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ENGAGING STUDENT POTENTIAL

Kevin Houchin, Esq Jo Martell ACT Mountain Plains Region. ENGAGING STUDENT POTENTIAL. Why ask the ENGAGE(ing) questions? How does ENGAGE fit into ACT’s College & Career Readiness System What does ENGAGE measure? How does ENGAGE report information?. Overview.

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ENGAGING STUDENT POTENTIAL

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  1. Kevin Houchin, Esq Jo Martell ACT Mountain Plains Region ENGAGING STUDENT POTENTIAL

  2. Why ask the ENGAGE(ing) questions? How does ENGAGE fit into ACT’s College & Career Readiness System What does ENGAGE measure? How does ENGAGE report information? Overview

  3. Motivationincludes personalcharacteristicsthat help students to succeed academically by focusing and maintaining energies on goal-directed activities. Social engagementincludes interpersonal factors that influence students’ successful integration into their environment. Self-regulationincludes cognitive and affective processes used to monitor, regulate, and control behavior related to learning. ENGAGE Domains(what ENGAGE measures)

  4. IMPROVING COURSE RIGOR MEASURING STUDENT PROGRESS TOWARD READINESS EXPLORE 8th and 9th grade curriculum-based educational and career planning program PLAN 10th grade curriculum-based educational and career planning program The ACT 11th and 12th grade curriculum-based assessment for learning outcomes ENGAGE Middle and high school assessment that measures all factors of academic success QualityCore Research-driven solutions for strengthening curriculum SUPPORTING SOLUTIONSPLANNING SCHOOL IMPROVEMENT Core Practice Audit Framework for evaluating current practices CoreWork Diagnostics Online service to diagnose and improve content and practice areas ACT’s College and Career Readiness System provides a longitudinal approach to educational and career planning through student assessment, curriculum support, and school improvement. Our research-based solutions help schools, districts, and states improve academic measurement, student readiness, and instructional designs.

  5. Percentage of students accurately identified as having a 9th-grade GPA <2.0

  6. Percentage of students accurately identified as having a 12th-grade GPA <2.0

  7. ENGAGE Mechanics(All Online Administration & Reporting)

  8. Academic Behaviors

  9. Audience-Specific Questionnaires • Grades 6 – 9 • “I feel welcomed at my school.” • “I want to quit school as soon as possible.” • “I sometimes feel like smashing things.” • Grades 10 – 12 & College • “I feel part of this school.” • “I would leave school if I found something more interesting.” • “I have a bad temper.”

  10. Reporting • All Online Real-Time • Student Report • Advisor Report • Aggregate (School/District) Report

  11. Student Report

  12. Advisor Report Indices incorporate ENGAGE scales, behavioral and achievement information Probability based on a .01 to .99 score range

  13. Student Report

  14. Student Report

  15. Student Report

  16. Student Report

  17. Aggregate Report

  18. Raleigh’s Profile • Exceeded recommended core coursework • No plans indicated for post high school • Disconnected from school and classmates, little or no school involvement • Exceeds all ACT College Readiness Benchmarks • 2.3 GPA, 32 ACT Composite Score • Comfortable in middle school but school safety is an issue in high school

  19. Kevin Houchin, Esq Jo Martell ACT Mountain Plains Region kevin.houchin@act.org - 319-383-1859 jo.martell@act.org – 319321-5273 http://www.act.org/engage/

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