INGHAM INTERMEDIATE SCHOOL DISTRICT Jeffrey Dole, IISD Career Preparation Specialist 517-244-1365...

INGHAM INTERMEDIATE SCHOOL DISTRICT

Jeffrey Dole , IISD Career Preparation Specialist517-244-1365 (jdole@inghamisd.org)

LEARNING GOALS:

1. Understand ACT Explore and Plan assessments.

2. Utilize a process for analyzing ACT data .

3. Understand how ACT data informs curriculum and instruction.

4. Use data to determine interventions.

5. Connecting Explore and Plan to Common Core

PROCESSES, RESOURCES AND SCHEDULE

8:00 AM – 2:30 PMLunch – On your own 11 – 12 PM

• PowerPoint- Discussion• Individual and group work• Schools sharing best practices• One folder for each school

TAKE YOUR LEARNING ONE STEP FURTHER

Ideas going around in my mind

Ideas that squared with my thinking

Ideas I want to learn more about

Ideas for connecting my learning

“THE WILL TO SUCCEED IS NOTHING WITHOUT

THE WILL TO PREPARE.”

TO WHAT DEGREE DO YOU BELIEVE… ( AGREE OR DISAGREE?)

All kids can learn?

All kids are learning at their highest possible levels?

All educators can learn?

All educators are learning at the highest possible level?

Data can target instruction needs?

Educators target instructional needs using data?

Educators should be held accountable for student growth?

We will need the help of colleagues to meet the needs of all kids?

Disagree Agree

Directions: Find one or more questions that resonate with you. Then find a colleague and do a 5 minute pair share.

WHAT YOU THINK DETERMINES…

what you believe…

what you say…

what you do…

who you are.

All affect what our students learn, or do not learn.

ACT IS A PIECE OF THE PUZZLE…

ACT COLLEGE AND CAREER READINESS SYSTEM

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

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 assessment that measures all

factors of academic success

QualityCore

Research-driven solutions for

strengthening curriculum

CoreWork Diagnostics

Online service to diagnose and improve content and practice areas

Core Practice Audit

Framework for evaluating current practices

POSSIBLE GRADES TESTED

7th grade 8th grade 9th grade 10th grade

Spring 2012 EXPLORE (IISD)

EXPLORE (Michigan)

PLAN (IISD)

PLAN (Michigan)

Spring 2013 EXPLORE (IISD)

EXPLORE (Michigan)

PLAN (IISD)

PLAN (Michigan)

1 6 11 16 21 26 31 36

EXPLORE

EXPLORE 8th and 9th grade (score range 1 to 25)

PLAN 10th grade (score range 1 to 32)

ACT 11th and 12th grade (score range 1 to 36)

An Explore score of 23 is the same as a Plan and ACT score of 23.

CURRICULUM-BASED ASSESSMENTS

Score Scales

EXPLORE 8th & 9th Grade

PLAN 10th Grade

The ACT 11th & 12th Grade

1 – 25 1 – 32 1 - 36 English Test (Content & number of items) 30 minutes 30 minutes 45 minutes Punctuation 6 7 10 Grammar & Usage 8 9 12 Sentence Structure 11 14 18 Strategy 5 6 12 Organization 5 7 11 Style 5 7 12 Total 40 50 75

Score Scales

PLAN 10th Grade

1 – 25 1 – 32 1 - 36 Mathematics Test (Content & number of items) 30 minutes 4 0 minutes 60 minutes Pre- Algebra 10 14 14 Elementary Algebra 9 8 10 Intermediate Algebra - - 9 Geometry 7 - - Coordinate Geometry - 7 9 Plane Geometry - 11 14 Statistics/ Probability 4 - - Trigonometry - - 4 Total 30 40 60

CURRICULUM-BASED ASSESSMENTS

Score Scales

PLAN 10th Grade

1 – 25 1 – 32 1 - 36 Reading Test (Content & number of items) 30 minutes 20 minutes 35 minutes Prose Fiction 10 8 10 Humanities 10 9 10 Social Studies 10 8 10 Natural Sciences - - 10 Total 30 25 40

