nau gear up explore interpretation workshop getting the most out of your explore data cassi...

NAU GEAR UPEXPLORE Interpretation

WorkshopGetting the Most

Out of YourEXPLORE Data

Cassi Barker-CarrJanuary 2013

Workshop Objectives

Learn how to maximize interpretation of your data

Find out what your data is telling you Create an communication/action plan

ACT’s College and Career Readiness System

ACT National Curriculum Survey®

Determines what skills and knowledge postsecondary institutions expect

Measures college-ready skills Surveys completed nationally Consultation with content area

experts

25

3632

Longitudinal AssessmentsCollege Readiness System Scores

MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR

SUPPORTING SOLUTIONS

PLANNING SCHOOL IMPROVEMENT

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

CoreWork DiagnosticsOnline service to diagnose and improve

content and practice areas

Core Practice AuditFramework for evaluating current practices

Designed to help 8th and 9th graders explore a broad range of options for their future, EXPLORE is a curriculum-based educational and career planning program that measures achievement in English, math, reading, and science. As an early indicator of college readiness, EXPLORE gives educators the means to structure high school planning and career exploration for students and parents.

EXPLORE

EXPLORE

Grades 8 and 9 English, Mathematics, Reading, and

Science Total time for tests: 2 hours Needs Assessment Plans and Background Information UNIACT Interest Inventory

Assessment LiteracyACT College and Career Readiness Standards

Statements describing the knowledge and skills typically demonstrated by students who score in a particular score range

Core Minimum number of high school courses recommended to prepare for college

Norms Indicate the percent of examinees in the norming study who received the same scale score or a lower scale score

Assessment LiteracyACT College Readiness Benchmarks

The minimum English, reading, mathematics, and science assessment scores required for student to have a 50 percent change of obtaining a B or higher or about a 75 percent chance of obtaining a C or higher in the corresponding credit-bearing college course

Percentiles the value of a variable below which a certain percent of variables fall

http://en.wikipedia.org/wiki/Percentage

Communication Defined

Exchange or sharing of information to all people involved in the stages of implementation

Why Important

Help prevent poor performance by planning ahead

Ensures action is taken Avoid assumptions Increase stakeholder buy-in

Students Need to Know

Purpose, significance, what is being measured, how they can use the results in planning their high school career and how the school will use the assessment results

Parent/Guardian Needs to Know

Purpose, significance, what is being measured and how the school will use the assessment results

Educators Need to Know

Purpose, significance, what is being measured

How the results can be used– Teaching and guiding individual students– Curricular improvement– Instructional improvement

Dissemination of Results Table

Student Score Report

An individualized score report detailing scores received on the assessment, career plans and needs indicated by the student.


The Student Score Report will provide:

• suggestions for improving student academic skills

• careers that match student interests• indicators of college readiness


Scan Date

Student’s Grade Level

Student’s School

School EXPLORE® Code

Test Date


Questions to Consider: What can norms tell you about this student? How does this student compare with other students

nationally?


Help interpret what the scores earned in EXPLORE, PLAN, and the ACT mean

Identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test


Questions to Consider: How can your school meet the

needs of what the student is asking for?

Are you already addressing these?


Question to Consider: How does the student’s courses

and scores relate to their educational plans and career choices?


Questions to Consider:

Is the student on track to be college and career ready?

What course of action can be taken with the student to increase their college readiness?

Where does the student need intervention to get on track?

ACT’s 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

Test College Course PLAN ACT8th Grade 9th Grade

English English Composition 13 14 15 18

Math College Algebra 17 18 19 22

Reading Social Sciences 15 16 17 21

Science Biology 20 20 21 24

EXPLORE

ACT’s College Readiness Standards

Direct link between what students have learned and what they are ready to learn next.

