INGHAM INTERMEDIATE SCHOOL DISTRICT
Jeffrey Dole , IISD Career Preparation Specialist
517-244-1365 (jdole@inghamisd.org)
LEARNING GOALS:
1. Understand ACT Explore and Plan
assessments.
2. Utilize a process for analyzing ACT data .
3. Understand how ACT data informs
curriculum and instruction.
4. Use data to determine interventions.
5. Connecting Explore and Plan to Common
Core
PROCESSES, RESOURCES AND SCHEDULE
8:00 AM – 2:30 PM
Lunch – On your own 11 – 12 PM
•
•
•
•
PowerPoint- Discussion
Individual and group work
Schools sharing best practices
One folder for each school
TAKE YOUR LEARNING ONE STEP FURTHER
Ideas going around in my mind
Ideas that squared with my thinking
Ideas I want to learn more about
Ideas for connecting my learning
“THE
WILL TO SUCCEED IS
NOTHING WITHOUT
THE WILL TO PREPARE.”
TO WHAT DEGREE DO YOU BELIEVE…
( AGREE OR DISAGREE?)
 All kids can learn?
 All kids are learning at their highest possible levels?
 All educators can learn?
 All educators are learning at the highest possible level?
 Data can target instruction needs?
 Educators target instructional needs using data?
 Educators should be held accountable for student growth?
 We will need the help of colleagues to meet the needs of all
kids?
Directions: Find one or more questions that
resonate with you. Then find a colleague and do a
5 minute pair share.
Disagree
Agree
WHAT YOU THINK DETERMINES…
what you believe…
what you say…
what you do…
who you are.
All affect what our
students learn, or do not
learn.
ACT IS A PIECE OF THE PUZZLE…
ACT COLLEGE AND CAREER
READINESS SYSTEM
MEASURING STUDENT PROGRESS TOWARD READINESS
IMPROVING
COURSE RIGOR
EXPLORE
PLAN
The ACT
ENGAGE
QualityCore
8th and 9th grade
curriculum-based
educational and
career planning
program
10th grade
curriculum-based
educational and
career planning
program
11th and 12 grade
curriculum-based
assessment for
learning outcomes
Middle and high
school assessment
that measures all
factors of academic
success
Research-driven
solutions for
strengthening
curriculum
1992
1986 PLANNING 1959
SCHOOL IMPROVEMENT
SUPPORTING SOLUTIONS
Core Practice Audit
CoreWork Diagnostics
Framework for evaluating current
practices
Online service to diagnose and improve
content and practice areas
POSSIBLE GRADES TESTED
7th grade 8th grade
9th grade
10th grade
Spring 2012
EXPLORE EXPLORE PLAN
(IISD)
(Michigan) (IISD)
PLAN
(Michigan)
Spring 2013
EXPLORE EXPLORE PLAN
(IISD)
(Michigan) (IISD)
PLAN
(Michigan)
EXPLORE
8th and 9th grade (score range 1 to 25)
PLAN
10th grade (score range 1 to 32)
ACT
11th and 12th grade (score range 1 to 36)
An Explore score
of 23 is the same
as a Plan and ACT
score of 23.
EXPLORE
PLAN
ACT
1
6
11
16
21
26
31
36
CURRICULUM-BASED ASSESSMENTS
EXPLORE
th
8 & 9 Grade
PLAN
th
10 Grade
11 & 12 Grade
1 – 25
30 minutes
6
8
11
5
5
5
40
1 – 32
30 minutes
7
9
14
6
7
7
50
1 - 36
45 minutes
10
12
18
12
11
12
75
EXPLORE
th
8 & 9 Grade
PLAN
th
10 Grade
11 & 12 Grade
1 – 25
30 minutes
10
9
7
4
30
1 – 32
40 minutes
14
8
7
11
40
1 - 36
60 minutes
14
10
9
9
14
4
60
th
Score Scales
English Test (Content & number of items)
Punctuation
Grammar & Usage
Sentence Structure
Strategy
Organization
Style
Total
th
Score Scales
Mathematics Test (Content & number of items)
Pre-Algebra
Elementary Algebra
Intermediate Algebra
Geometry
Coordinate Geometry
Plane Geometry
Statistics/ Probability
Trigonometry
Total
The ACT
th
th
The ACT
th
th
CURRICULUM-BASED ASSESSMENTS
EXPLORE
th
8 & 9 Grade
PLAN
th
10 Grade
11 & 12th Grade
1 – 25
30 minutes
10
10
10
30
1 – 32
20 minutes
8
9
8
25
1 - 36
35 minutes
10
10
10
10
40
EXPLORE
th
8 & 9 Grade
PLAN
th
10 Grade
11 & 12th Grade
1 – 25
30 minutes
12
10
6
28
1 – 32
25 minutes
10
14
6
30
1 - 36
35 minutes
15
18
7
40
th
Score Scales
Reading Test (Content & number of items)
Prose Fiction
Humanities
Social Studies
Natural Sciences
Total
th
Score Scales
ScienceTest (Content & number of items)
Data Representation
Research Summaries
Conflicting Viewpoints
Total
The ACT
th
The ACT
th
Time to take the Math or Reading Test :
30 questions – 30 min
AFTER TAKING THE TEST: (10 MIN)
