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2. ACT Intros
Brief History on previous proposals
May 2007
January 2008
Really want to have open dialog
ACT Intros
Brief History on previous proposals
May 2007
January 2008
Really want to have open dialog
3. Research The Foundation of ACT
If you use these six questions to frame discussion within your school and district there is significant ACT research that provides additional depth and framework around these topics. We would like to highlight just a few.
Forgotten Middle - Report that highlights the importance of middle school preparation and good information regarding where a student is in their academic preparation.
Rigor at Risk; Crisis at the Core;
On Course for Success is the foundation for the development of QC– this will lead to the discussion of Quality Core
Questions to ask:
How are you getting this information from the tools you are using?
What data do you have to inform you in answering these questions?
If you use these six questions to frame discussion within your school and district there is significant ACT research that provides additional depth and framework around these topics. We would like to highlight just a few.
Forgotten Middle - Report that highlights the importance of middle school preparation and good information regarding where a student is in their academic preparation.
Rigor at Risk; Crisis at the Core;
On Course for Success is the foundation for the development of QC– this will lead to the discussion of Quality Core
Questions to ask:
How are you getting this information from the tools you are using?
What data do you have to inform you in answering these questions?
4. College and Career Readiness System Data must be gathered over a timeline to make informed decisions. We understand that ACT program and solutions are but one component in your many variables that impact education. For the purpose of our workshop we are going to focus on how our programs and solutions all fit together and can provide a baseline of data.
A data systems is a collection of data and managing of the data – our system is intuitive – empirically derived – you may choose to throw other pieces in to the system of evaluating data but ACT solutions provide the baseline.
Longitudinal Assessment Notes:
Only curriculum-based, research-validated system available
Increases readiness for college or a career
Provides link between scores and skills
Promotes college enrollment, persistence, and success
Built on a common score scale to measure academic progress from grades 8 through postsecondary
Familiarizes students with postsecondary options through common career and educational components
QualityCore
Based on empirical research
Helps improve college readiness for all students by ensuring high school courses are focused on high standards aligned with college/career readiness
Data must be gathered over a timeline to make informed decisions. We understand that ACT program and solutions are but one component in your many variables that impact education. For the purpose of our workshop we are going to focus on how our programs and solutions all fit together and can provide a baseline of data.
A data systems is a collection of data and managing of the data – our system is intuitive – empirically derived – you may choose to throw other pieces in to the system of evaluating data but ACT solutions provide the baseline.
Longitudinal Assessment Notes:
Only curriculum-based, research-validated system available
Increases readiness for college or a career
Provides link between scores and skills
Promotes college enrollment, persistence, and success
Built on a common score scale to measure academic progress from grades 8 through postsecondary
Familiarizes students with postsecondary options through common career and educational components
QualityCore
Based on empirical research
Helps improve college readiness for all students by ensuring high school courses are focused on high standards aligned with college/career readiness
5. ACT program and solutions
Data systems - a collection of data and managing of the data –
our system is intuitive – empirically derived – you may choose to throw other pieces in to the system of evaluating data - but ACT solutions provide the baseline.
Longitudinal Assessment :
Only curriculum-based, research-validated system available
Increases readiness for college or a career
Provides link between scores and skills
Promotes college enrollment, persistence, and success
Built on a common score scale to measure academic progress from grades 8 through postsecondary
Familiarizes students with postsecondary options through common career and educational components
QualityCore
Based on empirical research
Helps improve college readiness for all students by ensuring high school courses are focused on high standards aligned with college/career readiness
7. College Readiness Benchmarks are empirically derived. Through research done on a sample of ACT test takers over a period of ten years, we were able to derive benchmark scores that provide a strong probability of success in the first credit-bearing core courses at a postsecondary institution that correspond to the ACT subject tests. Students who meet or exceed a benchmark score have a 50% chance of achieving a B or higher or about a 75% chance of achieving a C or higher in the corresponding credit-bearing college course (college level credit-bearing courses = English Composition, College Algebra, College Biology, and College Social Sciences courses such as U.S. History, Psychology, etc.). Only ACT provides empirically derived benchmarks and only EPAS assessments provide these indicators over time with grade-appropriate assessments. Using these benchmarks assists educators in identifying students early on in their high school career of their current readiness for college, and whether any early intervention is needed to get the student back on track. As EPAS provides longitudinal data on students, the system and the benchmark scores can provide teachers and administrators with the ability to assess how well/effective intervention plans are, and if there is any need for adjustment.
