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ACT Assessment Standards and Data Determining/Supporting HS and College Readiness

ACT Assessment Standards and Data Determining/Supporting HS and College Readiness. MASSP Middle Level Webinar Series March 3, 2009. Identifying Critical Standards. School Environment. ACT College Readiness Standards College Board Standards for Success SREB HSTW/MMSW 21 st Century Skills

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ACT Assessment Standards and Data Determining/Supporting HS and College Readiness

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  1. ACT Assessment Standards and DataDetermining/Supporting HS and College Readiness MASSP Middle Level Webinar Series March 3, 2009

  2. Identifying Critical Standards School Environment • ACT College Readiness Standards • College Board Standards for Success • SREB HSTW/MMSW • 21st Century Skills • General Knowledge, Processes, Skills • Productive Dispositions

  3. Overarching Expectations 21st Century Learning Skills Policy on Learning Expectations Habits of Mind   Michigan Core Expectations Overview Cross-Content Expectations ELA Strands 1 and 2 – Communication and Reading Mathematics Strand 1 – Quantitative Literacy and Logic Science – Inquiry and Reflection Social Studies – General Knowledge, Processes, and Skills ACT College Readiness Standards ELA HSCE MA HSCE SC HSCE SS HSCE

  4. The Forgotten MiddleOn Target for College and Career Readiness Before High School School Environment • Importance of being on target • Specific factors that influence readiness • Benefits of academic discipline, motivation • Non-negotiable knowledge and skills for 8th grade “The level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school.” • Recommendations http://act.org/research/policymakers/pdf/ForgottenMiddle.pdf

  5. The Forgotten Middle School Environment Academic Achievement • Best predictor of college/career readiness by high school • More important than other factors - background characteristics - standard high school coursework - advanced/honors coursework - HS GPA - student testing behaviors

  6. ACT Educational Planning and Assessment System (EPAS)

  7. English Imperatives (CRS 13-15) School Environment Conventions of Usage • Form past or past participle of irregular but commonly used verbs • Form comparative and superlative adjectives Conventions of Punctuation • Delete commas that create basic sense problems (e.g., between verb and direct object) MDE Grammar Module http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42674---,00.html Organization, Unity, Coherence • Use conjunctive adjectives or phrases to show time relationships (this time, then) Word Choice in Terms of Style, Tone, Clarity, and Economy • Revise sentences, correct awkward, confusing arrangements of sentence elements • Revise vague nouns and pronouns that create obvious logic problems Sentence Structure and Formation • Use conjunctions or punctuation to join simple clauses • Revise shifts in verb tense between simple clauses

  8. ELA Unit Development Common Unit Components School Environment • Writing to Access Prior Knowledge • Writing to Learn • Writing Portfolio • Writers’ Workshop • Grammar Focus • Vocabulary Development • Research Skills • Quotation Notebook • Data Walls • Journal Entries • Writing to Demonstrate Learning • Essay Options • Research Project

  9. Reading Imperatives School Environment Meaning of Words • Understand the implications of a familiar word or phrase and of simple descriptive language Generalizations and Conclusions • Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning http://www.missionliteracy.com/ Main Ideas and Authors Approach • Recognize a clear intent of an author or narrator in uncomplicated literary narrative Supporting Details • Locate basic facts clearly stated in a passage Sequential, Comparative, and Cause-Effect Relationships • Determine when or if an event occurred in uncomplicated text • Recognize clear cause-effect relationships described within a single sentence within a passage

  10. ELA Unit Development Common Unit Components School Environment • Reading Comprehension Strategies • Close and Critical Reading Strategies • Critical Reading Questions • Reading Goals • Reading Portfolio • Graphic Organizer Use • Book Clubs • Anchor Text Reading Activities • Listening and Viewing Activities ACT Reading Between the Lines – Characteristics of Complex Text http://act.org/research/policymakers/pdf/reading_report.pdf

