Text of Supporting Middle Schools and High Schools through Oklahoma Higher Education: Toward Improving...
Supporting Middle Schools and High Schools through Oklahoma Higher Education: Toward Improving Postsecondary Readiness
2 Student Preparation Support GEAR UP Five regional coordinators Work with 30 districts each year Match support with needs identified through task force data analysis Student Prep. Institutionalizes GEAR UP efforts now! Support GU staff and non-GU EPAS Schools Content expertise; teaches schools how to use the EPAS system
3 Purposes of EPAS Statewide... Improve student preparation for important transitions Raise academic standards, expand access Foster effective school improvement programs Improve articulation between secondary and postsecondary education/training
4 Standards For Transition: Describe what students are likely to know and be able to do Link EPAS test scores to curriculum and instructional decisions Communicate educational expectations to various audiences
5 Developmental Process: Identified score ranges where important decisions about students were being made Analyzed what students who score in these ranges are likely to know Reviewed by nationally known scholars Ongoing review to ensure standards accurately reflect scope of new test forms
6 Standards for Transition What does a score of 20 on EXPLORE, PLAN, or ACT REALLY mean?
7 How are the Standards For Transition Organized? By score range: 16-19, 20-23, 24-27, 28-32, 33-36 By strand: Progressive complexity of skills tied to instruction
8 Major Curricular Strands: English Topic Development in Terms of Purpose and Focus Organization, Unity, and Coherence Word Choice in Terms of Style, Tone, Clarity, and Economy Sentence Structure and Formation Conventions of Usage Conventions of Punctuation
9 Delete commas that disturb the sentence flow Standards for Transition English English Punctuation Score Range 16-19
10 Standards for Transition English Sample Item Standards for Transition English Sample Item Punctuation Score Range 16-19 We gasped as the hero, confronted ogres. A. NO CHANGE B. hero confronted C. hero confronted, D. hero-confronted
11 Delete commas that disturb the sentence flow Use commas to set off basic parenthetical phrases Standards for Transition English English Punctuation Score Range 20-23
12 Delete commas that disturb the sentence flow Use commas to set off basic parenthetical phrases Use punctuation to set off complex parenthetical phrases or adverbial phrases Punctuation Score Range 24-27 Standards for Transition English English
13 Delete commas that disturb the sentence flow Use commas to set off basic parenthetical phrases Use punctuation to set off complex parenthetical phrases or adverbial phrases Use a semicolon to indicate a relationship between closely related independent clauses Punctuation Score Range 28-32 Standards for Transition English English
14 Delete commas that disturb the sentence flow Use commas to set of basic parenthetical phrases Use apostrophes to indicate simple possessive nouns Use a semicolon to indicate a relationship between closely related independent clauses Use a colon to introduce an example or an elaboration Punctuation Score Range 33-36 Standards for Transition English English
15 Punctuation Score Range 33-36 Standards for Transition English English One night someone painted a huge arrow on the sidewalk, pointing at the flowers, with the following message; This is good -university investments in South Africa are bad! A. NO CHANGE B. message that followed C. following message: D. followed message:
16 Delete commas that disturb the sentence flow Use commas to set of basic parenthetical phrases Use apostrophes to indicate simple possessive nouns Use a semicolon to indicate a relationship between closely related independent clauses Use a colon to introduce an example or an elaboration Punctuation Standards for Transition English English
17 An Enhancement... PATHWAYSFORTRANSITIONPATHWAYSFORTRANSITION
18 16-19 Score Range Solve routine one- step and two-step arithmetic problems, single- step percent problems, and straightforward average problems Perform computations on data from tables and graphs Activities that students may benefit from: Doing multistep computations with rational numbers Gathering, organizing, displaying, and analyzing data in a variety of ways 20-23 Score Range Solve routine two- step or three-step arithmetic problems, such as rate and proportion problems, multistep percent and average problems Translate from one representation to another (e.g., a bar graph to a circle graph) Pathways Standards and Pathways for Transition
