Benchmarks: My progress toward Readiness
The College Readiness Benchmarks were determined through research, looking at over 150,000 college students across the country to see who got A’s, B’s, and C’s in Freshman Composition, College Algebra, an introductory Social Science course (History or Government), and Intro Biology. The benchmark scores represent what scores you should have in each subject area to be on track for college readiness. Compare your own scores (upper left corner) to the benchmarks. If some of your scores are lower, it doesn’t mean you can’t go to college. It just means that you have work to do between now and graduation. You can raise your scores by taking the right courses, working hard at your academics, and maybe doing some extra activities to prepare yourself. Ask your counselors and teachers for help now! You still have time to get yourself on track! If your scores are in the ‘above’ boxes that’s great! But it doesn’t mean you can stop taking those courses! Challenge yourself to do even better. Lots of scholarships ($$$) are tied to ACT scores. The higher you score, the more money you might get!

College Readiness Benchmarks*
EXPLORE PLAN The ACT English 13 15 18 Mathematics 17 19 22 Reading 21 Science 20 24 This chart shows the benchmarks at each level. The numbers represent what scores you need to have at least a 50% chance of getting an A or B in the college class, and a 75% chance of getting at least a C. On average, students are expected to gain 2-3 points in two years, from EXPLORE to PLAN to ACT. If you are taking the tests in other grades, you can modify the scores by a point or point and a half to adjust. The ACT Benchmark Score indicated a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses.

This chart shows the scores that ACT recommends for college to use in placing students in college English, Mathematics, Social Science, and Natural Science courses. For example, ACT recommends that students enrolling in a college Calculus course should have at least a 26 on the ACT Math test. Every college has its own system and rules for placement, but many of them use this as a basis.

Your Career Possibilities
The World of Work map indicates where your “likes” and “dislikes” on the Interest Inventory part of the test said you fit best. Your wheel should have 3 shaded areas. If they are all touching each other, like this example, it means that you were pretty consistent in what you liked and that your interests fall into a focused area. If your shaded areas are scattered around the wheel, it may mean that you have a wide range of interests. As you mature, you may focus in on a particular area, or your interest may remain varied. Some people will always have a wide range of interests and that is perfectly okay. Most people will end up with one of those areas as a career field, and the others will remain as hobbies or side interests. Some people however, will find ways to merge their interests and make a living that includes them all! If your shaded area is in the middle…Region 99…it just means that on the day you took the test your choices made it difficult for the computer program to figure out what you really like most. Maybe you liked everything! Or maybe you liked nothing. Or maybe your interests were so equally spread out that it just couldn’t fit you into a category. There is nothing wrong with that, either. But to get better information next time you take one of these inventories, think hard about whether you truly like or dislike an activity, and try NOT to use indifferent anymore than you have to.

In the Information for Counselors block there is some really cool information about YOU. There are 6 letters with numbers beside them. The following slides explain what those letters mean about your interests.

Holland’s Codes A little bitty block on your Student Report with a lot of good information! John Holland worked for ACT in the 1960’s, and developed some theories about personality that are still used and taught in Psychology classes today.

A Closer Look: Holland’s Codes
Scores: R6 I8 A5 S4 E4 C3 % Like, Indifferent, Dislike Information for Counselors Self-explanatory The number beside each letter indicates how many times you “liked” a statement in that particular area of interest.

What does it mean? Scores: R6 I8 A5 S4 E4 C3
The numbers represent how many times you chose “like” on statements relating to each area. This student chose “like” most often on statements that match well with INVESTIGATIVE majors and careers, with REALISTIC as the second highest. Self-Explanatory

Holland’s Areas of Interest John Holland
Realistic Investigative Artistic Social Enterprising Conventional These are the words that match the letters.

