Getting the Most from your ACT Explore Reporting Package

Trainer, Learning Management Team Meredith Townley Trainer, Learning Management Team Phone: 319.333.9430 meredith.townley@act.org

Helping people achieve education and workplace success 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

Workshop Objectives Introduction Describe ACT’s definition of college and career readiness and ACT’s K-Career Continuum 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 We will begin with the concept of college readiness, because our entire time together really depends on our having a shared understanding of that term. Then, we will discuss ACT’s K-Career Continuum, so that you’ll know how the tests we discuss fit with our understanding of college readiness. Naturally, in a data interpretation workshop, you to learn how to read the reports and locate key pieces of data. But, even more importantly, you will be equipped to translate that data into insights about curriculum, instruction, and support that you might provide to begin affecting students scores positively. And throughout the presentation, I want you to think about the importance of different roles within a school system. Not all problems should be solved at the classroom level. So I challenge you to reflect today on the division of labor between different levels of your system.

Defining College and Career Readiness In this section, we’ll be discussing ACT’s definition of college and career readiness, the urgency that exists both nationally and in your state, and the essential components of the ACT’s K-Career Continuum. This section begins on p. 5 of the workbook.

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. ACT’s definition of College Readiness is…. And, this is also the definition adopted for the Common Core State Standards. The key concept is success without remediation. College can be expensive, without putting the added burden of paying for courses that ultimately do not count toward a degree plan! Remediation is a 3 billion dollar industry/ $3 billion problem: cost of classes that don’t count – see articles www.act.org/commoncore

Preparation for College and Career Prepare all students for success, no matter which path they choose after graduation. 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. When we say “education and workplace success”…we mean that. ACT research several years back that provided empirical evidence that, whether planning to enter college or workforce training programs after graduation, high school students need to be educated to comparable levels of readiness in reading and mathematics. Article in Wall Street Journal (9/6/13) – “American employers do not have enough applicants with adequate skills, especially in science, technology, engineering and math. More and more jobs are applying cutting-edge technologies and now demand deeper knowledge of math and science in positions that most people don't think of as STEM-related, including machinists, electricians, auto techs, medical technicians, plumbers and pipefitters. These days the energy industry tests for math and science aptitude when hiring for entry-level positions. Our industry is seeking to fill positions that range from mechanics and lab support to blend and process technicians. But many applicants fail these basic tests, losing out on opportunities for good pay and good benefits. The U.S. military is also being forced to turn away applicants because of a lack of preparation in math, science and other subjects. Each year, approximately 30% of high-school graduates who take the Armed Forces entrance exam fail the test.” Allow all students to have a choice by giving them the skills needed for whichever direction they choose. Don’t let the system “choose” for them. http://www.act.org/research/policymakers/reports/workready.html

ACT K through Career Solutions K-12 Components MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR 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 12 grade curriculum-based assessment for learning outcomes ENGAGE Middle and high school assessments that measure behavioral factors of academic success QualityCore Research-driven solutions for strengthening curriculum Once we define College Readiness, it is important to have a way to recognize and prepare for that level of performance. ACT’s K-Career Continuum was created to do that. Curriculum-based - longitudinal assessment of English, math, reading and science skills Note that each component of the System is research-based. We will be talking in more detail about the research that supports the assessment systems, but equally important is the research that is behind QualityCore, Core Practice Audit, and CoreWork Diagnostics. QualityCore rests on detailed research into how high-performing teachers structure their courses and build rigor into their curriculum. Our school improvement tools were created from more than a decade of research into higher performing school settings: how they organize themselves and how they approach certain critical teaching and learning practices. We created the Core Practice Framework to communicate what we found to differentiate those higher performers from average performers.

ACT K through Career Solutions K-12 Components MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR 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 12 grade curriculum-based assessment for learning outcomes ENGAGE Middle and high school assessments that measure behavioral factors of academic success QualityCore Research-driven solutions for strengthening curriculum 3rd – 10th grade Vertically articulated, standards-based system of summative, interim, and classroom-based assessments [CLICK] Mention the evolution of Explore and Plan into ACT Aspire over the next couple of years.

