INGHAM INTERMEDIATE SCHOOL DISTRICT Jeffrey Dole , IISD Career Preparation Specialist 517-244-1365 ([email protected])
INGHAM INTERMEDIATE SCHOOL DISTRICT Jeffrey Dole, IISD Career Preparation Specialist 517-244-1365 ([email protected])
Mar 29, 2015
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INGHAM INTERMEDIATE SCHOOL DISTRICT
Jeffrey Dole , IISD Career Preparation Specialist517-244-1365 ([email protected])
LEARNING GOALS:
1. Understand ACT Explore and Plan assessments.
2. Utilize a process for analyzing ACT data .
3. Understand how ACT data informs curriculum and instruction.
4. Use data to determine interventions.
5. Connecting Explore and Plan to Common Core
PROCESSES, RESOURCES AND SCHEDULE
8:00 AM – 2:30 PMLunch – On your own 11 – 12 PM
• PowerPoint- Discussion• Individual and group work• Schools sharing best practices• One folder for each school
TAKE YOUR LEARNING ONE STEP FURTHER
Ideas going around in my mind
Ideas that squared with my thinking
Ideas I want to learn more about
Ideas for connecting my learning
“THE WILL TO SUCCEED IS NOTHING WITHOUT
THE WILL TO PREPARE.”
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?
Disagree Agree
Directions: Find one or more questions that resonate with you. Then find a colleague and do a 5 minute pair share.
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.
ACT IS A PIECE OF THE PUZZLE…
ACT COLLEGE AND CAREER READINESS SYSTEM
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 12 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
1992
1986
1959
POSSIBLE GRADES TESTED
7th grade 8th grade 9th grade 10th grade
Spring 2012 EXPLORE (IISD)
EXPLORE (Michigan)
PLAN (IISD)
PLAN (Michigan)
Spring 2013 EXPLORE (IISD)
EXPLORE (Michigan)
PLAN (IISD)
PLAN (Michigan)
1 6 11 16 21 26 31 36
ACT
PLAN
EXPLORE
EXPLORE 8th and 9th grade (score range 1 to 25)
PLAN 10th grade (score range 1 to 32)
ACT 11th and 12th grade (score range 1 to 36)
An Explore score of 23 is the same as a Plan and ACT score of 23.
CURRICULUM-BASED ASSESSMENTS
Score Scales
EXPLORE 8th & 9th Grade
PLAN 10th Grade
The ACT 11th & 12th Grade
1 – 25 1 – 32 1 - 36 English Test (Content & number of items) 30 minutes 30 minutes 45 minutes Punctuation 6 7 10 Grammar & Usage 8 9 12 Sentence Structure 11 14 18 Strategy 5 6 12 Organization 5 7 11 Style 5 7 12 Total 40 50 75
Score Scales
EXPLORE 8th & 9th Grade
PLAN 10th Grade
The ACT 11th & 12th Grade
1 – 25 1 – 32 1 - 36 Mathematics Test (Content & number of items) 30 minutes 4 0 minutes 60 minutes Pre- Algebra 10 14 14 Elementary Algebra 9 8 10 Intermediate Algebra - - 9 Geometry 7 - - Coordinate Geometry - 7 9 Plane Geometry - 11 14 Statistics/ Probability 4 - - Trigonometry - - 4 Total 30 40 60
CURRICULUM-BASED ASSESSMENTS
Score Scales
EXPLORE 8th & 9th Grade
PLAN 10th Grade
The ACT 11th & 12th Grade
1 – 25 1 – 32 1 - 36 Reading Test (Content & number of items) 30 minutes 20 minutes 35 minutes Prose Fiction 10 8 10 Humanities 10 9 10 Social Studies 10 8 10 Natural Sciences - - 10 Total 30 25 40
Score Scales
EXPLORE 8th & 9th Grade
PLAN 10th Grade
The ACT 11th & 12th Grade
1 – 25 1 – 32 1 - 36 Science Test (Content & number of items) 30 minutes 25 minutes 35 minutes Data Representation 12 10 15 Research Summaries 10 14 18 Conflicting Viewpoints 6 6 7 Total 28 30 40
Time to take the Math or Reading Test : 30 questions – 30 min
AFTER TAKING THE TEST: (10 MIN)
