Brad McMillen and Sonya Stephens Data and Accountability September 19, 2013.
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Transcript of Brad McMillen and Sonya Stephens Data and Accountability September 19, 2013.
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ACT OverviewBrad McMillen and Sonya Stephens
Data and Accountability September 19, 2013
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The READY program sets growth and performance standards for each elementary, middle, and high school in the state.
READY is a component of Career and College Ready, Set, Go which is an active part of NCs Race to the Top initiatives.
NC READY Accountability Model
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Two indicators: Participation and Performance1. Performance Composite2. Math Course Rigor (Future Ready Core Math)3. Graduation Rate4. The ACT Performance Measure5. ACT WorkKeys Performance Measure6. Graduation Project (optional)
NC READY Accountability Model
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Two indicators: Participation and Performance1. Performance Composite2. Math Course Rigor (Future Ready Core Math)3. Graduation Rate4. The ACT Performance Measure5. ACT WorkKeys Performance Measure6. Graduation Project (optional)
NC READY Accountability Model
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Participation: Number of students in the 11th grade (March Data Collection) and comparing it to the number of scored assessments.
Performance: Based on the current year total number of students meeting the UNC minimum composite of 17 divided by the number of students who have a composite score.
The ACT Measures
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ACT Composite – 2012-13 Juniors
Apex
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WCPS
S0%
20%
40%
60%
80%
100%84%
71%69%79%
73%
43%53%58%
42%
70%
54%
90%
74%79%
44%
77%68%68%
85%
72%
44%
96%
68%62%
71%
% Scoring 17 or higher
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ACT’s Definition of College Readiness
College Readiness is the level of preparation a student needs
to be equipped to enroll and succeed – 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
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ACT’s College and Career Readiness System
Longitudinal Assessment Components
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25
32
36
English
Mathematics
Reading
Science
ACT’s College and Career Readiness System
Common Scale Relationship
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ACT’s College Readiness Benchmarks
Test College Course 8th Grade 9th Grade
English English Composition 13 14 15 18
Math College Algebra 17 18 19 22
Reading Social Sciences 15 16 17 21
Science Biology 20 20 21 24
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
22
23
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26%
30%
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Roster 1: Early Intervention Roster
School-level reports that identify students who fall into three categories:
Roster 1: Students indicating they do not plan to finish high school or have no post-high school educational plans
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2a) students with a composite score of 16 or higher who reported they have no plans to go to college
2b) students who reported that they plan to attend college but earned a composite score of 15 or less, or reported that they do not plan to take college core coursework.
Roster 2: Coursework Intervention
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Roster 3: Need for Assistance◦Roster 3: Students who expressed a need for
help in a particular area Educational/career planning Improving writing skills Improving reading speed and comprehension Improving study skills Improving mathematical skills Improving computer skills Improving public speaking
This roster can help you identify instructional needs, design intervention strategies, and assist students with reaching their
academic and career goals.
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ACT Plan Early Intervention RostersRoster 3: Need for Assistance
Are we providing programs or services to meet our students’ needs?
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Making core curriculum a priority (Table 1.4) Making sure students are taking the right
kinds of courses (Table 3.2) Evaluating rigor of courses (Tables 1.6 and
2.6) Plan student support activities based on
students’ career and college aspirations (Tables 4.1 and 4.2)
How to Improve Scores and Increase College Readingness