Longitudinal Assessments Common Score Scale Relationship 36 32 25 They provide a longitudinal, systematic approach to educational and career planning, assessment, instructional support, and evaluation. Each test in the ACT College Readiness system builds on each other. The first college readiness assessment is ACT Explore. The highest possible score on ACT Explore is a 25. The next is ACT Plan on which a student can score is 32. And the highest possible score on the ACT is 36. (Make sure to say that this is a common scale, not a common scale score.) Each test assesses the same subject areas with the content increasing in skill level with each test. So if a student has mastered the skills needed to score an 18 on ACT Explore, he should have those same skills if he took the ACT Plan the same day. Our hope, and what we all work for, is that as a student takes more courses between the time he takes the ACT Explore and the ACT, that he will have gain more skills and will be able to score higher on each test.

Longitudinal Assessments ACT Curriculum-Based Assessments Each test in the ACT College Readiness system builds on each other. Each test assesses the same subject areas with the content increasing in skill level with each test. So if a student has mastered the skills needed to score an 18 on ACT Explore, he should have those same skills if he took the ACT Plan the same day. Our hope, and what we all work for, is that as a student takes more courses between the time he takes the ACT Explore and the ACT, that he will have gain more skills and will be able to score higher on each test.

ACT’s College Readiness Benchmarks Test College Course 8th Grade 9th Grade English English Composition 13 14 15 18 Math College Algebra 17 19 22 Reading Social Sciences 16 Science Biology 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 So on those scales, where do students need to be scoring to be considered College Ready, by our definition? First, the Benchmarks are established at the ACT level, linking students’ performance on the ACT with their actual success in entry-level courses. [Click] For example, in English which is linked to students’ success in English Composition. [Click] Students who were 50% likely to achieve a B in English Comp (or 75% likely to achieve a C), were scoring at least an 18 on The ACT. Then, those scores are backmapped to ACT Plan and ACT Explore. That is, when students scored an 18 on ACT English, what were they scoring on Plan and Explore? [Click] Note: Further research by ACT has suggested an adjustment to these Benchmarks, which takes effect for the 2013-2014 school year. So, your Explore or Plan reports from last year will reflect these Benchmarks, but reports this fall will reflect new ones for Reading and Science on the ACT.

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 We will talk in more detail in a minute about the College Readiness Benchmarks, but as a reminder, there are four content areas tested on the ACT, and students can demonstrate college readiness in 0-4 of those areas. In 2013, only 1 in 4 high school graduates who took the ACT were college and career ready in all four areas. Nearly one-third were CCR in NONE of the areas. 54% of 2013 graduates took the ACT. 61% met 2 or fewer. http://www.act.org/research/policymakers/cccr13/readiness4.html

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 31,658 of your graduates, which is an estimated 50% of your graduating class, took the ACT.* http://www.act.org/newsroom/data/2013/states/pdf/Arizona.pdf

Condition of College and Career Readiness, 2013 Arizona Results Percent of 2012–2013 ACT Explore–Tested 8th Graders Meeting ACT College Readiness Benchmarks Percent of 2012–2013 ACT Explore®–Tested 8th Graders Meeting ACT College Readiness Benchmarks (N = 36,934) http://www.act.org/newsroom/data/2013/states/pdf/Arizona.pdf

Student Score Report Hopefully, all of you found your box and were able to bring your data with you. Now that we have a foundation of college readiness in common, we are going to dig into the reports and develop some insights about your students, your curriculum, and some steps you can take to improve college readiness rates for your students.

Student Score Report Header 1. Academic Achievement & Education Planning 2. Intervention Planning 3. Career Exploration First, you’ll notice the header at the top that identifies which student the report belongs to and which test they took. Both the ACT Explore and ACT Plan Student Score Reports contain basically three sections: two that deal with academic achievement and planning (one on the front page of the report and one on the back) and one that deals with career exploration. We will be working through these systematically.

1. Academic Achievement and Education Planning: Your Scores Student Scores and Norms The top half of the front side focuses on academic achievement and education planning, broken in to multiple sections. Composite Score - average of 4 subject test scores (rounded to a whole number). GPA shows how students are doing across all different classes, Composite Score shows how well your students did across the entire test. However, important information can be learned from looking at the students scores in each subject. Subscores - range from 1 to 12. Tell you how well did in specific areas of English: Usage/Mechanics and Rhetorical Skills. Scores added together do NOT necessarily equal your English Test score - scaled independently. Horizontal bars - give some context to the student’s score. 3 columns to the right of the chart if your school ordered this information or if you are in a state where all students take ACT Explore or ACT Plan. Columns compare your score to students in your school, school district, or state who took ACT Explore or ACT Plan at about the same time. Do not be concerned if you do not see numbers in these columns. If your school requested local comparisons, percentages will be shown under “In Your School.” You can see how your students did compared to other students taking ACT Explore or ACT Plan at about the same time in your school. If your students took ACT Explore or ACT Plan in a state that uses these tests in most schools in the state, you may also see percentages in the column “In Your State.”

