Learning is not the product of teaching. Learning is the product of the activity of learners

Learning is not the product of teaching.

Learning is the product of the activity of

learners.

Why Are We Here?

College And Career Readiness: Connecting Aspire, Explore,

Plan, and ACT Data to Classroom Instruction

Kathy Allen

Kristy Towns

Keitha Segrest

July 9, 2013

Etowah County Schools

YOUR EXPECTATIONS

On an index card, briefly explain what you hope to get out of today’s learning session?

Outcomes• Establish the meaning of effective teaching and

learning using the Alabama College and Career Readiness Standards (AL CCRS)

• Understand the assessment standards from the Alabama Quality Teaching Standards (Standard 2:E)

• Demonstrate the relationship between Explore, Plan, ACT

• Interpret the scores earned in Explore and Plan

• Identify students’ strengths and weaknesses in order to plan effective, leveled instruction

INDEPENDENT NEXT STEP

• Use the data for instructional planning to increase students’ college and career readiness

TURN AND TALKOf all the things that are essential to

good schools nothing is more important than the individual teacher and what

that person brings to classroom instruction

day to day...

lesson to lesson...

minute to minute...

(from R.B.T. “At a Glance”)

Name Graduates Enrolled in 2 or 4 year PUBLIC College or University

Remedial Math

Remedial English

Remedial Math AND English

Total Remediation

Gaston HS 47 28 60%

6 21%

0 414%

1036%

Glencoe HS 66 43 65%

1433%

0 25%

1637%

Hokes Bluff HS 87 56 64%

1832%

0 12%

1934%

Sardis HS 72 46 64%

1124%

12%

715%

1941%

Southside HS 151 106 70%

2826%

22%

11%

3129%

West End HS 52 25 48%

520%

14%

624%

1248%

Etowah Co. 475 304 64%

8227%

41%

217%

10735%

Alabama 42742 23830 56%

3913 16%

14446%

283812%

819534%

Remediation Data 2011

Name Graduates Enrolled in 2 or 4 year PUBLIC College or University

Remedial Math

Remedial English

Remedial Math AND English

Total Remediation

Gaston HS 31 18 58%

3 17%

16%

211%

633%

Glencoe HS 79 41 52%

820%

25%

25%

1229%

Hokes Bluff HS 92 60 65%

915%

58%

58%

1932%

Sardis HS 94 53 56%

713%

12%

815%

1630%

Southside HS 155 95 61%

2021%

22%

44%

2627%

West End HS 56 29 52%

621%

0 27%

828%

PASE 25 520%

0 0 0 0

Etowah Co. 532 30157%

5318%

114%

238%

8729%

Alabama 43911 23019 52%

3609 16%

13706%

263111%

761033%

Remediation Data 2012

"The Green Bay Packers never lost a football game. They just ran out of time."

-- Vince Lombardi

Alabama State Department of Education’s Mission

Statement

Every student a graduate – Every graduate prepared

for College/Work/Adulthood in the 21st Century

Absolutes During Plan 2020 Transition

Teach to the standards for each of the required subjects through a clearly articulated and locally aligned K-12 curriculum supported by aligned resources/support/professional development monitored regularly through formative/ interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individual and groups of students with a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama.

Absolute 1

1. Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)

2. Through a clearly articulated and locally aligned K-12 curriculum

(Sample curricula found on ALEX

and Alabama Insight)

Absolute 2

3. Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)

Absolutes During the Transition

Absolute 3


4. Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individual and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)

Absolute 4


5. With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)

Absolute 5

With a partner…• brainstorm the characteristics of a prepared

graduate.

• What are some things the prepared graduate

should be able to do if they are

literate?

Partner Brainstorm

Knowledge and SkillsPossesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation.

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

Ability to Apply Learning

Prepared Graduate Defined

Demonstratesindependence

Understands other perspectives and cultures

Builds strongcontent

knowledge

Uses technologyand digital media strategically and capably

Responds to audience, task, purpose, and discipline

Values Evidence

Comprehends as well as critiques

What does Aspire, Explore, Plan, and ACT really assess?

ANDWhat is required for college OR the

workforce?

LITERACY

• Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate and differentiate primary and secondary sources….

• When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meant to complement the specific content demands of the disciplines, not replace them.

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and coherent manner.

They must have the flexibility, concentration, and fluency to produce high-quality, first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.

The Old vs The New

The Montebation of Traxalene

Traxelene is native to North and South America. It was montebated by various North American cultures for many centuries before the arrival of Europeans. Traxalene is now produced primarily in the mid-western states. During the montebation process one ouliff of traxalene is placed in the montebation chamber with a small amount of orphene. The chamber is then closed and turned on. The montebation process is noisy and smelly. The process continues until the traxalene pours over the top of the chamber and the noise subsides. Hasmet and more orphene may be added to the traxalene at this time.

How long has traxalene been used?

Where is most traxalene currently produced?

The Montebation of Traxalene

Traxelene is native to North and South America. It was montebated by various North American cultures for many centuries before the arrival of Europeans. Traxalene is now produced primarily in the mid-western states. During the montebation process one ouliff of traxalene is placed in the montebation chamber with a small amount of orphene. The chamber is then closed and turned on. The montebation process is noisy and smelly. The process continues until the traxalene pours over the top of the chamber and the noise subsides. Hasmet and more orphene may be added to the traxalene at this time.

