Interpreting and Using ACT Explore Data to Improve Student ... · earned on ACT Explore, ACT Plan,...

1

Getting the Most from your

ACT Explore Reporting Package

NAU GEAR UP:

Interpreting and Using ACT Explore

Data to Improve Student Performance

2

Text Poll Pull out your cell phones to text your

responses to the following statements:

I consider my knowledge of ACT Explore

to be…

My current position is…

The one thing I want to learn today is:

3

Meredith Townley

Trainer, Learning Management Team

Phone: 319.333.9430

[email protected]

4 4

ACT Learning Management Team What We Do

LMT-designed Professional

Learning Experiences

Insights from

ACT Research

Insights from

ACT Data

Insights from

Professional

Practice

Raise Academic Standards and Increase

Achievement to Ensure All Students Are

College and Career Ready (CCR)

5 5

O U R M I S S I O N

Helping people achieve education and workplace success

O U R V A L U E S

Excellence

Diversity

Leadership

Empowerment

Learning

Sustainability

6 6

Workshop Objectives Introduction

Describe ACT’s definition of college and career

readiness

Explain ACT’s K−Career Continuum and how

ACT Explore fits

Find key data points in the ACT Explore Student

and Summary Profile Reports

Translate data into insights about curriculum,

instruction and support at the district, school,

and classroom levels

7 7

Workshop Agenda

College and Career Readiness

Student Score Report

Break

Profile Summary Report

Item Response Summary Report

Early Intervention Rosters

8

Workshop Materials

Workbook

Road Map

Resource List

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Workshop Materials

Road Map

Jot down your thoughts, notes, insights, reflections, and action items as we discuss College and Career Readiness.

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What does College and Career

Readiness mean to you?

10

Introduction College and Career Readiness

11

Defining

College and

Career

Readiness

p. 5

12 12

ACT’s Definition of College and Career Readiness

College and Career Readiness is the level

of preparation a student needs

to be equipped to enroll and succeed –

without remediation – in a

credit-bearing, first-year course

at a two-year or four-year institution,

trade school, or technical school.

www.act.org/commoncore p. 7

13 13

In the next decade, nearly two-thirds of

new jobs created in the U.S. will require

some post-secondary education or

considerable on-the-job training.

Preparation for College and Career

Prepare all students for

success, no matter

which path they choose

after graduation.

http://www.act.org/research/policymakers/reports/workready.html

14 14

http://www.act.org/research-policy/national-curriculum-survey

ACT National Curriculum Survey®

The Foundation of ACT’s College Readiness System

Conducted every

three to five years

Nationwide survey of

educational practices

and expectations

– College instructors

– High school teachers

– Middle school teachers

– Elementary teachers

15 15

ACT National Curriculum Survey®

The Foundation of ACT’s College Readiness System

Identifies the skills and knowledge

postsecondary institutions expect of students

Guides the development of ACT’s assessments

that measure college-ready skills

Informs efforts to develop, refine, and update

academic standards

Inform policymakers and educators

http://www.act.org/research-policy/national-curriculum-survey

16 16

ACT K through Career Solutions K-12 Components

p. 8

17 17


p. 8

3rd – 10th grade

Vertically articulated, standards-

based system of summative,

interim, and classroom-based

assessments

www.act.org/migrate

http://www.act.org/migrate

18 18


p. 8

19 19

25

36 32

Longitudinal Assessments Common Score Scale Relationship

20 20

Longitudinal Assessments ACT Curriculum-Based Assessments

21 21

ACT’s College Readiness Benchmarks

Test College Course 8th Grade 9th Grade

English English Composition 13 14 15 18

Math College Algebra 17 18 19 22

Reading Social Sciences 16 17 18 22

Science Biology 18 19 20 23

Empirically derived

50% likelihood of achieving a B or higher or about a 75%

likelihood of achieving a C or higher in the corresponding

credit-bearing college course

p. 6

22 22

Average Early High School GPA, by Explore

and Engage Grades 6-9 Scores Average Early High School GPA, by EXPLORE and Average ENGAGE Grades 6-9 Scores

1.77

1.99

2.89

1.96

3.34

2.41

3.13

3.63

2.62

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Bottom 25% Middle 50% Top 25%

EXPLORE Composite Score

Ave

rag

e E

arl

y H

S G

PA

Low ENGAGE Moderate ENGAGE High ENGAGE

23 23

Persistence Rates, by Explore and

Engage Grades 6-9 Graduation Index Levels

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Condition of College and Career Readiness, 2013 National Results

Percent of ACT-Tested High School Graduates by Number of

ACT College Readiness Benchmarks Attained, 2013

http://www.act.org/research/policymakers/cccr13/readiness4.html

25

Condition of College and Career Readiness, 2013 Arizona Results

Percent of ACT-Tested High School Graduates by Number of

ACT College Readiness Benchmarks Attained, 2013

http://www.act.org/newsroom/data/2013/states/pdf/Arizona.pdf

26 26

http://www.act.org/research/policymakers/reports/ForgottenMiddle.html

The Forgotten Middle Key Finding

Eighth-grade

academic

achievement is the

best predictor of

college and career

readiness by high

school graduation.