Measures vs. Standards
The EXPLORE and PLAN College Readiness Benchmark Scores are based on the ACT College Readiness Benchmark Scores. They reflect students’ expected growth from EXPLORE to PLAN to the ACT and assume sustained academic effort throughout high school.
The College Readiness Standards enable teachers, students and parents to understand what a test score means—how it translates into usable academic skills. Part of the College Readiness Standards involves information on classroom experiences that teachers can use to move students to a higher level of achievement. This type of integrated systems that can provide the early diagnosis and guidance which will help in achieving their goal.
While not to be interpreted as guarantees of college admission or success, the CRBS can provide important indicators of readiness as early as 8th grade. Identify those students not meeting one or more Benchmarks early on while there is still time for academic interventions or coursework planning
Using that definition and our extensive empirical evidence consisting of course grades earned by more than 900,000 students in a nationally represented population of both two year and four year postsecondary institutions we know exactly how well high school students must perform on the ACT test.
The benchmarks are differentiators, as only ACT can offer them and determine probability of success (based on scores) in initial credit-bearing core courses. This is primarily due to the fact that the ACT is a curriculum based assessment, and therefore can provide such research based information.
National Curriculum Survey: http://www.act.org/research/curricsurvey.hl
Course Placement Service: http://www.act.org/research/services/crsplace/index.hl
‘Crisis at the Core ‘ and ‘On Course for Success’: http://www.act.org/research/policymakers/reports/index.hl
Trap: Biology as the standard.
This decision was based on our National Curriculum Survey of over 200,000 middle school, high school and postsecondary educators and administrators that identified Biology as the ‘entry-level’ Science course.
Trap: How stable are the benchmarks
The benchmarks are empirically derived and are based on course grades earned by more than 900,000 students in a
nationally represented population of both two year and four year postsecondary institutions. They are nationally normed, so they cannot determine probability of success at a particular institution (ACT’s Course Placement Service can assist 2 and 4-year institutions in creating institutional specific benchmarks), but they provide a good overall view of a student’s college readiness.
Trap: Why do the Benchmark scores vary?
This was research based where ACT made some choice on where to draw the lines- guidelines. Based off of the National Curriculum Survey, ACT also determined the levels of proficiency that initially indicate a higher probability of success in the four core subject areas, and therefore determined the specific benchmark scores for each.
Trap: Placement vs. Benchmark
The highlighted benchmarks on this slide provide an overall view of a student’s readiness for college. As mentioned before, these are nationally normed benchmarks, and in order to use such scores for placement at a particular college/university an institution would have to work with ACT to complete a Course Placement Service that would provide schools with institutional specific benchmarks for use in placement.College Readiness Benchmarks are empirically derived. Through research done on a sample of ACT test takers over a period of ten years, we were able to derive benchmark scores that provide a strong probability of success in the first credit-bearing core courses at a postsecondary institution that correspond to the ACT subject tests. Students who meet or exceed a benchmark score have a 50% chance of achieving a B or higher or about a 75% chance of achieving a C or higher in the corresponding credit-bearing college course (college level credit-bearing courses = English Composition, College Algebra, College Biology, and College Social Sciences courses such as U.S. History, Psychology, etc.). Only ACT provides empirically derived benchmarks and only EPAS assessments provide these indicators over time with grade-appropriate assessments. Using these benchmarks assists educators in identifying students early on in their high school career of their current readiness for college, and whether any early intervention is needed to get the student back on track. As EPAS provides longitudinal data on students, the system and the benchmark scores can provide teachers and administrators with the ability to assess how well/effective intervention plans are, and if there is any need for adjustment.
