Transcript Final Reporting Guide

EXPLORE 201 Webinar
for Prior Participants
Hosted by:
Ann Connelly - EXPLORE Manager, NAU/GEAR UP
Stephanie Lewis - Director, Program Solutions
ACT Inc. West Region
2012-13 Goals, Objectives and Outcomes
Of the EXPLORE INITIATIVE
Overarching Goal:
To motivate more K-12 students to plan for,
prepare for, and succeed in earning a bachelor’s
degree.
Now what do we do with the
EXPLORE Results???
 What is our schools plan to complete use the EXPLORE
results? - Final Reporting Guide
 How do I report what my school did with the EXPLORE
results? - Final School Report
 How do I help parents and students understand their results?
- Student and Parent PowerPoint Presentations.
 How do I interpret and use the EXPLORE data to Improve
student performance? - ACT Presentation
 What is your schools plan to
complete use the EXPLORE
results?
Final Reporting Guide
EXPLORE FINAL SCHOOL
REPORTING
Set Up of Final Reporting Guide:
Page 2
Page 3
Page 4
SET UP of Final Reporting Guide:
Page 5
Page 6
 How do I report what my school
did with the EXPLORE results?
Final School Report
Final School Report
Completing the Final Reporting Guide
and submitting the Final School Report
Complete Final Reporting Guide:

Please take the Final Reporting Guide with your notes back to your
school for review/revision/approval by your Principal and other
staff responsible for sections of the Plan.
Submit Your Final School Report:

District Liaisons will submit the individual Final School Reports to
NAU/GEAR UP on, or before May 31, 2013.
 How do I help parents and students
understand their results?
Student and Parent PowerPoint
Presentations
2012-13 Arizona EXPLORE Initiative
Understanding Your
EXPLORE Results
®
Prepare for a
World of Possibilities
In High School and Beyond!
Understanding Your
Child’s EXPLORE Results
®
Preparing them for a
World of Possibilities
In High School and Beyond!
Entendiendo los Resultados
de EXPLORE® de su Niño
¡Preparándolos para un Mundo de Posibilidades
en Preparatoria y Más Allá!
All PowerPoints and materials are available to
download at the EXPLORE Website:
http://Sites.google.com/site/exploreazproject/home
To get a script for the PowerPoints,
You will need to print the documents
as notes pages
How do I interpret and use the EXPLORE data
to improve student performance?
ACT Presentation
2012-13 Arizona EXPLORE Initiative
NAU GEAR UP
EXPLORE 201:
Getting the Most
Out of Your
EXPLORE Data
Stephanie Lewis
December 6, 2012
Stephanie Lewis
Director, Program Solutions
ACT, Inc., West Region
Office 916-631-9200/Cell 319-321-9764
[email protected]
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
®
Longitudinal Assessments
College Readiness System Scores
32
25
36
EXPLORE
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.
MEASURING STUDENT PROGRESS TOWARD READINESS
IMPROVING
COURSE RIGOR
EXPLORE
PLAN
The ACT
ENGAGE
QualityCore
8th and 9th grade
curriculum-based
educational and
career planning
program
10th grade
curriculum-based
educational and
career planning
program
11th and 12th
grade curriculumbased assessment
for learning
outcomes
Middle and high
school assessment
that measures all
factors of academic
success
Research-driven
solutions for
strengthening
curriculum
SUPPORTING SOLUTIONS
PLANNING SCHOOL IMPROVEMENT
Core Practice Audit
CoreWork Diagnostics
Framework for evaluating current practices
Online service to diagnose and improve
content and practice areas
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 Literacy
ACT 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 Literacy
ACT 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
Cusp/Bubble
-+2 or -2 points above or below
Percentiles
the value of a variable below which a
certain percent of variables fall
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 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
Student Score Report
 An individualized score report detailing scores
received on the assessment, career plans and
needs indicated by the student.
Student Score Report
 The Student Score Report will provide:
• suggestions for improving student academic skills
• careers that match student interests
• indicators of college readiness
Student Score Report
Student Score Report
Student Score Report
Student Score Report
Student’s
Grade Level
Scan Date
Student’s
School
School
EXPLORE®
Code
Test Date
Student Score Report
Student Score Report
Questions to Consider:
 What can norms tell you about this student?
 How does this student compare with other students nationally?
Student Score Report
Student Score Report
 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
Student Score Report
Student Score Report
Questions to Consider:
 How can your school meet the needs of
what the student is asking for?
 Are you already addressing these?
Student Score Report
Question to Consider:
 How does the student’s courses and
scores relate to their educational plans
and career choices?
Student Score Report
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
Test
College Course
EXPLORE
8th Grade
9th Grade
PLAN
ACT
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
 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
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
Mathematics
Score
Range
13-15
Standards
Basic Operations &
Applications
Probability, Statistics,
& Data Analysis
Numbers: Concepts & Properties
 Perform one-operation
 Calculate the average of a list of
• Recognize equivalent fractions
computation with whole numbers
and decimals
positive whole numbers
and fractions in lowest terms
 Solve problems in one or two
steps using whole numbers
 Perform a single computation
using information from a table or
chart
 Perform common conversions
(e.g., inches to feet or hours to
minutes)
Ideas for
Progress
Statements
that describesolve real-world problems that
Investigate and build
understanding of the concept of
involve measures of central
what
percentage as
a comparison of a
tendency (e.g., mean, median,
part to a whole
mode)
students
 use multiple
operations to solve
 interpret data from a variety of
multistep arithmetic problems
displays (e.g., box-and-whisker
are likely to plot) and use it along with
additional information to solve
know and real-world problems
 conduct simple probability
and represent results
be able to experiments
using different formats
do...


