Got Data? Using your ACT tools to improve performance on all levels, moving students to College and Career Readiness

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Got Data? Using your ACT tools to improve performance on all levels, moving students to College and Career Readiness. Who Benefits? Schools Teachers Counselors Districts States Students. College and Career Readiness System. The Foundation: National Curriculum Survey - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>Got Data?</p> <p>Using your ACT tools to improve performance on all levels, moving students to College and Career Readiness</p> <p>Who Benefits?</p> <p>Schools</p> <p>Teachers</p> <p>Counselors</p> <p>Districts</p> <p>States</p> <p>Students</p> <p>The Foundation:</p> <p>National Curriculum SurveyCollege Readiness StandardsTMCollege Readiness BenchmarksCollege and Career Readiness System</p> <p>The foundational components for the College and Career Readiness System are ACTs College Readiness Standards and ACTs College Readiness Benchmarks. The scores achieved on EXPLORE, PLAN, and the ACT fall into specific readiness score ranges that speak to what a student knows and is ready to learn next. ACT scores mean something. They are reflective of where the student is in relationship to College Readiness. </p> <p>The level or degree of readiness (below, at, or above) is associated with how far off or how far near the student is to the ACT established benchmarks. Through the individual student score reports and the tables in the aggregate reports counselors, teachers, programs facilitators (like AVID/Gear Up), and administrators can help individual students, groups of students, schools, and districts improve student success and their college going culture. 3http://www.act.org/research-policy/national-curriculum-surveyACT National Curriculum SurveyThe Foundation of ACTs College Readiness SystemConducted every three to five yearsNationwide survey of educational practices and expectationsCollege instructorsHigh school teachersMiddle school teachersElementary teachers </p> <p>4The ACT National Curriculum Survey is a foundational piece of research that ACT conducts every 3-5 years.The survey collects data about what entering college students should know and be able to do to be ready for college-level coursework in English, math, reading, and science, but also surveys what is being taught in elementary, middle, and high schools.</p> <p>ACT National Curriculum SurveyThe Foundation of ACTs College Readiness SystemIdentifies the skills and knowledge postsecondary institutions expect of studentsGuides the development of ACTs assessments that measure college-ready skillsInforms efforts to develop, refine, and update academic standards Inform policymakers and educators</p> <p>5The National Curriculum Survey provides the research foundation that informs the creation and development of ACT assessment programs.</p> <p>Ensures ACT curriculum-based assessments accurately measure skills high schools teach and instructors of entry-level college expect Ensures that ACT Explore, ACT Plan and the ACT continue to measure college-ready skillsSurveys completed nationally by instructors of elementary, middle school, high school, first-year college, and college remedial courses across the country. Consultation with content area expertsDetermines what skills and knowledge postsecondary institutions expect of their entering students and how these expectations compare to what is being taught in high school core preparatory courses.Identifies gaps in what high schools are teaching and what colleges and univ expect</p> <p>6The acquisition of the knowledge and skills a student needs to enroll in and succeed in credit-bearing first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation.The ACT Definition7The ACT College Readiness StandardsDirect link between what students have learned and what they are ready to learn next. Help interpret what the scores earned on ACT Explore, ACT Plan, and the ACT meanIdentify the knowledge and skills students are likely to demonstrate at various score levels on each academic test</p> <p>The ACT College Readiness Standards, as mentioned earlier, are based upon years of research. They are structured and published in a format that can be used as a ladder for moving students up in both college/career-ready skills and ACT performance. The Standards are matched to specific scoring ranges that show what students are likely to know, based upon their scores in English, Math, Reading, and Science. Ideas for Progress, matched to each score range, provide specific information to teachers and to students as to what they need to learn next in order to advance to the next higher score range. (There are also Standards and Ideas for Writing, for ACT.) The standards can be used with EXPLORE, PLAN, and ACT scores, and can be in effect an ACT IEP for documenting and planning interventions to increase college readiness skills for students at every level. The system works well both for students who are working hard just to meet the benchmarks, and for students who are already scoring in the high ranges but want to reach even higher achievement levels, including those whose goal is that perfect score of 36. </p> <p>78ACT College Readiness StandardsSuggested learning experiences provide links between the Standards in one score range and those in the next (higher) score range.Ideas for progressing to the next score range demonstrate ways that information learned form standardized test results can be used to inform classroom instruction.