getting the most from your act explore reporting package … · getting the most from your act...
TRANSCRIPT
8
Meredith Townley
Learning Management Team
Phone: 319.333.9430
www.act.org/learning-at-act
9 9
Workshop Objectives Introduction
Describe ACT’s definition of college and career
readiness
Explain ACT’s K−Career Continuum and how
ACT Explore fits
Find key data points in the ACT Explore Student
and Summary Profile Reports
Translate data into insights about curriculum,
instruction and support at the district, school,
and classroom levels
10 10
Workshop Agenda
College and Career Readiness
Student Score Report
Break
Profile Summary Report
Item Response Summary Report
Early Intervention Rosters
Reflections
15 15
ACT’s Definition of College and Career Readiness
College and Career Readiness is the level
of preparation a student needs
to be equipped to enroll and succeed –
without remediation – in a
credit-bearing, first-year course
at a two-year or four-year institution,
trade school, or technical school.
p. 5
16 16
In the next decade, nearly two-thirds of
new jobs created in the U.S. will require
some post-secondary education or
considerable on-the-job training.
Preparation for College and Career
Prepare all students for
success, no matter
which path they choose
after graduation.
18 18
http://www.act.org/research-policy/national-curriculum-survey
ACT National Curriculum Survey®
The Foundation of ACT’s College Readiness System
Conducted every
three to five years
Nationwide survey of
educational practices
and expectations
– College instructors
– High school teachers
– Middle school teachers
– Elementary teachers
26 26
ACT’s College Readiness Benchmarks
Test College Course 8th Grade 9th Grade
English English Composition 13 14 15 18
Math College Algebra 17 18 19 22
Reading Social Sciences 16 17 18 22
Science Biology 18 19 20 23
Empirically derived
50% likelihood of achieving a B or higher
Or about a 75% likelihood of achieving a C or higher in the
corresponding credit-bearing college course
p. 3
28 28
Condition of College and Career Readiness, 2014 State Results
Percent of 2014 ACT-Tested High School Graduates
by Number of ACT College Readiness Benchmarks Attained
http://www.act.org/newsroom/data/2014/states/pdf/Arizona.pdf
29 29
Condition of College and Career Readiness, 2014 State Results
Percent of 2013-2014 ACT Explore-Tested 8th Graders Meeting ACT College Readiness
Benchmarks (N=39,764)
http://www.act.org/newsroom/data/2014/states/pdf/Arizona.pdf
31 31
http://www.act.org/research/policymakers/reports/ForgottenMiddle.html
The Forgotten Middle Key Finding
Eighth-grade
academic
achievement is the
best predictor of
college and career
readiness by high
school graduation.
32 32
The Forgotten Middle Key Findings
Improvement in eighth-grade academic
achievement and being on target for
college and career readiness in eighth
grade are more beneficial than any high
school-level academic enhancement.
Being on target for college and career
readiness in eighth grade puts students on
a trajectory for success.
http://www.act.org/research/policymakers/reports/ForgottenMiddle.html
40
Student Score Report
Header
3. Career
Exploration
1. Academic
Achievement
& Education
Planning
2. Intervention Planning
p. 10
41
Report Header Student Information
Student’s
Name
Student’s
Grade Level
Student’s
School
Test Form
Test Date
p. 10
44
Is the student on
target?
What action can be
taken to increase
college readiness?
Where does the student
need intervention?
1. Academic Achievement and Education Planning: Your Plans College Readiness
p. 10
46
1. Academic Achievement and Education Planning: Your Scores Estimated Scores on ACT Plan or The ACT
p. 10/14 p. 10
50
2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement
p. 12
51
2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement
p. 12
55
You and the
World of Work Your Interests Exploring Career
Options
3. Career Exploration: Your Career Possibilities World of Work
p. 11
60
Student Score Report
Header
3. Career
Exploration
1. Academic
Achievement
& Education
Planning
2. Intervention Planning
p. 11
64
One-Minute
Review
Record your thoughts:
a) What insights have you gained
from examining your Student
Score Reports?
b) How does this impact what you
are doing?
c) What is your Plan of Action for
using and sharing data?
Stand
Share with someone new
S T R E T C H
71 71
Frequency Distribution Table Profile Summary Report: Table 1a
ACT Explore:
Page 2 in Profile
Summary Report
p. 31 p. 2
72
Students on
target to be
college ready
38 (20%) Students Below
Benchmark
53 (28%) Students
Above Benchmark
100 (52%) Students on
the Cusp 44 in danger of slipping
41 within 2 points of benchmark
Benchmark
Students on the cusp
191 Total Students
Students in need
of intervention
Frequency Distribution Table Profile Summary Report
74 74
Application Exercise Frequency Distribution Table
Finish your English calculations
Choose another subject and repeat the
activity
Answer questions 1-9 on p. 21.