Measures vs. Standards
The EXPLORE and PLAN College Readiness Benchmark Scores are based on the ACT College Readiness Benchmark Scores. They reflect students’ expected growth from EXPLORE to PLAN to the ACT and assume sustained academic effort throughout high school.
The College Readiness Standards enable teachers, students and parents to understand what a test score means—how it translates into usable academic skills. Part of the College Readiness Standards involves information on classroom experiences that teachers can use to move students to a higher level of achievement. This type of integrated systems that can provide the early diagnosis and guidance which will help in achieving their goal.
While not to be interpreted as guarantees of college admission or success, the CRBS can provide important indicators of readiness as early as 8th grade. Identify those students not meeting one or more Benchmarks early on while there is still time for academic interventions or coursework planning
Using that definition and our extensive empirical evidence consisting of course grades earned by more than 900,000 students in a nationally represented population of both two year and four year postsecondary institutions we know exactly how well high school students must perform on the ACT test.
The benchmarks are differentiators, as only ACT can offer them and determine probability of success (based on scores) in initial credit-bearing core courses. This is primarily due to the fact that the ACT is a curriculum based assessment, and therefore can provide such research based information.
National Curriculum Survey: http://www.act.org/research/curricsurvey.hl
Course Placement Service: http://www.act.org/research/services/crsplace/index.hl
‘Crisis at the Core ‘ and ‘On Course for Success’: http://www.act.org/research/policymakers/reports/index.hl
Trap: Biology as the standard.
This decision was based on our National Curriculum Survey of over 200,000 middle school, high school and postsecondary educators and administrators that identified Biology as the ‘entry-level’ Science course.
Trap: How stable are the benchmarks
The benchmarks are empirically derived and are based on course grades earned by more than 900,000 students in a
nationally represented population of both two year and four year postsecondary institutions. They are nationally normed, so they cannot determine probability of success at a particular institution (ACT’s Course Placement Service can assist 2 and 4-year institutions in creating institutional specific benchmarks), but they provide a good overall view of a student’s college readiness.
Trap: Why do the Benchmark scores vary?
This was research based where ACT made some choice on where to draw the lines- guidelines. Based off of the National Curriculum Survey, ACT also determined the levels of proficiency that initially indicate a higher probability of success in the four core subject areas, and therefore determined the specific benchmark scores for each.
Trap: Placement vs. Benchmark
The highlighted benchmarks on this slide provide an overall view of a student’s readiness for college. As mentioned before, these are nationally normed benchmarks, and in order to use such scores for placement at a particular college/university an institution would have to work with ACT to complete a Course Placement Service that would provide schools with institutional specific benchmarks for use in placement.
8. Example of an ACT Curriculum Review WorksheetExample of an ACT Curriculum Review Worksheet
9. Aligning Standards to Practice Align Standards in each subject area to practice (by score range):
Identify what is/is not common practice in current curriculum
When are students introduced to standards
Expectation of when students should reach standards
Score ranges should be seen as stepping stones in development of curriculum – with goal to have students meet or exceed college readiness standards identified as ‘college ready’ in each subject
10. Curriculum Alignment Requires: Formulate then connect questions to ‘Program of Study’ and content.
Identify rigorous content: “What does rigor look like to you?”
