Maximizing College & Career Readiness Assessments

1. College and career readiness assessments: Reviewing Results of EXPLORE and PLAN

2. Agenda: • Reviewing the purpose of Explore/Plan? • Test Series, CRBs, collected data • Activity #1: Reflecting on administration • Activity #2: Reviewing regional performance activity • Activity #3: Local data mining • Profile Report • DataDirector Reports • Activity #4: Assessing the Assessment (Staff) • Activity #5: Staff Item Analysis • Activity #6: Conferencing with Students • Goal Setting • Item analysis

4. Discussion:Please answer the obvious question… For what purpose to you administer the Explore and Plan??? The enemy The enemy II

5. Today’s materials TBAISD Homepage  Departments  General Education  Instructional Resources Assessment tab  May 17th folder

6. Background Knowledge What is the Educational Planning and Assessment System?

7. Characteristics of High Performing Schools Adapted from the Hope Foundation’s Six Principles of High Performing Schools & Failure is not an option research

8. The National Readiness Gap • 81% of high school students expect to attend college: • About 70% enroll in college; • 50% will graduate in 5 years; • 25% will drop out in first year; • Only half of the students were ready for college-level content ; • 1/3 of freshmen enroll in at least one remedial course; • Only 17 percent of students who enroll in a remedial reading course receive a BA or BS within 8 years. How did we get here?

9. Regional Aspirations • From EXPLORE (7th, 8th, 9th) • 70% plan to go to college • 18% have no plans • 8 students are planning to drop-out • From PLAN (9th and 10th): • 64% plan to go to college • 25% have no plans • 6 students are planning to drop-out

10. ACT Performance (11th grade MME)

11. Benchmark Score? • College Readiness Benchmark Scores: • A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses, which include English Composition, Algebra, Social Science and Biology. These scores were empirically derived based on the actual performance of students in college.

12. College Readiness Benchmarks

13. EPAS: College Specific Samples

14. EPAS: Background Knowledge EPAS programs can be mixed and matched in ways that meet the needs of individual schools, and districts. However, each program includes the four components that form the foundation of EPAS: Student Planning—Process through which students can identify career and educational goals early and then pursue those goals. Instructional Support—Support materials to help classroom teachers prepare their students for the coming transitions. This reinforces the direct link between the content and skills measured in the EPAS programs and those that are taught in classrooms. See also the College Readiness Standards. Assessment—Student achievement is assessed at three key transition points in EPAS—8th/9th, 10th, and 11th/12th grades—so that academic progress can be monitored to ensure that each student is prepared to reach his/her post-high school goals. Evaluation—An academic information monitoring service that provides teachers and administrators with a comprehensive analysis of academic growth between EPAS levels. Source: http://act.org/epas/index.html

16. EPAS – College Readiness Standards • One set of standards for all three assessments. • The ceiling is raised from one assessment to the next

17. EPAs as a Growth Measure

18. Activity #1 Reflection on Administration

19. Getting honest effort from students: How do we make sure the data collected is accurate?

20. You can’t redeem bad data

21. Student Orientation - Overview • Learning Targets: • To develop student awareness of the EPAS path to college readiness • To increase student expectations regarding the value and attainability of a college degree or certificate. • To attach an appropriate level of importance to college readiness • This is not just about ACT knowledge. It is about connecting with kids on a personal level to get them thinking about the impact of today on tomorrow.

22. Making the Case Education Plays Document

25. Managing Test Affect Assessment 101 • True Score = Observed Score – Error Process: • Use backward design to develop the right desired outcomes? • Design assessment to yield valid evidence of learning • Tightly linked to learning targets - valid • High quality assessments to reduce error • Design instruction / interventions that are tightly tied to • The learning targets • The assessment to be used

26. Student Orientation - Resources Resources available at ACT.org EXPLORE Resources at ACT.org EXPLORE PPT – Visuals(Open later – long download time) PLAN Resources at ACT.org PLAN PPT - Visuals ActStudent.org

27. Discussion • How do you assure your staff sends the right message?

28. Suggestions for connecting staff:prior to administration • Administer the test at a staff meeting. • Share results • Profile reports • Student Report • Item analysis reports • DataDirector reports • Schedule time for: • Staff analysis • Student conferencing on results

29. What Data is Collected? What do we get for our money???

30. Content Area Data: • Scale scores and Percentiles: • Composite • Math • Science • Reading • English • Sub-scores • Rhetorical Skill • Usage and Mechanics • Algebra (Plan) • Geometry (Plan) • Estimate of next EPAs composite score

31. The other (really cool and useful) stuff: • Parents level of education; • Education Plans after high school; • Career Choice (self selection); • Career Interest Inventory results; • Needs Assessment (self reported); • Post HS planning • Writing • Reading • Study Skills • Math • Computers • Public Speaking

32. 2011-2012 Results

34. Regional Aspirations • From EXPLORE (7th, 8th, 9th) • 70% plan to go to college • 18% have no plans • 8 students are planning to drop-out of high school • From PLAN (9th and 10th): • 64% plan to go to college • 25% have not plans • 6 plan to drop-out

36. Self Reported Needs (2011-12):

37. Activity #2: Reflect on Regional Data

38. Your Results

39. Available Reporting: • From ACT Inc.: • Student Report • Profile Report • Item Analysis Report • Within DataDirector: • Organized according to permissions! • Students who met all CRBs • “Not Yet” reports • For each content area, shows students who missed CRB, their post secondary intentions and any self reported needs related to that content. • Post Secondary Plans summary • Self Reported Needs summary • EPAs Family Growth Report

43. DataDirector: Explore and Plan Reporting • Look under “Quick Links” of TBAISD homepage • Log-in • Select your “highest” site level • Navigate to REPORTS • Scroll to SHARED REPORTS • Click VIEW ALL • Sort by title • Scroll and Click • If you want to lean how to export, duplicate, or change to a summary view….let me know. • If you want to build you own reports…sign-up for training!

44. ACTIVITY # 3 Study your EXPLORE/PLAN data: “Smoke Detector” activity

45. Reviewing results with Staff Summary and item analysis

46. Suggestions for working with staff • Build staff aware of the assessment: • Administer the test to the staff (or a portion) • Employ a protocol to reflect on depth of knowledge. • (sample protocol provided) • Familarize staff to “College Readiness ”Instructional Resources: • EXPLORE Resources at ACT.org • PLAN Resources at ACT.org • Marzano’s Instructional Practices • Post Testing Item Analysis • VIDEO on ITEM ANALYSIS “How to” guide provided with reports

47. Activity # 4 Assessing the Assessment

50. Activity #5 Aggregate Item Analysis