ACT Assessment Standards and DataDetermining/Supporting HS and College Readiness

MASSP Middle Level Webinar SeriesMarch 3, 2009

School Environment

• ACT College Readiness Standards

• College Board Standards for Success

• SREB HSTW/MMSW

• 21st Century Skills

• General Knowledge, Processes, Skills

• Productive Dispositions

Identifying Critical Standards

Michigan Core Expectations Overview

Cross-Content Expectations

ELA Strands 1 and 2 – Communication and Reading

Mathematics Strand 1 – Quantitative Literacy and Logic

Science – Inquiry and Reflection

Social Studies – General Knowledge, Processes, and Skills

ACT College Readiness Standards

ELAHSCE

MAHSCE

SCHSCE

SSHSCE

Overarching Expectations21st Century Learning Skills

Policy on Learning Expectations

Habits of Mind

School Environment• Importance of being on target• Specific factors that influence readiness• Benefits of academic discipline, motivation• Non-negotiable knowledge and skills for 8th grade

“The level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school.”

• Recommendations

http://act.org/research/policymakers/pdf/ForgottenMiddle.pdf

The Forgotten MiddleOn Target for College and Career Readiness Before High School

School Environment

Academic Achievement • Best predictor of college/career readiness by

high school• More important than other factors - background characteristics - standard high school coursework - advanced/honors coursework - HS GPA - student testing behaviors

The Forgotten Middle

ACT Educational Planning and Assessment System (EPAS)

Explore Plan ACT

English 13 15 18

Mathematics 17 19 22

Reading 15 17 21

Science 20 21 24

School EnvironmentOrganization, Unity, Coherence• Use conjunctive adjectives or

phrases to show time relationships (this time, then)

Word Choice in Terms of Style, Tone, Clarity, and Economy

• Revise sentences, correct awkward, confusing arrangements of sentence elements

• Revise vague nouns and pronouns that create obvious logic problems

Sentence Structure and Formation• Use conjunctions or punctuation to

join simple clauses• Revise shifts in verb tense between

simple clauses

English Imperatives (CRS 13-15)

Conventions of Usage• Form past or past participle of

irregular but commonly used verbs

• Form comparative and superlative adjectives

Conventions of Punctuation• Delete commas that create basic

sense problems (e.g., between verb and direct object)

MDE Grammar Modulehttp://www.michigan.gov/mde/0,1607,7-140-38924_41644_42674---,00.html

School Environment

• Writing to Access Prior Knowledge• Writing to Learn

– Writing Portfolio– Writers’ Workshop– Grammar Focus

• Vocabulary Development– Research Skills– Quotation Notebook– Data Walls– Journal Entries

• Writing to Demonstrate Learning – Essay Options– Research Project

ELA Unit Development Common Unit Components

School EnvironmentMain Ideas and Authors Approach• Recognize a clear intent of an

author or narrator in uncomplicated literary narrative

Supporting Details• Locate basic facts clearly stated in

a passage

Sequential, Comparative, and Cause-Effect Relationships

• Determine when or if an event occurred in uncomplicated text

• Recognize clear cause-effect relationships described within a single sentence within a passage

Reading Imperatives

Meaning of Words• Understand the implications of a

familiar word or phrase and of simple descriptive language

Generalizations and Conclusions• Draw simple generalizations and

conclusions about the main characters in uncomplicated literary narratives

Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning

http://www.missionliteracy.com/

School Environment

• Reading Comprehension Strategies• Close and Critical Reading Strategies• Critical Reading Questions• Reading Goals • Reading Portfolio • Graphic Organizer Use• Book Clubs• Anchor Text Reading Activities• Listening and Viewing ActivitiesACT Reading Between the Lines – Characteristics of

Complex Texthttp://act.org/research/policymakers/pdf/reading_report.pdf

ELA Unit Development Common Unit Components

School EnvironmentBasic Operations and Applications• One-step problems - whole numbers - fractions, decimals, percents• Two-step problems - whole numbers• Conversions (e.g., inches to feet, hours to

minutes)

Probability, Statistics, Data Analysis• Calculate average (whole numbers)• Calculate average given number of items and

sum• Read, use data from table, chart• Use relationship between probability of event

and probability of its complement

Numbers: Concepts and Properties• Equivalent fractions• Fractions in lowest terms• One-digit fractions• Identify a digit’s place value

Mathematics Imperatives (CRS 13-19)

Expressions, Equations, Inequalities• Basic expressions• Solve x + a = b

for whole numbers or decimals• Substitute whole numbers for unknown

quantities to solve equations• Solve one-step equations (integers, decimals)• Combine like terms (2x + 5x)