ACT Interest Inventory
I would dislike doing this activity……………………….. D I am indifferent (don’t care one way or the other)….…. I I would like doing this activity…………………………... L Explore a science museum Compose or arrange music Help someone make an important decision Conduct a meeting Calculate the interest on a loan Build a picture frame Study Biology Help people during emergencies Show children how to play a game or sport This is what the Interest Inventory you took looked like.

REALISTIC Likes to work with animals, tools, or machines; generally avoids social activities like teaching, counseling, nursing, and informing others; Has good skills in working with tools, mechanical drawings, machines or animals, Values practical things you can see and touch -- like plants and animals you can grow, or things you can build or make better; and Sees self as practical, mechanical, and realistic. known in other interest surveys as mechanical, practical, technology/outdoors. R types are often pragmatic and like to work with their hands. Self-Explanatory Farmer Forester Fire Fighter Police Officer Flight Engineer Pilot Carpenter Electrician Diesel Mechanic Locomotive Engineer Truck Driver Locksmith

INVESTIGATIVE Likes to study and solve math or science problems; generally avoids leading, selling, or persuading people Has good skills at understanding and solving science and math problems Values science Sees self as precise, scientific, and intellectual also called scientific or logical. I types are often engineers or scientists and like problem-solving and working alone Self-Explanatory Chemist Mathematician Meteorologist Biologist Dentist Physician Veterinarian Pharmacist Medical Technician Architect Surveyor Electrical Technician

ARTISTIC Likes to do creative activities like art, drama, crafts,
dance, music, or creative writing; generally avoids highly ordered or repetitive activities Has good artistic abilities - in creative writing, drama, crafts, music, or art Values the creative arts - like drama, music, art, or the works of creative writers Sees self as expressive, original, and independent also referred to as artistic, literary, and expressive. They are known for their high degree of creativity often have jobs in the visual or performing arts, or as writers. Self-Explanatory Dancer Book Editor Art Teacher Clothes Designer Graphic Designer Comedian Actor Disk Jockey Interior Decorator Composer Musician Artist

SOCIAL Likes to do things to help people - like teaching, counseling, nursing, or giving information; generally avoids using machines, tools, or animals to achieve a goal; Has good skills at teaching, counseling, nursing, or giving information; Values helping people and solving social problems; and Sees self as helpful, friendly, and trustworthy. also called helping or service-oriented. S Types often have jobs in the health or social fields. They are often altruistic people with an intuitive sense for reading others' feelings. Self-Explanatory Counselor Parole Officer Social Worker Dental Hygienist Nurse Physical Therapist Teacher Librarian Athletic Trainer Coach Occupational Therapist Pastor

ENTERPRISING Likes to lead and persuade people, and to sell things and ideas; generally avoids activities that require careful observation and scientific, analytical thinking Is good at leading people and selling things or ideas Values success in politics, leadership, or business Sees self as energetic, ambitious, and sociable. sometimes called persuasive or assertive. They enjoy influencing others. E Types are drawn to positions in management and politics. Self-Explanatory Auctioneer Sales Travel Agent Recreation Leader Judge Lawyer Hotel Manager Realtor TV Newscaster Elected Officials CEO Bank President

Conventional Likes to work with numbers, records, or machines in a set, orderly way; generally avoids ambiguous, unstructured activities Is good at working with written records and numbers in a systematic, orderly way; Values success in business; and Sees self as orderly, and good at following a set plan. also known as socialized, clerical, computational, or organizational. They enjoy order and are often mathematically inclined. C Types are often found doing highly procedural work such as filing or accounting. Self-Explanatory Court Clerk Office Manager Accountant Bank Teller Post Office Clerk Mail Carrier Insurance Agent Registrar Risk Management Medical Transcription Title Examiner Paralegal

Learn more: Your Holland’s Codes results reflect what you were thinking/feeling on the day you took the inventory, and maybe your mood as well as your interests. (Check the Like / Dislike / Indifferent percentages below your RIASEC Code numbers) You should look at your top 3 areas, not just your single highest score. SAE for example, is a person who scored highest in Social-Artistic-Enterprising areas. This person might make an excellent teacher or sales person. He or she likes people, is creative, and is also comfortable in a leadership role. If your World-of-Work map has shading in Region 99 (the center), It is possible that you either liked or disliked too many items on that day, or marked too many with “Indifferent. Self-Explanatory