1. What surprised you?
2. What do you think your students
will struggle with most?
3. What would you tell students as
you prepare them for this test?
4. Please share successful
preparation strategies.
PREPARING STUDENTS TO TAKE THE
EXPLORE AND PLAN
1. Explain what the test is (measures knowledge) and what
it is not (aptitude) .
2. Explain predictability and career exploration component
of each test.
3. Explain the testing process/procedures, just like ACT.
4. Send letter home to parents.
5. Show sample problems from each test. (act.org/explore)
6. Give a practice test untimed, then timed.
7. Share test taking tips, test prep sites and resources.
HELPFUL RESOURCES
Career Search
http://bls.gov/k12
http://michigan.gov/lmi
Test Preparation
http://www. Number2.com
http://www.act.org
http://www.mappingyour future
.biz/planyoucareer/careership
http://www.acinet.org
http://online.onetcenter.org
http://www.myskillsmyfuture.org
http://www.grockit.com
http://www.mel.org
College
Exploration
http://www.collegeconfidential.com
http://www.careercruising.com
http://www.michigancap.org
http://www.careercruising.com
ACT’S COLLEGE READINESS STANDARDS™
College
Readiness
Standards
Intervals
1-12
13-15
Example:
16-19
20-23
Mathematics
24-27
College Readiness Standards
28-32
33-36
Source: http://www.act.org/standard/pdf/CRS.pdf
GLCE’and HSCE’s
Common Core
ACT College and
Career Readiness
Standards
HOW IMPORTANT IS THE
MIDDLE SCHOOL TO
COLLEGE READINESS?
College
and Career
Readiness
DISTRIBUTION OF MICHIGAN
CONTENT EXPECTATIONS IN THE
COLLEGE READINESS STANDARDS
Scores: 13 - 23
GLCE
Scores 13 -27
Scores: 28 -36
51
77.3%
72
61.5%
15
15.2%
Algebra I
8
12.1%
24
20.5%
43
43.4%
Geometry
3
4.5%
7
6.0%
13
13.1%
Algebra II
4
6.1%
12
10.3%
15
15.2%
66
115
86
ACT – “The Common Core State
Standards Initiative is led by the
National Governors Association
and the Council of Chief State
School Officers, in partnership with
ACT, the College Board,
and Achieve.”
Source: ACT.org
WHY SHOULD SCHOOLS OFFER THE ACT
EXPLORE AND PLAN?
A RESPONSE TO OUR STAKEHOLDERS
1. Predicts ACT - MME performance
2. Identifies early problems, informs
interventions
3. Guides curriculum and instruction
4. Helps prepare to be college and career
ready
MICHIGAN DASHBOARD - 2012
Source - http://www.michigan.gov/midashboard
MICHIGAN DASHBOARD - 2012
AGE OF ACCOUNTABILITY
What is to be taught?
MI
adopts
HSCE’s
How do we measure student
growth?
Smarter Balanced
Assessments - Full
implementation of fully
functioning
assessment system
Are we teaching them well?
MME
&
MMC
Teachers to begin
providing
instruction related
to Common Core
State Standards
NCLB
2004
MI
adopts
GLCE’s
06
08
10
MI adopts
Common
Core
2012
2013
MI Gov. Council
to develop
Educator Eval.
Tool based on
student
performance
http://www.smarterbalanced.org/timeline
2014
2015
States administer
summative
assessments during
last 12 weeks of school
year
INGHAM ISD COMMON CORE STANDARDS
UPDATES/WORKDAY FEBRUARY 20, 2013
Updates include:
An in-depth look at the Smarter Balanced Assessments.
