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Connecting Data to Systemic Improvement, Classroom Instruction, and Student Success

Connecting Data to Systemic Improvement, Classroom Instruction, and Student Success Instructional Support Workshop. Glenn Beer. Director , Learning Solutions Delivery Phone: 319.333.8961 glenn.beer@act.org. O U R M I S S I O N Helping people achieve education and workplace success

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Connecting Data to Systemic Improvement, Classroom Instruction, and Student Success

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  1. Connecting Data to Systemic Improvement, Classroom Instruction, and Student Success Instructional Support Workshop

  2. Glenn Beer Director, Learning Solutions Delivery Phone: 319.333.8961 glenn.beer@act.org

  3. O U R M I S S I O N Helping people achieve education and workplace success O U R V A L U E S Excellence Diversity Leadership Empowerment Learning Sustainability

  4. Raise Academic Standards and Increase Achievement to Ensure All Students Are College and Career Ready (CCR) ACT Learning Insights TeamWhat We Do

  5. Workshop ObjectivesIntroduction • Describe ACT’s definition of college readiness • Explain ACT’s College and Career Readiness System and the role of each assessment • Understand the Core Practice Framework as a way to organize your efforts • Identify key characteristics of the assessments • Develop insights about curriculum, instruction, and interventions at the district, school, and classroom levels.

  6. ACT’s College and Career Readiness System

  7. IntroductionCollege and Career Readiness What does College and Career Readiness mean to you? 7

  8. ACT’s Definition of College Readiness College Readiness is the level of preparation a student needs to be equipped to enroll andsucceed – without remediation – in a credit-bearing, first-year course at a two-year or four-year institution, trade school, or technical school. www.act.org/commoncore

  9. Preparation for College and Career Prepare all students for success, no matter which path they choose after graduation. In the next decade, nearly two-thirds of new jobs created in the U.S. will require some post-secondary education or considerable on-the-job training.

  10. ACT’s College and Career Readiness SystemComponents

  11. ACT’s College and Career Readiness SystemCommon Scale Relationship Science Reading Mathematics English

  12. ACT’s College Readiness Benchmarks 22 23 • Empirically derived • 50% likelihood of achieving a B or higher or about a 75% likelihood of achieving a C or higher in the corresponding credit-bearing college course

  13. Condition of College and Career Readiness, 2012National Results Percent of ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained, 2012 http://www.act.org/research/policymakers/cccr12/readiness4.html

  14. Condition of College and Career Readiness, 2012North Carolina Results Percent of ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained, 2012 http://www.act.org/newsroom/data/2012/states/pdf/NorthCarolina.pdf

  15. ACT’s Core Practice Framework

  16. Traditional Approach to Standards-based Education Collegial Coaching State Testing Departmental Work TELPAs Special Education Staff Development Strategic Plan CLC Benchmarks Area Goals Teacher Appraisal Committee Vertical Teaming Curriculum Gifted Planning Standards Technology ITBS Testing School Improvement Planning

  17. ACT’s School Effectiveness Research

  18. Core Practice FrameworkResearch Base – By School Level

  19. Core Practice FrameworkResearch Base – Scope

  20. Themes Organizational Levels Practice

  21. Monitoring Performance & Progress Staff Selection, Leadership, & Capacity Building Intervention & Adjustment Instructional Tools: Programs & Strategies Curriculum & Academic Goals Giving Structure and Direction to Your Efforts

  22. Curriculum & Academic Goals Monitoring Performance & Progress Instructional Tools: Programs & Strategies Intervention & Adjustment Staff Selection, Leadership, Capacity Building Giving Structure and Direction to Your Efforts

  23. The Core Practice FrameworkDepth of Content Model and promote substantive collaboration to foster a learning community. Critical Action Critical Actions Use instructional coaches to strengthen teachers’ instructional skills. Model and promote substantive collaboration to foster a learning community. Provide opportunities for teachers to develop leadership capacity. Establish rigorous teacher selection processes. Provide new teachers with tailored support regarding C, I, and A. Supplement district PD to address school-specific needs. Rubric Dimension

  24. Practice Critical Action Rubric Dimensions

  25. Assessment Literacy

  26. ActivityAbbreviated ACT Explore Test • Do your favorite subject • Circle the correct answer in your test booklet • Move on to another subject if you finish before time is called • About 15 minutes • Do your own work!