If you take an inventory later on (PLAN or ACT)
try to make a hard choice between “Like” or “Dislike”, and use “Indifferent” less frequently. If your shaded areas on the map are all touching, it means that you were pretty consistent in your responses, and have a fairly good idea of what you’d like to do. If your shaded areas are scattered around the map, it may just mean that you have a broad range of interests. You may find ways later on to combine those interests, or you may end up with one side as your career and one as your hobby. Maybe you like music, but also like numbers (not that uncommon)…..you might end up as an accountant who plays in a rock band on the weekends!! Self-Explanatory

EXPLORE Report Side 2 On the backside of your score report, you can actually see the question numbers, an answer key, and whether you got each question right or wrong. A plus sign (+) in the third column means you got the question correct. If you have a letter in the 3rd column, that is the incorrect answer that you chose. If you get your Test Booklet along with your report (counselor or somebody on your campus should have them), you can go back and look at the questions again. This is a really good way to improve your skills and score higher on an ACT the next time you take it. On the right side you have suggestions that will help you increase your score in each subject. These are matched with your own score, and are not exactly the same as everyone else.

PLAN Report Side 2 On the backside of your score report, you can actually see the question numbers, an answer key, and whether you got each question right or wrong. A plus sign (+) in the third column means you got the question correct. If you have a letter in the 3rd column, that is the incorrect answer that you chose. If you get your Test Booklet along with your report (counselor or somebody on your campus should have them), you can go back and look at the questions again. This is a really good way to improve your skills and score higher on an ACT the next time you take it. On the right side you have suggestions that will help you increase your score in each subject. These are matched with your own score, and are not exactly the same as everyone else.

Review Your Answers Close-up of the backside of the report

Your Skills with Ideas for Progress
Close-up of the backside of your report.

What Do I Do Now? When using your Score Report, ask yourself some questions: Does my high school course plan include challenging college prep courses? What skills do I need to work on to be sure I am on target for college? How can I learn more about careers that interest me? Self-explanatory 19 9/2010

Keys to Good Educational and Career Planning
Take challenging college prep courses in high school. Explore the many career options available to you and think about how your career choices will affect your future. Set career goals and develop an educational plan to achieve them. Self-Explanatory

Study Skills Checklist for Students
Set a regular time and place to study each day and throughout the week. Keep a daily “to do” list. Set goals for yourself. Do your reading assignments before the material is discussed in class. Pay close attention and take good notes in class. Prepare for tests during your regular study times instead of cramming at the last minute. Self-Explanatory

To find out more about your scores, find practice questions, and research your World-of-Work information go to the EXPLORE Student website.

To find out more about your scores, find practice questions, and research your World-of-Work information go to the EXPLORE Student website. To find out more about your scores, find practice questions, and research your World-of-Work information go to the PLAN Student website.

Parents can find out more about EXPLORE, PLAN, and ACT at the ACT Parent website, including tips on College Planning, Helping your child prepare for ACT and College, and a Parent Newsletter.

Students can create an ACT account at the student website. With a student account, you can register, check your scores, find practice questions, research colleges and careers, and lots more.

ACT Student Report Now available in PDF online! (for students)
The newest feature of the student website is the ability to download your own student score report for ACT! This can save you and your counselor time when you begin putting together your college admission and scholarship applications!

Resources for Students
ACT Student Website: Register for ACT/make changes View Scores / Print Score Report Financial Aid & College Search ACT Question of the Day ACT student blog ACT podcasts *iphone and ipad apps ACTStudent & ACTCollegeSearch Here are the just some of the things you can do at the ACT Student website. Check out the new iphone and ipad apps that allow you to register and check your scores from your phone, get the ACT Question of the Day, and more!

