SAT, ACT, Preparing for the Test, and the New State Cut Scores

SAT, ACT, Preparing for the Test, and the New State Cut Scores

Objectives for today:

Explore the implications of the tests, the new state cut scores, and your child’s future

Discuss the difference between preparing for the test and test prep

Provide an overview of the SAT and the ACT

The Scholastic Aptitude Test:• Began as an IQ test; rooted in verbal aptitude • Measures innate aptitude or general mental ability

rather than achievement

• Originally designed to sort for a meritocracy

• Based in research on norming students

Test series: PSAT/NMSQT and SAT200-800 pts/test

Four main parts: Analogies Critical Reading Math Writing (0-12) Experimental section (for research only, does not count)

Primary uses: Merit Scholarship Eligibility College Entrance

SectionAverage Score

Time (Minutes) Content

Writing 493 60Grammar, usage, and diction.

Mathematics 515 70

Number and operations; algebra and functions; geometry; statistics, probability, and data analysis

Critical Reading 501 70Critical reading and sentence-level reading

The American College Test:• Measures academic achievement

• Designed to predict success in college and eventually career

• Based in annual research with universities and employers

• Test Series: EPAS– Explore 1-25– PLAN 1-32– ACT 1-36– Work Keys

• Five Main Parts of the ACT– English– Reading– Math– Science reasoning– Writing (0-12)

• Work Keys– Reading for Information (Technical Reading)– Applied Mathematics

• Each test is described in explicit developmental skills divided into scorebands

• 1-12• 13-15• 16-19• 20-23

• 24-27• 28-32• 33-36

Section Number of questions

Time (minutes)

Average score

College Readiness Benchmark Content

English 75 45 20.6 18 usage/mechanics and rhetorical skills

Mathematics 60 60 21.0 22

pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, geometry, and elementary trigonometry

Reading 40 35 21.4 21 reading comprehension

Science 40 35 20.9 24interpretation, analysis, evaluation, reasoning, and problem-solving

Optional Writing Test 1 essay prompt 30 7.7 writing skills

Composite 21.1

20th Century Model:

Students were sorted by those can do school and those who cannot.

DRIVING PRINCPLE:

Time is held constant while achievement varies

NORMAL CURVEUNACCEPTABLE

FF

CC

AA

20th Century

ALL STUDENTS MEETING STANDARDS

MEETS STANDARD21th Century

For the last 50+ years, what has been the #1 predictor of academic success?

FAMILY INCOMELess than $20,000 (+7) 1329$ 20,000 - $40,000 (+9) 1399$ 40,000 - $60,000 (+7) 1468$ 60,000 - $80,000 (+4) 1510$ 80,000 - $100,000 (+2) 1552$100,000 - $120,000 (+8) 1587$120,000 - $140,000 (+11) 1602$140,000 - $160,000 (+12)1625$160,000 - $180,000 (+17)1648More than $200,000/year (26) (+19) 1721

No Response --35% (’08 scores not reported) 1619calculated by FairTest from: College Board, College-Bound Seniors 2009:Total Group Profile Report and College-Bound Seniors 2008: Total Group Profile Report

Highest SAT Score

COLLEGE BOUND SENIORS AVERAGE SAT SCORES2010

How do we push back on this?

“Test Prep” and

“Preparing for the Test”are

two entirely different things!!!

Test Prep• One of the first supports we often think of

• Can be beneficial

• Teaches strategies:– To perform efficiently in timed, test like environment– To attack certain types of questions

• Considerations– Often expensive– Studies have shown limited impact

Standards Based Education and Practice!

