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NOSCA: National Office for School Counselor Advocacy

WEBINAR

Component 5: College and Career Assessments


Webinar ContentComponent 5: College and Career Assessments

Goal: Promote preparation, participation, and

performance in college and career assessments

by all students.


College and Career Assessments? You mean testing, right?

Source: http://clark-guidance.wikispaces.com/Test+Taking+Tips+for+Elementary+Students

http://clark-guidance.wikispaces.com/Test+Taking+Tips+for+Elementary+Students




What will be covered

Assessments as part of the bigger picture of college and career readiness

Set measurable goals

Systemwide best-practices

Accountability using assessment data

What will not be covered

Test statistics – validity and reliability

Test norms

Whether or not we should have tests

Debate over which test students should take

Component 5: College and Career Assessments

Webinar Content


Component 5:

Interrelated with other

Components of

College and Career

Readiness


College and Career Readiness

College Career

“Is ready for COLLEGE

and ready for CAREER

the same thing?

With respect to the knowledge and

skills in English and mathematics

expected by employers and

postsecondary faculty, the

answer is yes.”

Source: Achieve, Inc.


What is College and Career Ready?

According to the Southern Regional Education Board

◦ College Ready means a high school graduate has the

reading, writing and math knowledge and skills to qualify

for and succeed in entry-level, credit bearing, college-degree

courses with out the need for remedial classes.

◦ Career Ready means that high school graduates can read,

comprehend, interpret and analyze complex technical

materials, can use mathematics to solve problems in the

workplace, and can pass a state-approved industry

certificate or licensure exam in their field.

Source: ©The Next Generation of School Accountability: A Blueprint for Raising

High School Achievement and Graduation Rates in SREB States, 2009.


Help Wanted!

Source: Help Wanted: Projections of Jobs and Education Requirements Through 2018,

Georgetown University Center on Education and the Workforce, 2010


Student Voices

Source: http://media.collegeboard.com/

http://media.collegeboard.com/


Changing the Culture

From: An isolated

event for a few

students going to four

year colleges and

universities.

To: College and

Career Assessments

as on part of college

and career readiness

process for all

students.


Component 2: Academic

Planning

Test

Performance

Component 5:

College and Career

Assessments

Tool

NOSCA’s Eight Components of College And Career

Readiness Counseling are not Mutually Exclusive.


Components: 3, 4 & 7

Component 5:

Tool

Inform enrichment and extracurricular

engagement (3), college and career

exploration & selection (4), and

admissions processes (7).

NOSCA’s Eight Components of College And Career

Readiness Counseling are not Mutually Exclusive.


Types of Assessment Data

Preparation Participation Performance

The 3P’s of Assessment Data



Assessment Data

Participation: Test participation is about registering for and

actually taking the test.

Preparation: Help students understand the importance of testing and

Provides information, practice skills and strategies to make

decisions about when to test and how to maximize their knowledge

to increase performance.

Performance: Scores

Tool



What is Measured?

Who and How Many Who and What Score

Assessment Data

Tool



SAT SAT SAT

ACT ACT ACT

Industry Certification

Licensure


Licensure


Licensure

Assessment Data

Tool

PSAT PSAT PSAT


Student Groups Asian

African American

Latino/Hispanic

Native American

White

English Language Learners

Students from Low-income Backgrounds

Special Education

Other student groups

Preparation

Participation

Performance

Data

Tool


Preparation

Content Preparation

1. Who and how many attend test preparation sessions in school?

2. Who and how many attend test preparation in the community?

Logistics Preparation:

1. Who and how many need assistance with transportation to test sites?

2. Who and how many need assistance with test materials? (calculators)

3. Who and how many need fee waivers?

By Student Groups:

Questions to Identify Disparities

Tool


Participation

1. Who and how many students registered for the test?

2. Who and how many students took the test?

3. What are the test taking patterns of students – by student group?

4. Where are students taking the test?

By Student Groups:


Tool


1. What are the range of scores for each section? Reading Math Writing

2. How do the overall scores compare?

3. How do the scores of each section compare?

4. Who persistently scores high or low?

5. How do test scores compare to course-taking patterns overall and by

sections?

Performance

By Student Groups:


Tool


Work Strategically


Align District Goals to

School Counseling Goals

Sample District

Level Goals:

• Graduate more

students college and

career ready

Sample School

Counseling Goals:

• Graduate more

students college and

career ready


Work

Strategically

Source: www.collegeboard.org/nosca

Tool

http://advocacy.collegeboard.org/


Step 1: Establish baseline – the preparation, participation and

performance data in your school by student groups

Work Strategically

Student Group Critical

Reading

Math Writing

Asian

African American

Latino/Hispanic

Native American

White

ELL

SES

Special Education

Other Groups

Ex: SAT Performance

Tool


Step 2: Formulate Goals

Increase the number of Latino students engaged in test preparation initiatives by 10% by the end of the school year.