 recognize and apply place value,
rounding, and elementary number
theory concepts
And statements that
provide suggestions to
progress to a higher level
of achievement
Student Score Report
Student Score Report
You and the
World of Work
Your Interests
Exploring Career
Options
Student Score Report
Student Score Report
Student Score Report
Student Score Report
www.explorestudent.org
Dissemination of Results Table
Profile Summary Report
What is the Profile Summary Report (PSR)?
 summarizes the performance of your students
 available at the school and district level
Profile Summary Report
 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
Profile Summary Report
 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.
Frequency Distribution Table
191 Total Students
Students on target
to be college ready
Students on the cusp
Benchmark
53 Students Above
Benchmark
100 Students on the Cusp
44 in danger of slipping
41 within 2 points of benchmark
Students in need
of real
intervention
38 Students Below
Benchmark
Dissemination of Results Table
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.
Item Response Summary Report
 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
Item Response Summary Report
Student Response Information
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?
Replace image with what is in the workbook
Color-Coding Key
No color
75-100% Correct
Green
50-74% Correct
Yellow
25-49% Correct
Pink
0-24% Correct
Replace image with what is in the workbook and fix the color coding key to match
Replace image with what is in the workbook and fix the color coding key to match
College Readiness Standards
Mathematics
Score
Range
13-15
Standards
Basic Operations &
Applications
Probability, Statistics,
& Data Analysis
Numbers: Concepts & Properties
 Perform one-operation
 Calculate the average of a list of
• Recognize equivalent fractions
computation with whole numbers
and decimals
positive whole numbers
and fractions in lowest terms
 Solve problems in one or two
steps using whole numbers
 Perform a single computation
using information from a table or
chart
 Perform common conversions
(e.g., inches to feet or hours to
minutes)
Ideas for
Progress
Statements
that describesolve real-world problems that
Investigate and build
understanding of the concept of
involve measures of central
what
percentage as
a comparison of a
tendency (e.g., mean, median,
part to a whole
mode)
students
 use multiple
operations to solve
 interpret data from a variety of
multistep arithmetic problems
displays (e.g., box-and-whisker
are likely to plot) and use it along with
additional information to solve
know and real-world problems
 conduct simple probability
and represent results
be able to experiments
using different formats
do...


 recognize and apply place value,
rounding, and elementary number
theory concepts
And statements that
provide suggestions to
progress to a higher level
of achievement
Standard from Math, 16-19, Measurement Strand
Compute the perimeter of polygons when all side
lengths are given.
EXPLORE
Which of the following is a general expression for the perimeter of the
right triangle below, in miles?
z miles
y miles
x miles
A. x + y + z
B. 2(x + y)
C.
x
2
D.
xy
2
E. xy
y
2
Standard from Math, 16-19, Measurement Strand
Compute the perimeter of polygons when all side
lengths are given.
PLAN
What is the perimeter, inches, of a square whose sides
5
each measure 5 8 inches?
Standard from Math, 16-19, Measurement Strand
Compute the perimeter of polygons when all side
lengths are given.
The ACT
The out-of bounds lines around a basketball court in Central
Park need to be repainted. The court is a rectangle 90 feet
long and 50 feet wide. What is the perimeter, in feet?
A. 140
B. 190
C. 230
D. 280
E. 4500
Next Steps
 Curriculum Review Worksheets
Next Steps
Dissemination of Results Table
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
EXPLORE Early Intervention Rosters
EXPLORE Early Intervention Rosters
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?
Dissemination of Results Table
Questions/Reflections?