MISSION: COLLEGE READY: Traverse Bay Area Intermediate School District January 27, 2011
Overview – Essential Elements • Making the case for post-secondary education Is college important? Is it attainable? • Building Background Knowledge • Becoming articulate in EPAS • Student Engagement • Before test - Developing focus, purpose and sense of importance • After test - Information for the most important data users on defining and pursuing important goals • Data to Guide Continuous Improvement • Systematic effort to improve student outcomes • Local Planning Time
CREATING CONTEXT How does this connect with our ongoing work?
Connections… • Regional Assessment Project: • Fuel the fire of Professional Learning Communities; • Apply what we collect • “Formative assessment” is a verb! • Defragment data management; • Collaborate to assure sustainability; • Project Re-Imagine: • Guarantees post-secondary readiness for all high school graduates • Student Readiness “Gap”: • National issue; • Sustained by State Proficiency reporting; • Validated with Regional data ;
The National Readiness Gap Ø 81% of high school students expect to attend college: ØAbout 70% enroll in college; Ø 50% will graduate in 5 years; Ø 25% will drop out in first year; ØOnly half of the students were ready for college-level content ; Ø 1/3 of freshmen enroll in at least one remedial course; ØOnly 17 percent of students who enroll in a remedial reading course receive a BA or BS within 8 years. How did we get here?
Our Confused Compass… • 84% of 4 th graders are told by the State of Michigan their children are proficient in reading; • Only 30 percent of those students are proficient on the national reading exam. • 70% percent of our eighth graders score proficient on the state math test; • Only 31 percent are proficient on the national test. “. . stop lying to parents about how well their children are prepared for the challenges of living and working in the 21 st century. ” Becoming a Leader in Education: An Agenda for Michigan
Regional Reality… Traverse Region-Spring 2010 11 th grade: Traverse Region-Fall 2010 8 th Grade: % Proficient vs. % Meeting College Career Readiness Standards % Proficient vs % Meeting College/Career Readiness Standards 80 100 90 70 80 60 70 50 60 40 % Proficient (MME) % Proficient (MEAP) 50 40 30 % on track for College/Career Readiness (ACT) 20 10 % on track for College/Career Readiness (Explore) 30 20 10 0 Reading Math Science All 3 Content Areas 0 Reading Math Science
Becoming Intentional and Deliberate Don’t let good ideas become the scapegoat of poor implementation!
Characteristics of High Performing Schools 1. Common Mission, Vision, Values, and Goals 2. Ensuring Achievement for ALL Students: Systems for Prevention and Intervention 3. Collaborative Teaming Focused on Teaching and Learning: a. What do we expect all students to learn? b. How will we know they’ve learned it? c. Which instructional/assessment practices work best? d. What will we do to support students that aren’t learning it? 4. Using Data to Guide Decision-Making and Continuous Improvement 5. Gaining Active Engagement from Family and Community 6. Building Sustainable Leadership Capacity (strategic, instructional, organizational, public, and technology) Adapted from the Hope Foundation’s Six Principles of High Performing Schools & Failure is not an option research
Effective Assessment Strategies Dr. Richard Stiggins 1. Student-friendly learning targets from the beginning of instruction. 2. Models of strong and weak work 3. Continuous descriptive feedback 4. Teach self-assessment and goal setting 5. Teach one facet at a time 6. Teach focused revision 7. Teach self-reflection to track growth
Targets for Today Build background knowledge. As teachers, ensure that we understand can articulate ACT’s Educational Planning and Assessment System Be prepared to conduct a student orientation session for the EXPLORE, PLAN, and ACT assessments Be prepared to conduct a class session to deliver student results, guide students in interpreting their results, and using those results to establish a path to college readiness Outline a College-Ready SMART goal for your district , including: • Specific strategies to employ in pursuit of increased college readiness • Identifying important metrics • Identify a short list of essential action items • Confidence that significant results can, and will, occur, really! • A timeline for your first year’s efforts
MAKING THE CASE What are my career aspirations? What does it take to achieve them?
Making the Case Education Plays Document
Making the Case… Unemployment Rate by Level of Education
Making the Case • Visit the United States Department of Labor, Bureau of Labor Statistics for more information on the future of jobs and education. Next Question: • What percentage of your students aspire to attend college?