1. Academic Achievement and Education Planning: Your Scores Student Scores and Norms The top half of the front side focuses on academic achievement and education planning, broken in to multiple sections. Composite Score - average of 4 subject test scores (rounded to a whole number). GPA shows how students are doing across all different classes, Composite Score shows how well your students did across the entire test. However, important information can be learned from looking at the students scores in each subject. Subscores - range from 1 to 12. Tell you how well did in specific areas of English: Usage/Mechanics and Rhetorical Skills. Scores added together do NOT necessarily equal your English Test score - scaled independently. Horizontal bars - give some context to the student’s score. 3 columns to the right of the chart if your school ordered this information or if you are in a state where all students take ACT Explore or ACT Plan. Columns compare your score to students in your school, school district, or state who took ACT Explore or ACT Plan at about the same time. Do not be concerned if you do not see numbers in these columns. If your school requested local comparisons, percentages will be shown under “In Your School.” You can see how your students did compared to other students taking ACT Explore or ACT Plan at about the same time in your school. If your students took ACT Explore or ACT Plan in a state that uses these tests in most schools in the state, you may also see percentages in the column “In Your State.”

1. Academic Achievement and Education Planning: Your Plans College Readiness Notice the relationship between this box and the first one we reviewed. *Click* For example, this student scored a 16 in English. The College Readiness Benchmark is 13, so he scored ABOVE the benchmark. In Science, he scored a 13, which is BELOW the benchmark score of 20. This section gives you a quick look at scores in relation to the College Readiness Benchmarks scores ACT Explore and ACT Plan results give your students an early indication of how likely they are to be ready for college-level work. While your students have quite a bit of time before they will need to take college courses, the time to begin preparing for them is now. 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?

1. Academic Achievement and Education Planning: Your Plans College Readiness Notice the relationship between this box and the first one we reviewed. *Click* For example, this student scored a 16 in English. The College Readiness Benchmark is 13, so he scored ABOVE the benchmark. In Science, he scored a 13, which is BELOW the benchmark score of 20. This section gives you a quick look at scores in relation to the College Readiness Benchmarks scores ACT Explore and ACT Plan results give your students an early indication of how likely they are to be ready for college-level work. While your students have quite a bit of time before they will need to take college courses, the time to begin preparing for them is now. 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?

1. Academic Achievement and Education Planning: Your Plans College Readiness Notice the relationship between this box and the first one we reviewed. *Click* For example, this student scored a 16 in English. The College Readiness Benchmark is 13, so he scored ABOVE the benchmark. In Science, he scored a 13, which is BELOW the benchmark score of 20. This section gives you a quick look at scores in relation to the College Readiness Benchmarks scores ACT Explore and ACT Plan results give your students an early indication of how likely they are to be ready for college-level work. While your students have quite a bit of time before they will need to take college courses, the time to begin preparing for them is now. 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?

1. Academic Achievement and Education Planning: Your Scores Estimated Scores on ACT Plan or The ACT Analogy of GPS: Just as a GPS provides an estimated time of arrival, estimated scores are just that….estimates based on performance on either the ACT Explore or ACT Plan. Your GPS’ estimate will change based on various factors—speed, stops, etc—a student’s estimated score range can change as well. NOTE: we never estimate an ACT score based on Explore scores. Too many intervening factors to accurately link the scores. Understanding and Utilizing the Student Score Report: Remember, this is not a guarantee. It is an estimate of your students’ performance on ACT Plan based on their ACT Explore scores and assumes they will continue their current level of commitment to their coursework The Estimated PLAN Composite Score Range is a prediction about how your students are likely to score on ACT Plan if they take the right courses and work hard in those courses. You can use these predicted or estimated scores to see if your students are on track to achieve the scores they want when they take the ACT later in high school.

1. Academic Achievement and Education Planning: Your Scores Estimated Scores on ACT Plan or The ACT Analogy of GPS: Just as a GPS provides an estimated time of arrival, estimated scores are just that….estimates based on performance on either the ACT Explore or ACT Plan. Your GPS’ estimate will change based on various factors—speed, stops, etc—a student’s estimated score range can change as well. NOTE: we never estimate an ACT score based on Explore scores. Too many intervening factors to accurately link the scores. Understanding and Utilizing the Student Score Report: Remember, this is not a guarantee. It is an estimate of your students’ performance on ACT Plan based on their ACT Explore scores and assumes they will continue their current level of commitment to their coursework The Estimated PLAN Composite Score Range is a prediction about how your students are likely to score on ACT Plan if they take the right courses and work hard in those courses. You can use these predicted or estimated scores to see if your students are on track to achieve the scores they want when they take the ACT later in high school.