10 minutes
Benchmarks
p. 31
p. 31 p. 2
Test
Explore
9th Grade
English 14
Math 18
Reading 17
Science 19
75 75
Knowledge and skills by score
level
Help interpret scores
ACT College and Career Readiness Standards
Know and are ready to learn
next www.act.org/standard
ACT’s College and Career Readiness Standards
76 76
Knowledge and skills by score
level
Help interpret scores
ACT College and Career Readiness Standards
Know and are ready to learn
next www.act.org/standard
ACT’s College and Career Readiness Standards
77 77
Knowledge and skills by score
level
Help interpret scores
ACT College and Career Readiness Standards
Know and are ready to learn
next www.act.org/standard
ACT’s College and Career Readiness Standards
78 78
Knowledge and skills by score
level
Help interpret scores
ACT College and Career Readiness Standards
Know and are ready to learn
next www.act.org/standard
ACT’s College and Career Readiness Standards
81 81
Statements that describe
what students are likely
to know and be able to do
Stra
nd
www.act.org/standard
ACT’s College and Career Readiness Standards
82 82
Statements that describe
what students are likely
to know and be able to do
Stra
nd
www.act.org/standard
ACT’s College and Career Readiness Standards
85 85
College Readiness Standard Score Ranges Profile Summary Report: Table 1c
ACT Explore:
Page 4 in Profile
Summary Report
p. 33
p. 33 p. 4
86 86
College Readiness Standard Score Ranges Profile Summary Report: Table 1c
17%
p. 33
How does your local “% At or Above Benchmark” compare to the national %?
p. 33 p. 4
87 87
College Readiness Standard Score Ranges Profile Summary Report: Table 1c
17%
44%
p. 33
Which ranges?
Which College Readiness Standards are your students most proficient?
p. 33 p. 4
88 88
Scores by Gender, Race, and Ethnic Background Profile Summary Report: Table 2
p. 34/44 p. 33
Where are the instructional gaps?
ACT Explore:
Page 5 in
Profile
Summary
Report
p. 33 p. 5
89 89
Scores by Gender, Race, and Ethnic Background Profile Summary Report: Table 2
p. 34/44 p. 33
p. 33 p. 5
91 91
Scores by Educational Plans and Need for Help Profile Summary Report: Table 3/4
p. 36
ACT Explore:
Page 6 in
Profile
Summary
Report
p. 36 p. 6
92 92
What are the future educational plans of your students?
How can you encourage and support these educational plans?
Educational Plans Profile Summary Report: Table 3
p. 6 p. 36 p. 6
93 93
Educational Plans and Needs Profile Summary Report: Table 4
What areas of need have students’ expressed?
Are you providing programs or services to meet students’ needs?
p. 6 p. 36 p. 6
96 96
Profile Summary Report Local Item Report: Table 6/7
Local Items
Topic Examples:
– School
Perceptions
– Peer
Interaction
ACT Explore:
Page 9 in
Profile
Summary
Report
p. 38 p. 9
97 97
Local Item Report Table 6
NAU GEAR UP Questions
1. People at my school
care if I am absent.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
2. I fit in with the
students at my
school.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
3. In my school, students
have a say in decisions
that affect them at
school.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
4. Most of my teachers
respect my ability to
make good
decisions.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
5. My close friends and
I spend time talking
about our future after
high school.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
6. Most of my close
friends want to go to
college after high
school.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
98 98
7. My close friends
encourage me to do
well in my classes.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
8. My school expects
that students learn at
a high level.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
9. My school provides
help so that students
can learn at a high
level.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
10. There is at least one
adult at my school
who really cares
about me.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
11. There is at least one
adult at my school
who believes that I
will be successful.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
12. There is at least one
adult at my school
who will listen to me
when I need to talk to
someone.
A. Strongly Disagree
B. Somewhat Disagree
C. Somewhat Agree
D. Strongly Agree
Local Item Report Table 6
NAU GEAR UP Questions
99 99
Profile Summary Report Additional information
Profile Summary Report also includes:
– Relation between scores & coursework (Tables
3/4 Explore)
– Relation between scores and career/
educational plans and interests (Tables 5a & 5b)
104 104
Provides data on
the item-by-item
performance of
your students.
Useful for
curriculum review
when used with the
test booklet.
108 108
Application Exercise Item Response Summary Report
Pick 1 content area.
Circle the *asterisked numbers (correct answers)
for each question.
Use your highlighters to mark only the circled
numbers:
No Mark 75%+
Green 50-74%
Yellow 25-49%
Pink 0-24%
p. 51
111 111
Look for Patterns
Do any situations occur more frequently for some domains than
others?
Analysis Application Exercise
120
School-level reports
that identify students
who fall into three
categories:
Roster 1:
Educational Plans
Roster 2:
Below 10th percentile
Roster 3:
Need Help
122 122
Roster 1
Students reported they do not plan to finish high
school or have no post-high school educational plans
p. 62
123 123
Roster 1
Students reported they do not plan to finish high
school or have no post-high school educational plans
p. 62
135
Wrap Up
Student Score Report
• Individual Report for each student
Summary Report
• Summary of all the individual student reports
Item Summary Report
• Item by Item performance of your students
Early Intervention Rosters
• School-level reports that identify students in specific categories
136
Wrap Up
Student Score Report
• Individual Report for each student
Profile Summary Report
• Summary of all the individual student reports
Item Summary Report
• Item by Item performance of your students
Early Intervention Rosters
• School-level reports that identify students in specific categories
137
Wrap Up
Student Score Report
• Individual Report for each student
Profile Summary Report
• Summary of all the individual student reports
Item Summary Report
• Item by Item performance of your students
Early Intervention Rosters
• School-level reports that identify students in specific categories
138
Wrap Up
Student Score Report
• Individual Report for each student
Profile Summary Report
• Summary of all the individual student reports
Item Summary Report
• Item by Item performance of your students
Early Intervention Rosters
• School-level reports that identify students in specific categories