Skills Interests Goals Dreams

1. Skills Interests Goals Dreams Aug 3, 2012 What if we knew? Career Tech Summer Conference 2012

2. AGENDA • Oklahoma and Common Core • The Alignment of Common Core and ACT’s College and Career Readiness System • Using PLAN to Predict and Prepare • The Student Report • The School Reports • The Item Response Summary Report • ACT Resources and Updates • Questions and Wrap-Up Cari Lousch ACT Southwest Region cari.lousch@act.org (512) 320-1850

3. A First Look at the Common Core and College and Career Readiness • ACT College Readiness Standards were used in the creation of the Common Core State Standards. • Oklahoma officially adopted the Common Core State Standards on July 22, 2010, with the goal of full implementation by 2014-15. • Students meeting ACT’s College Readiness Benchmarks for EXPLORE and PLAN will be on track for college coursework, and also for proficiency on new Common Core Assessments.

4. CCSS Implications for Schools • Raise standards for all students. • Know what is to be taught and learned—and to what level of mastery — by grade and by subject. • Know the specific role that grade and subject content plays in students’cumulative educational experience. • Provide feedback to strengthen and enhance the district's curricular resources. • Plan ALL instruction from the district's curriculum. • Translate the school's academic goals into individual academic goals for each student.

5. Common Core State Standards and EXPLORE/PLAN “Given the central role ACT played in providing research and evidence to support the development of the Common Core State Standards, it should be no surprise that the overwhelming majority of Standards can and will continue to be assessed by ACT’s College Readiness System.”(p.2)

8. ACT College Readiness Standard Common Core State Standard http://www.act.org/commoncore/

9. What are YOUR questions and concerns related to Common Core?

10. What if we knew earlier about student skills, needs, and goals? What could we do? How can we learn?

11. EXPLORE-PLAN-ACT Data: Getting the Most from What You Already Have Curriculum-Based Assessments Behavioral Assessment

12. Are you getting the most and bestuse out of your school data? Jon Erickson ACT President of Education “Many teachers now administer tests and evaluations without knowing how to interpret and use the results to students’ benefits. “My stay-up-late-at-night worry is data that’s just a score and put in a drawer and never done anything with. Too much testing data is used like that.” FORBES Magazine, 7/24/2012

13. (Originally called “Pre-ACT”) • Score range 1-32 • Test items from ACT pool of questions • Directions/format same as ACT • Gives a “predicted” ACT score range • Interest Inventory/Needs Assessment • Provides specific strategies for moving into the next score band • Students can see their own correct/incorrect answers and use PLAN test to prepare for ACT.

14. English, Math, Reading, Science scores • Score Range 1-36 • Criteria used by colleges for admissions, scholarships, placement into college courses • Interest Inventory/Needs Assessment • Comparison of the student to current students at the colleges they choose

15. The Student Score Report

16. The Student Report • Item Analysis • Career Interest Inventory • College Readiness Benchmarks • College Readiness Standards • Course and Grade Information

18. Estimated PLAN/ACT Scores EXPLORE Predicts PLAN PLAN Predicts ACT

19. EXPLORE/PLAN Benchmarks: Your progress toward readiness

20. College Readiness Benchmarks • Empirically Derived • 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

21. Your Career Plans

22. Individual Student Item Response Summary: What did I miss and how can I prepare to do better?

23. Next Steps - Student Score Report • How does a school distribute the reports? • How is the information shared with students/parents? • How is the information shared with teachers? • How is the data used to inform instruction?

24. The School Data Reports

26. Early Intervention Rosters • Provide information on students who: • Indicate no plans for finishing high school or continuing education • Have good scores but no plans for continuing education • Say they have college plans, but aren’t meeting benchmarks • Indicate high school course plans which are less than the required core • Indicate needs for assistance

27. Profile Summary Report • Compare your students’ scores with a national reference group. • See if students are On Track for college readiness. • Differentiate scores by ethnic and gender groups. • Relate scores to student enrollment and course selection. (PLAN only) • Relate student composite scores, coursework plans, and interests: • to educational plans • to expressed needs for assistance • to postsecondary plans and career preferences from the Career Areas List. • to their career clusters from the World-of-Work Map.

28. Frequency Distribution Chart: • Where did our students score?

29. Profile Summary Report: Table 1a Who met the college readiness benchmarks?

30. Questions to Ask Who didn’t meet the benchmarks?

31. More Questions Who was close?

32. Think in Terms of Score Ranges Where are students by score range?

33. What they know… What they need to know…

34. Tables 3 and 4 Questions to Consider: What are students’ plans? Do their scores match up with their Educational Plans? How are schools supporting those plans? Questions to Consider: What are students needs? What resources are available to them?

35. The Item Response Summary Report

36. The Item Response Summary ReportAllows Instructional Staff to Evaluate Student Learning

37. Percent of students choosing the correct answer

38. Item-Response Summary Report Allows Instructional Staff to Evaluate Student Learning 75-100% 50-74% 25-49% 0-24%

39. The Item Response Summary ReportAllows Instructional Staff to Evaluate Student Learning How did our students perform on each item?

40. The Item Response Summary ReportAllows Instructional Staff to Evaluate Student Learning Which incorrectanswers did they choose?

41. EXPLORE/PLAN Test Booklet EXPLORE-PLAN Test Booklet What specifically were the hard/easy questions for our students?

42. Questions to ask: • Are there patterns? • Large numbers w/same incorrect answers? • Low % correct on multiple questions within a strand? • Similar patterns of strength/weakness in 8th & 10th grade? • Omitted or incorrect answers on similar problems? • (i.e. word problems, punctuation, tables/charts) • How/when am I teaching those strands? • Am I teaching to different learning styles? • Which concepts are taught after the testing window? • Is there something in the way I teach certain concepts that is creating confusion in my students? • More of my students chose “c” (incorrect), than “a” (correct)

43. What they know… What they need to know…

44. Robert Megan Brittany Andrew Sherita Laurence Andrea Justin Individualizing Instruction!

47. www.act.org/ccrw/resources

48. www.planstudent.org

49. www.act.org/path/parent/

50. www.actstudent.org