Core Coursework Reported Needs Plans 1. Academic Achievement and Education Planning: Your Scores Estimated Scores on ACT Plan or The ACT Core Coursework Reported Needs Other boxes/information= self-reported information. Questions? Plans

2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement We will come back to the second half of the front side, but while we are talking about the academic components, I want you to flip to the back side of the report for a moment because that is where you can find specific ideas for improvement for individual students. Now, it is a little impractical to construct comprehensive intervention programs on a student-by-student basis, so that is why we recommend those types of programs emanate from the aggregate reports later. At the same time, though, this section empowers individual students to take charge of their learning and seek out some opportunities to improve their skills. [Click] Understanding and Utilizing the Student Score Report: The item response summary section shows the answer that the student gave to each individual question. [Click] You can see at the bottom of the item response the total number of questions that the student answered correctly & incorrectly, and the number omitted. 26

2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement We will come back to the second half of the front side, but while we are talking about the academic components, I want you to flip to the back side of the report for a moment because that is where you can find specific ideas for improvement for individual students. Now, it is a little impractical to construct comprehensive intervention programs on a student-by-student basis, so that is why we recommend those types of programs emanate from the aggregate reports later. At the same time, though, this section empowers individual students to take charge of their learning and seek out some opportunities to improve their skills. [Click] Understanding and Utilizing the Student Score Report: The item response summary section shows the answer that the student gave to each individual question. [Click] You can see at the bottom of the item response the total number of questions that the student answered correctly & incorrectly, and the number omitted. 27

2. Intervention Planning: Your Skills Item Response Summary and Suggestions for Improvement We will come back to the second half of the front side, but while we are talking about the academic components, I want you to flip to the back side of the report for a moment because that is where you can find specific ideas for improvement for individual students. Now, it is a little impractical to construct comprehensive intervention programs on a student-by-student basis, so that is why we recommend those types of programs emanate from the aggregate reports later. At the same time, though, this section empowers individual students to take charge of their learning and seek out some opportunities to improve their skills. [Click] Understanding and Utilizing the Student Score Report: The item response summary section shows the answer that the student gave to each individual question. [Click] You can see at the bottom of the item response the total number of questions that the student answered correctly & incorrectly, and the number omitted. 28

3. Career Exploration: Your Career Possibilities World of Work Now, flip back to the front side. We will be reviewing data from the career exploration portion of the ACT Explore and ACT Plan in more detail. When your students take ACT Explore and ACT Plan they are asked questions about the types of work tasks they like and dislike. Based on your students’ answers, ACT Explore and ACT Plan reports can point them to jobs that may be appealing to them.

3. Career Exploration: Your Career Possibilities World of Work Now, flip back to the front side. We will be reviewing data from the career exploration portion of the ACT Explore and ACT Plan in more detail. When your students take ACT Explore and ACT Plan they are asked questions about the types of work tasks they like and dislike. Based on your students’ answers, ACT Explore and ACT Plan reports can point them to jobs that may be appealing to them.

The World-of-Work Map can give your students a sense of direction The World-of-Work Map can give your students a sense of direction. The Map shows how Career Areas differ in their involvement with four basic work tasks: People: People you help, serve, care for, or sell things to. Data: Facts, numbers, files, and business procedures. Things: Machines, tools, living things, and materials such as food, wood, or metal. Ideas: Knowledge, insights, and new ways of expressing something (with words, equations, music, etc.). There are 12 regions of the map, each with with a different mix of work tasks. 26 different career areas are mapped on the World of Work Map. An area mapped toward the center of a region indicates that works with all four (people, data, things, and ideas) (e.g., Q: Medical Technologies); closer to an edge communicates a stronger relationship with a particular component (U. Creative and Performing Arts). The World-of-Work Map includes the Career Area your students’ told us they like best and highlights Career Areas related to their interests. Region 99 http://www.act.org/world/explore_world.html