• ACT College Readiness Standards– http://www.act.org/standard/index.html

• Common Core Standards– http://www.corestandards.org/the-standards

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

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

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

Preparing for the Test• Familiarizing yourself with developmental skills

• Determining where you are in your progression on these skills

• Explicitly practicing these developmental skills to improve to the next level of achievement

• Take appropriately challenging courses

• Gain exposure to materials of increasing rigor

• Switch to CRS Documents

Empowered High Schools, 2010 © Used with Permission

KEY TERMS

Strategies

Benchmarks

Standards

Skills

Benchmarks – ACT Scorebands13-15 Select a single piece of

data (numerical or nonnumerical) from a simple data presentation

(e.g.,

24-27 - Compare or combine data from two or more simple

Standards – CRS ScienceInterpretation of

DataScientific

InvestigationEvaluation of

Models…

Skills – ACT College Readiness Skills

Reading Math English Science

Curriculum Alignment C

Ineffective curricula looks like broken DNA

Effective curricula look like healthy DNA

Two Essential Elements

Scaffolding

Spiraling

Rubric Level 1b 1a 2 3 4 5 6

EPAS Equivalent 1-12 13-15 16-19 20-23 24-27 28-32 33-36

AP/Honors

Q1-Review for Mastery SENIOR

Regular

Q1-Review for Mastery

Q2-Q4-Mastery

AP/Honors


Q2-Q4-Mastery JR

Regular


Q2-Q4-Mastery Q4-Exposure

AP/Honors

Q1--Review for Mastery

Q2-Q4-Mastery Q4-Exposure SOPH

Regular

Q1-

Review Q2-Q4-Mastery Q4-Exposure

AP/Honors

Q1-Review and Mastery

Q2-Q4-

MasteryQ4-

Exposure FRESH

Regular



Curriculum alignment = Guaranteed and Viable Curriculum

EMPOWERED HIGH SCHOOLS- COPYRIGHT 2009- ALL RIGHTS RESERVED

Grades measure:

Student resiliency to obtain a Four Year College Degree


Data DrivenCurriculum

Building WideData

Effective Schools Movement: Valued Added by Demographic Group (Sub-Groups)

rather than

SESACHIEVEMENT DEMOGRAPHIC

Demographic by ACT Explore Score Range:

Group 1 b 1-12Group 1 a 13-15

Group 2 16-19

Group 3 20-23

Group 4 24-25Rolling Meadows High School

http://www.benham.com/images/L3ANDON-toprite.jpg

> = 2.0 Program Viability

1.9 -1.0 Weaker Program

< 0 Program Crisis EMPOWERED HIGH SCHOOLS- COPYRIGHT 2009- ALL RIGHTS

RESERVED

1.0 - 0 Under-Performing

~ VALUE-ADDED PERFORMANCE REPORT ~

PLC-DEPARTMENT GOALS

Example : Reading (Av. > 2.0)

3.2 3.0 2.8 2.3 2.21 b 1a 2 3 4

Value-Added EPAS score increases

Group

Goal

EPAS Value Added – Class A Explore to Plan Growth

1b

1-121a

13-152

16-193

20-234

24-25

Math 3.22 1.61 1.53 -0.15 0.57

English 2.59 2.1 2.08 1.58 0.3

Reading 3.01 2.77 1.34 -3.76 -6.8

Science 0 1.94 1.18 -5.02 -6.1

Comp. 2.27 1.85 1.99 -1 2.5

Longitudinal Data:Class A

1b 1a 2 3 4Math 3.22 1.61 1.53 -0.15 0.57English 2.59 2.1 2.08 1.58 0.3Reading 3.01 2.77 1.34 -3.76 -6.8Science 0 1.94 1.18 -5.02 -6.1Composite 2.27 1.85 1.99 -1 2.5

1b 1a 2 3 4Math 1.42 -0.24 -0.36 -1.19 -0.43English -0.65 -0.25 0.14 -1.4 -2.7Reading 0.13 0.04 1.32 2.61 2.85Science -0.43 -0.15 1.02 4.3 4.7Composite 0.93 -0.23 0.46 0 3.3

1b 1a 2 3 4Math 1.18 2.03 3.13 3.49 2.28English 1.98 2.89 3.53 3.89 4.4Reading 2.84 3.41 3.67 4.42 3.69Science 1.9 1.31 2.36 4.4 5Composite 0.91 2.63 3.29 5 2.3