Score Scales

PLAN 10th Grade

1 – 25 1 – 32 1 - 36 Science Test (Content & number of items) 30 minutes 25 minutes 35 minutes Data Representation 12 10 15 Research Summaries 10 14 18 Conflicting Viewpoints 6 6 7 Total 28 30 40

Time to take the Math or Reading Test : 30 questions – 30 min

AFTER TAKING THE TEST: (10 MIN)

1. What surprised you?

2. What do you think your students will struggle with most?

3. What would you tell students as you prepare them for this test?

4. Please share successful preparation strategies.

PREPARING STUDENTS TO TAKE THE EXPLORE AND PLAN

1. Explain what the test is (measures knowledge) and what it is not (aptitude) .

2. Explain predictability and career exploration component of each test.

3. Explain the testing process/procedures, just like ACT.

4. Send letter home to parents.

5. Show sample problems from each test. (act.org/explore)

6. Give a practice test untimed, then timed.

7. Share test taking tips, test prep sites and resources.

HELPFUL RESOURCES

Career Search http://bls.gov/k12

http://michigan.gov/lmi

http://www.mappingyour future

.biz/planyoucareer/careership

http://www.acinet.org

http://online.onetcenter.org

http://www.myskillsmyfuture.org

http://www.careercruising.com

Test Preparation http://www. Number2.comhttp://www.act.org http://www.grockit.com http://www.mel.org

College Exploration http://www.collegeconfidential.com http://www.michigancap.org http://www.careercruising.com

ACT’S COLLEGE READINESS STANDARDS™

Example: Mathematics College Readiness Standards

College Readiness Standards Intervals

Source: http://www.act.org/standard/pdf/CRS.pdf

GLCE’and HSCE’s

ACT College and Career Readiness Standards

Common Core

HOW IMPORTANT IS THE MIDDLE SCHOOL TO COLLEGE READINESS?

College and Career

Readiness

Scores: 13 - 23 Scores 13 -27 Scores: 28 -36

GLCE 51 77.3% 72 61.5% 15 15.2%

Algebra I 8 12.1% 24 20.5% 43 43.4%

Geometry 3 4.5% 7 6.0% 13 13.1%

Algebra II 4 6.1% 12 10.3% 15 15.2%

DISTRIBUTION OF MICHIGAN CONTENT EXPECTATIONS IN THE COLLEGE READINESS STANDARDS

66 115 86

ACT – “The Common Core State Standards Initiative is led by theNational Governors Association and the Council of Chief StateSchool Officers, in partnership with ACT, the College Board,and Achieve.”

Source: ACT.org

WHY SHOULD SCHOOLS OFFER THE ACT EXPLORE AND PLAN? A RESPONSE TO OUR STAKEHOLDERS

1. Predicts ACT - MME performance

2. Identifies early problems, informs interventions

3. Guides curriculum and instruction

4. Helps prepare to be college and career ready

MICHIGAN DASHBOARD - 2012

Source - http://www.michigan.gov/midashboard

MICHIGAN DASHBOARD - 2012

AGE OF ACCOUNTABILITY

2004 06 10 2012 2014 20152013

MI adopts GLCE’s

MI adopts HSCE’s

MI adopts Common Core

Teachers to begin providing instruction related to Common Core State Standards

MI Gov. Council to develop Educator Eval. Tool based on student performance

Smarter Balanced Assessments - Full implementation of fully functioning assessment system

States administer summative assessments during last 12 weeks of school year

http://www.smarterbalanced.org/timeline

NCLB08

MME& MMC

What is to be taught? Are we teaching them well? How do we measure student growth?

INGHAM ISD COMMON CORE STANDARDS UPDATES/WORKDAY FEBRUARY 20, 2013

Updates include:

An in-depth look at the Smarter Balanced Assessments.

New model instructional units

Critical instructional strategies for teaching the Common Core

New information to help with aligning your curriculum

Work time will be provided for district teams to continue alignment and gap analysis activities.

