PREPARING FOR THE MICHIGAN MERIT EXAM WHAT’S NEW? 8:30 November 13, 2008 8:30 – 11:00 Presented by: Tovah Sheldon JCISD Data, Assessment and Curriculum.

PREPARING FOR THE MICHIGAN MERIT EXAM

WHAT’S NEW?

8:30

November 13, 2008

8:30 – 11:00

Presented by: Tovah Sheldon JCISD Data, Assessment and Curriculum Coordinator [email protected]

Purpose:

Understand how the MME is scored

Clarify what is new and what has changed from last year’s MME

Solidify plans for maximizing the achievement of your students on the MME

8:35-8:40

On your poster please draw or write your responses to the following questions as a team (district):

School District:

1)How did the MME go last year (Spring 2008) for your school? What did you do differently from year 1 (Spring 2007)?

2)What “prep” did you do and/or practices did you implement

throughout the last school year, knowing that MME was coming?

3)What lessons did you learn from last year?

4)What concerns do you have for this year and beyond?

Please hang your poster on a wall near you when you Please hang your poster on a wall near you when you are finished. You will have approximately 15 minutes are finished. You will have approximately 15 minutes

to discuss and create your poster.to discuss and create your poster.

8:35-8:50

ACT, WorkKeys, and MME scores? Although students who took the MME receive separate ACT and

WorkKeys scores, the ACT and WorkKeys SCORES themselves are not part of the MME score. The MME score is derived from the complete set of items answered by each student for each subject regardless of where those items come from (the ACT, WorkKeys, or Michigan components).

All cut scores (e.g. the scores that indicate a student’s proficiency level) have been set on the overall MME score. Although ACT and WorkKeys scores are correlated with the MME scores, ACT and WorkKeys scores cannot be used to determine students’ performance levels on the MME.

Note: They use the word “correlated” not “causal” because the ACT and WorkKeys scores did not cause the MME score, it was only a piece of a complicated scoring method.

Handout Color Coded Data ActivityHandout Color Coded Data Activity

8:50-9:15

Report Name/Type

Description What could you do with it?

Individual Student Report

Includes sub-scores -Points possible within each strand Includes constructed response data-Essay scores, condition codes, comment codesIncludes ACT and WorkKeys scores

Counselors and students work on a one-on-one level to support students and understand their needs.Counselors pass on valuable knowledge to teachers regarding students’ strengths & weaknesses.

Student Roster Report

One line for each studentSeparate reports for each subject Overall and domain/strand level scores

Scale score and performance levels Domain/Strand level raw scores Comment and Condition codes

Administrators and teachers can analyze strand raw scores for strength and weaknesses, redundant comment codes, etc. Scores can be traced back to individual students.

Summary Reports(School, District, State level)

One-year summary (will show up to 4 yrs) of student performance by performance level and scale score.

Sub-scores by strand/domainConstructed responses

Administrators and teachers can analyze general domain (subject area) scores and strand mean scores for strength and weaknesses.

Demographic Reports(School, District, State level)

One-year summaries of data on student performance

Scale scoresPerformance levels

Disaggregated by all NCLB reporting subgroups

Administrators, School Improvement Teams, etc. can utilize this report to meet the needs of subgroups in their district and eliminate misconceptions some may have about particular subgroups.

Comprehensive Report(District, ISD level)

Includes all subjects aggregated to the district and ISD levels (One year summaries of scale scores and performance levels)One summary line for the entire ISDA summary line for each district in the ISD

Districts can use this chart to gather information regarding other schools that may be resources of information or can be studied to help their own district improve.

ACT High School Report Check List(District Level Only)

One line for each studentSeparate reports for each subject Overall and domain/strand level scores

Domain/Strand level raw scores and test score

Administrators and teachers can analyze raw scores for strength and weaknesses. Scores can be traced back to individual students. (Comparison/Correlation can be made between this report and the Student Roster Report.)

9:15

What does the data show?