The World-of-Work Map can give your students a sense of direction The World-of-Work Map can give your students a sense of direction. The Map shows how Career Areas differ in their involvement with four basic work tasks: People: People you help, serve, care for, or sell things to. Data: Facts, numbers, files, and business procedures. Things: Machines, tools, living things, and materials such as food, wood, or metal. Ideas: Knowledge, insights, and new ways of expressing something (with words, equations, music, etc.). There are 12 regions of the map, each with with a different mix of work tasks. 26 different career areas are mapped on the World of Work Map. An area mapped toward the center of a region indicates that works with all four (people, data, things, and ideas) (e.g., Q: Medical Technologies); closer to an edge communicates a stronger relationship with a particular component (U. Creative and Performing Arts). The World-of-Work Map includes the Career Area your students’ told us they like best and highlights Career Areas related to their interests. Region 99 http://www.act.org/world/explore_world.html

The World-of-Work Map can give your students a sense of direction The World-of-Work Map can give your students a sense of direction. The Map shows how Career Areas differ in their involvement with four basic work tasks: People: People you help, serve, care for, or sell things to. Data: Facts, numbers, files, and business procedures. Things: Machines, tools, living things, and materials such as food, wood, or metal. Ideas: Knowledge, insights, and new ways of expressing something (with words, equations, music, etc.). There are 12 regions of the map, each with with a different mix of work tasks. 26 different career areas are mapped on the World of Work Map. An area mapped toward the center of a region indicates that works with all four (people, data, things, and ideas) (e.g., Q: Medical Technologies); closer to an edge communicates a stronger relationship with a particular component (U. Creative and Performing Arts). The World-of-Work Map includes the Career Area your students’ told us they like best and highlights Career Areas related to their interests. Region 99 http://www.act.org/world/explore_world.html

3. Career Exploration: Your Career Possibilities World of Work Understanding and Utilizing the Student Score Report: ***Counselors, especially, can use this part of the report to have very specific conversations with students, and help them explore areas they may be interested in. This section, coupled with a review of their academic preparation, can create a teachable moment—and motivation—for students to select rigorous and meaningful courses or get engaged in some targeted interventions to improve their skills. 34

Student Score Report First, you’ll notice the header at the top that identifies which student the report belongs to and which test they took. Both the ACT Explore and ACT Plan Student Score Reports contain basically three sections: two that deal with academic achievement and planning (one on the front page of the report and one on the back) and one that deals with career exploration. We will be working through these systematically.

Student Score Report Dissemination What happens next? Teachers/counselors learn to interpret individual student results School administrators should be aware of individual student results Teachers/counselors review results with students Teachers/counselors review results with parents What can you do to ensure that colleagues who aren’t here today understand how to interpret the Student Score Report? How can these results be shared with students and parents? It is usually not enough to simply mail these reports home. This report is rich with information and opportunity to consult and counsel students about their readiness and their plans. Possibilities for Dissemination to Students: Teachers or guidance counselors review individual assessment results with students individually or in groups School personnel provide individual assessment results and interpretive materials to the students’ parents Teachers and guidance counselors have access to individual students’ assessment results Teachers and guidance counselors know how to interpret individual students’ assessment results School administrators participate in review of individual assessment results with teachers

www.explorestudent.org Student Resources ACT has developed a website designed to help educators, students and parents understand and use ACT Explore and ACT Plan At www.EXPLOREstudent.org and www.planstudent.org you can: Learn what your students’ ACT Explore and ACT Plan scores mean Learn how to improve your students’ skills Learn how ACT Explore and ACT Plan can help your students see if they are on target for college Use online career exploration tools Find sample ACT Explore and ACT Plan test questions 37

Profile Summary Report Aggregates data from Student Score Reports Identifies if students are on target to be college and career ready Shows if coursework aligns with career interests and educational plans -Everything that is available in the student score report rolls up into the profile summary reports. It summarizes all of those individual student reports. So here is where things start to get fun from a systemic standpoint. -This information is organized into tables with guiding questions at the top. -Teachers and counselors have access to aggregate assessment results -Teachers and counselors know how to interpret aggregate school assessment results -School personnel provide aggregate assessment results and interpretive materials to parents and community -School administrators participate in review of aggregate assessment results with teachers

Frequency Distribution Table Profile Summary Report: Table 1a How do the ACT Explore scores of our students compare with those of students nationally? -Use notes from the webinar to explain this chart.