Fr. Year Growth

So. Year Growth

Jr . Year Growth

A

B

C

EPAS Growth Explore to Plan

1b 1a 2 3 4MathEnglishReadingScienceComposite

Class of

2010

MathEnglishReadingScienceComposite

Class of

2011

Class of

2012MathEnglishReadingScienceComposite

MathEnglishReadingScienceComposite

Class of

2013

Class of 2010

Test MeasureRubric Level 1b (1-12) 1a (13-15) 2 (16-19) 3 (20-23) 4 (24-25)

Exp-PLAN Growth Math 3.22 1.61 1.53 -0.15 0.57 English 2.59 2.1 2.08 1.58 0.3 Reading 3.01 2.77 1.34 -3.76 -6.8 Science 0 1.94 1.18 -5.02 -6.1 Composite 2.27 1.85 1.99 -1 2.5

Class of 2011


Exp-PLAN Growth Math 4.03 1.44 1.12 2.66 1.88 English 1.73 1.47 1.23 0.13 -0.16 Reading 2.82 3.01 1.94 1.25 1.23 Science 3.85 1.68 1.29 2.5 0.72 Composite 2.19 1.46 1.6 2.1 2.83

Class of 2012


Exp-PLAN Growth Math 2.71 1.01 1.47 2.2 1.1 English 2.87 2.17 1.47 1.34 0.94 Reading 2.86 2.4 2.41 0.93 1.3 Science 4.5 2.17 1.75 1.78 1.95 Composite 1.95 1.74 1.75 2.48 4

Class of 2013


Exp-PLAN Growth Math 3.9 1.5 2.36 3.34 3.42 English 2.42 2.34 2.57 2.26 3.32 Reading 3.11 2.77 3.43 0.89 1.67 Science 4.95 2.45 1.74 2.08 0.31 Composite 2.57 2.14 2.23 3.25 3.8

Longitudinal EPAS Growth at the Freshman Level

Class of 2010


PLAN-IACT Growth Math 1.42 -0.24 -0.36 -1.19 -0.43 English -0.65 -0.25 0.14 -1.4 -2.7 Reading 0.13 0.04 1.32 2.61 2.85 Science -0.43 -0.15 1.02 4.3 4.7

Composite 0.93 -0.23 0.46 0 3.3

Class of 2011


PLAN-IACT Growth Math 0.6 0.25 0.76 0.75 1.33 English 0.09 0.06 1.65 3.5 5 Reading -0.57 -0.24 1.85 2.34 4.25 Science -0.7 -0.26 0.77 1.69 2.6

Composite 0.03 -0.18 1.08 2.5 3

Class of 2012


PLAN-IACT Growth Math 1.34 1 1.32 1.3 0.33 English 1.14 2.05 2.5 2.96 3.39 Reading 0.38 2.19 2.33 3.56 4.39 Science -0.38 0.48 0.79 2.06 1.24

Composite 0.68 1.02 1.66 2.63 3.33

Longitudinal EPAS Growth at the Sophomore Level

Class of 2010


IACT-ACT Growth Math 1.18 2.03 3.13 3.49 2.28

English 1.98 2.89 3.53 3.89 4.4

Reading 2.84 3.41 3.67 4.42 3.69

Science 1.9 1.31 2.36 4.4 5

Composite 0.91 2.63 3.29 5 2.3

Class of 2011


IACT-ACT Growth Math 1.8 1.99 2.87 3.29 3.16

English 2.7 4.17 4.45 3.64 2.43

Reading 2.96 4.02 3.13 3.27 1.67

Science 2 2.83 2.19 1.69 1.08

Composite 1.88 3.02 3.29 2.84 2

Longitudinal EPAS Growth at the Junior Level

STANDARDS

INTERIMASSESSMENT

EXTERNAL ASSESSMENT

CRS

GAINS

EPAS

DEVELOPMENTAL BENCHMARKS

FORMATIVEASSESSMENTS

SUMMATIVEASSESSMENTS

EXTERNAL TESTING

INTERNAL ASSESSMENT

CONCEPTSCONCEPTS

Gov. by the People• Big ideas, which are vital or basic for understanding a subject NOT sets of facts

