WELCOMEEPAS Reports: Maximizing the Impact on

Student Achievement in Mathematics

KASA Annual Summer Institute

EPAS Reports: Maximizing the Impact on Student Achievement in

MathematicsChyleigh RoseMathematics ConsultantKentucky Department of EducationChyleigh.rose@education.ky.gov

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For State;•Where have we been?•Where are we going?•How do we get there?

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Background July 2006 - Senate Bill 130 Assessment program shall include:

high school readiness exam in grade 8 a college readiness exam in grade 10 the ACT college admissions and placement exam in grade 11

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THE EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM (EPAS)

IS COMPRISED OF THE EXPLORE, PLAN AND ACT

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EXPLORE and PLAN Data 2007-2011

Curriculum Alignment

• Alignment document http://www.act.org/commoncore/pdf/CommonCoreAlignment.pdf

• College Readiness Standards http://www.act.org/standard/infoserv.html– Standards reports– Connecting standards to the classroom– Instructional support workshop materials

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STUDENT REPORTS

For Students;•Where am I now?•Where am I going?•How do I get there?

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Where Am I Now?

• Scale Scores

–EXPLORE - between 1 and 25

–PLAN - between 1 and 32

–ACT – between 1 and 36

• Composite score is the

average of subject area

scores.13

14Where Am I Now?

Where Am I Now?

15What is my score?

How do I compare to others?

Where Am I Now?

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Where Am I Now?

Percentage of students AT or BELOW your score in the U.S.

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Where Am I Now?

Percentage of students AT or BELOW your score in your school

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Where Am I Now?

Percentage of students AT or BELOW your score in your state

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Where Am I Now?

EXPLORE predicts what you may score on the PLAN.

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Where Am I Going?When students take the EXPLORE, they take a survey where they…

– indicate courses they plan to take in high school

– choose areas in which they would like some help

– share whether or not they are

thinking about college– indicate Career Area of interest– fill out an interest survey

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Where am I going?

High School Plans22

Students choose which areas where they would like to receive help.

Where am I going?

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Career Interests24

How Do I Get There?

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How Do I Get There?

College Readiness Benchmarks26

How Do I Get There?

• Kentucky Statewide System of Benchmarks – Defining College Readiness in Kentucky– English – 18– Mathematics – 19– Reading - 20

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World of Work map helps outline work as it relates to:– People: people you help, serve, care for, or sell

things to

– Data: facts, numbers, files, business procedures

– Things: machines, tools, living things, and materials such as food, wood, or metal

– Ideas: knowledge, insights, and new

ways of expressing something

(with words, equations, music, etc.)

How Do I Get There?

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How Do I Get There?

World of Work Map30

• Career Exploration (http://www.act.org/explore/pdf/CareerAreaCharts.pdf)

• Map of College Majors (PLAN) http://actstudent.org/plan/future/majors.html

How Do I Get There?

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How Do I Get There?

• Using Your EXPLORE Results http://www.act.org/explore/downloads.html

• Using your PLAN Results http://www.act.org/plan/downloads.html

• Using your ACT Results http://www.act.org/aap/resources.html

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For Districts;•Where have we been?•Where are we going?•How do we get there?

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Assessment Update: the ACTFor the Kentucky public school juniors who took

the ACT assessment in the spring of 2010:

– 48.8 percent met the English benchmark;

– 21.6 percent met the mathematics benchmark;

– 35 percent met the reading benchmark;

– 15.4 percent met the science

benchmark

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HOW CAN WE USE THIS TO IMPROVE INSTRUCTION?

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Mathematics TestRequires Students to

Analyze problems – in both real world and purely mathematical settingsPlan and carry out strategiesVerify appropriateness of solutions

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?• What do we need from our

partner college/university?

Courses Count!

Benefits: Early Intervention• PLAN Intervention Rosters:

– Identify students who reported that they do not plan to complete high school, or have no post-high school educational plans

– Identify students who expressed a need for a lot of help in one or more areas

– Identify students who earned a score of 16 or higher, but reported that they have no plans to

– attend college– Identify students who reported that they plan to attend college, but earned a composite score of 15 or lower, or do not plan to take college core coursework.

Item Response Summary• Section A – Report Group

• Section B – Item responses

• Section C – Report group performance

• Section D – Reference group performance

• Section E - Overall performance in report group

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Curriculum Alignment

• Alignment document http://www.act.org/commoncore/pdf/CommonCoreAlignment.pdf

• College Readiness Standards http://www.act.org/standard/infoserv.html– Standards reports– Connecting standards to the classroom– Instructional support workshop materials

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WHAT ARE SUCCESSFUL SCHOOLS AND DISTRICTS

DOING?A look at successful schools across Kentucky

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Create a Culture of Success and Support

• Supportive environment

• Every student has an advocate

• Goal-setting

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Focus on Individual Scores and Benchmarks

• Intentional opportunity for students to review their EPAS scores

• Connect scores, goals, curriculum and homework assignments.

• Communicate with parents

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Curriculum Review Worksheets

• Transition Toolkit

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http://www.quantiles.com/

The Quantile Framework for Mathematics

Transitional Course

The target audience for this courses is high school seniors who scored just below readiness benchmarks on the ACT.

ACT mathematics scores

of 16, 17, or 18

• http://www.education.ky.gov/KDE/Instructional+Resources/Secondary+and+Virtual+Learning/Mathematics+Transitional+Course.htm

KDE:ONxGL:FCS:MM:CB:AP August 16, 2010 Final

Focus on School-wide Trend Data and Curriculum

• Analyze data

• Examine the accessibility of classes

• Take advantage of various opportunities

– Advanced Placement/Dual Credit

– internships, job shadowing,

mentor programs

– Kentucky Virtual High School

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Repeated Exposure to EPAS Exams

• Purpose of EPAS exams

• Sample test questions

• Repeated practice and exposure

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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 of professional

development is needed?

Resources

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Resources

• Hippocampus (www.hippocampus.org)

• Purplemath (http://www.purplemath.com/)

• NCTM Illuminations (http://illuminations.nctm.org/)

• Khan Academy (http://www.khanacademy.org/)

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Resources (cont.)

• National Library of Virtual Manipulatives (http://nlvm.usu.edu/)

• Interactive Library Applets: (www.edinformatics.com/il/il_math.htm)

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Resources (cont.)

• Reading and Mathematics Transitional Courses (http://www.education.ky.gov/KDE/Instructional+Resources/Secondary+and+Virtual+Learning/Transitional+Courses.htm)

• EPAS interventions document

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KASA Annual Summer Institute

EPAS Reports: Maximizing the Impact on Student Achievement in

MathematicsChyleigh RoseMathematics ConsultantKentucky Department of EducationChyleigh.rose@education.ky.gov

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