19 Pathways for Transition Provide bridges between adjacent score ranges Recommend types of experience/ activities that might benefit students who wish to raise their achievement
20 EPAS Instructional Support Component Connects teaching, learning, and assessment Provides information helpful in aligning curriculum to life-relevant goals and objectives Relates what is being taught to what is learned Workshops and publications support high- quality instruction
21 Standards for Transition: Information Services Score Reports Score Reports Compares student performance with performance of students nationally Guides Connects EPAS test results to classroom practice Curriculum Review Curriculum Review Connects EPAS standards to local standards through worksheets
22 Information Services: Score Reports Content Specific n English n Mathematics n Reading n Science Reasoning Content Specific n English n Mathematics n Reading n Science Reasoning
23 Information Services: Score Reports Summary Profile
Using EPAS in Oklahoma Schools Serving Teachers, Counselors, Students, and Parents
25 Questions Teachers May Ask Have my teaching strategies been successful? Are there gaps or omissions in my curricular framework? Is each course adding value to student learning? How do the skills in my course align with what is tested on the ACT Assessment? What skills do I need to teach my students to make them more likely to succeed in life after high school?
26 Questions Principals May Ask Is instruction in particular areas producing results? How are groups of students performing over time? What kinds of professional development might be needed? How should limited financial resources be allocated to receive maximum benefits?
27 Questions Curriculum Coordinators May Ask Is our program of instruction effective? Are students being taught the sets of skills and understandings they need in order to be ready for postsecondary education? Are there areas of relative academic strength? Weakness? Are students who are enrolled in advanced courses performing in the higher score ranges?
28 Performance on Mathematics by Course Sequence Oklahoma Graduating Class of 2001 Source: State, National ACT Profile, 2001, Page 9, Table 9 16.8 20.0 23.9 17.7 20.2 20.4 22.2 24.6 18.2 22.8 17.2 19.6 20.1 21.6 23.3 15.8 15.0 17.0 19.0 21.0 23.0 25.0 Less Than 3 Years Other Combos Of 3 Or 3.5 Years Other Combos Of 4 Or More Years Alg 1, Alg 2, Geom Alg 1, Alg 2, Geom, Other Adv Math Alg 1, Alg 2, Geom, Trig Alg 1, Alg 2, Geom, Trig, Other Adv Math Alg 1, Alg 2, Geom, Trig, Calc 10%8%5%8%23%24%20%25%12%9%10% 9%5%6% 2.432.443.033.023.443.512.642.723.053.143.073.313.263.42 3.53 3.59
29 Performance on Science Reasoning by Course Sequence Graduating Class of 2001 Source: State, National ACT Profile, 2001, Page 9, Table 9 20% 34%3%4%31%32%11%3%30%22% 2.903.11 3.163.383.103.393.353.473.413.59
30 Non-Cognitive Gains through EPAS EXPLORE and PLAN Composite Scores and Coursework Plans as they Relate to Educational Plans 1999-2000 Educational Plans8 th grade % planning core EXPLORE Avg. Composite 10 th grade % planning core PLAN Avg. Composite Dont plan to finish high school 218.72513.1 No training planned after high school 2710.33113.4 Jon training in the military services 3311.85815.0 Apprentice/Job training2810.95014.3 Vocational/technical school3811.64314.7 2 year/junior college3011.95815.1 4 year college/university4115.27818.0
31 Results of Using EXPLORE, PLAN, ACT Assessment as a System... Early planning and intervention works More students are completing a college core curriculum, especially minority students Students taking EXPLORE and PLAN are performing better than they would have without EPAS More students are planning to go to college, especially minority students
32 Evidence of Impact: Curriculum K-12 Teachers Talk About EPAS I have been seeing how the students have gained a focus and a purpose for their education, more so than any other thing that has been done in our school system over these past yearsAnd students are giving us praise ever