</p> <p>http://www.act.org/standard/index.html8Statements that describe what students are likely to know and be able to do. 80% of students who achieve a score in this range demonstrate these skills.And statements that provide suggestions to progress to a higher level of achievement</p> <p>A PDF of the College Readiness Standards documents can be found at www.act.org/readiness. In this version, the score ranges are found at the top of the chart, with skills (matched to score ranges) grouped by standard. If you scroll to the bottom of the page at the web site, you will find links to the matching Ideas for Progress for each score range. The hot links at the top indicate that there are versions for EXPLORE, PLAN, and ACT. The standards do not change, only the range, as the top score for EXPLORE is 25, 32 for PLAN, and 36 for ACT.</p> <p>This slide illustrates the ladder characteristic of the College Readiness Standards charts. Posters for classroom use will also be available in two versions, one that has the standards for all subjects, and individual posters by subject (English, Math, Reading, Science, and Writing). Instructional Support Materials for using the ACT College Readiness Standards can be found at http://www.act.org/standard/instruct/index.html</p> <p>910ACT College Readiness Benchmarks UPDATEDEmpirically derived50% chance of achieving a B or higher or about a 75% chance of achieving a C or higher in the corresponding credit-bearing college courseTestCollege CourseACT PlanThe ACT8th Grade9th GradeEnglishEnglish Composition13141518Math College Algebra 17181922ReadingSocial Sciences16171822ScienceBiology18192023ACT ExploreNEW</p> <p>ACTs empirically derived College Readiness Benchmarks predict the likelihood of success in corresponding credit-bearing first-year college courses in each specific subject area. Benchmarks are scores on the ACT subject area tests that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing first-year college courses. These college courses include English Composition, College Algebra, Biology, and introductory social science courses. Based on a national sample of colleges and universities, the Benchmarks are median course placement values across these institutions and as such represent a typical set of expectations.</p> <p>During the routine practice of monitoring predictive validity, ACT analyzes the performance of students in college, looking at what is happening to students in the credit-bearing first-year college course in each specific content area. The data gathered through this routine review indicated a need to make adjustments to current ACT College Readiness Benchmarks in Science and Reading.</p> <p>Typically students will take the ACT in the Spring of their Junior year. The scores of these assessments are returned to the students and to their high schools in mid- to late May. When school personnel review and analyze student scores they will be able to identify students that score below one or more of the College Readiness Benchmarks. Because students are at the end of their Junior year, the student and the school only have two semesters to build the students skills to make sure the student is meeting these benchmarks. </p> <p>ACT research would indicate that students that meet all four College Readiness Benchmarks have an increased change of being ready for entry level college courses and have a better chance of being successful in their college courses and certificate/degree completion.</p> <p>So ACT has created assessments, in lower grades, so students can use the results to identify their strengths and weaknesses in relation to the students college and career readiness. The earlier we can assess the college and career readiness of our students, the earlier we can provide coursework, supports, and interventions to assist students in developing those skills that are going to prepare them to be ready and successful in their post high school pursuits.</p> <p>We can use the benchmarks in the early grades to determine which students are on track and off track and can assist students in the development of personal improvement plans.</p> <p>10What does a score mean? 2913162332212518361531Nothing!.until it is interpreted and used.11State Level Reports</p> <p>Annual Condition of College and Career Readiness Report</p> <p>Annual State Class Profile Report</p> <p>http://www.act.org/newsroom/data/2013/index.htmlWeb</p> <p>132013 A year in review for North Dakota7,102 of your graduates, which is an estimated 98% of your graduating class, took the ACT North Dakota had an average ACT Composite score of 20.55,168 of 10th graders took ACT Plan872 of 8th graders took ACT Explorehttp://www.act.org/newsroom/data/2013/</p> <p>http://www.act.org/newsroom/data/2013/states/pdf/NorthDakota.pdf</p> <p>Now lets take a look at what state date looks like.