Frequency Distribution Table Profile Summary Report 191 Total Students Benchmark Note the mean score: 13.8 in English and the Benchmark score of 13 40

Frequency Distribution Table Profile Summary Report 191 Total Students 53 (28%) Students Above Benchmark Students on target to be college ready 100 (52%) Students on the Cusp 44 in danger of slipping 41 within 2 points of benchmark Students on the cusp Benchmark Students in need of intervention Note the mean score: 13.8 in English and the Benchmark score of 13 38 (20%) Students Below Benchmark 41

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. To understand what a particular score means, I need to introduce you to another foundational component of ACT’s College Readiness System: The College Readiness Standards. These are empirically derived standards that identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test. They were determined by looking at the types of skills in various content areas that students in a particular score range consistently demonstrated, so they help interpret what scores actually mean. Researchers at ACT looked at students scoring between 13-15 and identified the various skills that they demonstrated, the same for students who scored 16-19, 20-23, and so on up the scale. Understanding and using these standards is essential to making meaning from the various reports and translating that into an plan of what to do next. Make sure to emphasize: These are consistent with the Common Core State Standards, and were actually our contribution—along with all of the empirical data to support them—to the creation of those standards. We are in the process of reformatting our standards to make it easier for educators to see the overlap and alignment between the two sets. We expect that to be released later this fall. http://act.org/standard/

provide suggestions to progress to a higher level Statements that describe what students are likely to know and be able to do... And statements that provide suggestions to progress to a higher level of achievement Point out organization of the standards: Score range, Strands (this just shows three of several in math), standards, and ideas for progress. So when you realize that the majority of your students are falling in a particular score range, you can use the College Readiness Standards to define what skills are solidly in place, and identify meaningful steps to take to move the students to the next score band. http://act.org/standard 43

College Readiness Standard Score Ranges Profile Summary Report: Table 1c How does your local “% At or Above Benchmark” compare to the national %? Table 1c presents the data from 1a in a different way by - orienting it according to the score ranges in the College Readiness Standards to give you information on the skillsets of groups of students. [Click] (Point out the CRS ranges and the four content areas.) [Click] Another key piece of data is the percentage of students at or above the Benchmark in a particular area. Example. [Click] The Benchmark in Science is 20 (Explore), and at the bottom of the table only 9% of students met that mark. [Click] The largest percentage of students (48%) fell in the 16-19 CRS range, which is just below the benchmark score. Pause for discussion here: What do you need to do with these standards? Now, you can look at the College Readiness Standards for that score range and see what Ideas for Progress are suggested, which could become the content for targeted tutorials or bell-ringer type activities, while also looking systemically at those skills to see when those skills are introduced and mastered in the curriculum. That may suggest some curricular changes that need to be made. Now, let’s take a few minutes and look at your own reports. [Give them a few minutes to study their data] 52%/64%

In which ranges are the majority of your students? College Readiness Standard Score Ranges Profile Summary Report: Table 1c In which ranges are the majority of your students? Given these score ranges, in which College Readiness Standards are your students most proficient? 13-15 16-19

http://act.org/standard Point out organization of the standards: Score range, Strands (this just shows three of several in math), standards, and ideas for progress. So when you realize that the majority of your students are falling in a particular score range, you can use the College Readiness Standards to define what skills are solidly in place, and identify meaningful steps to take to move the students to the next score band. http://act.org/standard 46

Where are the instructional gaps? Scores by Gender, Race, and Ethnic Background Profile Summary Report: Table 2 Where are the instructional gaps?

Educational Plans Profile Summary Report: Table 3 What are the future educational plans of your students? How can you encourage and support these educational plans?

Educational Plans and Needs Profile Summary Report: Table 4 What areas of need have students’ expressed? Are we providing programs or services to meet our students’ needs?

Profile Summary Report Additional information Profile Summary Report also includes: Relation between scores and career interests (Tables 5a and 5b) Local Items (Table 6) There is other information available in the Profile Summary Report. We’ve focused so far on the information related to college and career readiness. Take a moment to flip through the rest of the tables provided in the Profile Summary Reports. You can see that there are reports that help you. [Just read what’s on the slide] Note: Explore reports don’t include course pattern information.

Item Response Summary Report 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. Item response results are categorized by test (e.g., English), by subscore (e.g., Usage/Mechanics), and by content area (e.g., Punctuation) and provide comparisons to other students taking the same test form. District IRSR is a cumulative report of your participating school reports. Your district also receives copies of all school level reports.