27 27

The Forgotten Middle Key Findings

Improvement in eighth-grade academic

achievement and being on target for

college and career readiness in eighth

grade are more beneficial than any high

school-level academic enhancement.

Being on target for college and career

readiness in eighth grade puts students on a

trajectory for success.

http://www.act.org/research/policymakers/reports/ForgottenMiddle.html

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Condition of College and Career Readiness, 2013 Arizona Results

Percent of 2012–2013 ACT Explore®–Tested 8th Graders Meeting

ACT College Readiness Benchmarks

http://www.act.org/newsroom/data/2013/states/pdf/Arizona.pdf

29 29

College and Career Readiness Reflections

What insights have you gained from learning

about ACT’s definition of College and Career

Readiness?

Record your insights on the Readiness section

of your Road Map.

30 30

Student

Score

Report

p. 15

31 31

Jot down your thoughts, notes, insights, reflections, and action items as we discuss the Student Score Report.

32 32


p. 16

33 33

Student Score Report Introduction

Components

– College readiness indicators

– Academic strengths and weaknesses

– Suggestions for improvement

– Career and postsecondary aspirations

Foundation of all aggregate reporting

34


Header

3. Career

Exploration

1. Academic

Achievement

& Education

Planning

2. Intervention Planning

p. 16

35

Report Header Student Information

Student’s

Name

Student’s

Grade Level

Student’s

School

Test Form

Test Date

p. 16

36

1. Academic Achievement and Education Planning: Your Scores Student Scores and Norms

p. 16

37

1. Academic Achievement and Education Planning: Your Scores Estimated Scores on ACT Plan or The ACT

p. 16

38

1. Academic Achievement and Education Planning: Your Plans High School Course Plans

p. 16

39

1. Academic Achievement and Education Planning: Your Plans Reported Needs

p. 16

40

1. Academic Achievement and Education Planning: Your Plans College Readiness

p. 16

41 41

p. 16

1. Academic Achievement and Education Planning: Your Plans Additional Information

42

2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement

p. 18

43

2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement

p. 18

44

3. Career Exploration: Your Career Possibilities World of Work

p. 17

45


p. 17

46

You and the

World of Work Your Interests Exploring Career

Options


p. 17

47 47

p. 17

48 48

p. 17

49


p. 17

50 50

Student Score Report Dissemination

What happens next?

Teachers/counselors learn to interpret results

Teachers/counselors/administrators need to

know: purpose, significance, what is being

measured, and how the results can be used

(teaching and guiding individual students, curricular

improvement, instructional improvement)

Teachers/counselors review results with students

and parents: purpose, significance, what is being

measured and how the school will use the results.

p. 24

51 51

Student Score Report Reflections

What insights have you gained from examining

your Student Score Reports?

What implications does this report have for

counseling students about:

– Curriculum and Course Selection

– Intervention and Student Support

– Career Possibilities

Record your thoughts and Plan of Action for

using and sharing data on the Student Score

Report section of your Road Map.

52

Break (10 minutes)

http://www.online-stopwatch.com/full-screen-stopwatch/

53 53

Profile

Summary

Report

p. 25

54 54

p. 25

Jot down your thoughts, notes, insights, reflections, and action items as we discuss the Profile Summary Report.

55 55

Profile Summary Report Introduction

What is the Profile Summary Report?

Aggregates the data from Student Score Reports

Identifies if students are on target to be college

and career ready when they graduate from high

school

Shows if their coursework aligns with their career

interests and educational plans

p. 25

56 56

Frequency Distribution Table Profile Summary Report: Table 1a

Page 2 in Profile

Summary Report

p. 28

57

Students on

target to be

college ready

10,085 (27%) Students

Below Benchmark

10,847(29%) Students

Above Benchmark

17,107 (45%) Students

on the Cusp 4391 in danger of slipping

7935 within 2 points of benchmark

Benchmark

Students on the cusp

38039 Total Students

Students in

need of

intervention

Frequency Distribution Table Profile Summary Report

Benchmarks*

Subject Test ACT Explore

English 13

Mathematics 17

Reading 16

Science 18

*Workbook pg. 6


58 58

Application Exercise Frequency Distribution Table

Use your ACT Explore data

Complete the activity on p. 27.