A Compelling Case…
What’s my job, really? • Which line do I focus on? • How does that define how I see my work?
SMART GOALS Establishing sound processes for achieving the goals established by the superintendent of the Traverse Bay Area Intermediate School District
Common Mission, Vision, Values, and… Goals Project Goals: To increase expectations (student / parent / teacher) regarding the value and attainability of college. To systematically increase college readiness across the region as measured by the Education Planning and Assessment System (ACT, PLAN, EXPLORE) Attach an appropriate sense of importance to college and college-readiness
SMART… Strategic Measureable Attainable – Actionable Realistic Time bound Is it an ACT SMART goal?
ACT Action Plan ACT is the measurement tool, not the goal. Increase the percentage of students who indicate a desire to earn a college degree. Implement a system to help ensure that every student who desires to attend college is academically ready to do so upon their high school graduation
Strategic: ACT Action Plan A Step by Step Approach to College Readiness…
ACT Action Plan – Essential Elements üCommon mission, vision, … üBuild background knowledge üStudent (and Parent) orientation üStudent results orientation – general üStudent goal setting conferences - specific • Pyramid of interventions with sound RTI process üUse the data to guide continuous improvement • Curriculum alignment • Assess, adjust, improve… • More…
CLEAR ROLES Establishing clear expectations for achieving the goal established by the superintendent of the Traverse Bay Area Intermediate School District
Characteristic #6 Increasing leadership capacity at all levels • Board of Education • Superintendent • Principal • Guidance Counselor • All Teachers
BACKGROUND KNOWLEDGE What is the Educational Planning and Assessment System?
Background Knowledge - Procedure Assign members of your group to investigate one of the four elements of EPAS. Afterwards, each member will be asked to summarize their element for their group. • Student Planning • Instructional Support • Assessment • Evaluation Summarizing – a research supported effective practice Summarizing involves deletion, substitution, and retention of information, involving significant analysis. Note taking is a form of summarizing, a very positive predictor of classroom success, and should be taught. Adapted from Marzano, R. J. , Pickering, D. J. , & Pollack, J. E. (2001). Classroom instruction that works: Increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
EPAS: Background Knowledge EPAS programs can be mixed and matched in ways that meet the needs of individual schools, and districts. However, each program includes the four components that form the foundation of EPAS: Student Planning—Process through which students can identify career and educational goals early and then pursue those goals. Instructional Support—Support materials to help classroom teachers prepare their students for the coming transitions. This reinforces the direct link between the content and skills measured in the EPAS programs and those that are taught in classrooms. See also the College Readiness Standards. Assessment—Student achievement is assessed at three key transition points in EPAS— 8 th/9 th, 10 th, and 11 th/12 th grades—so that academic progress can be monitored to ensure that each student is prepared to reach his/her post-high school goals. Evaluation—An academic information monitoring service that provides teachers and administrators with a comprehensive analysis of academic growth between EPAS levels. Source: http: //act. org/epas/index. html
EPAS: Background Knowledge Student Planning Students also need a plan that includes a general direction for their life. Without such a plan, they are less likely to stay in school. EPAS: • Identify career and educational options • Establish goals • Motivates students to see the connection between course selections and achievement and their lifelong objectives • Evaluate educational/career progress • Increases student access to post-high school options
EPAS: Background Knowledge Instructional support Teachers need clear targets for integrating essential skills into classroom instruction. EPAS: Connects teaching, learning, and assessment Provides information helpful in aligning curriculum to liferelevant goals and objectives Relates what is being taught to what is being learned Suggests high-quality instructional activities
EPAS: Background Knowledge Assessment Students need to know their academic strengths and weaknesses so they can choose courses or get extra help where they need it. Schools need to know their students academic strengths and weaknesses to provide instruction and support to best enable students to reach their goals. EPAS: • Focuses on standards-based assessments that emphasize higherorder thinking skills important for success in school and work • Provides information to document student academic achievement and program effectiveness • Contributes information for appropriate course placement decisions • Student Planning
EPAS: Background Knowledge Evaluation Administrators need a way to evaluate student progress in acquiring these skills from eighth to twelfth grade. EPAS help administrators: Document accomplishment of standards and objectives Observe evidence of student growth over time By providing information to make informed decisions about relative strengths and weaknesses of instructional programs By guiding career and educational planning, instructional support, assessment, and longitudinal evaluation.