PROCESSESPROCESSES Research Processes• Following steps in a sequence

to produce a result

SKILLSSKILLS

Read, Write,Strategize, Solve

• having the practiced capacity to manage complex tasks

STANDARDS practiced curriculum content:STANDARDS practiced curriculum content:

CONCEPTSCONCEPTS

PROCESSESPROCESSES

SKILLSSKILLS

McMackin2007

CORE

StandardsWithin

Context

Important to Know

Worth knowing or Advanced

REQUIRED FOR ALL LEVELSREQUIRED FOR ALL LEVELS

Grant Wiggins: UBD

Social Science 3 Unit 1: RMHS Program Standard 1

National Standards for Civics and Government (9-12): I. WHAT ARE CIVIC LIFE, POLITICS, AND GOVERNMENT? B. What are the essential characteristics of limited and unlimited government?

Concept: Limited government provides a basis for protecting individual rights and promoting the common good in contrast to unlimited government which endangers these values. Limited government is constitutional government. Unlimited governments include authoritarian and totalitarian systems.

Concept: The rule of law is an essential component of limited government. The central notion of a rule of law is that society is governed according to widely known and accepted rules followed not only by the governed but also by those in authority.

ISBE: Goal 14F: Understand political system, with emphasis on the US; Understand

the development of US political ideas and traditions

Concept Standard: The belief that the “divine right of kings”, which states that a king had a God-given right to rule, changed to a belief that countries must be ruled by governments which must follow the law.

1. The student can explain the difference between divine right and government by law. The student can give simple definitions using very simple examples

2. The student can tell a story about the transition from divine right to rule by law. The story uses basic events from history. The student maintains a naive but accurate understanding.

3. The student studied and used detailed historic events to explain how divine right evolved and how it was replaced with government by law. The student communicated the relationship of these ideas using original documents.

4. While meeting all the requirements of level 3 (below), the student uses an external set of variables to organize and explain the ideas and events.

VALIDATEVALIDATE

Program Standards

Syste

m 1PROCESS

PROCESS2

McMackin2007

Benchmarks

Measurable Standards:Developmental Benchmark

Performance Levels

PROCESS3

PLT-DdC

TIER ONE

S

Developmental Benchmarks

Program Standard Rubric

1

2

3

4 Sufficiency

6 Exceeds

5 Mastery

* The size and placement of the labels may vary rubric to rubric.

McMackin2007

Web

2

ACT16-19

RubricScore

3

ACT20-23

Generalizations & Conclusions

1. Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages.

1. Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages.

2. Draw simple generalizations and conclusions using details that support the main points of more challenging passages.

1. Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives.

2. Draw generalizations and conclusions about people, ideas, and so on in more challenging passages.

1. Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so on.

4

ACT24-27

5

ACT28-32

1. Draw complex or subtle generalizations and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage.

2. Understand and generalize about portions of a complex literary narrative.

6

ACT28-32

Validating Standard: ACT College Readiness Standards: Reading

RMHS Standard: The student can draw generalizations and conclusions from written material.

Standard Type: Skill

Mastery is constant across program of

courses

2

ACT16-19

RubricScore

3

ACT20-23

Interpretations of Data (IOD)

4

ACT24-27

5

ACT28-32

6

ACT28-32

Validating Standard: ACT College Readiness Standards: Science

RMHS Standard: The student can analyze and interpret data presented in a table or graph

Standard Type: Skill

1. Select two or more pieces of data from a simple data presentation (2-3 variables).2. Find basic information from a body of text.3. Determine the relationship between variables in a simple data presentation.

1. Select data from a complex data presentation (more than 3 variables)2. Compare or combine data from a simple data presentation.3. Translate information into a table, graph, or diagram

1. Compare or combine data from two or more simple data presentations.2. Compare or combine data from a complex data presentation.3. Interpolate between data point in a table or graph.4. Determine the relationship between variables in a complex data presentation.5. Identify and/or use a simple mathematical relationship between data.6. Analyze given information when presented with new, simple information.

