1. EXPLORE 201 Webinar for Prior Participants Hosted by: Ann Connelly - EXPLORE Manager, NAU/GEAR UP Stephanie Lewis - Director, Program Solutions ACT Inc. West Region

2. 2012-13 Goals, Objectives and Outcomes Of the EXPLORE INITIATIVE Overarching Goal: To motivate more K-12 students to plan for, prepare for, and succeed in earning a bachelor’s degree.

3. Now what do we do with the EXPLORE Results??? What is our schools plan to complete use the EXPLORE results? - Final Reporting Guide How do I report what my school did with the EXPLORE results? - Final School Report How do I help parents and students understand their results? - Student and Parent PowerPoint Presentations. How do I interpret and use the EXPLORE data to Improve student performance? - ACT Presentation

4. What is your schools plan to complete use the EXPLORE results? Final Reporting Guide

5. EXPLORE FINAL SCHOOL REPORTING

6. Page 2 Set Up of Final Reporting Guide: Page 3 Page 4

7. SET UP of Final Reporting Guide: Page 5 Page 6

10. How do I report what my school did with the EXPLORE results? Final School Report

12. Complete Final Reporting Guide:  Please take the Final Reporting Guide with your notes back to your school for review/revision/approval by your Principal and other staff responsible for sections of the Plan. Submit Your Final School Report:  District Liaisons will submit the individual Final School Reports to NAU/GEAR UP on, or before May 31, 2013. Completing the Final Reporting Guide and submitting the Final School Report

13. 2012-13 Arizona EXPLORE Initiative How do I help parents and students understand their results? Student and Parent PowerPoint Presentations

15. Understanding Your EXPLORE ® Results Prepare for a World of Possibilities In High School and Beyond!

17. Understanding Your Child’s EXPLORE ® Results Preparing them for a World of Possibilities In High School and Beyond!

18. Entendiendo los Resultados de EXPLORE ® de su Niño ¡ Preparándolos para un Mundo de Posibilidades en Preparatoria y Más Allá!

19. All PowerPoints and materials are available to download at the EXPLORE Website: http://Sites.google.com/site/exploreazproject/home To get a script for the PowerPoints, You will need to print the documents as notes pages

20. How do I interpret and use the EXPLORE data to improve student performance? ACT Presentation 2012-13 Arizona EXPLORE Initiative

21. NAU GEAR UP EXPLORE 201: Getting the Most Out of Your EXPLORE Data Stephanie Lewis December 6, 2012

22. Stephanie Lewis Director, Program Solutions ACT, Inc., West Region Office 916-631-9200/Cell 319-321-9764 stephanie.lewis@act.org

23. Workshop Objectives  Learn how to maximize interpretation of your data  Find out what your data is telling you  Create an communication/action plan

25. ACT’s College and Career Readiness System

26. ACT National Curriculum Survey ®  Determines what skills and knowledge postsecondary institutions expect  Measures college-ready skills  Surveys completed nationally  Consultation with content area experts

27. 25 36 32 Longitudinal Assessments College Readiness System Scores

28. MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR SUPPORTING SOLUTIONS PLANNING SCHOOL IMPROVEMENT EXPLORE 8th and 9th grade curriculum-based educational and career planning program PLAN 10th grade curriculum-based educational and career planning program The ACT 11th and 12th grade curriculum- based assessment for learning outcomes ENGAGE Middle and high school assessment that measures all factors of academic success QualityCore Research-driven solutions for strengthening curriculum CoreWork Diagnostics Online service to diagnose and improve content and practice areas Core Practice Audit Framework for evaluating current practices Designed to help 8th and 9th graders explore a broad range of options for their future, EXPLORE is a curriculum-based educational and career planning program that measures achievement in English, math, reading, and science. As an early indicator of college readiness, EXPLORE gives educators the means to structure high school planning and career exploration for students and parents. EXPLORE

29.  Grades 8 and 9  English, Mathematics, Reading, and Science  Total time for tests: 2 hours  Needs Assessment  Plans and Background Information  UNIACT Interest Inventory