1. What surprised you?
2. What do you think your students will struggle with most?
3. What would you tell students as you prepare them for this test?
4. Please share successful preparation strategies.
PREPARING STUDENTS TO TAKE THE EXPLORE AND PLAN
1. Explain what the test is (measures knowledge) and what it is not (aptitude) .
2. Explain predictability and career exploration component of each test.
3. Explain the testing process/procedures, just like ACT.
4. Send letter home to parents.
5. Show sample problems from each test. (act.org/explore)
6. Give a practice test untimed, then timed.
7. Share test taking tips, test prep sites and resources.
HELPFUL RESOURCES
Career Search http://bls.gov/k12
http://michigan.gov/lmi
http://www.mappingyour future
.biz/planyoucareer/careership
http://www.acinet.org
http://online.onetcenter.org
http://www.myskillsmyfuture.org
http://www.careercruising.com
Test Preparation http://www. Number2.comhttp://www.act.org http://www.grockit.com http://www.mel.org
College Exploration http://www.collegeconfidential.com http://www.michigancap.org http://www.careercruising.com
ACT’S COLLEGE READINESS STANDARDS™
Example: Mathematics College Readiness Standards
College Readiness Standards Intervals
1-12
13-15
16-19
20-23
24-27
28-32
33-36
Source: http://www.act.org/standard/pdf/CRS.pdf
GLCE’and HSCE’s
ACT College and Career Readiness Standards
Common Core
HOW IMPORTANT IS THE MIDDLE SCHOOL TO COLLEGE READINESS?
College and Career
Readiness
Scores: 13 - 23 Scores 13 -27 Scores: 28 -36
GLCE 51 77.3% 72 61.5% 15 15.2%
Algebra I 8 12.1% 24 20.5% 43 43.4%
Geometry 3 4.5% 7 6.0% 13 13.1%
Algebra II 4 6.1% 12 10.3% 15 15.2%
DISTRIBUTION OF MICHIGAN CONTENT EXPECTATIONS IN THE COLLEGE READINESS STANDARDS
66 115 86
ACT – “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
WHY SHOULD SCHOOLS OFFER THE ACT EXPLORE AND PLAN? A RESPONSE TO OUR STAKEHOLDERS
1. Predicts ACT - MME performance
2. Identifies early problems, informs interventions
3. Guides curriculum and instruction
4. Helps prepare to be college and career ready
MICHIGAN DASHBOARD - 2012
Source - http://www.michigan.gov/midashboard
MICHIGAN DASHBOARD - 2012
AGE OF ACCOUNTABILITY
2004 06 10 2012 2014 20152013
MI adopts GLCE’s
MI adopts HSCE’s
MI adopts Common Core
Teachers to begin providing instruction related to Common Core State Standards
MI Gov. Council to develop Educator Eval. Tool based on student performance
Smarter Balanced Assessments - Full implementation of fully functioning assessment system
States administer summative assessments during last 12 weeks of school year
http://www.smarterbalanced.org/timeline
NCLB08
MME& MMC
What is to be taught? Are we teaching them well? How do we measure student growth?
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, 517- 244- 1273
Theron Blakeslee, 517 -244-1201
COLLEGE AND CAREER READINESS
DEFINING WHAT YOU WANT BEFORE YOU BEGIN TO MEASURE WHETHER YOU HAVE IT.
4 Minute Pair Share
1. ( 2 minutes) Allow partner to describe college and career readiness without interruption.
2. ( 2 minutes) switch roles
ACT COLLEGE READINESS BENCHMARKS
Test College Course ACT
English English Composition 18
Math College Algebra 22
Reading Social Studies 21
Science Biology 24 24212020BiologyScienc
e
21171615Social SciencesReadin
g
22191817Algebra Math
18151413English
CompositionEnglis
h
9th Grade8th Grade ACTPLANCollege CourseTest
EXPLORE
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)-ACT
CAREER READINESS - CTE
1. Authentic Problem Solving Skills
2. Self- Sufficiency Skills
3. Interacting with others Skills
4. Information and technology skills
5. Communications Skills
WORKKEYS® SKILL AREAS
Reading for Information*
Applied Mathematics*
Locating Information*
Applied Technology
Teamwork
Observation
Listening
Writing
Business Writing
** 85% of ALL occupations utilize
these skills
Day 2 MME
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 Standards
1. Are your High School graduates college and career ready?
2. How do you know?
TWO QUESTIONS TO THINK ABOUT -
WHAT PERCENTAGE OF EDUCATORSREPORTED THAT THEIR STUDENTS ARE PREPARED FORCOLLEGE-LEVEL WORK IN THEIR CONTENT AREA?