ACT’s answer to rigor is QualityCore
Developed from ACT research
Not every "Algebra II" course teaches Algebra II
The quality of all high school core courses matters
High grades may not mean a student is college ready
All students should have the opportunity to be college and career ready
Formulating essential questions
Connecting those questions to ‘Program of Study’ and content
Identify content
Develop activities that help students connect the content to answering the essential questions initially created for curriculum
Activities include questions, programs, actual activities, exercises
Resources needed to successfully complete curriculum
Formulating essential questions
Connecting those questions to ‘Program of Study’ and content
Identify content
Develop activities that help students connect the content to answering the essential questions initially created for curriculum
Activities include questions, programs, actual activities, exercises
Resources needed to successfully complete curriculum
11. Rigor…
13. Rigor at Risk A record number of test-takers took the ACT test during the academic 2007-2008 year – 1.42 million. And, of these 1.42 million test takers, only 22% met or surpassed ACT’s College Readiness Benchmarks in all four subject areas (English, Reading, Math, and Science). The College Readiness Benchmarks are scores on the four individual tests that indicate whether students are ready to succeed (highly likely to earn a “C” or higher) in specific first-year, credit-bearing college courses.
While nearly 70% of test takers reported taking the recommended math core curriculum, only 14% of those who took the minimum core coursework – Algebra I, Algebra II, and Geometry – met the math benchmark. Data for Science, at only 20% prepared who took minimum core (General Science, Biology, and Chemistry) and in Reading, at only 48% prepared who took minimum core (three years of social science), are not much better. A record number of test-takers took the ACT test during the academic 2007-2008 year – 1.42 million. And, of these 1.42 million test takers, only 22% met or surpassed ACT’s College Readiness Benchmarks in all four subject areas (English, Reading, Math, and Science). The College Readiness Benchmarks are scores on the four individual tests that indicate whether students are ready to succeed (highly likely to earn a “C” or higher) in specific first-year, credit-bearing college courses.
While nearly 70% of test takers reported taking the recommended math core curriculum, only 14% of those who took the minimum core coursework – Algebra I, Algebra II, and Geometry – met the math benchmark. Data for Science, at only 20% prepared who took minimum core (General Science, Biology, and Chemistry) and in Reading, at only 48% prepared who took minimum core (three years of social science), are not much better.
14. Development Note to presenter:
QC is derived from higher education expectations. Using those expectations, ACT has been able to identify the course-specific knowledge and skills students must develop in order to stand the best chance of being ready for college.
The vehicle for the development of ACT’s EPAS programs, including the ACT, is our National Curriculum Survey, which provides a consensus view of both postsecondary expectations and secondary instructional practice. From this ACT has been able to develop both College Readiness Standards and College Readiness Benchmark Scores. The Benchmark Scores are research-validated and represent the minimum score required for students to likely receive at minimum a grade of ‘C’ in first year credit-bearing college coursework.
For the initial development of QualityCore, ACT identified a group of high achieving high schools with greater than anticipated percentages of students who were meeting or exceeding these College Readiness Benchmarks. ACT gathered information on what was being done (courses taken, classroom practices, materials, etc.) in these schools. The course and school characteristics were then compared a larger group of high achieving schools, again based on % of students meeting/exceeding CRBs, in order to identify what was effective on a national basis. The QC rigorous Course Objectives were informed by this data. Curriculum experts were also consulted in the formulation of the Course Objectives, as well as comparison to national standards such as NAEP, NCTM, NCTE.
The selection of courses for inclusion in QC reflect those typically included in a college preparatory curriculum.Note to presenter:
QC is derived from higher education expectations. Using those expectations, ACT has been able to identify the course-specific knowledge and skills students must develop in order to stand the best chance of being ready for college.
The vehicle for the development of ACT’s EPAS programs, including the ACT, is our National Curriculum Survey, which provides a consensus view of both postsecondary expectations and secondary instructional practice. From this ACT has been able to develop both College Readiness Standards and College Readiness Benchmark Scores. The Benchmark Scores are research-validated and represent the minimum score required for students to likely receive at minimum a grade of ‘C’ in first year credit-bearing college coursework.