30. Assessment Literacy ACT College and Career Readiness Standards Statements describing the knowledge and skills typically demonstrated by students who score in a particular score range CoreMinimum number of high school courses recommended to prepare for college NormsIndicate the percent of examinees in the norming study who received the same scale score or a lower scale score

31. Assessment Literacy ACT College Readiness BenchmarksThe minimum English, reading, mathematics, and science assessment scores required for student to have a 50 percent change of obtaining a B or higher or about a 75 percent chance of obtaining a C or higher in the corresponding credit-bearing college course Cusp/Bubble-+2 or -2 points above or below Percentilesthe value of a variable below which a certain percent of variables fallpercent

33. Communication Defined  Exchange or sharing of information to all people involved in the stages of implementation

34. Why Important  Help prevent poor performance by planning ahead  Ensures action is taken  Avoid assumptions  Increase stakeholder buy-in

35. Students Need to Know  Purpose, significance, what is being measured and how the school will use the assessment results

36. Parent/Guardian Needs to Know  Purpose, significance, what is being measured and how the school will use the assessment results

37. Educators Need to Know  Purpose, significance, what is being measured  How the results can be used –Teaching and guiding individual students –Curricular improvement –Instructional improvement

39. Student Score Report  An individualized score report detailing scores received on the assessment, career plans and needs indicated by the student.

40. Student Score Report  The Student Score Report will provide: suggestions for improving student academic skills careers that match student interests indicators of college readiness

41. Student Score Report

44. Scan Date Student ’ s Grade Level Student ’ s School School EXPLORE ® Code Test Date

45. Student Score Report

46. Questions to Consider:  What can norms tell you about this student?  How does this student compare with other students nationally?

47. Student Score Report

48.  Help interpret what the scores earned in EXPLORE, PLAN, and the ACT mean  Identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test

49. Student Score Report

50. Questions to Consider:  How can your school meet the needs of what the student is asking for?  Are you already addressing these?

51. Student Score Report Question to Consider:  How does the student ’ s courses and scores relate to their educational plans and career choices?

52. Student Score Report Questions to Consider:  Is the student on track to be college and career ready?  What course of action can be taken with the student to increase their college readiness?  Where does the student need intervention to get on track?

53. ACT’s College Readiness Benchmarks  Empirically derived  50% chance of achieving a B or higher or about a 75% chance of achieving a C or higher in the corresponding credit-bearing college course TestCollege CoursePLANACT 8th Grade9th Grade EnglishEnglish Composition13141518 MathCollege Algebra17181922 ReadingSocial Sciences15161721 ScienceBiology20 2124 EXPLORE

54. ACT’s College Readiness Standards Direct link between what students have learned and what they are ready to learn next.  Help interpret what the scores earned in EXPLORE ®, PLAN ® and the ACT ® mean  Identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test

55. College Readiness Standards Score Range Basic Operations & Applications Probability, Statistics, & Data Analysis Numbers: Concepts & Properties 13-15 Standards  Perform one-operation computation with whole numbers and decimals  Solve problems in one or two steps using whole numbers  Perform common conversions (e.g., inches to feet or hours to minutes)  Calculate the average of a list of positive whole numbers  Perform a single computation using information from a table or chart Recognize equivalent fractions and fractions in lowest terms Ideas for Progress  Investigate and build understanding of the concept of percentage as a comparison of a part to a whole  use multiple operations to solve multistep arithmetic problems  solve real-world problems that involve measures of central tendency (e.g., mean, median, mode)  interpret data from a variety of displays (e.g., box-and-whisker plot) and use it along with additional information to solve real-world problems  conduct simple probability experiments and represent results using different formats  recognize and apply place value, rounding, and elementary number theory concepts Mathematics And statements that provide suggestions to progress to a higher level of achievement Statements that describe what students are likely to know and be able to do...

56. Student Score Report

57. You and the World of Work Your Interests Exploring Career Options

58. Student Score Report

61. www.explorestudent.org

62. Dissemination of Results Table

64. Profile Summary Report What is the Profile Summary Report (PSR)?  summarizes the performance of your students  available at the school and district level

65. Profile Summary Report  compare your students’ score and subscores with those of students nationally  measure if your students are On Track to be college ready when they graduate from high school  differentiate scores by ethnic and gender groups  show how our students respond to the local items

66. Profile Summary Report  relate student composite scores and coursework plans: –to their educational plans –to their expressed needs for help –postsecondary plans to their career preferences from the Career Areas List. –postsecondary plans relate to their career clusters from the World-of-Work Map.