From Spring 2007 – Spring 2008 in Jackson County the following scores DECREASED: WorkKeys: Applied

Mathematics average level score

WorkKeys: Reading for Information average level score

ACT English average score

MME Math average proficiency level

MME Social Studies average proficiency level

From Spring 2007 – Spring 2008 in Jackson County the following scores INCREASED: ACT Mathematics

average score ACT Science average

score ACT Writing average

score MME Science average

proficiency level MME Reading and

Writing average proficiency level

9:15

Here are the changes… Students must now take the WorkKeys Locating Information test and

it contributes to the Math and Social Studies scores... (See Strand Break Out for Scoring)

That means every subject area is effected by ACT, so no subject area is completely disconnected from the ACT College Readiness Standards and WorkKeys Characteristics. (Pie Charts)

That means Day 1 is all ACT+ Writing Test; Day 2 is completely WorkKeys and Day 3 is only Michigan Components (Schedule Chart)

Students are now eligible to earn the National Career Readiness Certificate (NCRC) by performing at specific levels on all three WorkKeys assessments... How will your district plan to administer these? (electronically or paper copies)

9:15 – 9:35

Certificate

WorkKeys Scores

Gold NCRC Level 5 or higher on each test

Silver NCRC

Level 4 or higher on each test

Bronze Level 3 or higher on each test

ELA 2009 Strand BreakoutStandard Standard Description (30) Standard Description (18) ACT WorkKeys Michigan Total

W1.1 Writing Process Writing Process 30 0 0 30

W1.2 Personal Growth Personal Growth 0 0 0 0

W1.3 Purpose and Audience Purpose & Audience 20 0 0 20

W1.4 Inquiry and Research Inquiry & Research 0 0 0 0

W1.5 Finished Products Finished Products 0 0 0 0

R2.1 Strategy Development Strategy 18 4 0 22

R2.2 Meaning Beyond Literal Meaning 11 1 0 12

R2.3 Independent Reading Independent 0 10 0 10

L3.1 Close Literature Reading Close Reading 5 0 0 5

L3.2 Reading and Response Reading & Response 0 0 0 0

L3.3 Text Analysis Text Analysis 0 0 0 0

L3.4 Mass Media Mass Media 0 0 0 0

84 15 0 99

Math 2009 Strand Breakout

Applied Math

Locating Information

Standard Standard Description (30) Standard Description (18) ACT WorkKeys WorkKeys Michigan Total

L1 Reasoning about Numbers Number Reasoning 1 0 3 3 7

L2 Calculations, Algorithms Calculations 2 10 0 2 14

L3 Math Reasoning, Logic, & Proof Logic & Proof 0 0 0 3 3

A1 Expressions, Equations Equations 10 0 0 0 10

A2 Functions Functions 3 0 0 3 6

A3 Families of Functions Function Families 2 0 0 3 5

G1 Figures & Properties Figure Properties 11 4 0 1 16

G2 Relationships between Figures Figure Relations 1 0 0 1 2

G3 Transformations of Figures Transformations 0 0 0 1 1

S1 Univariate Data: Distributions Univariate Data 0 1 5 1 7

S2 Bivariate Data: Relationships Bivariate Data 0 0 0 1 1

S3 Samples, Surveys, Experiments Samples & Surveys 0 0 0 0 0

S4 Probability Models, Operations Probability 0 0 0 1 1

30 15 8 20 73

Science 2009 Strand Breakout

Standard Standard Description (30) Standard Description (18) ACT WorkKeys Michigan TotalR1 Inquiry & Reflection Inquiry-Reflection 20 0 2 22E2 Earth Systems Earth Systems 0 0 2 2E3 The Solid Earth The Solid Earth 0 0 2 2E4 The Fluid Earth The Fluid Earth 0 0 2 2E5 Earth in Space & Time Space & Time 0 0 2 2B2 Organization of Living Systems Org of Living Sys 0 0 2 2B3 Living Systems & Environment Environment 0 0 2 2B4 Genetics Genetics 0 0 2 2B5 Evolution & Biodiversity Evolution 0 0 2 2P2 Motion of Objects Motion of Objects 0 0 2 2P3 Forces & Motion Forces & Motion 0 0 2 2