Help interpret what the scores earned in EXPLORE®, PLAN® and the ACT® mean

Identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test

College Readiness Standards

Score Range

Basic Operations &Applications

Probability, Statistics,& Data Analysis

Numbers: Concepts & Properties

13-15 Standards Perform one-operation computation with whole numbers and decimals Solve problems in one or two steps using whole numbers Perform common conversions (e.g., inches to feet or hours to minutes)

Calculate the average of a list of positive whole numbers Perform a single computation using information from a table or chart

• Recognize equivalent fractions and fractions in lowest terms

Ideas for Progress

Investigate and build understanding of the concept of percentage as a comparison of a part to a whole use multiple operations to solve multistep arithmetic problems

solve real-world problems that involve measures of central tendency (e.g., mean, median, mode) interpret data from a variety of displays (e.g., box-and-whisker plot) and use it along with additional information to solve real-world problems conduct simple probability experiments and represent results using different formats

recognize and apply place value, rounding, and elementary number theory concepts

Mathematics

And statements thatprovide suggestions to

progress to a higher levelof achievement

Statements that describewhat studentsare likely to know and be able to do...


You and the World of Work Your Interests Exploring

Career Options


www.explorestudent.org

http://www.explorestudent.org/

Profile Summary Report

What is the Profile Summary Report (PSR)? summarizes the performance of your

students available at the school and district level


compare your students’ score and subscores with those of students nationally

measure if your students are On Track to be college ready when they graduate from high school

differentiate scores by ethnic and gender groups

show how our students respond to the local items


relate student composite scores and coursework plans:– to their educational plans– to their expressed needs for help– postsecondary plans to their career

preferences from the Career Areas List.– postsecondary plans relate to their

career clusters from the World-of-Work Map.

Let’s Look at Table 1c in the Profile Summary Report

Profile Summary Report Table 1c –Questions to Consider

How does your local ‘% At or Above Benchmark’ in each content area compare to the national %?

In which ranges are the majority of your students?

Given these score ranges, in which College Readiness Standards are your students most proficient?

Let’s Look at Tables 3 & 4 in the Profile Summary Report

Questions to Consider – Table 3

What are the future educational plans of your students?

How can you encourage and support these educational plans?

Questions to Consider – Table 4

What do the majority of your students list as areas of needed assistance?

What resources are available to address their expressed needs?

Item Response Summary Report

Describes the item-by-item performance of your examinees.

Determine your students’ academic strengths and weaknesses relative to the skills and knowledge measured by the test items, and address apparent weaknesses at the content area level.


percentage who selected the correct response to each item

percentage who selected each incorrect response

percentage who did not answer the item the average percentage who responded

correctly to the items in each content area


Student Response Information


Given your curriculum, is the percentage of your report group answering each item correctly and consistent with your expectations? Is a large percentage of your report group choosing incorrect response options?

Item Response Summary ExercisePart 1

1. Locate the asterisked number in each Item Number.– If highest number, circle it green.– If not the highest number, circle it red.

2. If asterisked number is circled green, look at the Reference Group Percentage. If this number is higher than your green circled number, circle the Reference Group Percentage in red.

3. Continue the same for each Item number.


How much green do you see?

How much red do you see?

What does this tell you?


1. Take out your test booklet, turn to the ENGLISH section.

2. Look for the Item Number that corresponds to the first red circle on your table.

3. Read the question; look at the correct answer.

4. What does this tell you?

Item Response Summary ExerciseHomework:

Follow the previous steps for each table in the remaining reports

1. Locate the asterisked number in each Item Number.– If highest number, circle it green.– If not the highest number, circle it red.

2. If asterisked number is circled green, look at the Reference Group Percentage. If this number is higher than your green circled number, circle the Reference Group Percentage in red.

3. Continue the same for each Item number.

Curriculum Alignment Assists in organizing teaching practices Offers sequence for delivering content Provides clear scope of what must be taught to

all students

Connecting College Readiness Standards to the Classroom

ACT has developed this guide to help principals, guidance counselors, and curriculum coordinators interpret the College Readiness Standards Report data for EXPLORE.

The guide provides a description of ACT’s Educational Planning and Assessment System now referred to as the College and Career Readiness System. 68

Next Steps

Curriculum Review Worksheets

Next Steps

Early Intervention Roster

School-level reports that identify students who qualify under three possible categories: – Early Identification– Coursework Intervention– Need for Assistance

Prioritizes students that need or have requested attention.

EXPLORE Early Intervention Rosters

A Question to Consider:What strategies could or should be implemented to assist these students with their postsecondary plans?


Which of your students express a need for help in one or more areas?What resources do you have or might you access to provide support?

Questions/Reflections?

nau gear up explore interpretation workshop getting the most out of your explore data cassi...

Documents

act college readiness

student readiness

student assessment

skills high schools

acts college

year college

skills students

career readiness system