New model instructional units
Critical instructional strategies for teaching the Common Core
New information to help with aligning your curriculum
Work time will be provided for district teams to continue alignment
and gap analysis activities.
For information contact: Amy Kilbridge, 517- 244- 1273
Theron Blakeslee, 517 -244-1201
COLLEGE AND CAREER READINESS
DEFINING WHAT YOU WANT BEFORE YOU
BEGIN TO MEASURE WHETHER YOU HAVE IT.
4 Minute Pair Share
1. ( 2 minutes) Allow partner to describe college and career
readiness without interruption.
2. ( 2 minutes) switch roles
ACT COLLEGE READINESS BENCHMARKS
EXPLORE
Test
Reading
College Course
PLAN
8th Grade
9th Grade
College Course
ACT
Test
English Composition
13
14
15
18
English English Composition
Algebra Math
17
18
19
College Algebra
22
Social Sciences
15
16
17
21
Reading Social Studies
Science
Biology Science
English
Math
Biology 20
20
24
21
ACT
18
22
21
24
COLLEGE READINESS STANDARDS - ACT
ACT defines “college
readiness” as students
having approximately a
75% chance of earning a
grade of C or higher or a
50% chance of earning a
grade of B or higher in
first-year college English
Composition; College
Algebra; History,
Psychology, Sociology,
Political Science, or
Economics; and Biology
(credit- bearing courses)
-ACT
CAREER READINESS - CTE
1. Authentic Problem
Solving Skills
2. Self- Sufficiency Skills
3. Interacting with
others Skills
4. Information and
technology skills
5. Communications
Skills
WORKKEYS® SKILL AREAS
Reading for Information*
Day 2 MME
Applied Mathematics*
Locating Information*
Applied Technology
Teamwork
Observation
Listening
Writing
Business Writing
** 85% of ALL
occupations utilize
these skills
COLLEGE AND CAREER READINESS - CCSS
The acquisition of the
knowledge and skills a
student needs to enroll
and succeed in creditbearing first year courses
at a postsecondary
institution (college, trade
school or technical
school) without the need
for remediation.
-ACT and Common Core State
Standards
TWO QUESTIONS TO THINK ABOUT -
1. Are your High School
graduates college and
career ready?
2. How do you know?
WHAT PERCENTAGE OF EDUCATORS
REPORTED THAT THEIR STUDENTS ARE PREPARED FOR
COLLEGE-LEVEL WORK IN THEIR CONTENT AREA?
100
90
80
70
60
50
40
30
20
10
0
Percent of respondents
91
26
High School Teachers
Postsecondary Instructors
Source: ACT national Curriculum Survey, 2009, pg.5, Fig 1.3
HTTPS://WWW.MISCHOOLDATA.ORG/DISTRICTSCHOOLPROFILES/REPORTCARD/EDUCATIO
NDASHBOARD.ASPX ( DASHBOARD – EDIT REPORT – ENTER SCHOOL NAME)
INGHAM COUNTY PUBLIC SCHOOLS
 Graduation rate and Dropout rate used for AYP
MME % profic. (21%) Math = 57 Reading = 67
Basic Skills cut scores
**Source – Mich. Graduation CCR Accreditation Comparison
INGHAM COUNTY HS % PROFICIENT ON ACT
( CLASS OF 2012) COLLEGE AND CAREER READINESS
ELA = 56.1%
Reading = 43.7 %
Math = 33.7 %
Science= 27.1 %
ACT English CRS = 18
ACT Reading CRS = 21
ACT Math CRS = 22
ACT Science CRS = 24
Overall = 21 % proficient on all four
*** Source – Mich. Graduation CCR Accreditation Comparison
LET’S LOOK AT THE CLASS OF 2015 ( 2011 8TH GRADERS)
EXPLORE PROFILE SUMMARY
REPORT PRESENTATION PACKET
INGHAM COUNTY 8TH GRADERS
2010-2011 EXPLORE PROFILE SUMMARY RPT – INGHAM COUNTY
GRADE 8
HOW DOES OUR STUDENTS’ PERFORMANCE COMPARE WITH THAT OF
STUDENTS IN THE NATIONAL NORM GROUP?
25
Local
National
22
19
16
14.9
15.9
14.2
17.3
15.1
15.9
15.5
13.8
16
14.9
13
10
7
4
1
English
Mathematics
Reading
Science
Composite
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8
ARE OUR STUDENTS ACHIEVING SIMILARLY ACROSS
RACIAL/ETHNIC GROUPS?