Graphical Representations• Locate points with positive coordinates on

the number line• Locate points in first quadrant

Properties of Plane Figures• Angles associated with parallel lines

Measurement• Calculate measurement of line segment based

on lengths of other portions of figure• Compute polygon perimeters; rectangle areas

School EnvironmentMathematics Support

Michigan e-Library MeL.org• Middle School Learning Center - Diagnostics, Practice, 7th Grade Courseshttp://0-www.learnatest.com.elibrary.mel.org/LEL/index.cfm/learningCenter/middleSchool

• Algebra and Patterns• Basic Mathematics• Data Analysis and Probability• Geometry and Measurement

MATH Summit: Making Math Success a Reality March 30, 2009 MDE,MASSP, MIEM, Ed Trusthttp://www.gomiem.org/pdfs/mathsummit_flyer.pdf

School EnvironmentInterpretation of Data• Select data from a data presentation - single piece from simple table (13-15) - two pieces from simple table/chart (16-

19) - from complex representation (20-23)

• Identify basic features of a table, graph, or diagram (13-15)

• Find basic information in a brief body of text (16-19)

• Compare or combine data from a simple data presentation (e.g., order or sum data) (20-23)

• Translate information into a table, graph, or diagram (20-23)

• Understand basic scientific terminology (16-19)

• Determine how the value of one variable changes as the value of another variable changes in a simple data presentation (16-19)

Science Imperatives (CRS 13-23)

Scientific Investigation• Understand the methods and tools used in

- a simple experiment (16-19)

- a moderately complex experiment (20-23)• Understand a simple experimental design

(20-23)• Identify a control in an experiment (20-23)• Identify similarities and differences

between experiments (20-23)

Evaluation of Methods, Inferences, and Experimental Results

• Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model

• Identify key issues or assumptions in a model

School EnvironmentInterpretation of Data (Math)• Select data from a data presentation - single piece from simple table (13-15) - two pieces from simple table/chart (16-

19) - from complex representation (20-23)

• Identify basic features of a table, graph, or diagram (13-15)

• Find basic information in a brief body of text (16-19)

• Compare or combine data from a simple data presentation (e.g., order or sum data) (20-23)

• Translate information into a table, graph, or diagram (20-23)

• Understand basic scientific terminology (16-19) (Science)

• Determine how the value of one variable changes as the value of another variable changes in a simple data presentation (16-19)

Science Imperatives (CRS 13-23)

Scientific Investigation• Understand the methods and tools used in

- a simple experiment (16-19)

- a moderately complex experiment (20-23)• Understand a simple experimental design

(20-23)• Identify a control in an experiment (20-23)• Identify similarities and differences

between experiments (20-23)

Evaluation of Methods, Inferences, and Experimental Results

• Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model

• Identify key issues or assumptions in a model

(Science, Social Studies, ELA)

School Environment

• Science Inquiry and Reflection throughout 6-8

- Wayne RESA, Marzano Instruction That Works

http://blackboard.resa.net/webapps/portal/frameset.jsp?tab_id=_87_1

- Chemistry Inquiry Science, Assessing Science Inquiry

- SVSU http://www.svsu.edu/mathsci-center/uploads/science/eInquiry.htm

http://www.svsu.edu/mathsci-center/uploads/science/HighSchool.html

- Keys to Inquiry http://hea-www.harvard.edu/ECT/Inquiry/inquiry2.html

6-8 Science Focus

School Environment

• Develop and use Algebra concepts• Analyze data in ELA, Math, Science, and Social

Studies• Understand cause/effect, compare/contrast

organizational structures• Develop critical reading, critical thinking skills

6-8 Science Focus

School Environment

• Use Assessment data from EXPLORE test– Aligned with ACT CRS

– Ideas for progresshttp://act.org/standard/pdf/CRS.pdf

http://actstudent.org/explore/tests/index.html

• SREB Making Middle Grades Work (HSTW)

http://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp

Recommendations

School Environment

SREB Making Middle Grades Work Publicationshttp://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp

Redesigning the Ninth-Grade Experiencehttp://www.sreb.org/publications/2008/08V06_9th-grade_redesign.pdf

SREB Making Middle Grades Work – Enhanced Designhttp://www.sreb.org/programs/hstw/publications/2006Pubs/06V15-

R08_MMGW_Brochure.pdf

HSTW Getting Students Ready for HS Serieshttp://www.sreb.org/programs/hstw/publications/pubs/

04V04_honors_science.pdfhttp://www.sreb.org/programs/hstw/publications/pubs/03V61_honor_english.pdfhttp://www.sreb.org/programs/hstw/publications/pubs/02V52_Math.pdf

Making Middle Grades Work

School Environment

Susan Codere KellyHSCE Project CoordinatorMDE Office of School Improvement CodereS@michigan.govSCodere@aol.com517-373- 4226 Leave a message with Carol

Contact Information

School Environment

• The following slides were used for last week’s discussion.