EPAS – College Readiness Standards • One set of standards for all three assessments. • The ceiling is raised from one assessment to the next EXPLORE PLAN ACT 1 – 25 1 – 32 1 – 36 • The College Readiness Standards are very finite compared to MMC / HSCE / CCSS • Key questions: • Do I have to choose between the Michigan Merit Curriculum, the ACT College Readiness Standards, and the Common Core Standards? • What level of alignment is necessary? • Math example
Establishing Curricular Priorities MI Merit Curriculum ACT College Readiness Standards Worth being familiar with Important to know and do Enduring Understanding Grant Wiggins and Jay Mc. Tighe Understanding by Design 1998 ASCD
College Readiness Benchmarks ACT 11 th PLAN 10 th EXPLORE 9 th EXPLORE 8 th 1 -36 1 -32 1 -25 English: 18 15 14 13 Math: 22 19 18 17 Reading: 21 17 16 15 Science: 24 21 20 20 Composite Score Range College Readiness Benchmark
Benchmark Score? • College Readiness Benchmark Scores • A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding creditbearing college courses, which include English Composition, Algebra, Social Science and Biology. These scores were empirically derived based on the actual performance of students in college.
ACT - Interesting Research Reports ACT Profile Report - Class of 2009 Graduates Ready for College by State College Readiness Benchmarks by Career Field College Readiness Benchmarks by Subject The Condition of College Readiness
EPAS: College Specific Samples School-by-school ACT admissions drawn from the Michigan Post-Secondary Handbook provided by the state of Michigan. The scores listed are of a general nature – one of several factors that colleges consider in admissions. Central Michigan 22 Notre Dame 32 -33 Eastern Michigan 21 Wayne State 21 Western Michigan 22 Hope 26 Northern Michigan 23 Kalamazoo 28 Ferris State 17 Kettering 26 Kendall 22 Univ. of Detroit / Mercy 22 Lake Superior 21 Michigan Tech 26 Grand Valley 24 Aquinas 23 Saginaw Valley 21 Calvin 26 Michigan State 25 Hillsdale 28 Univ. of Michigan 27 -31 Alma 22
LOCAL DATA REVIEW Anticipatory set…
Data Reflection Time • Study your ACT Profile reports: • “The Essentials” activity • Study your EXPLORE/PLAN data: • “Smoke Detector” activity
LUNCH
STUDENT ORIENTATION Anticipatory set…
Student Orientation - Overview Learning Targets: • To develop student awareness of the EPAS path to college readiness • To increase student expectations regarding the value and attainability of a college degree or certificate. • To attach an appropriate level of importance to college readiness • This is not just about ACT knowledge. It is about connecting with kids on a personal level to get them thinking about the impact of today on tomorrow.
Ownership? Assumptions? Orientation? • Purpose • Audience • Time Required • Optimal Delivery Date • EXPLORE Student Orientation Session Template
Student Orientation - Resources available at ACT. org EXPLORE Resources at ACT. org EXPLORE PPT – Visuals (Open later – long download time) PLAN Resources at ACT. org PLAN PPT - Visuals Act. Student. org
STUDENT RESULTS ORIENTATION Classroom Presentation
Understanding Assessment Results Three key filters help make sense of any assessment results: • Student Engagement • Testing Environment • Instructional Issues
Student Results Orientation - Overview Learning Targets: • To reinforce student awareness of the EPAS path to college readiness • To increase student expectations regarding the value and attainability of a college degree or certificate. • To attach an appropriate level of importance to college readiness • To assist students in using their score reports to guide their progress on the path to college readiness. • To increase student engagement • Student Results Session Template
Student Results Orientation - Resources EXPLORE - Sample Student Report EXPLORE - Interactive PLAN - Sample Student Report PLAN - Interactive ACT Student Report - Interactive
Protocols: Student-Teacher Conferencing • The most important data users… • Protocols for Student-Teacher Conferencing • Template for Student-Teacher Conferencing • Case Study • “You Can Go to College”
Making Connections Communicating With Parents Characteristic #5: Actively Engaging Family and Community • Assessment Program Letter • Pre-Test Letter • Post-Test Letter
DATA TO GUIDE CONTINUOUS IMPROVEMENT
Data to Guide Continuous Improvement Teachers Getting to know your students Profile Reports Presentation Reports Student Item Analysis Intervention Reports Student Identified Needs Linkage Reports Students Building Confidence - Competence Individual Report Personal Item Analysis World of Work Report Personal Linkage Report (Data Director)