There’s an App for that…

…and this too!

Questions?

ACT Southwest Regional Office
For Additional Information ACT Southwest Regional Office Austin, TX Phone: (512) ACT is an independent, not-for-profit organization that provides more than 100 assessment, research, information, and program management services in the broad areas of education and workforce development.

Planning a Parent Night Program for Your School
APPENDIX Planning a Parent Night Program for Your School

I. PREPARE A. Choose a date early 1. Make it part of a yearly calendar 2. Plan it for 2-3 weeks after your EXPLORE/PLAN Testing date so your results will be available B. Have a back-up date, in case of delayed testing/results, weather issues, conflicts, etc. C. Advertise on your website, get it into your local newspaper and other local media outlets.

II. GATHER SUPPORT Get teachers involved. They can offer incentives (extra points, exemptions from an assignment or test, free pass for ?) Provide FOOD if possible. Enlist support from Lions Club, Rotary, Kiwanis, Ministerial Alliance, local merchants. Door Prizes? Solicit donations from local merchants, such as discount cards, Sonic free drinks?, etc., to give away at your parent night program Mandatory? One school who was very serious about making sure parents received their students’ scores and other important college and career information (state scholarships, graduation requirements, etc.) scheduled the event and made it mandatory that a parent either attend that event, or make an individual appointment with the counselor to go over EXPLORE/PLAN results (Tough but effective at increasing participation…Just be ready to follow-through!)

III. DETAILS Make it the first opportunity for students/parents to pick up their scores. Others will have to wait and pick them up at school a little later. (not too much later!) Have student scores organized and hand them to students/ parents as they arrive. Have other handouts available for parents (Graduation Requirements, Handbooks, Scholarship and Financian Aid Information, Local/State Programs, etc.) This meeting should become parents annual resource for updates and information for graduation and college/career planning.

IV. IMPLEMENTATION Use the “Dreams to Reality” power point program or create your own, to go through each block on the student report. B. Allow plenty of time for and BE PREPARED to answer questions! It is okay to say, “I’m not sure but I will find out the answer to that and get back to you asap!” (Have a “scribe” recording questions along with the name of the person asking the question.) Follow up: Send thank you notes in some way. They do not have to be handwritten, and could even be a note on your website and/or the local paper. Put a message on the school marquee! D. BE SURE to actually follow-up on any unanswered questions!

(ultimately making your job easier!)
V. WRAP-UP Having a Parent Night program does not have to be scary, and can in fact do a great deal to increase parent and student understanding of and support for your guidance program. You are “making a big deal” of EXPLORE/PLAN, and your guidance programs. Students who understand the value of EXPLORE/PLAN (that it IS a version of the ACT) are likely to give it a better effort! You are opening the door for more students and parents to help you and work WITH you in College/Career Planning. (ultimately making your job easier!)

Be persistent. Don’t be discouraged by a low turnout the first try
Be persistent! Don’t be discouraged by a low turnout the first try. Be excited about the ones who do show up! If they go out and talk about how informative it was, your attendance will grow. (I promise. I have seen it happen!) One school I worked with who has been doing this for several years has gotten up to an 85-90% attendance (not required). They now have 7th and 8th grade students approaching EXPLORE like “Top 10% seniors” do the ACT…comparing scores and talking about plans, setting their goals for PLAN and ACT. They understand what the scores mean and that the test is important for THEIR future (not just the school’s numbers). They begin to take ownership of their college/career planning. It is, after all, THEIR FUTURE!!! : )

Just think for a moment as a parent… If you knew at least two times before senior year what your child’s ACT score looked like… would it help you to focus and strategize? Providing this opportunity is advertised documentation that you care about your students’ futures, and are working to help them all succeed! : )

Your ACT Southwest Region Parent Night Support/Resource Team: Cari Lousch (512) Randy Palmatier

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