</p> <p>13142013 A year in review for North Dakota</p> <p>3116141326Numbers outside the pie chart are national %.14152013 A year in review for North Dakota</p> <p>162013 A year in review for North Dakota</p> <p>Since the reading benchmark went up a point to 22, fewer students met that benchmark this year. Conversely, since the science benchmark went from a 24 to a 23 this year, more students met that benchmark than in the past.16172013 A year in review for North Dakota</p> <p>Students in the middle band require the least amount of intervention to meet the benchmark. They are the low hanging fruit.17182013 A year in review for North Dakota</p> <p>192013 A year in review for North Dakota</p> <p>This is the national ND class profile for 2013. Schools receive an identical report for their students.20</p> <p>School/District Reports for EXPLORE/PLAN/ACT</p> <p> ACT Class Profile</p> <p>Student List Report</p> <p>Research Data File (CD)</p> <p>Profile Summary Report (EXPLORE/PLAN)Presentation Packet</p> <p>Linkage Reports (EXPLOREPLAN, PLANACT)Item Response Summary Report</p> <p>Early Intervention Roster Report</p> <p>Student Score Report</p> <p>Heres where you find the individual student data for your school.24</p> <p>Page 4 in Profile Summary Report</p> <p>Page 4 in Profile Summary Report</p> <p>9%48%</p> <p>So how many students in your school are meeting the College Readiness Benchmarks. Table 1c in your Profile Summary Report offers a quick answer to that question and also gives some insight into the skillset of groups of students when analyzed with the College Readiness Standards. </p> <p>In this table, we bring the College Readiness Standards together with your students scores to give you information on the skillsets of groups of students. [Click] (Point out the CRS ranges and the four content areas.)</p> <p>[Click] Another key piece of data is the percentage of students at or above the Benchmark in a particular area. This % is important because sometimes a Benchmark falls in the middle of a CRS score range, so it would be difficult to determine quickly how many students met the Benchmark.</p> <p>So, putting the pieces together in an example. [Click] The Benchmark in Science is 20, and we can see at the bottom of the table that 9% of students in this example last year met that mark. [Click] The largest percentage of students (48%) fell in the 16-19 CRS range, which is just below the benchmark score.</p> <p>Pause for discussion here: What do you need to do with these standards?</p> <p>Now, it would be easy to look at the College Readiness Standards for that score range and see what Ideas for Progress are suggested, which could easily become the content for targeted tutorials or bell-ringer type activities, while also looking systemically at those skills to see when those skills are introduced and mastered in the curriculum. That may suggest some curricular changes that need to be made.</p> <p>Now, lets take a few minutes and look at your own reports. In your Profile Summary Report, youll be looking on Page 4. [Give them a few minutes to review their data and an opportunity to share their observations before moving on.]</p> <p>25</p> <p>ACT PLAN Profile Summary Report How many students dont have a future plan? Pay attention to the areas that students express additional needs/help.26</p> <p>ACT PLAN Profile Summary Report </p> <p>ACT PLAN Presentation Packet</p> <p>North Dakota EXPLORE/PLAN Linkage Report Are students moving progressively from EXPLORE to PLAN, or are they losing ground? Do the curricula align from 8th-9th-10?29</p> <p>North Dakota EXPLORE/PLAN Linkage Report 30Item Response Summary Report</p> <p>The IRSR Report shows you the percentage of your students who selected the: </p> <p>-correct response to each item</p> <p>-incorrect response.</p> <p>-the percentage who did not answer the item. </p> <p>-the average percentage of students who responded correctly to the items in each content area. </p> <p>**Draw attention to the two answer choices at the top. Explain that the items alternate between A-E answer choices and F-K answer choices.</p> <p>-Point to #23 as an example: this is a good instance of a situation where you need to pull out your test booklet and ask, Why did 43% answer this question incorrectly? Why did 10% omit?31Application ExerciseItem Response Summary ReportPick one content area.Circle the asterisked numbers (correct answers) for each question.</p> <p>*Asterisked numbers are CORRECT answers.Be sure to emphasize that they mark the circled numbers only32Application Exercise</p> <p>Look for the following patterns: Dramatic differences from the reference groupHigh percentages clustered around a wrong answerHigh percentages of omitted questions</p> <p>Do any of these situations occur more frequently for some domains than others? </p> <p>Instruct participants to make a note on their paper when they see something that fits one of these situations.33Replace image with what is in the workbook and fix the color coding key to match</p> <p>C...</p>

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