Using the PLAN: Information for Stakeholders

1. Using the PLAN: Information for Stakeholders DeSales High School March 12, 2013

2. What’s good about the PLAN? • Part of an ACT- recommended sequence- shows growth over time. • Good theoretical foundation/research behind the career inventory portion. • Comparatively inexpensive for the amount of information it provides

3. Getting realistic about its limitations • No paper and pencil test ever captures the true essence of a student and his or her potential. • People change and mature over time, and many students won’t hit their test-taking “stride” until later, but test-preparation can be very helpful. • It can be very unpleasant to be “labeled” and “numbered,” and even more unpleasant to have your child so. • Sometimes, students don’t even try! Standardized tests can only show so much; colleges understand this and tend to use holistic processes for admissions decisions.

4. Let’s agree to the basics: • Ask whatever you want at any time– I will do my best to provide answers or seek them out for you! • Privacy: Don’t share and compare, at least here! • Feel free to make a private appointment for follow-up, to ask questions or get more information.

5. Comparing the steps in the sequence • EXPLORE has a range from 1 to 25 • PLAN has a range from 1 to 32 • ACT has a range from 1 to 36 Plan is the midpoint in the series, which features the same four areas (English, Math, Reading and Science) on each test but increases in difficulty. This is a good time to look at results and the predicted ACT on the right side, and also to compare the EXPLORE and PLAN on this prediction. How accurate was it?

6. Knowledge and Skill Areas“Your Scores” and “Your Plans” • Composite and Estimated ACT Composite are helpful • Ed. Plans self-reported/Admission standards box; more in big book • See Profile for Success and how preferred career area correlates to ACT composite, compare. • Note test areas and sub-tests. U/M is punctuation, grammar and usage. R.S. is strategy, organization and style in writing. • Percentiles helpful • College Readiness: Not too late to remediate this!

7. Flip to the back: “Your Skills” • Specific problem areas can be addressed with teachers, at conferences, or otherwise. Utilize the great resource of our faculty. • Encourage your child to seek out answers and analyze mistakes. • This is an item-by-item analysis of the test. • Answer books are yours to keep. • Encourage your child to review the suggestions provided on the right for improving skills.

8. What ACT Scores Do Colleges Want?Mid 50th %ile of freshman class according to the College Board, 2013 • Gonzaga: 24-28 • St. Martin’s U: 19-25 • Boise State U: 20-25 • Whitworth: 24-29 • Linfield College: 22-28 • Seattle Pacific: 21-28 • Stanford U.: 30-34 • OIT: 21-27 • Willamette: 25-30 • Notre Dame: 31-34 • Montana State: 21-27 • U. of Montana: 20-26 • U. of Idaho: 20-26 • Seattle University: 23-29 • U of WA: 24-30 • W.S.U.: 20-26 • Western WA U.: 21-27 • Eastern WA U.: 18-24 • Harvard: 31-34 • Co. Sch. of Mines: 26-30

9. “Your Career Possibilities” • Is the self-reported choice inside or outside of the shaded area? • Career area list provides a few jobs for each area on the chart. • More information can be found at www.planstudent.org • “Region 99” • WOIS: NEW! • Students completed two separate tasks: chose a career from a list AND answered survey questions on like/dislike/indifferent • Self-reported choice is shown above in “Profile for Success” area as well as in the wheel map. • Shaded area is the area indicated by responses to survey.

10. SAT versus ACT • SAT: All students should take SAT I, Reasoning, and the ACT • SAT II subject tests for more selective colleges or programs, start looking into it early • SAT is an aptitude test with areas Critical Reading, Mathematics, and Writing. There is a required essay on the SAT. • ACT an achievement test with Reading, Math, English and Science tests with an OPTIONAL essay. • Best to take both, perhaps more than once. • Both have online registration and free test prep. • Both are widely accepted across the US and of equal merit

11. College Admission Tasks You Can Start Now! • Become familiar with the terms used and begin researching the schools in which your student may have an interest. It is not too early to visit! Avoid the rush. • Don’t be afraid to be “hypothetical” with students– make many stress-free queries. “So, what are you thinking?” • Consider finding a good fit academically, not just getting in. The visits tell you A LOT. • Send them to me; ask them to seek me out or call me! • Assign some online search time.

12. A few slides on the big picture . . . . . . Just for fun!

13. How did our students’ scores compare to nationwide scores in 2012?

14. Requests for Help in Specific Areas 2012.

15. Career Interests 2012

16. Three year view on achievement, Classes 2013-15

17. Things to do . . . • Maximize academic success through scheduling and support taking a full load. • Encourage rigor in course selection. Avoid giving in to senioritis or senior slump. • Explore job shadows and utilize connections to teach about work. • Initiate dialogue about the future on a regular basis.