  11. Mathematics Imperatives(CRS 13-19) School Environment Expressions, Equations, Inequalities • Basic expressions • Solve x + a = b for whole numbers or decimals • Substitute whole numbers for unknown quantities to solve equations • Solve one-step equations (integers, decimals) • Combine like terms (2x + 5x) Graphical Representations • Locate points with positive coordinates on the number line • Locate points in first quadrant Properties of Plane Figures • Angles associated with parallel lines Measurement • Calculate measurement of line segment based on lengths of other portions of figure • Compute polygon perimeters; rectangle areas Basic Operations and Applications • One-step problems - whole numbers - fractions, decimals, percents • Two-step problems - whole numbers • Conversions (e.g., inches to feet, hours to minutes) Probability, Statistics, Data Analysis • Calculate average (whole numbers) • Calculate average given number of items and sum • Read, use data from table, chart • Use relationship between probability of event and probability of its complement Numbers: Concepts and Properties • Equivalent fractions • Fractions in lowest terms • One-digit fractions • Identify a digit’s place value

  12. Mathematics Support School Environment • Michigan e-Library MeL.org • Middle School Learning Center • - Diagnostics, Practice, 7th Grade Courses • http://0-www.learnatest.com.elibrary.mel.org/LEL/index.cfm/learningCenter/middleSchool • Algebra and Patterns • Basic Mathematics • Data Analysis and Probability • Geometry and Measurement • MATH Summit: Making Math Success a Reality • March 30, 2009MDE,MASSP, MIEM, Ed Trust • http://www.gomiem.org/pdfs/mathsummit_flyer.pdf

  13. Science Imperatives (CRS 13-23) School Environment Scientific Investigation • Understand the methods and tools used in - a simple experiment (16-19) - a moderately complex experiment (20-23) • Understand a simple experimental design (20-23) • Identify a control in an experiment (20-23) • Identify similarities and differences between experiments (20-23) Evaluation of Methods, Inferences, and Experimental Results • Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model • Identify key issues or assumptions in a model Interpretation of Data • Select data from a data presentation - single piece from simple table (13-15) - two pieces from simple table/chart (16-19) - from complex representation (20-23) • Identify basic features of a table, graph, or diagram (13-15) • Find basic information in a brief body of text (16-19) • Compare or combine data from a simple data presentation (e.g., order or sum data) (20-23) • Translate information into a table, graph, or diagram (20-23) • Understand basic scientific terminology (16-19) • Determine how the value of one variable changes as the value of another variable changes in a simple data presentation (16-19)

  14. Science Imperatives (CRS 13-23) School Environment ScientificInvestigation • Understand the methods and tools used in - a simple experiment (16-19) - a moderately complex experiment (20-23) • Understand a simple experimental design (20-23) • Identify a control in an experiment (20-23) • Identify similarities and differences between experiments (20-23) Evaluation of Methods, Inferences, and Experimental Results • Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model • Identify key issues or assumptions in a model (Science, Social Studies, ELA) Interpretation of Data (Math) • Select data from a data presentation - single piece from simple table (13-15) - two pieces from simple table/chart (16-19) - from complex representation (20-23) • Identify basic features of a table, graph, or diagram (13-15) • Find basic information in a brief body of text (16-19) • Compare or combine data from a simple data presentation (e.g., order or sum data) (20-23) • Translate information into a table, graph, or diagram (20-23) • Understand basic scientific terminology (16-19) (Science) • Determine how the value of one variable changes as the value of another variable changes in a simple data presentation (16-19)

  15. 6-8 Science Focus School Environment • Science Inquiry and Reflection throughout 6-8 - Wayne RESA, Marzano Instruction That Works http://blackboard.resa.net/webapps/portal/frameset.jsp?tab_id=_87_1 - Chemistry Inquiry Science, Assessing Science Inquiry - SVSU http://www.svsu.edu/mathsci-center/uploads/science/eInquiry.htm http://www.svsu.edu/mathsci-center/uploads/science/HighSchool.html - Keys to Inquiry http://hea-www.harvard.edu/ECT/Inquiry/inquiry2.html

  16. 6-8 Science Focus School Environment • Develop and use Algebra concepts • Analyze data in ELA, Math, Science, and Social Studies • Understand cause/effect, compare/contrast organizational structures • Develop critical reading, critical thinking skills

  17. Recommendations School Environment • Use Assessment data from EXPLORE test • Aligned with ACT CRS • Ideas for progress http://act.org/standard/pdf/CRS.pdf http://actstudent.org/explore/tests/index.html • SREB Making Middle Grades Work (HSTW) http://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp

  18. Making Middle Grades Work School Environment • SREB Making Middle Grades Work Publications http://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp • Redesigning the Ninth-Grade Experience http://www.sreb.org/publications/2008/08V06_9th-grade_redesign.pdf • SREB Making Middle Grades Work – Enhanced Design http://www.sreb.org/programs/hstw/publications/2006Pubs/06V15-R08_MMGW_Brochure.pdf • HSTW Getting Students Ready for HS Series http://www.sreb.org/programs/hstw/publications/pubs/04V04_honors_science.pdf http://www.sreb.org/programs/hstw/publications/pubs/03V61_honor_english.pdf http://www.sreb.org/programs/hstw/publications/pubs/02V52_Math.pdf

  19. Contact Information School Environment Susan Codere Kelly HSCE Project Coordinator MDE Office of School Improvement CodereS@michigan.gov SCodere@aol.com 517-373- 4226 Leave a message with Carol

  20. Slides From Last Week School Environment • The following slides were used for last week’s discussion. • I copied them here for possible use in today’s discussion.

  21. 21st Century Learning SkillsAdapted from The Partnership for 21st Century Skills P21 Framework School Environment Information and Communication Technology Literacy • Use technology to develop 21st century content knowledge and skills • Use technology in support of 21st century teaching and learning Life Skills • Leadership, ethics, accountability • Personal responsibility • Adaptability • Personal productivity, self direction • People skills • Social responsibility 21st Century Assessments • Authentic assessments must measure all five skill categories Core Subjects –ELA, Math, Science, Social Studies Foreign Languages 21st Century Content • Global awareness • Financial, economic, business, and entrepreneurial literacy • Civic literacy • Health and wellness awareness Learning and Thinking Skills • Critical thinking and problem solving • Communication Skills • Creativity and innovation skills • Collaboration skills • Information and media literacy skills • Contextual learning skills

  22. Policy on Learning ExpectationsState Board of Education (2002) School Environment • Gather information • Understand information • Analyze issues • Draw and justify conclusions • Organize and communicate information • Think and communicate critically • Learn and consider issues collaboratively • Learn independently • Create knowledge • Act ethically

  23. Career and Technical Education CTE CTE

  24. Sample Student Schedule - Instrumental Music Emphasis

  25. Sample Student Schedule – Earning HS Credit in Grade 8 Assuming Online experience throughout at least one content area Option for awarding PE credit for participation in athletic activities

  26. A New Way of Thinking About Credit School Environment • Structural and Mission changes • Course Structures/Syllabi, HS credit = HS course structure (?) • Demonstrating proficiency • Awarding credit; transcript issues • What instructional delivery ideas can MS provide for HS • Reasons for following through with options • Acceleration AP, Dual Enrollment • CTE, Community College Programs • Ideas for initiating “pilots” • Support for hiring HQ teachers

  27. Mathematics Dispositions School Environment • Conceptual Understanding • Comprehension of mathematical concepts, operations, and relations • Procedural Fluency • Skill in carrying out procedures flexibly and accurately • Strategic Competence • Ability to formulate, represent, and solve mathematical problems • Adaptive Reasoning • Capacity for logical thought, reflection, explanation, and justification • Productive Disposition • Habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence

  28. Mathematics Considerations School Environment • Across the grades GLCE/HSCE documents • 6th through Algebra http://www.michigan.gov/documents/mde/AcrosstheGrades6toAlgebra_225032_7.pdf • 6th through Geometry http://www.michigan.gov/documents/mde/AcrosstheGrades6toGeometry_225033_7.pdf • Michigan Mathematics Focal Points; ACT CRS • Algebra I HS vs. MS delivery • Common Credit Assessment • Demonstrating proficiency

  29. 6-8 Mathematics Focal PointsFocus Instruction and Assessment School Environment 7th Grade Math Number and Operations ~Understand and apply proportionality (similarity)  rates, ratios, proportions  direct and indirect proportionality, relate to linear relationships  similar polygons Algebra ~Analyze and represent linear functions  real numbers, algebraic concepts  solve algebraic equations  recognize irrational numbers  compute with rational numbers ~ Solve linear equations and systems of linear equations 8th Grade Math n Algebra ~ Analyze and represent nonlinear functions (quad) Geometry / Measurement ~ Understand and use formulas to determine surface areas and volumes of 3D shapes ~ Use distance and angle to analyze 2D/3D space and figures  Pythagorean Theorem  Transformation  Symmetry Data Analysis ~ Analyze and summarize data sets 6th Grade Math Number and Operations ~ Understand operations on all rational numbers  fractions and decimals, x / rep  add, subtract integers and rational numbers  equivalent rations; rates Algebra ~ Write, interpret, use math expressions/ equations  variable expressions  combine like terms  represent linear functions in tables, equations, graphs ~ Solve linear equations Geometry / Measurement ~ Describe 3D shapes  Analyze properties (volume, surface area)