For the initial development of QualityCore, ACT identified a group of high achieving high schools with greater than anticipated percentages of students who were meeting or exceeding these College Readiness Benchmarks. ACT gathered information on what was being done (courses taken, classroom practices, materials, etc.) in these schools. The course and school characteristics were then compared a larger group of high achieving schools, again based on % of students meeting/exceeding CRBs, in order to identify what was effective on a national basis. The QC rigorous Course Objectives were informed by this data. Curriculum experts were also consulted in the formulation of the Course Objectives, as well as comparison to national standards such as NAEP, NCTM, NCTE.
The selection of courses for inclusion in QC reflect those typically included in a college preparatory curriculum.
15.
During the 2003 - 2004 academic year, ACT collaborated with the Education Trust on this study
We looked for schools that were consistently preparing their students for success in college (ACT scores for 2 years in a row)
65% or more of the students had to meet or exceed the English College Readiness Benchmark
35% or more had to meet or exceed the benchmark for Mathematics
24% or more had to meet or exceed the science benchmark
The ten high schools were in nine different states,
student population had to be 40% non-white and/or 50% low income.
collected artifacts from 69 English, Mathematics, and Science teachers
these materials, along with observations and interviews, helped us identify the components of RIGOROUS HIGH SCHOOL COURSES.
During the 2003 - 2004 academic year, ACT collaborated with the Education Trust on this study
We looked for schools that were consistently preparing their students for success in college (ACT scores for 2 years in a row)
65% or more of the students had to meet or exceed the English College Readiness Benchmark
35% or more had to meet or exceed the benchmark for Mathematics
24% or more had to meet or exceed the science benchmark
The ten high schools were in nine different states,
student population had to be 40% non-white and/or 50% low income.
collected artifacts from 69 English, Mathematics, and Science teachers
these materials, along with observations and interviews, helped us identify the components of RIGOROUS HIGH SCHOOL COURSES.
16.
Notes: Result is QualityCoreNotes: Result is QualityCore
17.
Notes: Result is QualityCoreNotes: Result is QualityCore
18.
QualityCore is not test prep for the ACT test; it is not a collection of sample items and passages nor is it a set of suggested strategies to increase students’ scores on the ACT.
QualityCore courses are intended for ALL students and to prepare all students for college work (and to avoid the need for remediation).
QualityCore should not be limited to students who are identified as high achievers (e.g., “College Prep, “ “Advanced,” “Honors,” “Enriched” or any of the various course titles schools use as a sorting mechanism).
And, because QualityCore courses are not a replacement for college courses, they do not replace Advanced Placement courses.
QualityCore is not test prep for the ACT test; it is not a collection of sample items and passages nor is it a set of suggested strategies to increase students’ scores on the ACT.
QualityCore courses are intended for ALL students and to prepare all students for college work (and to avoid the need for remediation).
QualityCore should not be limited to students who are identified as high achievers (e.g., “College Prep, “ “Advanced,” “Honors,” “Enriched” or any of the various course titles schools use as a sorting mechanism).
And, because QualityCore courses are not a replacement for college courses, they do not replace Advanced Placement courses.
20. Note to presenter: Teachers will be provided with pools of test items, organized by objective or subdomain, from which teachers can create mini-assessments as needed to measure student progress throughout the year.
ACT also intends to develop/phase in a professional development component.
Note to presenter: Teachers will be provided with pools of test items, organized by objective or subdomain, from which teachers can create mini-assessments as needed to measure student progress throughout the year.
ACT also intends to develop/phase in a professional development component.
21.
Notes:
based upon On Course study.
designed to be points of reference for teachers and to assist in planning.
They enable teachers to compare what they are doing with a model derived from high performing schools.
Teachers can determine where there are gaps between current practice and the idealized version, determine if the gaps are important, and, if so, look for ways to address them.
Notes:
based upon On Course study.
designed to be points of reference for teachers and to assist in planning.
They enable teachers to compare what they are doing with a model derived from high performing schools.
Teachers can determine where there are gaps between current practice and the idealized version, determine if the gaps are important, and, if so, look for ways to address them.