  27. What does a score mean? Nothing!…. until it is interpreted and used. 18 29 15 31 13 36 32 25 16 23 21

  28. Break(10 minutes)

  29. ACT National Curriculum Survey®The Foundation of ACT’s College Readiness System • Conducted every three to five years • Nationwide survey of educational practices and expectations • College instructors • High school teachers • Middle school teachers • Elementary teachers http://www.act.org/research-policy/national-curriculum-survey

  30. ACT National Curriculum Survey®The Foundation of ACT’s College Readiness System • Identifies the skills and knowledge postsecondary institutions expect of students • Guides the development of ACT’s assessments that measure college-ready skills • Informs efforts to develop, refine, and update academic standards • Inform policymakers and educators

  31. ACT’s College and Career Readiness SystemLongitudinal Assessment Components

  32. Guiding Principles of ACT’s Longitudinal Assessment System • Achievement: assess acquired or developed abilities • Alignment: correspond to recognized middle and high school learning experiences • Rigor and complexity: consist of complex, heterogeneous tasks that require students to use skills and knowledge developed over time to solve them • Appropriateness: developed specifically for each grade level

  33. ACT’s College and Career Readiness SystemContent Areas Tested Across All Assessments Writing Science Reading Mathematics English

  34. English TestTest Focus Designed to measure students’ ability to effectively communicate meaning by: • Critiquing • Revising • Editing

  35. English Test All Programs: 2 sub-scores

  36. Mathematics TestTest Focus Requires students to • Analyze problems – in both real world and purely mathematical settings • Plan and carry out strategies • Verify appropriateness of solutions

  37. Mathematics Test ACT Plan: 2 sub-scores; ACT: 3 sub-scores

  38. Reading TestTest Focus Requires students to • Understand and derive meaning from texts ranging from fiction narratives to informational passages • Determine the meaning of unfamiliar or multiple-meaning words from context • Read and understand published materials

  39. Reading Test

  40. Science Test • Measures student proficiencies in using and reasoning with science information, skills, and knowledge typically acquired in high school science courses • Asks students to: • Communicate information and use scientific research strategies • Make comparisons between, and draw conclusions from scientific findings, studies, and viewpoints. • Extrapolate and extend scientific understandings consistent with sound scientific reasoning.

  41. Science Test

  42. Data Representation Research Summaries Conflicting Viewpoints Science TestRelationship Between Content Areas and Item Format Content Areas Format • Life Science • Physical Science • Biology • Earth/Space Science • Chemistry • Physics Content areas are distributed across all formats.

  43. Science Test Passages *At least one topic is required in this content area, and some test forms may have two topics. No more than two topics in a particular content area are allowed.

  44. ACT’s College Readiness Standards • Identify the knowledge and skills students are likely to demonstrate at various score levels on each academic test. • Help interpret what the scores earned in ACT Explore, ACT Plan and The ACT mean. • Direct link between what students have learned and what they are ready to learn next. http://act.org/standard/

  45. Statements that describe what students are likely to know and be able to do... And statements that provide suggestions to progress to a higher level of achievement

  46. North Carolina 2012-2013 ACT ExploreProfile Summary Report: Table 1c • Page 4 in Profile Summary Report • Page 4 in Profile Summary Report 45% 18%

  47. Curriculum Connections

  48. The Core Practice Framework

  49. Curriculum and Academic Goals: Core Practices • District Role: Provide clear, prioritized learning objectives by grade and subject that all students are expected to master. • School Role: Set expectations and goals for teaching and learning based on the district’s written curriculum. • Classroom Role: Study and use the district’s written curriculum to plan all instruction.

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