  30. Science Dispositions School Environment • Identifying • Recall, define, relate, represent basic principles • Using • Make sense of the natural world, predict and explain observations • Inquiry • Identify and explain patterns, habits of mind • Reflection • Critique and justify strengths and weaknesses of scientific knowledge

  31. Science Considerations School Environment • Common HS sequence (?) • Current vs. new 6 – 8 focus; adjustments • Investigations - HS vs. MS opportunities • Essential Science HSCE http://www.michigan.gov/documents/mde/Essential_Science_204486_7.pdf • Demonstrating proficiency • ACT College Readiness Standards

  32. All Choice All All All All Credit for high school Earth Science, Biology, Physics, and Chemistry will be defined as meeting BOTH essential and core subject area content expectations. Represents required

  33. K-7 Science ExpectationsOrganized by strand, grade, and unit School Environment Life Science 7 Structures and Processes of Living Things 6 Ecosystems 5 Animal Systems Evolution and Traits of Organisms 4 Relationships and Requirements of Living Things 3 Structures and Functions of Living Things 2 Plant Life 1 Animal Life K Observations with Senses Basic Needs of Living Things Earth Science 7 Fluid Earth Systems and Human Activities 6 Composition, Properties, Changes of the Earth Plate Tectonics / Fossils 5 Position and Motion Objects in the Sky 4 Sun, Moon, and Earth 3 Earth Materials, Change, and Resources 2 Earth’s Surface Features Uses/Properties of Water 1 Weather Sun Warms the Earth K My Earth Physical Science 7 Waves and Energy Physical and Chemical Properties and Changes in Matter 6 Matter and Energy 5 Measuring Changes in Motion 4 Heat, Electricity, and Magnetism Properties and Changes of Matter 3 Changes in Motion Light and Sounds 2 Measurement of Properties 1 Sorting by Properties K Pushes and Pulls

  34. 5 – 8 Science Flexibility

  35. World Languages Considerations School Environment • Elementary and/or MS programs • Comprehensive (links to WHG) • Introduction vs. mastery (1 or 2 credits) • World Languages Guidelines http://www.michigan.gov/documents/mde/WL_Guidelines_FINAL_206823_7.pdf • Demonstrating Novice High proficiency

  36. World Languages Requirements School Environment • ACTFL Novice High Proficiency • Knowledge of cultural practices/products • Knowledge in other curricular areas • Comparison of nature and culture of language studied to own language • Use the language within and beyond the school setting

  37. Social Studies Dispositions School Environment • Disciplinary Knowledge • History, geography, civics, economics • Thinking Skills • Reading, communication, critical thinking, problem solving, analysis, interpretation, inquiry, research, defending positions, innovation, creativity • Democratic Values • Ideals, rights, responsibilities, respect for individual worth/human dignity • Citizen Participation • Public discourse, active participation, rule of law, service learning, transformational citizenship • Leadership Skills • Personal responsibility, literacy, productivity, global awareness

  38. Social Studies Considerations School Environment • Progression – Foundational Statements • 6-7-WHG Capstone Projects/Global Issues • 5-8-USHG Policy Issues/Social Action • Foundations for Civics/Economics • Knowledge, Processes, and Skills • Opportunities for meeting ACT CRS in Reading and Writing • Links to World Languages

  39. Social Studies Sequence of Study

  40. ELA Dispositions School Environment Habits of Mind… 9th Inter-Relationships and Self-Reliance 10th Critical Response and Stance 11th Transformational Thinking 12th Leadership Qualities A lens to focus student thinking toward social action and empowerment.