Source: ACT national Curriculum Survey, 2009, pg.5, Fig 1.3
High School Teachers Postsecondary Instructors0
10
20
30
40
50
60
70
80
90
10091
26
Percent of respondents
HTTPS://WWW.MISCHOOLDATA.ORG/DISTRICTSCHOOLPROFILES/REPORTCARD/EDUCATIONDASHBOARD.ASPX ( DASHBOARD – EDIT REPORT – ENTER SCHOOL NAME)
INGHAM COUNTY PUBLIC SCHOOLS
Graduation rate and Dropout rate used for AYP
MME % profic. (21%) Math = 57 Reading = 67
Basic Skills cut scores
**Source – Mich. Graduation CCR Accreditation Comparison
INGHAM COUNTY HS % PROFICIENT ON ACT ( CLASS OF 2012) COLLEGE AND CAREER READINESS
ELA = 56.1% Reading = 43.7 %Math = 33.7 %Science= 27.1 %
Overall = 21 % proficient on all four
*** Source – Mich. Graduation CCR Accreditation Comparison
ACT English CRS = 18
ACT Reading CRS = 21
ACT Math CRS = 22
ACT Science CRS = 24
LET’S LOOK AT THE CLASS OF 2015 ( 2011 8TH GRADERS)
EXPLORE PROFILE SUMMARY REPORT PRESENTATION PACKET
INGHAM COUNTY 8TH GRADERS
2010-2011 EXPLORE PROFILE SUMMARY RPT – INGHAM COUNTY GRADE 8HOW DOES OUR STUDENTS’ PERFORMANCE COMPARE WITH THAT OF STUDENTS IN THE NATIONAL NORM GROUP?
English Mathematics Reading Science Composite1
4
7
10
13
16
19
22
25
14.915.9 15.5
17.316
14.215.1
13.8
15.914.9
Local National
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ACHIEVING SIMILARLY ACROSS RACIAL/ETHNIC GROUPS?
English Mathematics Reading Science Composite0
5
10
15
20
25
12.313.4 13.1
1513.6
11
15.2
13.3
15.7
13.914.9
15.9 15.5
17.416
13.714.8
16.615.6
17.9
16.3
11
1314.5
18
14.514.515.4 15.3
16.815.6
African American American Indian/Alaska Native Caucasian American Hispanic/Latino
Asian Native Hawaiian/Other Pacific Islander 2 or more races
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ACHIEVING SIMILARLY ACROSS GENDER GROUPS?
English Mathematics Reading Science Composite0
5
10
15
20
25
13.6
15.514.6
16.815.215.1 15.4 15.3
1715.8
Males Females
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8IS THE ACADEMIC ACHIEVEMENT OF OUR STUDENTS FOR THE PAST THREE YEARS IMPROVING COMPARED TO THAT OF THE NATIONAL NORM GROUP?
English Mathematics Reading Science Composite0
5
10
15
20
25
14.215.1
13.8
15.914.914.9
15.915.5
17.31615.1 15.7 15.2
17.115.9
14.9 15.4 14.8
16.815.6
National Local 2010-2011 Local 2009-2010 Local 2008-2009
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ADEQUATELY PREPARING THEMSELVES TO BE SUCCESSFUL?
English Mathematics Reading Science Composite0
5
10
15
20
15.416.2
15.9
17.716.5
15.816.4
15.8
17.616.5
15.616
15.2
17.316.1
Local 2010-2011 Local 2009-2010 Local 2008-2009
Core: Students who plan to take 4 or more years of English and 3 more years of mathematics, social studies & natural sciences
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ADEQUATELY PREPARING THEMSELVES TO BE SUCCESSFUL?