For information contact: Amy Kilbridge, 517- 244- 1273

Theron Blakeslee, 517 -244-1201

COLLEGE AND CAREER READINESS

DEFINING WHAT YOU WANT BEFORE YOU BEGIN TO MEASURE WHETHER YOU HAVE IT.

4 Minute Pair Share

1. ( 2 minutes) Allow partner to describe college and career readiness without interruption.

2. ( 2 minutes) switch roles

ACT COLLEGE READINESS BENCHMARKS

Test College Course ACT

English English Composition 18

Math College Algebra 22

Reading Social Studies 21

Science Biology 24 24212020BiologyScienc

21171615Social SciencesReadin

22191817Algebra Math

18151413English

CompositionEnglis

9th Grade8th Grade ACTPLANCollege CourseTest

EXPLORE

COLLEGE READINESS STANDARDS - ACT

ACT defines “college readiness” as students having approximately a 75% chance of earning a grade of C or higher or a 50% chance of earning a grade of B or higher in first-year college English Composition; College Algebra; History, Psychology, Sociology, Political Science, or Economics; and Biology (credit- bearing courses)-ACT

CAREER READINESS - CTE

1. Authentic Problem Solving Skills

2. Self- Sufficiency Skills

3. Interacting with others Skills

4. Information and technology skills

5. Communications Skills

WORKKEYS® SKILL AREAS

Reading for Information*

Applied Mathematics*

Locating Information*

Applied Technology

Teamwork

Observation

Listening

Writing

Business Writing

** 85% of ALL occupations utilize

these skills

Day 2 MME

COLLEGE AND CAREER READINESS - CCSS

The acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing first year courses at a postsecondary institution (college, trade school or technical school) without the need for remediation.

-ACT and Common Core State Standards

1. Are your High School graduates college and career ready?

2. How do you know?

TWO QUESTIONS TO THINK ABOUT -

WHAT PERCENTAGE OF EDUCATORSREPORTED THAT THEIR STUDENTS ARE PREPARED FORCOLLEGE-LEVEL WORK IN THEIR CONTENT AREA?

Source: ACT national Curriculum Survey, 2009, pg.5, Fig 1.3

High School Teachers Postsecondary Instructors0

Percent of respondents

HTTPS://WWW.MISCHOOLDATA.ORG/DISTRICTSCHOOLPROFILES/REPORTCARD/EDUCATIONDASHBOARD.ASPX ( DASHBOARD – EDIT REPORT – ENTER SCHOOL NAME)

INGHAM COUNTY PUBLIC SCHOOLS

Graduation rate and Dropout rate used for AYP

MME % profic. (21%) Math = 57 Reading = 67

Basic Skills cut scores

**Source – Mich. Graduation CCR Accreditation Comparison

INGHAM COUNTY HS % PROFICIENT ON ACT ( CLASS OF 2012) COLLEGE AND CAREER READINESS

ELA = 56.1% Reading = 43.7 %Math = 33.7 %Science= 27.1 %

Overall = 21 % proficient on all four

*** Source – Mich. Graduation CCR Accreditation Comparison

ACT English CRS = 18

ACT Reading CRS = 21

ACT Math CRS = 22

ACT Science CRS = 24

LET’S LOOK AT THE CLASS OF 2015 ( 2011 8TH GRADERS)

EXPLORE PROFILE SUMMARY REPORT PRESENTATION PACKET

INGHAM COUNTY 8TH GRADERS

2010-2011 EXPLORE PROFILE SUMMARY RPT – INGHAM COUNTY GRADE 8HOW DOES OUR STUDENTS’ PERFORMANCE COMPARE WITH THAT OF STUDENTS IN THE NATIONAL NORM GROUP?

English Mathematics Reading Science Composite1

14.915.9 15.5

17.316

14.215.1

15.914.9

Local National

2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ACHIEVING SIMILARLY ACROSS RACIAL/ETHNIC GROUPS?

12.313.4 13.1

1513.6

13.914.9

15.9 15.5

17.416

13.714.8

16.615.6

1314.5

14.514.515.4 15.3

16.815.6

African American American Indian/Alaska Native Caucasian American Hispanic/Latino

Asian Native Hawaiian/Other Pacific Islander 2 or more races

2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ACHIEVING SIMILARLY ACROSS GENDER GROUPS?