  41. ELA ExpectationsOrganized by Strand and Standard School Environment • Literature and Culture • Close Literary Reading (10) • Reading and Response (5) • (varied genre and time • periods) • Text Analysis (6) • Mass Media (4) • Language • Effective English Language • Use (5) • Language Variety (5) • 4 strands • 14 standards • 91 expectations Writing, Speaking, and Expressing • Writing Process (8) • Personal Growth (4) • Audience and Purpose (9) • Inquiry and Research (7) • Finished Products (5) Reading, Listening, and Viewing • Strategy Development (12) • Meaning Beyond the Literal Level(3) • Independent Reading (8)

  42. ELA Unit Development Common Unit Components School Environment • Critical Reading Questions • What does the text say? (literal) • How does it say it? (figurative) • What does it mean? (interpretive) • Why does it matter? (wisdom/allusion) • Reading Portfolio • Maintain reading portfolio • revisit goals • add evidence of progress • reflect and evaluate Reading Comprehension Strategies • Identify purpose • Preview text • Understand, then analyze • Identify thesis, evidence, structure, style, organization • Summarize • Ask questions, visualize, make connections, determine importance, infer, synthesize, and monitor comprehension • Skim for pertinent information Reading Goals • Read like a writer • Recognize the narrative structure and characteristics of anchor genre through reading mentor text

  43. ELA Unit Development Common Unit Components School Environment • Book Clubs • Join a book club; read and • discuss using a study guide • Activities Related to Reading Anchor Text • Before • During • After • Listening and Viewing Activities Close and Critical Reading Strategies • Use marginalia to describe author’s craft • Use thinking notes and think-aloud strategies • Annotate text • Take and organize notes • Determine relevance/importance • Consider potential for bias • Consider perspectives not represented • Look for evidence to support assumptions/beliefs • Evaluate Depth of information Graphic Organizer Use • Identified by unit .

  44. ELA Unit Development Common Unit Components School Environment • Writing to Demonstrate Learning • Essay Options • Literary Analysis Options • Definition Essay Options • Comparison Essay Options • Persuasive Essay • Poetry Options • Reflective Essay Options • Personal Essay Options • Research Project • Speaking Activities • On-Going Literacy Development Writing to Access Prior Knowledge • Unit Goals • Prior Knowledge Activities Writing to Learn • Writing Portfolio • Writers’ Workshop • Grammar Focus • Vocabulary Development • Research Skills • Quotation Notebook • Data Walls • Journal Entries .

  45. Cross-Content Expectations School Environment • ELA Strands 1 and 2 • Communication (Writing, Speaking, and Expressing) • Reading, Listening, and Viewing • On-Going Literacy Skills (MMC Unit Framework) • Mathematics Strand 1 • Quantitative Literacy and Logic • Science Strand 1 • Inquiry and Reflection • Social Studies • General Knowledge, Processes, and Skills • ACT College Readiness Standards • English, Reading, Writing, Science, Mathematics

  46. Overarching Expectations 21st Century Learning Skills Policy on Learning Expectations Habits of Mind   Michigan Core Expectations Overview Cross-Content Expectations ELA Strands 1 and 2 – Communication and Reading Mathematics Strand 1 – Quantitative Literacy and Logic Science – Inquiry and Reflection Social Studies – General Knowledge, Processes, and Skills ACT College Readiness Standards ELA HSCE MA HSCE SC HSCE SS HSCE

  47. Critical Assessments/AdjustmentsResources for Next Session School Environment • ACT College Readiness Standards http://act.org/standard/ http://act.org/standard/pdf/CRS.pdf • ACT The Forgotten Middle http://act.org/research/policymakers/pdf/ForgottenMiddle.pdf • ACT Reading Between the Lines http://act.org/research/policymakers/pdf/reading_report.pdf • Michigan’s Mission Possible: Getting All Adolescents Literate and Learning http://www.missionliteracy.com/

  48. Critical Assessments/AdjustmentsResources for Next Session School Environment • SREB Making Middle Grades Work Publications http://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp • Redesigning the Ninth-Grade Experience http://www.sreb.org/publications/2008/08V06_9th-grade_redesign.pdf • SREB Making Middle Grades Work – Enhanced Design http://www.sreb.org/programs/hstw/publications/2006Pubs/06V15-R08_MMGW_Brochure.pdf • HSTW Getting Students Ready for HS Series http://www.sreb.org/programs/hstw/publications/pubs/04V04_honors_science.pdf http://www.sreb.org/programs/hstw/publications/pubs/03V61_honor_english.pdf http://www.sreb.org/programs/hstw/publications/pubs/02V52_Math.pdf

  49. Contact Information School Environment Susan Codere Kelly HSCE Project Coordinator MDE Office of School Improvement CodereS@michigan.gov SCodere@aol.com 517-373- 4226 Leave a message with Carol

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