67. 38 Students Below Benchmark 53 Students Above Benchmark 100 Students on the Cusp 44 in danger of slipping 41 within 2 points of benchmark Benchmark Students on the cusp 191 Total Students Frequency Distribution Table Students on target to be college ready Students in need of real intervention

69. Dissemination of Results Table

71. Item Response Summary Report  Describes the item-by-item performance of your examinees.  Determine your students’ academic strengths and weaknesses relative to the skills and knowledge measured by the test items, and address apparent weaknesses at the content area level.

72. Item Response Summary Report  percentage who selected the correct response to each item  percentage who selected each incorrect response  percentage who did not answer the item  the average percentage who responded correctly to the items in each content area

73. Item Response Summary Report Student Response Information

74. Item Response Summary Report Given your curriculum, is the percentage of your report group answering each item correctly and consistent with your expectations? Is a large percentage of your report group choosing incorrect response options?

75. Replace image with what is in the workbook How did our students perform on each item? *Asterisked numbers are CORRECT answers.

76. Color-Coding Key No color 75-100% Correct Green 50-74% Correct Yellow 25-49% Correct Pink 0-24% Correct

77. Replace image with what is in the workbook and fix the color coding key to match Color-Code No Mark 75%+ Green 50-74% Yellow 25-49% Pink 0-24%

78. Replace image with what is in the workbook and fix the color coding key to match Which incorrect answers did they choose?

79. College Readiness Standards Score Range Basic Operations & Applications Probability, Statistics, & Data Analysis Numbers: Concepts & Properties 13-15 Standards  Perform one-operation computation with whole numbers and decimals  Solve problems in one or two steps using whole numbers  Perform common conversions (e.g., inches to feet or hours to minutes)  Calculate the average of a list of positive whole numbers  Perform a single computation using information from a table or chart Recognize equivalent fractions and fractions in lowest terms Ideas for Progress  Investigate and build understanding of the concept of percentage as a comparison of a part to a whole  use multiple operations to solve multistep arithmetic problems  solve real-world problems that involve measures of central tendency (e.g., mean, median, mode)  interpret data from a variety of displays (e.g., box-and-whisker plot) and use it along with additional information to solve real-world problems  conduct simple probability experiments and represent results using different formats  recognize and apply place value, rounding, and elementary number theory concepts Mathematics And statements that provide suggestions to progress to a higher level of achievement Statements that describe what students are likely to know and be able to do...

80. EXPLORE Which of the following is a general expression for the perimeter of the right triangle below, in miles? z miles x milesy miles A. x + y + z B. 2(x + y) C. D. E. xy Standard from Math, 16-19, Measurement Strand Compute the perimeter of polygons when all side lengths are given.

81. PLAN What is the perimeter, inches, of a square whose sides each measure 5 inches? Standard from Math, 16-19, Measurement Strand Compute the perimeter of polygons when all side lengths are given.

82. The ACT The out-of bounds lines around a basketball court in Central Park need to be repainted. The court is a rectangle 90 feet long and 50 feet wide. What is the perimeter, in feet? A. 140 B. 190 C. 230 D. 280 E. 4500 Standard from Math, 16-19, Measurement Strand Compute the perimeter of polygons when all side lengths are given.

83. Abbreviated Test Booklets: Test Question Analysis Activity Booklets: Sample Test Questions Matched to College Readiness Standards Booklets Next Steps  Curriculum Review Worksheets

84. Next Steps

85. Dissemination of Results Table

87. Early Intervention Roster  School-level reports that identify students who qualify under three possible categories: –Early Identification –Coursework Intervention –Need for Assistance  Prioritizes students that need or have requested attention.

88. EXPLORE Early Intervention Rosters

90. Which of your students express a need for help in one or more areas? What resources do you have or might you access to provide support?

91. Dissemination of Results Table

92. Questions/Reflections?