22.
An aligned system of standards, curriculum and assessments
An aligned system of standards, curriculum and assessments
23.
24. Common Core
Both sets of standards, the college- and career-readiness and the K-12, define the knowledge and skills students should have to succeed in entry-level, credit-bearing, academic college courses and in workforce training programs. They will be:
Aligned with college and work expectations
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked, so that all students are prepared to succeed in our global economy and society
Evidence and/or research based
Finalized June 2010.
http://www.corestandards.org/
ACT College and Career Readiness Standards have been aligned to the Common Core.
25. Credit Flex The ESC would purchase QualityCore end-of-course assessments at the national price and minimum quantity per course of 25. The ESC would establish their appropriate charge per student (billing to those using the program) which would include the ESC administrative and possible staffing/facility usage or other overhead costs.
The ESC would be established in the ACT test system as the testing agent (school);
ACT would create a contract with the specific ESC to purchase the tests and gain access to the educator resources as well as the examinations. The ESC would establish a specific protocol regarding who can access and use the educator resources and formative test items.
26. ACT would not provide a QualityCore cut score for each assessment, but could assist with the establishment of a recommended score using our data and available shared data from Ohio, if provided.
ACT would recommend CBT (computer-based testing) but would allow a Paper and Pencil format as an option. Only the Multiple Choice format would be utilized in order to facilitate the most immediate return of scores.
The ESC would receive the student’s record and would forward to the specified school to facilitate compliance.
28. Notes: This is a high level (30,000 foot) view of what a rigorous course might look like and include, and the model syllabus lays out some of the details.Notes: This is a high level (30,000 foot) view of what a rigorous course might look like and include, and the model syllabus lays out some of the details.
29. Define the knowledge and skills students must master
Address the overarching themes or foundational concepts of the discipline
Teachers can use to
Select course content and organize it into instructional units
Identify the outcomes to be evaluated in formative assessments
Define the knowledge and skills students must master
Address the overarching themes or foundational concepts of the discipline
Teachers can use to
Select course content and organize it into instructional units
Identify the outcomes to be evaluated in formative assessments
30. Notes: A process teachers can follow to develop instructional units or evaluate the units they currently use.Notes: A process teachers can follow to develop instructional units or evaluate the units they currently use.
32.
34.
The End-of-Course Assessment is a 90-minute test, consisting of two 45-minute components. The school chooses which type of test and whether the test is given in paper and pencil format or on computers.
The computer-based constructed-response tests are available only for English 9, 10, 11 and 12. If a school is interested in the constructed response test for the other courses, they must be administered in paper and pencil format, because of the limitations of the keyboard and the types of responses we expect from students.
Each assessment includes problem-based items embedded in contexts that are accessible and relevant to high school students. These real-world problems require practical applications of concepts, theories, principles, and processes.
The End-of-Course Assessment is a 90-minute test, consisting of two 45-minute components. The school chooses which type of test and whether the test is given in paper and pencil format or on computers.
The computer-based constructed-response tests are available only for English 9, 10, 11 and 12. If a school is interested in the constructed response test for the other courses, they must be administered in paper and pencil format, because of the limitations of the keyboard and the types of responses we expect from students.
Each assessment includes problem-based items embedded in contexts that are accessible and relevant to high school students. These real-world problems require practical applications of concepts, theories, principles, and processes.
35. Student: Quincy OBJECTIVE: Without a systematic approach to college readiness you may be missing crucial data points that need to intervention for students. Highlight QualityCore Student Score Report.
NOTES:
Many of you have a lot of different data points, some only a few, some incomplete and not giving you both cognitive and non-cognitive but using the data you do have complete or incomplete can still have an impact.
Review the QualityCore Student Score Report and define what this information is telling us. Intervention: Is Quincy in the appropriate courses, should she be taking more?
QC student level can be a diagnostic tool at the end of the course – to help identify specific core level skills that the student needs to improve upon.