Item Response Summary Report The IRSR Report shows you the percentage of your students who selected the: -correct response to each item -incorrect response. -the percentage who did not answer the item. -the average percentage of students who responded correctly to the items in each content area. **Draw attention to the two answer choices at the top. Explain that the items alternate between A-E answer choices and F-K answer choices. -Point to #23 as an example: this is a good instance of a situation where you need to pull out your test booklet and ask, “Why did 43% answer this question incorrectly? Why did 10% omit?” Help Students understand directions BEFORE the test – explorestudent.org “all about the test” 52

Item Response Summary Report The IRSR Report shows you the percentage of your students who selected the: -correct response to each item -incorrect response. -the percentage who did not answer the item. -the average percentage of students who responded correctly to the items in each content area. **Draw attention to the two answer choices at the top. Explain that the items alternate between A-E answer choices and F-K answer choices. -Point to #23 as an example: this is a good instance of a situation where you need to pull out your test booklet and ask, “Why did 43% answer this question incorrectly? Why did 10% omit?” Help Students understand directions BEFORE the test – explorestudent.org “all about the test” 53

Item Response Summary Report 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? The IRSR Report shows you the percentage of your students who selected the: correct response to each item incorrect response. the percentage who did not answer the item. the average percentage of students who responded correctly to the items in each content area. 54

Application Exercise Item Response Summary Report Circle the *asterisked numbers (correct answers) for each question. Use your highlighters to mark only the circled numbers (make a key): No Mark 75%+ Green 50-74% Yellow 25-49% Pink 0-24% Be sure to emphasize that they only mark the circled numbers only -Highlighters are on the table (they might have to share) -Give them 10 minutes to complete this activity. Suggestion: suggest participants write what they’re doing (i.e. indicate that the green highlighted circle = 50-74% correct and note the “patterns” )

Color-Code No Mark 75%+ Green 50-74% Replace image with what is in the workbook and fix the color coding key to match So, your work should look something like this. Color-Code No Mark 75%+ Green 50-74% Yellow 25-49% Pink 0-24%

Application Exercise Analysis Look for patterns: Dramatic differences from the reference group High percentages clustered around a wrong answer High percentages of omitted questions Do any of these occur more frequently for some domains than others? Instruct participants to make a note on their paper when they see something that fits one of these situations.

Dramatic Difference from Reference Group So, what would you do with this information? Study this data in relation to the test booklet. You may even choose to highlight each question as you have done here to facilitate that exercise. As you look at each item, you can determine what is being assessed. Then, study the College Readiness Standards. Find that skill or cluster of skills, and you can look at the ideas for progress for suggestions about how to move students on. Suggestion: suggest participants write what they’re doing (i.e. indicate that the green highlighted circle = 50-74% correct and note the “patterns” )

Clustered on wrong answer So, what would you do with this information? Study this data in relation to the test booklet. You may even choose to highlight each question as you have done here to facilitate that exercise. As you look at each item, you can determine what is being assessed. Then, study the College Readiness Standards. Find that skill or cluster of skills, and you can look at the ideas for progress for suggestions about how to move students on. Suggestion: suggest participants write what they’re doing (i.e. indicate that the green highlighted circle = 50-74% correct and note the “patterns” )

High Percentage Omitted So, what would you do with this information? Study this data in relation to the test booklet. You may even choose to highlight each question as you have done here to facilitate that exercise. As you look at each item, you can determine what is being assessed. Then, study the College Readiness Standards. Find that skill or cluster of skills, and you can look at the ideas for progress for suggestions about how to move students on. Suggestion: suggest participants write what they’re doing (i.e. indicate that the green highlighted circle = 50-74% correct and note the “patterns” )

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 Curriculum Alignment ... a process of interpreting learning standards and developing learning objectives that are targeted directly to the standards. According to Norm Webb (1997) curriculum alignment can be defined as the degree to which expectations and assessments are in agreement and serve in conjunction with one another to guide the system in assuring that students learn what they are expected to know and do. In an aligned system all content standards must be accounted for in some manner (Mitchell 1996). There is a complete set of Guides for EXPLORE, PLAN, and the ACT—in all four content areas—called Connecting College Readiness Standards to the Classroom. Plus there’s an Administrators Guide. These are available on the ACT website, and I’ve included that on your Resources sheet. Let’s take a moment to review what these resources provide. These guides would enable rich discussions in department or team meetings. www.act.org/standards

Next Steps: Curriculum Alignment Resources at ACT 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/index.html

Examples of Test Items by Score Range In each content Guide, there will be a table like this for each strand in that content area. These examples are not in the Administrator’s Guide. Strands are combined in the suggestions for instruction and assessment section. All strands are covered; some multiple times. These are not meant to be a complete set of day-by-day lesson plans. These are suggestions using a model for good instructional units and to illustrate rigorous classroom activities. www.act.org/standard/guides/explore/index.html