English Mathematics Reading Science Composite0
5
10
15
20
1415.4
14.6
16.615.3
14.214.8
14.2
16.415
14.114.5
14.1
16.114.8
Local 2010-2011 Local 2009-2010 Local 2008-2009
Noncore: Students who do not plan to take 4 or more years of English and 3 more years of mathematics, social studies & natural sciences
SAMPLE PUBLIC SCHOOL ( K – 12)
76.43
12
40.734
74.3
17
35.6 39
0102030405060708090
100
2011 Graduation Rate % ACT College Ready2011
% In College RemedialCourses
% MME Proficient2011
Sample Michigan
Total Students: 2686
Return
Source: http://bridgemi.com/2012/05/see-how-your-local-schools-do-on-college-prep
This chart shows 40.7 % of the 2011 SAMPLE school graduates who took college classes after graduation took 1 or more remedial courses.
MIDASHBOARD – POST SECONDARY OUTCOMES – COLLEGE REMEDIAL COURSEWORK
INGHAM COUNTY HS COLLEGE CREDITS (SPRING 2012)
CACC = 193 STUDENTS EARNED 1312 TTL. CR.
LCC EARLY COLLEGE = 84 STUDENTS/ 446 CREDITS
ONLINE INDEPENDENT COURSES = ?
ADVANCED PLACEMENT COURSE CREDITS = ?
DUALLY ENROLLED = ?
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:
1.What surprised you most about the data?
2.What concerns you most?
3.What will you do with this information?
WHAT IS THE CURRENT STATUS OF “COLLEGE READINESS” FOR STUDENTS IN THE STATE ?
2010-11 MICHIGAN 4-YR REGULATORY ADJUSTED C0HORT GRADUATION RATES
All stu
dent
s
Amer
ican
India
nAsia
nBlac
k
Hispan
ic/La
tino
Whit
e
Childr
en w
ith D
isabil
ities
Limite
d Eng
lish
Profic
ient
Econo
mica
lly D
isadv
anta
ged
Pacific
Islan
der
Mult
iracia
l0
10
20
30
40
50
60
70
80
90
100
13th highest in the nation
State focus
STATES WITH 100% OF STUDENTS TESTING
2012 10th graders who took the PLANWe can do better for our students!
Student NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent Name
Student NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent Name
Student NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent Name
Student NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent Name
WEIGHING THE PIGS DOESN’T MAKE THEM ANY FATTER!!!
THREE WAYS TO GET BETTER FIGURES
1. Distort the figures.
2. Distort the system. Get demonstrated results at the expense of other results.
3. 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
WHAT CAN WE DO TO RAISE OUR SCORES? 1. Quality teachers and rigorous, relevant curriculum have
the greatest impact. There is no substitute for quality instruction in the classroom.
2. Use data for school improvement and to assist individual students.
- Revisiting curriculum and instruction
- Integrate targeted ACT prep activities and remediation
3. Appropriate interventions at all 3 tiers
4. Stakeholder involvement ( Students, Parents, admin. Board) ** building a culture focused on College and Career readiness
ACT SCHOOL REPORTS
Student ReportProfile Summary Report Early Intervention Roster Item Response Summary
ACT COLLEGE & CAREER READINESS INFORMATION SYSTEM
Five years of data for EXPLORE/PLAN/ACT
• Down to the student level
• At the aggregate level
• Follow cohorts as they move through
• Item-analysis to the standard level, including common core!
Estimated release – Spring 2013
Interpreting the EXPLORE/PLAN Student Report
ANN TAYLOR AND MARCUS JONES - 2012
Ann – Struggles in school
Does not like math or science.
Spends a lot of time with friends
EXPLORE score = 15
Marcus – Does well in school without much effort.
Enjoys reading
Active in sports.
EXPLORE score = 18
Future Spartans??
EXPLORE Interpretive Visuals9/200878
Score Report
USING YOUR EXPLORE RESULTS
Slide 79
YOUR SCORES
Slide 80
EXPLORE Interpretive Visuals9/200881
Estimated PLAN Composite Score Range
Understanding Your Explore Results
EXPLORE Interpretive Visuals9/2008 82
High School Graduation Requirements
Using Your Explore Results
Slide 83
PROFILE FOR SUCCESS
Slide 84
• 1. More schools to choose
• 2. More scholarships
• 3. Greater earning potential
WHAT IS A TWO POINT IMPROVEMENT WORTH?