25
20
African American
American Indian/Alaska Native
Caucasian American
Hispanic/Latino
Asian
Native Hawaiian/Other Pacific Islander
2 or more races
18
17.9
17.4
16.8
16.6
16 16.315.6
15.9
15.7
15.6
15.5
15.4
15.3 15
14.914.814.5 15.2
14.5
14.5
15
13.9
13.7
13.6
13.4
13 13.113.3
12.3
11
11
10
5
0
English
Mathematics
Reading
Science
Composite
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8
ARE OUR STUDENTS ACHIEVING SIMILARLY ACROSS GENDER
GROUPS?
25
Males
Females
20
16.8 17
15
15.1
15.515.4
13.6
14.6
15.3
15.215.8
10
5
0
English
Mathematics
Reading
Science
Composite
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8
IS THE ACADEMIC ACHIEVEMENT OF OUR STUDENTS FOR THE
PAST THREE YEARS IMPROVING COMPARED TO THAT OF THE
NATIONAL NORM GROUP?
25
National
Local 2010-2011
Local 2009-2010
Local 2008-2009
20
15
15.1
14.9 14.9
14.2
17.3
17.1 16.8
15.9
16 15.9
15.9
15.515.2
15.7
15.6
15.1
15.4
14.9
14.8
13.8
10
5
0
English
Mathematics
Reading
Science
Composite
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8
ARE OUR STUDENTS ADEQUATELY PREPARING
THEMSELVES TO BE SUCCESSFUL?
20
Local 2010-2011
15.415.815.6
16.2 16.4 16
15
Local 2009-2010
15.9 15.8
15.2
Local 2008-2009
17.717.6
17.3 16.5 16.5
16.1
10
5
0
English
Mathematics
Reading
Science
Composite
Core: Students who plan to take 4 or more years of English and 3 more years of
mathematics, social studies & natural sciences
2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8
ARE OUR STUDENTS ADEQUATELY PREPARING
THEMSELVES TO BE SUCCESSFUL?
20
Local 2010-2011
Local 2009-2010
Local 2008-2009
16.616.4
15.4
15
14 14.214.1
14.814.5
16.1
14.6 14.214.1
15.3 15
14.8
10
5
0
English
Mathematics
Reading
Science
Composite
Noncore: Students who do not plan to take 4 or more years of English and 3 more years
of mathematics, social studies & natural sciences
SAMPLE PUBLIC SCHOOL ( K – 12)
Return
100
90
80
70
60
50
40
30
20
10
0
Total Students:
76.43
2686
74.3
40.7
12
35.6
34
39
17
2011 Graduation Rate % ACT College Ready % In College Remedial % MME Proficient
2011
Courses
2011
Sample
Michigan
This chart shows 40.7 % of the 2011 SAMPLE school graduates who took college
classes after graduation took 1 or more remedial courses.
Source: http://bridgemi.com/2012/05/see-how-your-local-schools-do-on-college-prep
MIDASHBOARD – POST SECONDARY OUTCOMES – COLLEGE REMEDIAL COURSEWORK
INGHAM COUNTY HS COLLEGE CREDITS
(SPRING 2012)
CACC = 193 STUDENTS EARNED 1312 TTL. CR.
LCC EARLY COLLEGE = 84 STUDENTS/ 446 CREDITS
ONLINE INDEPENDENT COURSES = ?
ADVANCED PLACEMENT COURSE CREDITS = ?
DUALLY ENROLLED = ?
DISCUSSION WITHIN GROUPS ( 20 MIN)
Visit the website:
https://www.mischooldata.org and looking at
the data specific to your district, discuss the
following questions:
1. What surprised you most about the data?
2. What concerns you most?
3. What will you do with this information?
WHAT IS THE CURRENT STATUS OF “COLLEGE
READINESS” FOR STUDENTS IN THE STATE ?
2010-11 MICHIGAN 4-YR REGULATORY ADJUSTED
C0HORT GRADUATION RATES
100
13th highest in the nation
90
80
70
60
50
40
30
20
10
0
State focus
STATES WITH 100% OF STUDENTS TESTING
2012 10th graders who took the PLAN
We can do better for our students!
Student Name
Student Name
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Student Name
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Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
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Student Name
WEIGHING THE PIGS DOESN’T MAKE THEM ANY
FATTER!!!