P4a Energy Part a Energy Part a 0 0 2 2P4b Energy Part b Energy Part b 0 0 2 2

C23Energy Transfer & Conservation Energy Conserv. 0 0 2 2

C4 Properties of Matter Prop of Matter 0 0 2 2C5 Changes in Matter Changes in Matter 0 0 2 2

20 0 32 52

Social Studies 2009 Strand Breakout

Standard

Standard Description

(30)

Standard Description

(18) ACT

WorkKeysLocating

Info Michigan Total

H History History 0 0 7 7

G Geography Geography 0 0 7 7

C Civics Civics 0 0 7 7

E Economics Economics 0 0 7 7

I Inquiry Inquiry 0 6 0 6

0 6 28 34

2009 MME Test Breakout(Only included items that count towards MME score– not # of items assessed)

= ACT or WorkKeys Assessment (Day 1 & 2)

= Michigan Component Assessment (Day 3)

MM

E

Sch

edule

MME Contributing Components

37

40

37

20

6

20

32

28

40

33

33

38

34

49

42

75

60

12

# of Questions

12

8

15

30

15

35 35

15

Subject Area Packets

ELA MATH SOCIAL STUDIES SCIENCE

Issues/Information: ACT WorkKeys Michigan

Component Resources:

MDE Contact:

9:35 – 9:45

Reminder Dates

Date ActivityNow – December 1 Apply for testing accommodations

December 1 Receipt deadline for applying for ACT-approved accommodations

December 12 Off-site testing requests due to ACT

January 16 All standard materials and accommodated materials for Days 2 and 3 orders due

January 23 Receipt deadline for ordering state-allowed accommodations

March 10 (Make Up Date: March 24)

MME TEST: ACT Plus Writing

March 11(Make Up Date: March 25)

MME TEST: WorkKeys

March 12(Make Up Date: March 26)

MME TEST: Michigan Components

9:45 – 9:50

Reminders from MME Manuals

Choice of testing rooms for standard time administration Uncrowded seating – prefer classrooms with 25-30 examinees Manageable security – prefer no more than 100 examinees in one room Good lighting, comfortable temperature, quiet atmosphere

Adequate writing surfaces No lapboards permitted; temporary surfaces resting on chair arms or back of chair in front must be

reviewed and approved by ACT Must accommodate both test booklet and answer document

Seating arrangements (Applies Equally to Desks and Tables) Seats must be assigned by testing staff as students enter room Minimum of 3 feet apart side-to-side (measured shoulder-to-shoulder) Minimum of 3 feet apart front-to-back (measured head-to-head) All students must face the same direction, directly behind one another

Freedom from distractions No one not involved in testing may be in the room Uninterrupted testing period required for all days of testing No unnecessary noises (bells, public address systems, etc. must be turned off) Testing rooms must be separated from regular school activities

9:45 – 9:50

What Prep is Available? Michigan Merit Exam Prep Course for High School Students (Feb.

4, 11, & 18) MME Student Prep Course for Teachers (Jan. 14, 2009)

9:50 – 9:55

Thank You for Your Time...

This power point is posted on the website for you to use with your staff.

www.jcisd.org Educational Services Assessment Initiatives Michigan Merit Exam (MME)

Additionally, an updated Spring 2009 MME Jeopardy game is also there to use with Staff and Students if you like...

9:55 – 10:00

Evaluation

Go on to www.jcisd.org Click on Educational Services Scroll until you see Professional Development

Feedback Survey (Click on it). Fill out the survey completely and Submit. Wait until it says you have submitted then you can click

on Close (Please do not X out or it may not record that you responded)

9:55 - 10:00

Resources

Practice Tests: http://www.actstudent.org/sampletest/index.html

More Information:

www.act.org

www.act.org/workkeys

www.mich.gov/mde

www.mich.gov/mme

www.mich.gov/oeaa