15.514.6

16.815.215.1 15.4 15.3

1715.8

Males Females

2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8IS THE ACADEMIC ACHIEVEMENT OF OUR STUDENTS FOR THE PAST THREE YEARS IMPROVING COMPARED TO THAT OF THE NATIONAL NORM GROUP?

14.215.1

15.914.914.9

15.915.5

17.31615.1 15.7 15.2

17.115.9

14.9 15.4 14.8

16.815.6

National Local 2010-2011 Local 2009-2010 Local 2008-2009

2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ADEQUATELY PREPARING THEMSELVES TO BE SUCCESSFUL?

15.416.2

17.716.5

15.816.4

17.616.5

15.616

17.316.1

Local 2010-2011 Local 2009-2010 Local 2008-2009

Core: Students who plan to take 4 or more years of English and 3 more years of mathematics, social studies & natural sciences

2010-2011 EXPLORE PROFILE SUMMARY REPORT – GRADE 8ARE OUR STUDENTS ADEQUATELY PREPARING THEMSELVES TO BE SUCCESSFUL?

1415.4

16.615.3

14.214.8

16.415

14.114.5

16.114.8

Local 2010-2011 Local 2009-2010 Local 2008-2009

Noncore: Students who do not plan to take 4 or more years of English and 3 more years of mathematics, social studies & natural sciences

SAMPLE PUBLIC SCHOOL ( K – 12)

40.734

35.6 39

0102030405060708090

2011 Graduation Rate % ACT College Ready2011

% In College RemedialCourses

% MME Proficient2011

Sample Michigan

Total Students: 2686

Return

Source: http://bridgemi.com/2012/05/see-how-your-local-schools-do-on-college-prep

This chart shows 40.7 % of the 2011 SAMPLE school graduates who took college classes after graduation took 1 or more remedial courses.

MIDASHBOARD – POST SECONDARY OUTCOMES – COLLEGE REMEDIAL COURSEWORK

INGHAM COUNTY HS COLLEGE CREDITS (SPRING 2012)

CACC = 193 STUDENTS EARNED 1312 TTL. CR.

LCC EARLY COLLEGE = 84 STUDENTS/ 446 CREDITS

ONLINE INDEPENDENT COURSES = ?

ADVANCED PLACEMENT COURSE CREDITS = ?

DUALLY ENROLLED = ?

DISCUSSION WITHIN GROUPS ( 20 MIN)

Visit the website:https://www.mischooldata.org and looking at the data specific to your district, discuss the following questions:

1.What surprised you most about the data?

2.What concerns you most?

3.What will you do with this information?

WHAT IS THE CURRENT STATUS OF “COLLEGE READINESS” FOR STUDENTS IN THE STATE ?

2010-11 MICHIGAN 4-YR REGULATORY ADJUSTED C0HORT GRADUATION RATES

All stu

Hispan

Childr

isabil

Limite

Profic

Pacific

iracia

13th highest in the nation

State focus

STATES WITH 100% OF STUDENTS TESTING

2012 10th graders who took the PLANWe can do better for our students!

Student NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent Name

WEIGHING THE PIGS DOESN’T MAKE THEM ANY FATTER!!!

THREE WAYS TO GET BETTER FIGURES

1. Distort the figures.

2. Distort the system. Get demonstrated results at the expense of other results.

3. Improve the system.

Brian Joiner, Joiner Associates

“ Wherever there’s fear, you’ll get wrong figures. It’s what people think that counts.”

David Langford

WHAT CAN WE DO TO RAISE OUR SCORES? 1. Quality teachers and rigorous, relevant curriculum have

the greatest impact. There is no substitute for quality instruction in the classroom.