THREE WAYS TO GET
BETTER FIGURES
1. Distort the figures.
2. Distort the system. Get
demonstrated results at
the expense of other
results.
3. Improve the system.
Brian Joiner, Joiner Associates
“ Wherever there’s fear, you’ll get wrong figures. It’s what
people think that counts.”
David Langford
WHAT CAN WE DO TO RAISE OUR SCORES?
1. Quality teachers and rigorous, relevant curriculum have
the greatest impact. There is no substitute for quality
instruction in the classroom.
2. Use data for school improvement and to assist individual
students.
-
Revisiting curriculum and instruction
-
Integrate targeted ACT prep activities and remediation
3. Appropriate interventions at all 3 tiers
4. Stakeholder involvement ( Students, Parents, admin.
Board) ** building a culture focused on College and
Career readiness
ACT SCHOOL REPORTS
Student Report
Profile Summary Report
 Early Intervention Roster
 Item Response Summary
ACT COLLEGE & CAREER
READINESS INFORMATION SYSTEM
Five years of data for EXPLORE/PLAN/ACT
• Down to the student level
• At the aggregate level
• Follow cohorts as they move through
• Item-analysis to the standard level, including
common core!
Estimated release – Spring 2013
Interpreting the
EXPLORE/PLAN
Student Report
ANN TAYLOR AND MARCUS
JONES - 2012
Ann – Struggles in school
Does not like math or
science.
Spends a lot of time with
friends
EXPLORE score = 15
Marcus – Does well in
school without much
effort.
Enjoys reading
Active in sports.
EXPLORE score = 18
Future Spartans??
USING YOUR EXPLORE RESULTS
Score Report
EXPLORE Interpretive Visuals
78
9/2008
YOUR SCORES
Slide 79
Slide 80
Understanding Your Explore Results
Estimated PLAN Composite Score
Range
EXPLORE Interpretive Visuals
81
9/2008
Using Your Explore Results
High School Graduation
Requirements
EXPLORE Interpretive Visuals
9/2008
82
PROFILE FOR SUCCESS
Slide 83
WHAT IS A TWO POINT IMPROVEMENT
WORTH?
• 1. More schools to choose
• 2. More scholarships
• 3. Greater earning potential
Slide 84
Admissions Guidelines for Michigan schools 2011/2012
Michigan Colleges
U of M Ann Arbor
GPA: 3.8
ACT: 29 - 33
Kalamazoo College
GPA: 3.65
ACT: 26 - 31
GPA: 3.4
ACT: 23 - 28
Alma College
GPA: 3.5 avg.
ACT: 21 - 27
CMU
WMU
SVSU
GPA: 3.3
ACT: 22 avg
GPA: 2.9-3.3
ACT: 22/ 17 min
Ferris State
GPA: 2.5 avg.
ACT: 18 - 24
Community Colleges
High School Graduation or GED
Michigan State University
Central Michigan University
CAREER
CRUISING
1. Select Schools
2. Type in school
name
3. Select
Enrollment
4. Scroll down to
ACT charts.
School
Michigan State
University
Average ACT
(ACT Middle
50%)
30
Preferred, but if
core course is
taken in lieu of, it
is waived
Sliding Scale
2 years for LSA
college but none
in other colleges
24-28
U of M AA
28-32
Grand Valley
22-26
U of M Dearborn
ACT Scores For
ScholarshipiQualification
Language
Requiring @2nd
Lang Req
25
Laker
Dean
Faculty
Presidential
23
26
29
32
Maize
and
Blue
Dean
Chancel
lors
25
27
31
No
No
Western Michigan
23
26
No
Wayne State
University
21
25
No
Eastern Michigan
University
20-21
Presidential
No
21
Alma College
22
Trustee
Dean
Presidential
20
25
28
No, but
recommended
GRADUATE EARNING POWER
School
Graduate Starting Salary
Graduate Mid-Career
Salary
Princeton
58,000
123,000
Harvard
57,000
121,000
Michigan
50,000
90,000
Michigan Tech
50,000
90,000
MSU
44,000
81,000
WMU
41,000
74,000
EMU
38,000
71,000
Ferris
42,000
70,000
CMU
40,000
65,000
GVSU
37,000
63,000
Wayne State
36,000
59,000
Student Data Analysis
A 4-step process
1.Identify the incorrect answers
2.Determine cause of incorrect
response
3. Identify and prioritize
improvements
4.Complete T-Chart
SAMPLE: Test Results Item Analysis sheet
EXPLORE MATH 04A -STUDENT SCORE REPORT and test booklets Item Analysis for Students
STEP ONE: As you review the MATH section questions and answers with your teacher, circle whether your answer was correct or
incorrect. This will allow you to focus on the strong items as well as those that may need to be readdressed. NOTE- Look closely at the
number of the test item; they are not in order. They are grouped by the skill being measured.