10 minutes

Answer questions 1-9

Benchmarks – page 6 (workbook)

p. 27-30

Subject Test

English 13

Mathematics 17

Reading 16

Science 18


59 59

ACT’s College Readiness Standards

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

Help interpret what the scores earned on ACT Explore, ACT Plan, and The ACT mean.

Direct link between what students have learned and what they are ready to learn next. http://act.org/standard p. 5

http://act.org/standard/

http://act.org/standard/

60

http://act.org/standard p. 5

Statements that

describe what students

are likely to know and

be able to do...

Score Range St

ran

d

http://act.org/standard


61 61

College Readiness Standard Score Ranges Profile Summary Report: Table 1c

Page 4 in Profile

Summary Report

p. 29

How does your

local

“% At or Above

Benchmark”

compare to the

national %?

62 62

College Readiness Standard Score Ranges Profile Summary Report: Table 1c

26%

p. 29

In which ranges

are the majority of

your students?

Given the score

range, which

College Readiness

Standards are your

students most

proficient and

which Standards

need attention?

45%

63

http://act.org/standard p. 5

Statements that

describe what students

are likely to know and

be able to do...



64 64

Scores by Gender, Race, and Ethnic Background Profile Summary Report: Table 2

p. 40

Page 5 in

Profile

Summary

Report

65 65

Where do you have gaps?

How are you addressing these gaps?

Scores by Gender, Race, and Ethnic Background Profile Summary Report: Table 2

p. 40

Page 5 in

Profile

Summary

Report

66 66

Educational Plans and Needs Profile Summary Report: Table 3 and 4

p. 41

Page 6 in

Explore

Profile

Summary

Report

67 67

What are the future educational plans of your students?

How can you encourage and support these educational plans?


p. 41

68 68


p. 41

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

What resources are available to address their needs?

69 69

Profile Summary Report Additional information

Profile Summary Report also includes:

– Relation between scores and career/

educational plans and interests

(Tables 5a & 5b)

– Local Items (Table 6)

70 70

Local Items Profile Summary Report: Table 6

p. 44

71

1. In the Math test you just took, you were asked to

solve 30 problems. About how many of those 30

problems do you think you solved correctly?

A. 0 to 5 Questions

B. 6 to 10 Questions

C. 11 to 15 Questions

D. 16 to 20 Questions

E. 21 to 25 Questions

F. 26 to 30 Questions

2. In the Reading test you just took, you read

several passages followed by questions. About

how many of the 30 questions do you think you

answered correctly?

A. 0 to 5 Questions

B. 6 to 10 Questions

C. 11 to 15 Questions

D. 16 to 20 Questions

E. 21 to 25 Questions

F. 26 to 30 Questions

3. In my school, students have a say in

decisions that affect them at school.

A. Strongly Disagree

B. Somewhat Disagree

C. Somewhat Agree

D. Strongly Agree

4. Most of my teachers respect my ability

to make good decisions.



C. Somewhat Agree

D. Strongly Agree

Local Items Block M EXPLORE Supplemental Local Items (Year 2013-2014)

72

5. My close friends and I spend time talking

about our future after high school.



C. Somewhat Agree

D. Strongly Agree

6. Most of my close friends want to go to

college after high school.



C. Somewhat Agree

D. Strongly Agree

7. My close friends encourage me to do well in

my classes.



C. Somewhat Agree

D. Strongly Agree

8. My school expects that students learn at a

high level.



C. Somewhat Agree

D. Strongly Agree

Block M EXPLORE

Supplemental Local Items (Year

2013-2014)

73

9. My school provides help so that students

can learn at a high level.



C. Somewhat Agree

D. Strongly Agree

10. There is a teacher or some other adult at

my school who really cares about me.



C. Somewhat Agree

D. Strongly Agree

11. There is a teacher or adult at this school

who believes that I will be a success.



C. Somewhat Agree

D. Strongly Agree

12. There is a teacher or other adult at this

school who listens to me when I have

something to say.



C. Somewhat Agree

D. Strongly Agree

Block M EXPLORE

Supplemental Local Items (Year

2013-2014)

74 74

Profile Summary Report Reflections


your Profile Summary Report?