Increase the number of African American students who register for and take a college entrance exam by 10% by the end of the school year.

Increase the Reading scores of English language learners by 10% by the end of the school year.

Work Strategically

Preparation

Participation

Performance

Ex: Goals

Tool


Work Strategically

Step 3: Assess Existing Interventions

Do existing interventions respond to the needs of students based on the data?

◦ Recycle interventions not reflective of the data

◦ Modify existing interventions to respond to the data

◦ Develop new interventions to support the data

Tool


Work Strategically

Step 4: Implement Interventions Systemically

Student

•Individual

•Group

•Classroom

•Grade

Community

Parents/Families

District

School

Student

Source: Lee, V. V. & Goodnough, G. E. (2011). Systemic data-driven school counseling practice and

programming for equity. In B. T. Erford (Ed.) Transforming the school counseling profession (3rd.).

Columbus, OH: Pearson Merrill Prentice-Hall.

Tool


Help students become test savvy – especially underserved populations:

◦ Overcoming test anxiety

◦ Types of direction

◦ Types of test questions

◦ How to make educated guesses

◦ Practice tests

◦ Fee waivers

◦ Registration

◦ Logistics of test day

◦ Scoring

Work Strategically

Student (Individual, Group, Classroom, Grade)

Tool


Help teachers integrate testing information into their classes and use test results and diagnostic information to identify student skill gaps.

Identify any policies, practices or procedures or structural barriers that may limit test participation.

Encourage your school to become an SAT and/or ACT test site or to become an SAT school day test site to provide greater access for testing to all students.

Work Strategically

School

Tool


Parents/Family

Work Strategically

Tool

Create community events to give parents information about college and career assessments and their role in assisting their children. (Whatever students need to know – parents/families need to know).

Vary event times and locations (community or recreation centers, places of worship, civic centers, malls) to accommodate schedules.

Use materials written in parents’ native languages.

Help parents/families learn how their student can obtain fee waivers and free materials and, to evaluate the pros and cons of test coaching and costs.

Help parents understand how their child’s options may be limited if they do not engage in this process.


District

Work Strategically

Collaborate with middle or junior high school counselors to share information about college and career assessments as well as the connection between rigorous course taking and test performance.

Collaborate with other high school counselors in your district to build networks and to share strategies to become a test site.


Community

Work Strategically

Tool

Collaborate with local libraries or any center with online access so students can access career and interest inventories/programs and/or practice tests outside of school.

Develop networks in the school community to assist students who may need transportation to an SAT™ or ACT testing site.

Build a community fund for students who need additional financial support to take the SAT ™ and/or SAT Subject Tests and/or ACT.

Collaborate with local transit systems to secure fare waivers or reductions on test days for test routes and/or other transit passes to and from test sites.

National Office for School Counselor Advocacy (NOSCA)

Accountability

Communicating the

Message


Accountability Report

0

10

20

30

40

50

60

70

80

90

100

Baseline Data:

_______________________________________________________________________________________________________________

Results/Outcome Statement:

_________________________________________________________________________________________________________

Systemic Interventions

Individual

Group

Classroom

Grade

School

Parents/Family

District

Community

Legend

Goal Statement:

______________________________________________________________________________________________________

1

5

3

4

2

Source: (Lee & Goodnough, 2011)

Tool


College and Career Assessments?

Source: http://clark-guidance.wikispaces.com/Test+Taking+Tips+for+Elementary+Students

Yes I

Can!





A national advocacy campaign to galvanize

and mobilize school counselors to “own the turf”

of college and career readiness counseling and take

the lead in establishing a college-going culture in

their schools, districts, communities and/or states.

NOSCA is home of. . .


Own the Turf Campaign Toolkit

16”x 24” Poster


The Own the Turf Campaign

Campaign Benefits

•Gain Strategies and Tools:

The Eight Components, Advocacy Kit

•Build a National Community of School Counselors:

Online Community, Workshops, Blog

•Share College and Career Readiness Counseling Programs and Practices:

Examples of Eight Components Implementation

•Support the Pathways for College Act:

Learn More at advocacy.collegeboard.org/get-involved

•Elevate Counselors’ Voices:

College Board’s National Survey of Counselors


Questions?

For further information:

Visit www.collegeboard.org/nosca or

Email [email protected].

http://www.collegeboard.org/nosca

mailto:[email protected]


Submitting Online Questions Questions may be submitted at any time during the presentation.

To submit a question:

Click on the Question Mark icon (?) on the floating toolbar on your Web Session screen (as shown at the right).

This will open the Q&A window on your computer only.

Type your question into the small dialog box and click the Send Button.

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Documents

WEBINAR - College Board€¦ · reading, writing and math knowledge and skills to qualify ... Help parents/families learn how their student can obtain fee waivers and free materials