Pre-Algebra
1.
B
4.
G
7.
A
Student Results
Correct
Incorrect
Correct
Incorrect
Correct
Incorrect
Notes
Step 2
Step 1
Algebra
5.
A
Student Results
Correct
Incorrect
Notes
STEP TWO: Look carefully at the question and try to decide what caused you to select the wrong answer and make notes in the area
provided.
•
Is it a content problem (something that you have not yet learned or mastered)?
•
Is it the question type (perhaps you are unfamiliar with the way the question is worded or how the information is presented)?
•
Is it a testing issue (did the you get tired of testing or run out of time or just make a simple mistake)?
STEP THREE: You now have a more clear indication of the areas that you may need to work on after completing steps one and two. On
the back of your student score report there are suggestions of things that you can work on if you have weaknesses in particular
areas. Put check marks next to the suggestions which would help you be prepared for the ACT next school year.
STEP FOUR: Complete the strength and weakness T-chart and the reflection paragraph based on the information you have gathered
from steps one, two and three. This will help you process your areas of strength and weakness and develop an action plan for
improvement.
Using Your Plan Results
Step 3 – Check improvements
Your Skills
91
Step 4
Students keep this document in
their portfolio and share with
parents during conferences or
parent meeting.
Current math score = _____ Growth score goal for PLAN/ACT = _____
Career and College interests -
USING THE T- CHARTS
•Teachers use these responses to assist with
differentiation in the classroom.
•Share with parents during conferences or parent
informational meeting.
ESSENTIAL QUESTIONS:
1. How much growth in academic achievement typically occurs
during high school?
2.
Can growth be accelerated so that more students are ready for
college and career when they graduate from high school?
3. Do growth rates differ depending on the degree to
which students are on target to becoming college and
career ready?
AVERAGE GROWTH BETWEEN EIGHTH
AND TWELFTH GRADES
Source: ACT – Issues In College Readiness, How Much Growth toward College Readiness is
Reasonable to Expect in High School?, 2009
BETWEEN EIGHTH AND TWELFTH
GRADES, BY DEGREE OF COLLEGE
READINESS ENGLISH
MATHEMATICS
READING
SCIENCE
CHART SUMMARY
Groups of students who were on
target in 8th grade were the only
students who stayed on target in
10th grade and went on to become
ready for college level work by
high school graduation.
HELPING STUDENTS SETS ATTAINABLE GOALS
REASONABLE – INDIVIDUAL STUDENT
GROWTH GOALS
ACT RECOMMENDATION
Goal for students off target– On successive tests, reduce by
½ the difference between the students score on a given
subject and the corresponding College Readiness
Benchmark.
Example – Explore Reading student score = 11 ( 4 pts below
benchmark of 15)
PLAN Benchmark for English = 17
4/2 = 2
17 – 2 = 15 therefore the growth goal for this student is to get
a 15 on the PLAN reading test.
ACT RECOMMENDATION FOR
GROWTH GOALS
Goal for students nearly on target in 8th grade – Meet
benchmarks on the PLAN and exceed benchmarks on ACT .
Goal for students on target at 8thgrade – Exceed benchmark
scores on PLAN and ACT by 2 – 3 pts. or more
OR have students focus on the post secondary goals
EXPLORE
19
PLAN
22
ACT (MSU)
25
ITEM RESPONSE - WHAT IT SHOWS US:
 Percentage who selected the
correct and incorrect response for
each question.
 Average percentage who
responded correctly in each
content area.
 Reference group results to show
comparison.
ITEM ANALYSIS BY TEACHERS/DEPARTMENTSTODAYS WORK
Goal: Analyze student data to inform strengths
and weaknesses in curriculum and instruction.
4 Steps:
1. Complete the analysis worksheet for the
reading test.
2. Create Strengths and Weaknesses charts.
(B.O.B.’s & W.O.W.’s)
3. Complete Content Expectations Chart
4. Complete School Improvement Planning
Template
ITEM ANALYSIS BY TEACHERS
STEP 1 – COMPLETE THE ITEM ANALYSIS WORKSHEET.