What implications do the data reveal for:

– Curriculum

– Staff Development

– Instruction

– Intervention/Student Support

Record your thoughts on the Profile Summary

Report section of your Road Map.

75 75

p. 31

Item Response

Summary Report

76 76

Jot down your thoughts, notes, insights, reflections, and action items as we discuss the Item Response Summary Report.

77 77

Item Response Summary Report Introduction

Provides data on the item-by-item performance

of your students.

Is a very useful tool for curriculum review when

used along with the test booklet.

Test Form

78


p. 59

79


p. 59

80 80

Application Exercise Item Response Summary Report

Activity on page 32

Pick 1 content area.

Circle the *asterisked numbers (correct answers)

for each question.

Highlight ONLY the circled numbers:

No Mark 75%+

Green 50-74%

Yellow 25-49%

Pink 0-24% p. 32

10 minutes


81

Replace image with what is in the workbook and fix the color coding key to match

p. 32

82 82

Application Exercise Analysis

Look for the following patterns:

Dramatic differences from the reference group

High percentages clustered around a wrong

answer

High percentages of omitted questions

Do any of these situations occur

more frequently for some domains

than others?

84

http://www.act.org/standard/instruct/

Next Steps: Curriculum Alignment Resources at ACT

• Assists in organizing teaching practices

• Offers sequence for delivering content

• Provides clear scope of what must be taught to all students



85 85


Examples of test items

by Strand by Score

Range

Suggestions for

strategies and

assessments by Strands

Special Section: Using

assessment information

to help support low-

scoring students

www.act.org/standard/guides/explore/

http://www.act.org/standard/guides/explore/

86

Examples of Test Items by Score Range

www.act.org/standard/guides/explore/



87 87


Curriculum Review Worksheets

http://act.org/standard/instruct/pdf/CurriculumReviewWorksheets.pdf




88 88

Your District’s Curriculum Compared to the

College Readiness Standards





89 89

Item Summary Report Reflections


your Item Response Summary Report?

What implications do the data reveal for:

– Curriculum

– Staff Development

– Instruction

– Intervention/Student Support

Record your thoughts on the Item Response

Summary Report section of your Road Map.

90

p. 68

Early

Intervention

Rosters

91 91

Add any additional thoughts, notes, insights, reflections, and action items to the three previous Intervention/Support sections as we discuss the Early Intervention Rosters.

92 92

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.

93 93

ACT Plan Early Intervention Rosters Roster 1: Early Identification

p. 68

Roster 1:

Students

indicating they

do not plan to

finish high

school or

have no post-

high school

educational

plans

94 94

ACT Plan Early Intervention Rosters Roster 1: Early Identification

p. 68

Roster 1:

Students

indicating they

do not plan to

finish high

school or

have no post-

high school

educational

plans

95 95

ACT Plan Early Intervention Rosters Roster 2: Coursework Intervention

p. 69

Roster 2: Students scoring below the national 10th percentile

96 96

ACT Plan Early Intervention Rosters Roster 3: Need for Assistance

Roster 3: Students who expressed a need for help in a particular area

p. 70

97 97

ACT Plan Early Intervention Rosters Roster 3: Need for Assistance

p. 70

Are we providing programs or services to meet our students’ needs?

98 98

Reflections

What might you add to your intervention

program based on these rosters?

What have you added to your

understanding of College and Career

Readiness at your school?

99

Supporting

Resources

100

Student Resources

www.explorestudent.org

http://www.explorestudent.org/

http://www.act.org/explorestudent/

101 101

ACT Resources for Educators

Future events shown at www.act.org/learningevents

ACT Explore Resources for Educators:

http://www.act.org/explore/downloads.html

Alignment of Common Core and ACT’s CR Standards:

http://www.act.org/commoncore/pdf/CommonCoreAlignme

nt.pdf

Connecting College Readiness Standards to the

Classroom:

http://www.act.org/standard/guides/explore/index.html

http://www.act.org/learningevents




http://www.act.org/commoncore/pdf/CommonCoreAlignment.pdf





102 102

Additional Questions?

Customer Service Explore/Plan

877 789 2925

Customer Service for ACT

800 553 6244 ext. 2800

ACT Account Manager Greg Crisolo

[email protected]

mailto:[email protected]

103 103

Evaluation

Workshop evaluation will arrive via

email

Please take a few minutes to give

your feedback

104 104

Thank You for all you do for Arizona’s students!

Have a great rest of the

school year!

Interpreting and Using ACT Explore Data to Improve Student ... · earned on ACT Explore, ACT Plan,...

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