2. Use data for school improvement and to assist individual students.

- Revisiting curriculum and instruction

- Integrate targeted ACT prep activities and remediation

3. Appropriate interventions at all 3 tiers

4. Stakeholder involvement ( Students, Parents, admin. Board) ** building a culture focused on College and Career readiness

ACT SCHOOL REPORTS

Student ReportProfile Summary Report Early Intervention Roster Item Response Summary

ACT COLLEGE & CAREER READINESS INFORMATION SYSTEM

Five years of data for EXPLORE/PLAN/ACT

• Down to the student level

• At the aggregate level

• Follow cohorts as they move through

• Item-analysis to the standard level, including common core!

Estimated release – Spring 2013

Interpreting the EXPLORE/PLAN Student Report

ANN TAYLOR AND MARCUS JONES - 2012

Ann – Struggles in school

Does not like math or science.

Spends a lot of time with friends

EXPLORE score = 15

Marcus – Does well in school without much effort.

Enjoys reading

Active in sports.

EXPLORE score = 18

Future Spartans??

EXPLORE Interpretive Visuals9/200878

Score Report

USING YOUR EXPLORE RESULTS

YOUR SCORES

EXPLORE Interpretive Visuals9/200881

Estimated PLAN Composite Score Range

Understanding Your Explore Results

EXPLORE Interpretive Visuals9/2008 82

High School Graduation Requirements

Using Your Explore Results

PROFILE FOR SUCCESS

• 1. More schools to choose

• 2. More scholarships

• 3. Greater earning potential

WHAT IS A TWO POINT IMPROVEMENT WORTH?

U of M Ann Arbor

Kalamazoo College

Michigan State University

Alma College

Ferris State

Community Colleges

GPA: 3.8 ACT: 29 - 33

GPA: 3.65 ACT: 26 - 31

GPA: 3.4 ACT: 23 - 28

GPA: 3.5 avg. ACT: 21 - 27

GPA: 2.5 avg. ACT: 18 - 24

High School Graduation or GED

CMUWMU GPA: 3.3 ACT: 22 avg

Admissions Guidelines for Michigan schools 2011/2012 Michigan Colleges

GPA: 2.9-3.3 ACT: 22/ 17 min

CAREER CRUISING

1. Select Schools

2. Type in school name

3. Select Enrollment

4. Scroll down to ACT charts.

Central Michigan University

School

Average ACT (ACT Middle

50%)ACT Scores For

ScholarshipiQualification

Language Requiring @2nd Lang Req

Michigan State University 24-28 30

Preferred, but if core course is

taken in lieu of, it is waived

U of M AA 28-32 Sliding Scale

2 years for LSA college but none in other colleges

Grand Valley 22-26 Laker Dean Faculty Presidential No

23 26 29 32

U of M Dearborn 25

Maize and Blue Dean

Chancellors No

25 27 31

Western Michigan 23 26 No

Wayne State University 21 25 No

Eastern Michigan University 20-21 Presidential No

Alma College 22 Trustee Dean Presidential No, but

recommended

20 25 28

GRADUATE EARNING POWERSchool Graduate Starting Salary Graduate Mid-Career

Salary

Princeton 58,000 123,000

Harvard 57,000 121,000

Michigan 50,000 90,000

Michigan Tech 50,000 90,000

MSU 44,000 81,000

WMU 41,000 74,000

EMU 38,000 71,000

Ferris 42,000 70,000

CMU 40,000 65,000

GVSU 37,000 63,000

Wayne State 36,000 59,000

Student Data Analysis A 4-step process

1.Identify the incorrect answers2.Determine cause of incorrect

response3. Identify and prioritize

improvements4.Complete T-Chart

SAMPLE: Test Results Item Analysis sheet EXPLORE MATH 04A -STUDENT SCORE REPORT and test booklets Item Analysis for StudentsSTEP ONE: As you review the MATH section questions and answers with your teacher, circle whether your answer was correct or incorrect. This will allow you to focus on the strong items as well as those that may need to be readdressed. NOTE- Look closely at the number of the test item; they are not in order. They are grouped by the skill being measured. Pre-Algebra Student Results Notes1. B Correct Incorrect 4. G Correct Incorrect7. A Correct Incorrect Algebra Student Results Notes5. A Correct Incorrect

STEP TWO: Look carefully at the question and try to decide what caused you to select the wrong answer and make notes in the area provided.• Is it a content problem (something that you have not yet learned or mastered)? • Is it the question type (perhaps you are unfamiliar with the way the question is worded or how the information is presented)?• Is it a testing issue (did the you get tired of testing or run out of time or just make a simple mistake)?

