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

2. KASA Annual Summer Institute EPAS Reports: Maximizing the Impact on Student Achievement in Mathematics Chyleigh Rose Mathematics Consultant Kentucky Department of Education Chyleigh.rose@education.ky.gov 2

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

4. Background  July 2006 - Senate Bill 130  Assessment program shall include:  high school readiness exam in grade 8  a college readiness exam in grade 10  the ACT college admissions and placement exam in grade 11 4

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

8. EXPLORE and PLAN Data 2007-2011

9. Curriculum Alignment Alignment document http://www.act.org/commoncore/pdf/Comm onCoreAlignment.pdf http://www.act.org/commoncore/pdf/Comm onCoreAlignment.pdf College Readiness Standards http://www.act.org/standard/infoserv.html http://www.act.org/standard/infoserv.html –Standards reports –Connecting standards to the classroom –Instructional support workshop materials 9

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

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

14. 14 Where Am I Now?

15. 15 What is my score?

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

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

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

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

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

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

22. Where am I going? High School Plans 22

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

24. Career Interests 24

25. How Do I Get There? 25

26. How Do I Get There? College Readiness Benchmarks 26

27. How Do I Get There? Kentucky Statewide System of Benchmarks – Defining College Readiness in Kentucky –English – 18 –Mathematics – 19 –Reading - 20 27

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

30. How Do I Get There? World of Work Map 30

31. Career Exploration (http://www.act.org/explore/pdf/CareerArea Charts.pdf)http://www.act.org/explore/pdf/CareerArea Charts.pdf Map of College Majors (PLAN) http://actstudent.org/plan/future/majors.html http://actstudent.org/plan/future/majors.html How Do I Get There? 31

32. How Do I Get There? Using Your EXPLORE Results http://www.act.org/explore/downloads.html http://www.act.org/explore/downloads.html Using your PLAN Results http://www.act.org/plan/downloads.html http://www.act.org/plan/downloads.html Using your ACT Results http://www.act.org/aap/resources.html http://www.act.org/aap/resources.html 32

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

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

35. HOW CAN WE USE THIS TO IMPROVE INSTRUCTION? 35

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

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

41. Courses Count!

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

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

45. Curriculum Alignment Alignment document http://www.act.org/commoncore/pdf/Comm onCoreAlignment.pdf http://www.act.org/commoncore/pdf/Comm onCoreAlignment.pdf College Readiness Standards http://www.act.org/standard/infoserv.html http://www.act.org/standard/infoserv.html –Standards reports –Connecting standards to the classroom –Instructional support workshop materials 45

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

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

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

51. Curriculum Review Worksheets

52. Transition Toolkit

53. 53 http://www.quantiles.com/

54. The Quantile Framework for Mathematics

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

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

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

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

62. Resources 62

63. Resources Hippocampus (www.hippocampus.org)www.hippocampus.org Purplemath (http://www.purplemath.com/)http://www.purplemath.com/ NCTM Illuminations (http://illuminations.nctm.org/)http://illuminations.nctm.org/ Khan Academy (http://www.khanacademy.org/)http://www.khanacademy.org/ 63

64. Resources (cont.) National Library of Virtual Manipulatives (http://nlvm.usu.edu/)http://nlvm.usu.edu/ Interactive Library Applets: (www.edinformatics.com/il/il_math.htm)www.edinformatics.com/il/il_math.htm 64

65. Resources (cont.) Reading and Mathematics Transitional Courses (http://www.education.ky.gov/KDE/Instructio nal+Resources/Secondary+and+Virtual+Le arning/Transitional+Courses.htm)http://www.education.ky.gov/KDE/Instructio nal+Resources/Secondary+and+Virtual+Le arning/Transitional+Courses.htm EPAS interventions document 65

66. KASA Annual Summer Institute EPAS Reports: Maximizing the Impact on Student Achievement in Mathematics Chyleigh Rose Mathematics Consultant Kentucky Department of Education Chyleigh.rose@education.ky.gov 66