U of M Ann Arbor
Kalamazoo College
Michigan State University
Alma College
SVSU
Ferris State
Community Colleges
GPA: 3.8 ACT: 29 - 33
GPA: 3.65 ACT: 26 - 31
GPA: 3.4 ACT: 23 - 28
GPA: 3.5 avg. ACT: 21 - 27
GPA: 2.5 avg. ACT: 18 - 24
High School Graduation or GED
CMUWMU GPA: 3.3 ACT: 22 avg
Admissions Guidelines for Michigan schools 2011/2012 Michigan Colleges
GPA: 2.9-3.3 ACT: 22/ 17 min
CAREER CRUISING
1. Select Schools
2. Type in school name
3. Select Enrollment
4. Scroll down to ACT charts.
Central Michigan University
School
Average ACT (ACT Middle
50%)ACT Scores For
ScholarshipiQualification
Language Requiring @2nd Lang Req
Michigan State University 24-28 30
Preferred, but if core course is
taken in lieu of, it is waived
U of M AA 28-32 Sliding Scale
2 years for LSA college but none in other colleges
Grand Valley 22-26 Laker Dean Faculty Presidential No
23 26 29 32
U of M Dearborn 25
Maize and Blue Dean
Chancellors No
25 27 31
Western Michigan 23 26 No
Wayne State University 21 25 No
Eastern Michigan University 20-21 Presidential No
21
Alma College 22 Trustee Dean Presidential No, but
recommended
20 25 28
GRADUATE EARNING POWERSchool Graduate Starting Salary Graduate Mid-Career
Salary
Princeton 58,000 123,000
Harvard 57,000 121,000
Michigan 50,000 90,000
Michigan Tech 50,000 90,000
MSU 44,000 81,000
WMU 41,000 74,000
EMU 38,000 71,000
Ferris 42,000 70,000
CMU 40,000 65,000
GVSU 37,000 63,000
Wayne State 36,000 59,000
Student Data Analysis A 4-step process
1.Identify the incorrect answers2.Determine cause of incorrect
response3. Identify and prioritize
improvements4.Complete T-Chart
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 Notes1. B Correct Incorrect 4. G Correct Incorrect7. A Correct Incorrect Algebra Student Results Notes5. 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 1Step 2
91
Using Your Plan Results
Your Skills
Step 3 – Check improvements
Students keep this document in their portfolio and share with parents during conferences or parent meeting.
Current math score = _____ Growth score goal for PLAN/ACT = _____
Career and College interests -
Step 4
USING THE T- CHARTS
• Teachers use these responses to assist with differentiation in the classroom.
• Share with parents during conferences or parent informational meeting.
ESSENTIAL QUESTIONS:1. How much growth in academic achievement typically occurs
during high school?
2. Can growth be accelerated so that more students are ready for college and career when they graduate from high school?
3. Do growth rates differ depending on the degree to
which students are on target to becoming college and
career ready?
AVERAGE GROWTH BETWEEN EIGHTH AND TWELFTH GRADES
Source: ACT – Issues In College Readiness, How Much Growth toward College Readiness is Reasonable to Expect in High School?, 2009
AVERAGE GROWTH IN ACHIEVEMENT BETWEEN EIGHTH AND TWELFTH GRADES, BY DEGREE OF COLLEGE READINESS ENGLISH
MATHEMATICS
READING
SCIENCE
CHART SUMMARY
Groups 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.
HELPING STUDENTS SETS ATTAINABLE GOALS
SETTING CHALLENGING – YET REASONABLE – INDIVIDUAL STUDENT GROWTH GOALSACT 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.
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 more
OR have students focus on the post secondary goals
EXPLORE PLAN ACT (MSU)
19 22 25
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.
ITEM ANALYSIS BY TEACHERS/DEPARTMENTS-
TODAYS WORK
Goal: Analyze student data to inform strengths and weaknesses in curriculum and instruction.
4 Steps:
1. Complete the analysis worksheet for the reading test.
2. Create Strengths and Weaknesses charts. (B.O.B.’s & W.O.W.’s)3. Complete Content Expectations Chart4. Complete School Improvement Planning
Template
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?