Describe the montebation process.

What is the signal that the process is complete?

What substances are added to traxalene?

NEWBased on evidence from the text, which culture most likely used traxalene first?

ARI Content Literacy 2013 29

So…. Can we identify high quality assessments and their impact on preparing students to be college and career ready?

How do we know we can? What is our evidence?

College and Career Ready

Students

CIP

Professional Learning

EducateAlabamaRTI

Formative Assessment

How does it ALL fit together?

Jigsaw

•Groups of 3

•Read assigned indicators for assessment with your expert group and be ready to “teach” your home group.

Formative Assessment• “Formative assessment is a process used by

teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”

(Definition by Council of Chief State School Officers, 2006, reported in Popham, 2008, p. 5)

Formative Assessment

is FOR learning

While

Summative Assessment

is OF learning

College Readiness Standards• Help interpret what the scores earned on

ASPIRE, EXPLORE , PLAN, ACT mean

• Identify the knowledge and skills students are likely to demonstrate at various score levels on the Explore test

• Serve as a direct link between what students have learned and what they are ready to learn next

What is College Readiness?

Level of student preparation needed to be ready to enroll and succeed without

remediation in college-level, credit-bearing coursework

College and Workforce Ready

National research provides empirical evidence that the levels of readiness that high school graduates need to be prepared for college and workforce training are comparable.

All students, therefore, should “experience a common academic program….regardless of their postgraduation plans.”

College-Ready and Work-Ready: Same or Different?

ACT 2006

Rigorous Curriculum for ALL Students

No matter where they are bound:• Vocational or Technical Colleges

• Apprenticeships

• Community College, or

• 4-year College

• Directly into the workforce

…a rigorous college preparatory curriculum gives students the best options for life after high school.

CCRS – College And Career Readiness System

• Aspire- 3th-8th

• EXPLORE- 8th

• PLAN- 10th

• ACT- 11th

• Assessment

• Student Planning

• Instructional Support

• Evaluation

• Curriculum-based achievement test that measures college readiness

• Administered in the 8th grade

• Provides a baseline assessment of academic progress toward college and career readiness

• Facilitates early intervention in areas of academic need

• Useful in developing an effective high school coursework plan

• Can help predict performance on PLAN and state assessments

05

10152025303540

EXPLORE8th Grade

PLAN10th grade

ACT11th grade

32

25

36

Score Scales Relationship

English

Math

Reading

Science

English

Math

Reading

Science

English

Math

Reading

Science

Writing

ACT’s College and Career Readiness System (CCRS) for ALSDE Administration

8th Grade English, math, reading,

science Career and Educational

Components Score Scale: 1—25











science, optional Writing Test Career and Educational



science, optional Writing Test Career and Educational


Longitudinal AssessmentsLongitudinal Assessments

12th Grade Job skills assessment system Measures real-world skills Measures 10 foundational

workplace skills

12th Grade Job skills assessment system Measures real-world skills Measures 10 foundational

workplace skills

2010-2011 2012-2013 2013-2014 2014-2015

College Readiness Benchmark Scores

*The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses.

AHA!!!

*The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses.

Student Score Report Review and Activity

Student Score Reports

• What do they tell you?

• Academic strengths and weaknesses

• Career and Postsecondary aspirations

• College Readiness Indicators

• Foundation of all aggregate reporting

Student/School Information

What do Your Scores Mean?

Composite Score 15

Range(1-25)

Your Estimated PLAN Composite Score Range

Your High School Course PlansCompared to Core

Your Reported Needs

Your Plans for After High School

College Readiness

• Included in all CCRS tests at no extra charge

• 72 item unisex interest inventory of work relevant activities

• Identifies personally relevant career options

• Bridged to World-Of Work Map and Holland Types

World of Work MapInterest Inventory Results

www.explorestudent.orgwww.planstudent.orgwww.actstudent.org

EXPLORE Score ReportSide 2

Review Your Answers

Building Your Skills

So What Are Our Next Steps?

Look at your individual school and student data to determine specific strengths and

weaknesses within the grade level and for specific groups of students.

Work with colleagues to determine instructional needs based on your findings.

Profile Summary Report

• Provides an overall summary of information on students who have taken the test in the district/school

• Includes students who have a valid composite score and those who tested under standard time limits

• Organized to assist in addressing certain issues that are common among schools

• Includes option for 12 local items

Profile Summary ReportPage 2

Score Scale: EXPLORE 1-25

Subscores Page 3

Subscores Scale: EXPLORE 1-12

PLAN 1-16

College Readiness Standards TablesPage 4

Presentation Packet

Early Intervention Rosters

Roster 1: Identify students who reported that they do not plan to complete

high school, or have no post-high school educational plans

EXPLORE Early Intervention Rosters

Roster 2: Identify students who earned a composite score at or below the

national 10th percentile (</= 10)

EXPLOREEarly Intervention Rosters

Roster 3: Identify students who expressed a need for help in one or

more areas

EXPLOREEarly Intervention Rosters

Item Response Summary Report

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?

Documents

Learning is not the product of teaching. Learning is the product of the activity of learners