For example, at the end of Alg I if Quincy is struggling in a specific subscore (point these out) the teacher, family, counselor can look over the report and pick out specific skill areas to improve upon and then the teacher, counselor etc…needs to then look at which course next year is appropriate to be college and career ready, maybe she needs another year of Algebra, a tutor, or may be fine in geometry.
For counselors this equalizes the playing field not dependent on teacher – what Mr. X thought it is based on research as to what we know is true about this student at this moment in time.
Counselors/teachers should look for trends in subscore areas – need to be alerted – for IEP students/504/Title this give us a way to actually measure student growth.
Interventions
Teacher – drill down to specific ACT course standards in the Formative Item Pool to find questions for the students – mini quizzes – formative assessment continously throughout. Formative assessments can show growth – no surprises at the end since we are monitoring as we go.
Interventions – QC is not something you purchase because it has great interventions – QC is bought to help you use your interventions, are they working or not, assess what you are doing is it working, are you using them – assess as you can on – buy it to better use what you have purchased.
POSSIBLE ACTIVITY:
Write in your book:
What information do you have on students? List them all.
What information are you using to make decisions and interventions regarding the student?
BACKGROUND INFORMATION:
Refer to QC Student Family Guide
OBJECTIVE: Without a systematic approach to college readiness you may be missing crucial data points that need to intervention for students. Highlight QualityCore Student Score Report.
NOTES:
Many of you have a lot of different data points, some only a few, some incomplete and not giving you both cognitive and non-cognitive but using the data you do have complete or incomplete can still have an impact.
Review the QualityCore Student Score Report and define what this information is telling us. Intervention: Is Quincy in the appropriate courses, should she be taking more?
QC student level can be a diagnostic tool at the end of the course – to help identify specific core level skills that the student needs to improve upon.
For example, at the end of Alg I if Quincy is struggling in a specific subscore (point these out) the teacher, family, counselor can look over the report and pick out specific skill areas to improve upon and then the teacher, counselor etc…needs to then look at which course next year is appropriate to be college and career ready, maybe she needs another year of Algebra, a tutor, or may be fine in geometry.
For counselors this equalizes the playing field not dependent on teacher – what Mr. X thought it is based on research as to what we know is true about this student at this moment in time.
Counselors/teachers should look for trends in subscore areas – need to be alerted – for IEP students/504/Title this give us a way to actually measure student growth.
Interventions
Teacher – drill down to specific ACT course standards in the Formative Item Pool to find questions for the students – mini quizzes – formative assessment continously throughout. Formative assessments can show growth – no surprises at the end since we are monitoring as we go.
Interventions – QC is not something you purchase because it has great interventions – QC is bought to help you use your interventions, are they working or not, assess what you are doing is it working, are you using them – assess as you can on – buy it to better use what you have purchased.
POSSIBLE ACTIVITY:
Write in your book:
What information do you have on students? List them all.
What information are you using to make decisions and interventions regarding the student?
BACKGROUND INFORMATION:
Refer to QC Student Family Guide
39.
Here’s a sample score report for students. You can see that the QualityCore score (on a scale from 125 to 175) is displayed.
The report includes an estimated PLAN or ACT subscore and also indicated if the student is below or at or above the college readiness benchmark for that subscore. On the right (see text) are some suggestions for students about ways to improve readiness.
The green bars display results by subscores (showing number obtained compared to total possible points for each subscore).
And at the bottom of the report are some of the objectives covered in each subscore.
Here’s a sample score report for students. You can see that the QualityCore score (on a scale from 125 to 175) is displayed.
The report includes an estimated PLAN or ACT subscore and also indicated if the student is below or at or above the college readiness benchmark for that subscore. On the right (see text) are some suggestions for students about ways to improve readiness.
The green bars display results by subscores (showing number obtained compared to total possible points for each subscore).
And at the bottom of the report are some of the objectives covered in each subscore.