• I copied them here for possible use in today’s discussion.

Slides From Last Week

School EnvironmentCore Subjects – ELA, Math, Science,

Social Studies Foreign Languages

21st Century Content• Global awareness• Financial, economic, business, and

entrepreneurial literacy• Civic literacy• Health and wellness awareness

Learning and Thinking Skills• Critical thinking and problem

solving• Communication Skills• Creativity and innovation skills• Collaboration skills• Information and media literacy skills• Contextual learning skills

21st Century Learning SkillsAdapted from The Partnership for 21st Century Skills P21 Framework

Information and Communication Technology Literacy

• Use technology to develop 21st century content knowledge and skills

• Use technology in support of 21st century teaching and learning

Life Skills• Leadership, ethics, accountability• Personal responsibility• Adaptability• Personal productivity, self direction• People skills• Social responsibility

21st Century Assessments• Authentic assessments must measure

all five skill categories

School Environment

• Gather information

• Understand information

• Analyze issues

• Draw and justify conclusions

• Organize and communicate information

• Think and communicate critically

• Learn and consider issues collaboratively

• Learn independently

• Create knowledge

• Act ethically

Policy on Learning ExpectationsState Board of Education (2002)

CTE

Career and Technical Education

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

1 ELA 8 ELA 9 ELA 10 ELA 11 ELA 12

2 Mathematics 8 Algebra 1 GeometryAlgebra II

Math-Related

3 USHG 8World History & Geography

US History & Geography

Gov/Econ Science

4 Science 8 Biology Chemistry

5 Elective Health/PE

Visual, Performing, and Applied Arts (VPAA)

6 ElectiveLanguage Other Than English

Language Other Than English

CTE

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

1 ELA 8 ELA 9 ELA 10 ELA 11 ELA 12

2 Math 8 Algebra I Geometry Algebra II Math-Related

3 USHG 8 WHG USHGGovernment/ Economics

Science (3rd)

4 Science 8 Biology Chemistry or Physics

Language Other Than English

Elective/Elective

5 Elective Health/PELanguage Other Than English

Elective/Elective

Elective/Elective

6 Band Band Band Band Band

Sample Student Schedule - Instrumental Music Emphasis

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

1 ELA 8 ELA 9 ELA 10ELA 11AP Lang/Lit

ELA 12AP Lit/Lang

2 Algebra I Geometry Algebra IIPrecalculusStatistics

AP CalculusAP Statistics

3USHG 8(Eras 3-6)

USHG (Eras 6-9)

Government/ Economics

WHGAP Social Studies

4Physical ScienceEssential C & P

Biology ChemistryPhysics

Physics Chemistry Earth Essentials

AP Science

AP Science

5 Language OTE1st Credit 6-8

Language OTE2nd Credit HS

Health/PE*Elective/Elective

Elective/Elective

6Band/ArtOther

Band/ArtOther

Band/Art Other

Band/ArtOther

Band/Art Other

Sample Student Schedule – Earning HS Credit in Grade 8

Assuming Online experience throughout at least one content area

Option for awarding PE credit for participation in athletic activities

School Environment

• Structural and Mission changes– Course Structures/Syllabi, HS credit = HS course structure (?)

– Demonstrating proficiency

– Awarding credit; transcript issues

• What instructional delivery ideas can MS provide for HS

• Reasons for following through with options

– Acceleration AP, Dual Enrollment

– CTE, Community College Programs

• Ideas for initiating “pilots”

• Support for hiring HQ teachers

A New Way of Thinking About Credit

School Environment

Conceptual Understanding

• Comprehension of mathematical concepts, operations, and relations

Procedural Fluency

• Skill in carrying out procedures flexibly and accurately

Strategic Competence • Ability to formulate, represent, and solve mathematical problems

Adaptive Reasoning

• Capacity for logical thought, reflection, explanation, and justification

Productive Disposition • Habitual inclination to see mathematics as sensible, useful, and

worthwhile, coupled with a belief in diligence

Mathematics Dispositions

School Environment

• Across the grades GLCE/HSCE documents– 6th through Algebra

http://www.michigan.gov/documents/mde/AcrosstheGrades6toAlgebra_225032_7.pdf

– 6th through Geometry

http://www.michigan.gov/documents/mde/AcrosstheGrades6toGeometry_225033_7.pdf

• Michigan Mathematics Focal Points; ACT CRS

• Algebra I HS vs. MS delivery – Common Credit Assessment

– