Interpretation of ACCUPLACER™ Diagnostics and Suggestions for Remediation

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Interpretation of ACCUPLACER™ Diagnostics and Suggestions for Remediation. Dr. Leslie G. Fatum College-and Career-Readiness Curriculum. Interpreting ACCUPLACER™ Diagnostics Score Reports: Part 1. Three Diagnostic assessments are included in this program: Reading Comprehension Arithmetic

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### Interpretation of ACCUPLACER™ Diagnostics and Suggestions for Remediation

Dr. Leslie G. Fatum

Interpreting ACCUPLACER™ Diagnostics Score Reports: Part 1

• Three Diagnostic assessmentsare included in this program:
• Arithmetic
• Elementary Algebra
• Each assessment covers five Domains, and each Domain contains several specific skills.
• Main Idea
• Supporting Detail
• Inference
• Author’s Purpose and Rhetorical Strategies
• Sentence Relationships
• Arithmetic Domains
• Computation with Integers and Fractions
• Computation with Decimal Numbers
• Problems Involving Percent
• Estimation, Ordering, Number Sense
• Word Problems and Applications

Interpreting ACCUPLACER™ Diagnostics Score Reports: Part 2

• Elementary Algebra Domains
• Linear Equations, Inequalities and Systems
• Real Numbers
• Algebraic Expressions and Equations
• Word Problems and Applications
• Each domain is given a score between 1 and 15:
• 1-4 = Needs Improvement
• 5-10 = Limited Proficient
• 11-15 = Proficient
• Visit http://www.doe.in.gov/achievement/ccr, and view the “ACCUPLACER Training: Reports and Interpreting Test Results” recorded webinar.

Sample Arithmetic Diagnostic Report

Key:

Red = Needs Improvement (Score 1-4)

Yellow = Limited Proficiency (Score 5-10)

Green = Proficient (Score 11-15)

• A student who Needs Improvement in a particular Domain should receive remediation in allof the skills associated with that Domain.
• A student who has Limited Proficiency in a particular Domain should receive remediation in at least some of the skills associated with that Domain (see suggestions for specific assessments).
• A student who is Proficientin a particular Domain does not require remediation in anyof those skills.

The Remediation Planner uses color highlights to indicate areas of focus, based upon interpretation of diagnostic scores.

Interpreting “Limited Proficiency” in Specific Domains

• Main Idea:
• Main idea
• Understanding stated main idea in a paragraph
• Understanding implied main idea in a paragraph
• Understanding stated main idea of longer passages
• Understanding implied main idea of longer passages
• Supporting Detail:
• Identifying supporting details
• Evaluating supporting details
• Use of supporting details to support an argument
• Inference:
• Understanding inference in short passages
• Understanding inference in multi-paragraph passages
• Author’s Purpose and Rhetorical Strategies:
• Understanding purpose and tone in short passages
• Understanding purpose and tone in longer passages

A student who scores “Limited Proficient” in one or more of these Domains should receive remediation in the starred skill areas (yellow boxes).

• Sentence Relationships:
• Critical thinking: fact and opinion
• Use of contrast in short passages
• Use of cause and effect
• Use of generalization and example
• Critical thinking: effective arguments
• Use of comparison and contrast
• Cause and effect in longer passages
• Generalization and example in longer passages

Arithmetic Diagnostic: Interpreting “Limited Proficiency”

The boxes with arrows indicate the skills that are suggested as those which should be addressed in targeted remediation for students who demonstrate “Limited Proficiency” in that specific Domain (not necessarily every Domain).

For example, a student who is “Limited Proficient” in Problems Involving Percent should (at a minimum) receive targeted remediation in Rates, Understanding and Using the Percent Proportion, Using the Percent Equation, and Solving Word Problems with Percent.

Elementary Algebra Diagnostic:

Interpreting “Limited Proficiency” in Specific Domains

The skills with yellow boxes in the middle row are suggested targets for remediation where a student scores “Limited Proficiency” in a specific Domain. School personnel should use their own knowledge of each student’s abilities to determine an individualized plan for remediation.

Remediationand Parental Involvement

• Here is what the law says about remediation and parental involvement:
• If the appropriate school official determines that a student who takes an exam is in need of remediation or supplemental instruction to prevent the need for remediation at a postsecondary educational institution or workforce development program, the school official shall inform the student\'s parent of the likelihood that the student will require remedial course work; the potential financial impact on the student or the parent for the additional remedial course work, including that the student may not be eligible to receive state scholarships, grants, or assistance administered by the CHE; and; of the additional time that may be required to earn a degree; while the student attends a postsecondary educational institution or workforce development program. The school official may establish a remediation or supplemental instruction plan with the student\'s parent.
• In sum, parents must be informed when their student performs poorly on a Diagnostic assessment, whether or not a decision is made to implement “formal” remediation, such as a specific course.

• Remediation options are a local decision, both as to kind and duration.
• Schools should avoid placing students in traditional remediation courses for which they will receive no credit, unless they are confident that it is both necessary and will prove effective.
• The goal is to improve student achievement in those specific areas in which the students have demonstrated weaknesses.
• Because most remediation plans will focus on activities that will take place in the next school term, it is imperative that the future teachers and counselors of students with remediation plans have access to them as soon as possible, so that they may plan instruction appropriately.
• Ideally, the remediation plan should be developed with both current and future educators’ input.

Remediation Options: There are Many!

Part 1

• Options include – but are not limited to – the following:
• Online resources, such as:
• Plato
• Acuity
• MyFoundationsLab (aligned to the ACCUPLACER Diagnostics results)
• March2Success (a free resource offered by the US Army)
• Edgenuity
• After-school tutoring
• Peer-to-peer/small group work/”pull-outs” in current courses

Remediation Options: There are Many!

Part 2

• Curricula for two transition (bridge) courses are available through the Southern Regional Education Board (SREB) at http://sreb.org: Math Ready and Literacy Ready.
• These are courses designed for students who are just on the “bubble” of being college-ready (i.e., desire to attend college but need extra support to get there).
• Look for the IDOE to announce training opportunities for teachers this summer.
• These would be courses for credit, unlike traditional remediation courses.

Final Thoughts on Remediation….

• Remediation is a local decision (whether to provide/what kind/how long).
• Many students may not require an entire semester course of remediation.
• The goal of targeted remediation is to focus on improving specific areas of weakness.
• Use the results of the ACCUPLACER Diagnostics andeducators’ personal knowledge of a student to guide remediation decisions.
• Be flexible and creative: if one method doesn’t work, try something else.
• Parents/caregivers must be informed of the process, and hopefully, in decision-making.
• Still have questions? We are here to help!
• Leslie G. Fatum, Assistant Director, College and Career Readiness Curriculum
• 317.232.6619
• [email protected]
• Amanda Culhan, Program Coordinator for School Counseling
• 317.232.0510
• [email protected]