Predicting Patterns: Lenawee Countys Use of EXPLORE and PLAN

1. Predicting Patterns: Lenawee County's Use of EXPLORE and PLAN DataDirector 2011 User Conference Dearborn, Michigan

2. POP Purpose Participants will learn how Lenawee County is using the results of EXPLORE and PLAN as predictors of college and career readiness. Objective Participants will learn how DataDirector is used to produce reports to answer questions from principals Procedure PowerPoint Presentation Questions and Answers

4. Career and College Readiness Secondary Principals� Meeting September, 2011

5. 5 College Readiness Benchmark Scores Students who meet a Benchmark on the ACT have � 50% chance of earning a B or better and � 75% chance of earning a C or better in the corresponding college course or courses. Students who meet a Benchmark on EXPLORE or PLAN are likely to have approximately this same chance of earning such a grade in the corresponding college course(s) by the time they graduate high school. Students who meet a Benchmark on the ACT have � 50% chance of earning a B or better and � 75% chance of earning a C or better in the corresponding college course or courses. Students who meet a Benchmark on EXPLORE or PLAN are likely to have approximately this same chance of earning such a grade in the corresponding college course(s) by the time they graduate high school.

6. Using Multiple Measures for Educational Decisions

7. Lenawee County College Readiness Data

8. Using PLAN to Predict ACT Uses 10th grade PLAN scores from 10-11 Use predicted ACT scores in each subject area Use color-coding to indicate probability Dark Green Light Green Yellow Orange Red

9. Analysis Stronger relationship in Reading than in English curriculum vs. test? lower CRB scores? Strongest relationship in Math instruction in Algebra II? Weaker relationship in Science process vs. content? Very few who perform well on PLAN and miss CRB on ACT

10. What are some other data sets to consider for �College and Career Readiness�? Standards Met Credits Earned Courses Taken Grades Earned EDP Completion Resume Completion Interview Completion Application Completion

11. Career and College Readiness Secondary Principals� Meeting October, 2011

12. Using EXPLORE to Predict PLAN Uses EXPLORE scores from 2010-2011 Uses predicted PLAN scores in each subject area Use color-coding to indicate probability Dark Green Light Green Yellow Orange Red English and Reading - Stronger relationship if low in English, then low in Reading language usage vs. reading comprehension? Math achievement is low 8th grade math vs. Algebra I? Low achievement in Science 8th grade Science course? English and Reading - Stronger relationship if low in English, then low in Reading language usage vs. reading comprehension? Math achievement is low 8th grade math vs. Algebra I? Low achievement in Science 8th grade Science course?

13. Reasonable Growth �On Target� (met or exceeded CRB) �Nearly On Target� (<2 points from CRB) �Off Target� (>2 points from CRB)

14. Average Growth PointsBetween Tests

15. College Readiness Benchmark Standards Compare Standards in each subject area below, at, and beyond benchmark Review written and taught curriculum Which unit in the course/grade level? How was it assessed in the classroom? What were the students� scores on the classroom assessment? Explore lesson plans and activities

16. Rigor Issues This is a snapshot of the National High School Profile Report � Grad Class of 2010. For two decades, we�ve recommended that, to be ready for college, students should take a specific minimum number of high school courses: four years of English and three years each of math, science, and social studies. But not enough students are taking this recommended core. And, we now know that simply taking core is not enough. It�s the nature and the quality of the courses students take, not only the number, that determine if they will be ready for college and work. Students who reported taking the minimum core curriculum score consistently higher on the ACT Assessment than those who reported taking less than core. BUT, what we are also finding is those students are taking the core are not meeting the benchmarks. The example on the slide is in mathematics, but the theme is representative across all 4 subject tests. 93% of the ACT Math test is Algebra and Geometry yet students who marked they are taking 3 years of mathematics across the nation are scoring 4.5 points below the benchmark! What issues does this bring up? Rigor.This is a snapshot of the National High School Profile Report � Grad Class of 2010. For two decades, we�ve recommended that, to be ready for college, students should take a specific minimum number of high school courses: four years of English and three years each of math, science, and social studies. But not enough students are taking this recommended core. And, we now know that simply taking core is not enough. It�s the nature and the quality of the courses students take, not only the number, that determine if they will be ready for college and work. Students who reported taking the minimum core curriculum score consistently higher on the ACT Assessment than those who reported taking less than core. BUT, what we are also finding is those students are taking the core are not meeting the benchmarks. The example on the slide is in mathematics, but the theme is representative across all 4 subject tests. 93% of the ACT Math test is Algebra and Geometry yet students who marked they are taking 3 years of mathematics across the nation are scoring 4.5 points below the benchmark! What issues does this bring up? Rigor.

18. PLAN and EXPLORE Item Analysis Use test booklets from 11-12 testing Order extra materials for your staff (no cost)

20. ACT Moodle Course 

21. Identify students who need assistance with the testing formats Needs identified by students on the tests Writing Reading Math Study Skills Identify students who need assistance with the testing formats Writings using ACT rubric Analyzing data in graphs, charts, and tables Use of released items from MDE Use of release practice items from ACT Strategies for completing timed portions of ACT Close and critical reading strategies from MS/HS Literacy Team

22. Assessment Calendars

23. Time Elements of an Assessment CalendarSource: White, S. H. (2005). �Beyond the Numbers: Making Data Work for Teachers and School Leaders�. Lead and Learn Press: Englewood, CO When will we administer the assessment? When will we collect the data? When will we disaggregate the data? When will we analyze the data? When will we reflect upon the data? When will we make recommendations? When will we make the decisions about the recommendations? When will we provide written documentation about the decisions? When will we share the data with other stakeholders?

24. POP Purpose Participants will learn how Lenawee County is using the results of EXPLORE and PLAN as predictors of college and career readiness. Objective Participants will learn how DataDirector is used to produce reports to answer questions from principals Procedure PowerPoint Presentation Questions and Answers

25. Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District Fireside Building 4107 N. Adrian Highway Adrian, Michigan 49921 517-265-1606 (phone) 517-265-2953 (fax) stan.masters@lisd.us www.lisd.us/links/data