Next Steps: Curriculum Alignment Resources at ACT Curriculum Review Worksheets http://act.org/standard/instruct/pdf/CurriculumReviewWorksheets.pdf

Your District’s Curriculum Compared to the College Readiness Standards http://act.org/standard/instruct/pdf/CurriculumReviewWorksheets.pdf

Early Intervention Rosters School-level reports that identify students who fall into three categories: Roster 1: Educational Plans Roster 2: Below 10th percentile (ACT Explore only) Roster 3: Need Help Early Intervention Rosters start on: -P. 68 FOR Explore -P. 71 for Plan This is the last section!! Yay!

ACT Plan Early Intervention Rosters Roster 1: Early Identification Roster 1: Students indicating they do not plan to finish high school or have no post-high school educational plans Roster 1. Early Identification. Which of our students reported that they do not plan to finish high school or have no post–high school educational plans? Students in this category are listed alphabetically by name with their ACT Plan scores, their coursework plans, and their educational plans. These are students who need to talk to a counselor, explore the World of Work map, etc. These are the same for both Explore and Plan. -Use the second student down (LASTNAME02, FIRSTNAME 02) as an example of a student who needs intervention: relatively high Plan scores, but no plans for further coursework & no post-high school plans.

ACT Plan Early Intervention Rosters Roster 1: Early Identification Roster 1. Early Identification. Which of our students reported that they do not plan to finish high school or have no post–high school educational plans? Students in this category are listed alphabetically by name with their ACT Plan scores, their coursework plans, and their educational plans. These are students who need to talk to a counselor, explore the World of Work map, etc. These are the same for both Explore and Plan. -Use the second student down (LASTNAME02, FIRSTNAME 02) as an example of a student who needs intervention: relatively high Plan scores, but no plans for further coursework & no post-high school plans.

ACT Plan Early Intervention Rosters Roster 1: Early Identification Roster 1. Early Identification. Which of our students reported that they do not plan to finish high school or have no post–high school educational plans? Students in this category are listed alphabetically by name with their ACT Plan scores, their coursework plans, and their educational plans. These are students who need to talk to a counselor, explore the World of Work map, etc. These are the same for both Explore and Plan. -Use the second student down (LASTNAME02, FIRSTNAME 02) as an example of a student who needs intervention: relatively high Plan scores, but no plans for further coursework & no post-high school plans.

ACT Plan Early Intervention Rosters Roster 2: Coursework Intervention ACT Explore: Students scoring below the national 10th percentile ACT Plan: students with 2a) composite score of 16 or higher who reported they have no plans to go to college 2b) reported that they plan to attend college but earned a composite score of 15 or less, or reported that they do not plan to take college core coursework. Note: the lesson here is NOT to discourage kids who plan to go to college but are not currently prepared…rather, it should spur a conversation about course taking, rigor, and intervention. report which of your students indicated they do not plan to finish high school or have no post-high school educational plans identify students above, at, or near College Readiness Benchmarks but reported that they have no plans to attend college identify students who plan to attend college but score below College Readiness Benchmarks or do not plan to take college core coursework identify students who expressed a need for help with: making plans for education, career, and work after high school improving writing skills improving reading speed and comprehension improving study skills improving mathematical skills improving computer skills improving public speaking

ACT Plan Early Intervention Rosters Roster 2: Coursework Intervention Roster 2: ACT Explore: Students scoring below the national 10th percentile Roster 2a and 2b. Coursework Intervention. This only exists in the Plan report, not the Explore report. Which of our students earned a ACT Plan Composite score of 16 or higher, but reported that they have no plans to attend college? Which of our students reported that they plan to attend college, but earned a ACT Plan Composite score of 15 or lower, or do not plan to take college core coursework? Students are listed alphabetically by name with their ACT Plan scores, their coursework plans, and their educational plans.

Early Intervention Roster Roster 3: Need for Assistance Roster 3: Students who expressed a need for help in a particular area Are we providing programs or services to meet our students’ needs? Remind them that they can always look at the individual student score reports to get more information about particular students on the intervention rosters.

Contact Customer Service: 877-789-2925 Educator Resources: Additional Resources Contact Customer Service: 877-789-2925 Educator Resources: www.act.org/explore Student Resource: www.explorestudent.org College Readiness Standards: www.act.org/standard

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