DEPARTMENT - Look at the test booklets and the actual items. Then look at this years Item
Response data, and considering the last three years data ( if available) determine the appropriate
percentage to isolate items which are Strengths and Weaknesses . At what % will you consider
the items to be a curriculum and/or instructional Strength and Weakness?
INDIVIDUALLY - Complete the worksheet notes as you look over the test booklet.
Then discuss as a department:
Why do you think your students did well on the strengths items?
Why do you think your students did not do well on the weakness items?
ITEM RESPONSE SUMMARY REPORT
CCRW Manual p. 94
Math: PLAN Test Results Item Analysis for Staff
STEP ONE: As you review the Math section questions and answers, if the students have an _____% or higher on an item,
circle “strength” and if the students have a _____ % or less on an item, circle “weakness.” This will allow us to focus on
very strong items and those that we need to readdress. INDIVIDUALLY make any necessary notes that you notice about
each type of question (content issue, question type or testing issue).
Pre- Algebra
> 80%
< 60%
Notes
1.
AF
Strength
Weakness
11.
BG
Strength
Weakness
21.
AF
Strength
Weakness
25.
DJ
Strength
Weakness
32.
BG
Strength
Weakness
37.
BG
Strength
Weakness
Elementary Algebra
7.
CH
12
AF
14.
CH
16.
BG
24.
AF
27.
DJ
29.
AF
> 80%
Strength
Strength
Strength
Strength
Strength
Strength
Strength
Geometry
2.
CH
4.
DJ
5.
AF
10.
BG
> 80%
Strength
Strength
Strength
Strength
< 60%
Weakness
Weakness
Weakness
Weakness
17.
Strength
Weakness
DJ
< 60%
Weakness
Weakness
Weakness
Weakness
Weakness
Weakness
Weakness
Notes
Notes
STEP 2 – CUT STRENGTHS AND WEAKNESSES
ITEMS AND PASTE TO CHART PAPER
College Readiness Standard: Math - Expressions, Equations, and
Inequalities (XEI): 601 (28-32) – Manipulate expressions and equations
MATH DEPARTMENT - 2 CHARTS
Strengths
Item’s
1,5,22
Calculating the
average, given
frequency counts of
all the data values
Items 4,13,
18, 23
Order of
operations
Weaknesses
Item’s 3,9,
18, 27
Recognizing
equivalent
fractions and
fractions in
lowest terms
STEP 3 – AS A DEPARTMENT, COMPLETE
THE CONTENT EXPECTATION CHART.
1.
2.
3.
4.
5.
Content of weaknesses
Essential Learning Skills using ACT CRS
Chapter, section, unit taught (SKIP)
Test taking concerns
Instructional strategies to implement
WHAT
WHAT
WHERE
WHY
HOW
“The true value is in the process not the product.”
*
*
*
Completed as a department
*
WHAT IS GOOD INSTRUCTION?
Will the students be
engaged?
Please focus on
GOOD
instruction when
planning for the
Instructional
Strategies to
Implement piece.
Step #3
What toolbox
strategies will be most
effective?
Do I need to
differentiate
instruction?
Are there other
strategies that can be
used which are not in
the toolbox?
Building coherence between MS and HS curriculum
ITEM ANALYSIS BY TEACHERS
STEP 4- COMPLETE SCHOOL IMPROVEMENT
PLANNING TEMPLATE. BASED ON THE DATA YOU
HAVE JUST ANALYZED:
1. Write a statement of gap in student achievement
2. Fill in the contributing cause for the gap in
student achievement.
3. Create a measurable objective statement to
support the goal.
4. Create some possible strategy statements.
Step #4
MICHIGAN DEPARTMENT OF EDUCATION CNA. SIP
REVISED.V13.2010
1. Based on a review of the data and the staff discussion around the questions and proceeding pages, state the
schools conclusions regarding the strengths and challenges ( weaknesses)of the students learning need.
Strengths:
Challenges:
2. For the challenges above, what content area goals have the school established for student achievement that will
addressed in the school improvement plan
Content Area: ________________________________
Student Achievement Goals:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. For the goals listed above, what did the school student data identify as the gap between where current student
achievement is and where the building would like to be?
Content Area: ________________________________
Student Achievement Goals:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. For each of the identified gaps listed above, based on the school’s discussion and current trends in student
learning, what has the school determined to be the leading cause(s) for the gap in performance?