STEP THREE: You now have a more clear indication of the areas that you may need to work on after completing steps one and two. On the back of your student score report there are suggestions of things that you can work on if you have weaknesses in particular areas. Put check marks next to the suggestions which would help you be prepared for the ACT next school year. STEP FOUR: Complete the strength and weakness T-chart and the reflection paragraph based on the information you have gathered from steps one, two and three. This will help you process your areas of strength and weakness and develop an action plan for improvement.

Step 1Step 2

Using Your Plan Results

Your Skills

Step 3 – Check improvements

Students keep this document in their portfolio and share with parents during conferences or parent meeting.

Current math score = _____ Growth score goal for PLAN/ACT = _____

Career and College interests -

Step 4

USING THE T- CHARTS

• Teachers use these responses to assist with differentiation in the classroom.

• Share with parents during conferences or parent informational meeting.

ESSENTIAL QUESTIONS:1. How much growth in academic achievement typically occurs

during high school?

2. Can growth be accelerated so that more students are ready for college and career when they graduate from high school?

3. Do growth rates differ depending on the degree to

which students are on target to becoming college and

career ready?

AVERAGE GROWTH BETWEEN EIGHTH AND TWELFTH GRADES

Source: ACT – Issues In College Readiness, How Much Growth toward College Readiness is Reasonable to Expect in High School?, 2009

AVERAGE GROWTH IN ACHIEVEMENT BETWEEN EIGHTH AND TWELFTH GRADES, BY DEGREE OF COLLEGE READINESS ENGLISH

MATHEMATICS

READING

SCIENCE

CHART SUMMARY

Groups of students who were on target in 8th grade were the only students who stayed on target in 10th grade and went on to become ready for college level work by high school graduation.

HELPING STUDENTS SETS ATTAINABLE GOALS

SETTING CHALLENGING – YET REASONABLE – INDIVIDUAL STUDENT GROWTH GOALSACT RECOMMENDATION

Goal for students off target– On successive tests, reduce by ½ the difference between the students score on a given subject and the corresponding College Readiness Benchmark.

Example – Explore Reading student score = 11 ( 4 pts below benchmark of 15)

PLAN Benchmark for English = 17

4/2 = 2

17 – 2 = 15 therefore the growth goal for this student is to get a 15 on the PLAN reading test.

ACT RECOMMENDATION FOR GROWTH GOALS

Goal for students nearly on target in 8th grade – Meet benchmarks on the PLAN and exceed benchmarks on ACT .

Goal for students on target at 8thgrade – Exceed benchmark scores on PLAN and ACT by 2 – 3 pts. or more

OR have students focus on the post secondary goals

EXPLORE PLAN ACT (MSU)

19 22 25

ITEM RESPONSE - WHAT IT SHOWS US:

Percentage who selected the correct and incorrect response for each question.

Average percentage who responded correctly in each content area.

Reference group results to show comparison.

ITEM ANALYSIS BY TEACHERS/DEPARTMENTS-

TODAYS WORK

Goal: Analyze student data to inform strengths and weaknesses in curriculum and instruction.

4 Steps:

1. Complete the analysis worksheet for the reading test.

2. Create Strengths and Weaknesses charts. (B.O.B.’s & W.O.W.’s)3. Complete Content Expectations Chart4. Complete School Improvement Planning

Template

ITEM ANALYSIS BY TEACHERS

STEP 1 – COMPLETE THE ITEM ANALYSIS WORKSHEET.

DEPARTMENT - Look at the test booklets and the actual items. Then look at this years Item Response data, and considering the last three years data ( if available) determine the appropriate percentage to isolate items which are Strengths and Weaknesses . At what % will you consider the items to be a curriculum and/or instructional Strength and Weakness?

INDIVIDUALLY - Complete the worksheet notes as you look over the test booklet.