Data to Guide Continuous Improvement Teachers Students Instructional Support Learning Support Alignment tools… • Item Analysis Reports • Test Report Booklet • College Readiness Standards • College Readiness Benchmarks • Item Analysis Reports • Test Booklet
Data to Guide Continuous Improvement Sample Reports – GTACS From EXPLORE Presentation Report
LOCAL PLANNING Draft a SMART goal and an ACT Action Plan for your district
Characteristics of High Performing Schools 1. Common Mission, Vision, Values, and Goals 2. Ensuring Achievement for ALL Students: Systems for Prevention and Intervention 3. Collaborative Teaming Focused on Teaching and Learning: a. What do we expect all students to learn? b. How will we know they’ve learned it? c. Which instructional/assessment practices work best? d. What will we do to support students that aren’t learning it? 4. Using Data to Guide Decision-Making and Continuous Improvement 5. Gaining Active Engagement from Family and Community 6. Building Sustainable Leadership Capacity (strategic, instructional, organizational, public, and technology) Adapted from the Hope Foundation’s Six Principles of High Performing Schools & Failure is not an option research
Common Mission, Vision, Values, and… Goals Project Goals: To increase expectations (student / parent / teacher) regarding the value and attainability of college. To systematically increase college readiness across the region as measured by the Education Planning and Assessment System (ACT, PLAN, EXPLORE) Attach an appropriate sense of importance to college and college-readiness
ACT Action Plan – Essential Elements üCommon mission, vision, … üBuild background knowledge üStudent (and Parent) orientation üStudent results orientation – general üStudent goal setting conferences - specific • Pyramid of interventions with sound RTI process üUse the data to guide continuous improvement • Curriculum alignment • Assess, adjust, improve… • More…
Action Planning Tools • ACT Action Plan Guide • ACT Action Plan Template
Interesting Articles and Links • Ed Week: High School to College Alignment • Ed Week: Study on Finishing College • The Education Trust - Midwest • Becoming a Leader in Education: An Agenda for Michigan • Ed Watch: State Report
TEACHING TO THE TEST?
The Backward Design Process Identify Desired Results Grant Wiggins and Jay Mc. Tighe Understanding by Design 1998 ASCD Determine Acceptable Evidence Plan Learning Experiences and Instruction
Teaching to the Test?
Teaching to the Test? ? ? Assessment 101 • True Score = Observed Score – Error Process: • Use backward design to develop the right desired outcomes? • Design assessment to yield valid evidence of learning • Tightly linked to learning targets - valid • High quality assessments to reduce error • Design instruction / interventions that are tightly tied to • The learning targets • The assessment to be used
Teaching to the test? • Do we buy into the desired outcomes of increasing college aspirations and improving college readiness? • Is the ACT the best, the most valid and reliable way to measure progress towards those outcomes? • Is improved performance good for students? • Is it good for schools? • Is paying attention to the College Readiness Standards good for curriculum and instruction? So, can a case be made for teaching to this test?
You bet!
IN THE PIPELINE
Pipeline • Using Item Analysis • Incorporating CRS into classroom curriculum • Incorporating ACT style items into assessments • Develop protocols for evaluating and responding to the data provided by formative assessments (Student Assessment Review) • Assist administrators in providing monitoring and support • Instructional Services Team support
Targets for Today Build background knowledge. As teachers, ensure that we understand can articulate ACT’s Educational Planning and Assessment System Be prepared to conduct a student orientation session for the EXPLORE, PLAN, and ACT assessments Be prepared to conduct a class session to deliver student results, guide students in interpreting their results, and using those results to establish a path to college readiness Outline a College-Ready SMART goal for your district , including: • Specific strategies to employ in pursuit of increased college readiness • Identifying important metrics • Identify a short list of essential action items • Confidence that significant results can, and will, occur, really! • A timeline for your first year’s efforts
Conference Evaluation • Thank you for taking the time to help us improve. • On-line Conference Evaluation
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