Content Area: ________________________________
Student Achievement Goals:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
DISTRICT/BUILDING
GOALS
Important for everyone to be on the same
page.
• Belief in a Pre K-12 system
•Knowledge of Common Core and College
Readiness
• Shared vocabulary and expectations
Building on each other’s goals, sharing
information and developing commonalities
DISTRICT GOALS
All graduates of the _____ Public Schools will
be College Ready, Career Ready and Life Ready
in English Language Arts.
All graduates of the _______ Public Schools will
be College Ready, Career Ready and Life Ready
in Mathematics.
All graduates of the _______Public Schools will
be College Ready, Career Ready and Life Ready
in Science.
WORK TIME
4 Steps:
1. Complete the analysis worksheet for the EXPLORE
reading test
2. Create Strengths and Weaknesses charts.
(B.O.B.’s & W.O.W.’s)
3. Complete Content Expectations Chart
4. Complete School Improvement Planning Template
COMMON CORE CONNECTION:
INSTRUCTIONAL STRATEGIES
Shared responsibility for students’ literacy
development
Pg. 4 - Common Core State standards for ELA and Literacy in
History/Social Studies, Science, and Technical Subjects
WHAT ABOUT AFTER TODAY?
Use weakness items as openers. Find out
why students are struggling.
Give PLAN just like the ACT
Create assessment items similar to ACT
Get stakeholders invested.
Use supplemental questions.
Complete planning template
Creating Interventions of support
Social Studies
Use the diagrams below to answer questions 5-8. On the left is a climograph for southern Africa, the right is a
map showing the direction ocean currents move on the east and west coast of the country. Southern Africa is in the
southern hemisphere, so the warmer regions should be in the north and cooler regions should be farther south.
Inferential
(Book/Brain)
Reading Charts
5. Which statement best explains the difference in the average yearly temperature range for
Walvis Bay & Gaborone?
a. Walvis Bay is farther inland which heats up and cools down faster than coastal cities.
b. Gaborone is located farther from the equator and receives less solar energy from the sun.
c.
Gaborone is located closer to the equator and receives more solar energy from the sun.
d. Walvis is closer to the ocean which keeps the temperatures fairly consistent throughout the year.
Back
POST TEST PARENT MEETING ( AGENDA)
During the parent session we will:
• Review basic fundamentals of the Explore, Plan and
ACT/MME assessments
• Hand out and explain the various components of the
Student Score Report
• Identify how Explore and Plan results can help
students prepare for the ACT
• Have students share T- charts with parents
SECTION V – SUPPLEMENTAL LOCAL ITEMS
Please indicate how much you agree or disagree with each of the following
statements:
(a) Strongly agree
(b) Agree
(c) Disagree
(d) Strongly disagree
(e) Not sure
1.
2.
3.
4.
5.
I get the support I need from my teachers.
I usually feel nervous/stressed/anxious about test taking.
The classes at my school are interesting and challenging.
I learn a lot from working in groups.
The classes I am taking are properly preparing me for life beyond high
school.
6. I know where to get help when I am struggling in school.
7. I have a career and/or college plan after high school.
POSSIBLE INTERVENTIONS
District Initiative – Pyramid of intervention
training for staff.
District Interventions for Students – Summer
programs, universal screening
Building Interventions – Academic Center
support, Blended Service model, Math Lab,
Reading Lab, Before/ After school academic
support and Title 1 support.
CONCLUSION
Use all ACT data reports as one source to measure student
growth.
Involve students, parents and staff in the data analysis
Much of the ACT is middle school content
Student who are on target tend to stay that way.
Students who are off target need interventions before and
throughout high school
Setting reasonable, yet challenging , growth goals for all
students is one way of helping them stay on track
SHARING PROGRESS/ADVICE
Diane Newman
Haslett HS RtI Coach
EXPLORE, PLAN AND ACT ACTION PLANNING
1. Who will take new information about preparing for
EXPLORE/PLAN/ACT back to your building/
2. Who will present the new information?
3. Have you created a building-wide schedule for practice
tests?
4. Who will coordinate the schedule? Organize materials?
5. Do we have a literacy across the curriculum focus in your
building?
6. If not, who would initiate implementation of a school-wide
literacy focus?
7. Do you have interventions in place for struggling
readers?
CONTACT INFORMATION
Jeffrey Dole
IISD Career Preparation Specialist
517-244-1365
jdole@inghamisd.org