Then discuss as a department:

Why do you think your students did well on the strengths items?

Why do you think your students did not do well on the weakness items?

ITEM RESPONSE SUMMARY REPORT

CCRW Manual p. 94

Math: PLAN Test Results Item Analysis for StaffSTEP ONE: As you review the Math section questions and answers, if the students have an _____% or higher on an item, circle “strength” and if the students have a _____ % or less on an item, circle “weakness.” This will allow us to focus on very strong items and those that we need to readdress. INDIVIDUALLY make any necessary notes that you notice about each type of question (content issue, question type or testing issue).Pre- Algebra > 80% < 60% Notes 1. AF Strength Weakness11. BG Strength Weakness21. AF Strength Weakness25. DJ Strength Weakness32. BG Strength Weakness37. BG Strength Weakness

Elementary Algebra > 80% < 60% Notes7. CH Strength Weakness12 AF Strength Weakness14. CH Strength Weakness16. BG Strength Weakness24. AF Strength Weakness27. DJ Strength Weakness29. AF Strength Weakness

Geometry > 80% < 60% Notes2. CH Strength Weakness4. D J Strength Weakness5. AF Strength Weakness10. BG Strength Weakness

17. DJ Strength Weakness

STEP 2 – CUT STRENGTHS AND WEAKNESSES ITEMS AND PASTE TO CHART PAPER

College Readiness Standard: Math - Expressions, Equations, and Inequalities (XEI): 601 (28-32) – Manipulate expressions and equations

MATH DEPARTMENT - 2 CHARTS

Strengths Weaknesses

Calculating the average, given frequency counts of all the data values

Recognizing equivalent fractions and fractions in lowest terms

Item’s 1,5,22

Item’s 3,9, 18, 27

Items 4,13, 18,

23Order of operations

STEP 3 – AS A DEPARTMENT, COMPLETE THE CONTENT EXPECTATION CHART.

1. Content of weaknesses WHAT

2. Essential Learning Skills using ACT CRS WHAT

3. Chapter, section, unit taught (SKIP) WHERE

4. Test taking concerns WHY

5. Instructional strategies to implement HOW

“The true value is in the process not the product.”

Completed as a department

* * * *

Please focus on GOOD

instruction when planning for the

Instructional Strategies to

Implement piece.

Will the students be engaged?

What toolbox strategies will be most

effective?

Do I need to differentiate instruction?

Are there other strategies that can be used which are not in

the toolbox?

WHAT IS GOOD INSTRUCTION?

Step #3

Building coherence between MS and HS curriculum

ITEM ANALYSIS BY TEACHERS

STEP 4- COMPLETE SCHOOL IMPROVEMENT PLANNING TEMPLATE. BASED ON THE DATA YOU

HAVE JUST ANALYZED:

1. Write a statement of gap in student achievement

2. Fill in the contributing cause for the gap in student achievement.

3. Create a measurable objective statement to support the goal.

4. Create some possible strategy statements.

Step #4

MICHIGAN DEPARTMENT OF EDUCATION CNA. SIP REVISED.V13.2010

1. Based on a review of the data and the staff discussion around the questions and proceeding pages, state the schools conclusions regarding the strengths and challenges ( weaknesses)of the students learning need.

Strengths:

Challenges:

2. For the challenges above, what content area goals have the school established for student achievement that will addressed in the school improvement plan

Content Area: ________________________________

Student Achievement Goals: ________________________________________________________________________________________________________________________________________________________________________________________________________

3. For the goals listed above, what did the school student data identify as the gap between where current student achievement is and where the building would like to be?

Content Area: ________________________________

Student Achievement Goals: ________________________________________________________________________________________________________________________________________________________________________________________________________

4. For each of the identified gaps listed above, based on the school’s discussion and current trends in student learning, what has the school determined to be the leading cause(s) for the gap in performance?

Content Area: ________________________________

Student Achievement Goals: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Important for everyone to be on the same page.

•Belief in a Pre K-12 system•Knowledge of Common Core and College Readiness

•Shared vocabulary and expectationsBuilding on each other’s goals, sharing information and developing commonalities

DISTRICT/BUILDING GOALS

All graduates of the _____ Public Schools will be College Ready, Career Ready and Life Ready in English Language Arts.