1. Compare or combine data from a simple data presentations with data from a complex one.2. Identify and/or use a complex mathematical relationship between data.3. Extrapolate from data points in a table or graph.

1. Compare or combine data from two or more complex data presentations.2. Analyze given information when presented with new, complex information.

The student can analyze and interpret data presented in a table or graph

Junior Mastery / Sophomore Honors

Freshman Mastery

Sophomore Mastery / Freshman Honors

IMPROVEMENT STEPS

BOYSGOL

D 13 12 11 10 9 8 7 6 5 4 3 2 1 WT.CV (12 min. run) 21+ 19.00 18.50 18.00 17.50 17.00 16.50 16.00 15.50 15.00 14.50 14.00 13.50 13.00 10

Mus. Str. (bench) 1.19+ 1.18-141.13-

09 1.08-041.03-.9

9.98-.9

4.93-.8

9 .88-.84 .83-.79 .78-.76 .75-.73 .72-.70 .69< 5Mus. End. (sit-ups 65 64-60 59 58 57 56 55 54 53-52 51-50 49-48 47-46 45-44 43< 5Flex (sit/reach) 42 41 40 39 38 37 36 35 34 33 32 31 30 29< 5

IMPROVEMENT STEPS

GIRLSGOL

D 13 12 11 10 9 8 7 6 5 4 3 2 1 WT.CV (12 min. run) 17.5 16.00 15.50 15.00 14.50 14.00 13.50 13.00 12.50 12.00 11.50 11.00 10.50 10.00 10

Mus. Str. (bench) .72+ .71-.69 .68-.66 .65-.63 .62-.60.59-.5

7.56-.5

4 .53-.52 .51-.49 0.48 0.47 0.46 .45< 5Mus. End. (sit-ups 54 53-51 50 49 48 47 46 45 44 43 42-41 40-39 38-37 36< 5Flex (sit/reach) 50 49-46 45 44 43 42 41 40 39 38 37 36 35 34< 5

Group 1 Group 2 Group 3 Group 4

251-325 176-250 100-175 25-99GRADE

Achieving

Advancing

Progressing

Emerging

A>=1 to -

14>=75 to

26>=100 to

51>=75 to

51B -15 to -49 25 to -14 50 to 11 50 to 26C -50 to -74-15 to -49 10 to -24 25 to 1D -75 -50 to -59 -25 to -51 0F > -75 > -59 > -51 < 0

Developmental LevelsRubric

STANDARDS:

1. Strength2. Endurance3. Flexibility4. Cardio-Vascular Group 1 Group 2 Group 3 Group 4

251-325 176-250 100-175 25-99

Achieving Advancing Progressing Emerging

>=1 to -14 >=75 to 26 >=100 to 51 >=75 to 51-15 to -49 25 to -14 50 to 11 50 to 26-50 to -74 -15 to -49 10 to -24 25 to 1

-75 -50 to -59 -25 to -51 0> -75 > -59 > -51 < 0

Mastery by Developmental Group

Physical Education

Rubric Level 1b 1a 2 3 4 5 6

EPAS Equivalent 1-12 13-15 16-19 20-23 24-27 28-32 33-36

AP/Honors

Q1-Review for Mastery SENIOR

Regular


Q2-Q4-Mastery

Prep



AP/Honors


Q2-Q4-Mastery JR

Regular



Prep



AP/Honors

Q1--Review for Mastery

Q2-Q4-Mastery Q4-Exposure SOPH

Regular

Q1-

Review Q2-Q4-Mastery Q4-Exposure

Prep



AP/Honors

Q1-Review and Mastery

Q2-Q4-

MasteryQ4-

Exposure FRESH Regular



Prep



Curriculum alignment = Guaranteed and Viable Curriculum

PREPREG

HONOR


LEVELS:AP/Honors

RegularPrep

BENCHMARK LEVELS:ACT Achievement levels

Review

Mastery

Exposure

4 Yr. Goal