Building Impactful Assessments Warren Central High School February 19, 2014 Mr. Joey Norman

Agenda SECTION I: The Basics of the ACT (3:10 – 3:45) Introduction/Celebration Benchmark Information & Update Targets Importance of the ACT to the Average Measurable Objective (AMO) Historical PLAN/ACT Data SECTION II: ACT Strategies (3:50 – 4:30) ACT General Information Practice Questions & Review Answers (Department Break-out) Sharing of Strategies

Agenda SECTION III: In-Class Assessments (4:45 – 5:35) Review of Higher-Order Thinking Information Sharing of Assessments (Group Break-out) SECTION IV: Embedding ACT Strategies and Tying it All Together (5:40 – 6:10) Classroom Strategies Operation Preparation Plans Junior Teacher Breakout / Personal Mission Statements Exit Slips

Section I: The Basics of the ACT Celebrations: Our Plan composite score has improved.4 points over the score. We went from a 16.1 to a KY overall test scores went down in 3 out of 4 areas, we improved our scores in all 4 areas. South Warren - went DOWN.1 Greenwood - went DOWN.3 Warren East - went DOWN.3 Bowling Green - went DOWN.8 Warren Central - went UP.4

Benchmarks Section I: The Basics of the ACT

Seniors at Benchmark (College and/or Career Ready) 76 College Ready 12 Career Ready 9 College & Career Ready COMPASS / KYOTE WORK KEYS KOSSA / Industry Certificate Junior Targets (ACT in March) Sophomore Targets (ACT in March 2015) Freshmen (ASPIRE in 2014/2015) Section I: The Basics of the ACT

How does the ACT Impact WCHS’s Average Measurable Objective (AMO)? 1) Growth Component Growth from PLAN to ACT in Reading & Math 2) College & Career Readiness Component College: ACT = 1 PtACT + KOSSA + Industry Cert = 1.5 Pts 3) Graduation Rate Component Increased Motivation & ACT Success Encourages Graduation 4) Achievement Component EOC’s – ACT-like Questions 5) Gap Component EOC’s – ACT-like Questions (points from P & D ONLY) Section I: The Basics of the ACT

Historical ACT Data for WCHS Section I: The Basics of the ACT YearEnglishMathReadingScienceComposite AVERAGE

Historical Data Continued Class of 2014 PLAN = 15.9ACT = 17.9 (173/230) Class of 2015 PLAN = 16.1ACT Goal = 18.1 Class of 2016 PLAN = 16.5ACT Goal = 18.5 Section I: The Basics of the ACT

FIND SOMEONE WITH THE SAME COLOR OF SHIRT ON & TELL THEM ONE POSITIVE THING THAT YOU DID FOR SOMEONE TODAY!!! BRAIN BREAK!!

ACT General Information Section II: ACT Strategies Test# of QuestionsTimeQuestion/Seco nd English 7545 minutes1/36 seconds Math 6060 minutes1/60 seconds Reading 4035 minutes1/52.5 seconds Science 4035 minutes1/52.5 seconds

Break Out By Departments English Social Studies Math Science CTE & Practical Living – Choose a department to join Section II: ACT Strategies

Group Activity I Rules 1) You will follow the link to your set of sample questions (on PD webpage) 2) Answer only the set of questions for your content (select the answer choice, it will alert you if incorrect) 3) Once everyone in your group has completed the practice test, you will develop strategies to share on the Poster 4) Hang the poster close to your group & be prepared to share Section II: ACT Strategies

Group Activity II 1) Using the shared strategies, attempt a set of sample questions from outside your content area 2) Record results & be prepared to share experiences Section II: ACT Strategies

BREAK!!! Hydrate Dehydrate Stretch

Higher Order Thinking Bloom’s & DOK Developing Rigorous Test Questions Include Richly Developed Multiple Choice Questions with Thought- Provoking Answer Choices Move Away From: Matching True/False Labeling Test-Banks such as ExamView, etc Section III: In-Class Assessments

Why Does Rigor Matter? For ACT-tested students in rigorous high schools, score increases associated with taking Algebra II or Chemistry were about double those for ACT-tested students in high schools nationally Students who took Algebra II or Chemistry at rigorous high schools met or exceeded ACT College Readiness Benchmarks in greater percentages than ACT-tested students in high schools nationwide who took these courses Students who took such critical courses as Algebra II or Chemistry at rigorous high schools had higher rates of college enrollment and college retention than did ACT-tested students from high schools nationwide who took Algebra II or Chemistry More students at rigorous schools are meeting all four Benchmarks than is seen among ACT-tested students from schools nationally Section III: In-Class Assessments

Group Activity III 1) Gather within your assigned group 2) Each group will receive samples of recently used exams from WCHS 3) Each group member should analyze a minimum of 5 questions 4) Analysis should include: Bloom’s Level DOK Level ACT-like? Section III: In-Class Assessments

FIND SOMEONE WITH THE SAME BIRTH MONTH AS YOU AND SHARE THE GREATEST BIRTHDAY GIFT YOU EVER GOT!!! BRAIN BREAK!!

Classroom Strategies to Embed ACT and HOT Concepts ACT/QualityCore BellRingers Timed Tests Rigorous Instruction Building Positive Relationships Teach so that the Test is NOT a Big Deal Section IV: Embedding & Tying it All Together

Operation Preparation 2014 Impact on College & Career Readiness Section IV: Embedding & Tying it All Together

Junior Teachers Please Meet With Ms. Rogers and Me Non-Junior Teacher Assignment Develop a Personal Mission Statement that Outlines Your Commitment to Promote College & Career Readiness Section IV: Embedding & Tying it All Together

Top 5 Learning Moments from the Session (1 side) Questions or comments (1 side) Include your NAME Exit Slip