All graduates of the _______ Public Schools will be College Ready, Career Ready and Life Ready in Mathematics.

All graduates of the _______Public Schools will be College Ready, Career Ready and Life Ready in Science.

DISTRICT GOALS

WORK TIME

4 Steps:

1. Complete the analysis worksheet for the EXPLORE reading test

2. Create Strengths and Weaknesses charts.

(B.O.B.’s & W.O.W.’s)

3. Complete Content Expectations Chart

4. Complete School Improvement Planning Template

COMMON CORE CONNECTION:INSTRUCTIONAL STRATEGIES

Shared responsibility for students’ literacy development

Pg. 4 - Common Core State standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects

WHAT ABOUT AFTER TODAY?

Use weakness items as openers. Find out why students are struggling.Give PLAN just like the ACTCreate assessment items similar to ACTGet stakeholders invested.Use supplemental questions.Complete planning templateCreating Interventions of support

5. Which statement best explains the difference in the average yearly temperature range for Walvis Bay & Gaborone?

a. Walvis Bay is farther inland which heats up and cools down faster than coastal cities.

b. Gaborone is located farther from the equator and receives less solar energy from the sun.

c. Gaborone is located closer to the equator and receives more solar energy from the sun.

d. Walvis is closer to the ocean which keeps the temperatures fairly consistent throughout the year.

Use the diagrams below to answer questions 5-8. On the left is a climograph for southern Africa, the right is a map showing the direction ocean currents move on the east and west coast of the country. Southern Africa is in the southern hemisphere, so the warmer regions should be in the north and cooler regions should be farther south.

Social Studies

Inferential (Book/Brain)

Reading Charts

POST TEST PARENT MEETING ( AGENDA) During the parent session we will: • Review basic fundamentals of the Explore, Plan and

ACT/MME assessments

• Hand out and explain the various components of the Student Score Report

• Identify how Explore and Plan results can help students prepare for the ACT

• Have students share T- charts with parents

SECTION V – SUPPLEMENTAL LOCAL ITEMS

Please indicate how much you agree or disagree with each of the following statements: (a) Strongly agree(b) Agree(c) Disagree(d) Strongly disagree(e) Not sure

1. I get the support I need from my teachers.2. I usually feel nervous/stressed/anxious about test taking.3. The classes at my school are interesting and challenging.4. I learn a lot from working in groups. 5. The classes I am taking are properly preparing me for life beyond high

school.6. I know where to get help when I am struggling in school.7. I have a career and/or college plan after high school.

POSSIBLE INTERVENTIONS

District Initiative – Pyramid of intervention training for staff.

District Interventions for Students – Summer programs, universal screening

Building Interventions – Academic Center support, Blended Service model, Math Lab, Reading Lab, Before/ After school academic support and Title 1 support.

CONCLUSION

Use all ACT data reports as one source to measure student growth.

Involve students, parents and staff in the data analysis

Much of the ACT is middle school content

Student who are on target tend to stay that way.

Students who are off target need interventions before and throughout high school

Setting reasonable, yet challenging , growth goals for all students is one way of helping them stay on track

SHARING PROGRESS/ADVICE

Diane Newman Haslett HS RtI Coach

EXPLORE, PLAN AND ACT ACTION PLANNING

1. Who will take new information about preparing for EXPLORE/PLAN/ACT back to your building/

2. Who will present the new information?

3. Have you created a building-wide schedule for practice tests?

4. Who will coordinate the schedule? Organize materials?

5. Do we have a literacy across the curriculum focus in your building?

6. If not, who would initiate implementation of a school-wide literacy focus?

7. Do you have interventions in place for struggling readers?

CONTACT INFORMATION

Jeffrey Dole

IISD Career Preparation Specialist

517-244-1365

jdole@inghamisd.org

INGHAM INTERMEDIATE SCHOOL DISTRICT Jeffrey Dole, IISD Career Preparation Specialist 517-244-1365...

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