ITEM RESPONSE SUMMARY REPORT
CCRW Manual p. 94
Math: PLAN Test Results Item Analysis for StaffSTEP 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% Notes 1. AF Strength Weakness11. BG Strength Weakness21. AF Strength Weakness25. DJ Strength Weakness32. BG Strength Weakness37. BG Strength Weakness
Elementary Algebra > 80% < 60% Notes7. CH Strength Weakness12 AF Strength Weakness14. CH Strength Weakness16. BG Strength Weakness24. AF Strength Weakness27. DJ Strength Weakness29. AF Strength Weakness
Geometry > 80% < 60% Notes2. CH Strength Weakness4. D J Strength Weakness5. AF Strength Weakness10. BG Strength Weakness
17. DJ Strength Weakness
STEP 2 – CUT STRENGTHS AND WEAKNESSES ITEMS AND PASTE TO CHART PAPER
College Readiness Standard: Math - Expressions, Equations, and Inequalities (XEI): 601 (28-32) – Manipulate expressions and equations
MATH DEPARTMENT - 2 CHARTS
Strengths Weaknesses
Calculating the average, given frequency counts of all the data values
Recognizing equivalent fractions and fractions in lowest terms
Item’s 1,5,22
Item’s 3,9, 18, 27
Items 4,13, 18,
23Order of operations
STEP 3 – AS A DEPARTMENT, COMPLETE THE CONTENT EXPECTATION CHART.
1. Content of weaknesses WHAT
2. Essential Learning Skills using ACT CRS WHAT
3. Chapter, section, unit taught (SKIP) WHERE
4. Test taking concerns WHY
5. Instructional strategies to implement HOW
“The true value is in the process not the product.”
Completed as a department
* * * *
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
Building coherence between MS and HS curriculum
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 achievement
2. 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.
Step #4
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?
Content Area: ________________________________
Student Achievement Goals: ________________________________________________________________________________________________________________________________________________________________________________________________________
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?
Content Area: ________________________________
Student Achievement Goals: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Important for everyone to be on the same page.
•Belief in a Pre K-12 system•Knowledge of Common Core and College Readiness
•Shared vocabulary and expectationsBuilding on each other’s goals, sharing information and developing commonalities
DISTRICT/BUILDING GOALS
All 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.
DISTRICT GOALS
WORK TIME
4 Steps:
1. Complete the analysis worksheet for the EXPLORE reading test
2. Create Strengths and Weaknesses charts.
(B.O.B.’s & W.O.W.’s)
3. Complete Content Expectations Chart
4. Complete School Improvement Planning Template
COMMON CORE CONNECTION:INSTRUCTIONAL STRATEGIES
Shared responsibility for students’ literacy development
Pg. 4 - Common Core State standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects
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
5. Which statement best explains the difference in the average yearly temperature range for Walvis 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.
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.
Social Studies
Inferential (Book/Brain)
Reading Charts
Back
POST TEST PARENT MEETING ( AGENDA) During the parent session we will: • Review basic fundamentals of the Explore, Plan and
ACT/MME assessments
• Hand out and explain the various components of the Student Score Report
• Identify how Explore and Plan results can help students prepare for the ACT
• Have students share T- charts with parents
SECTION V – SUPPLEMENTAL LOCAL ITEMS
Please indicate how much you agree or disagree with each of the following statements: (a) Strongly agree(b) Agree(c) Disagree(d) Strongly disagree(e) Not sure
1. I get the support I need from my teachers.2. I usually feel nervous/stressed/anxious about test taking.3. The classes at my school are interesting and challenging.4. I learn a lot from working in groups. 5. The classes I am taking are properly preparing me for life beyond high
school.6. I know where to get help when I am struggling in school.7. I have a career and/or college plan after high school.
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.
CONCLUSION
Use 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
SHARING PROGRESS/ADVICE
Diane Newman Haslett HS RtI Coach
EXPLORE, PLAN AND ACT ACTION PLANNING
1. Who will take new information about preparing for EXPLORE/PLAN/ACT back to your building/
2. Who will present the new information?
3. Have you created a building-wide schedule for practice tests?
4. Who will coordinate the schedule? Organize materials?
5. Do we have a literacy across the curriculum focus in your building?
6. If not, who would initiate implementation of a school-wide literacy focus?
7. Do you have interventions in place for struggling readers?
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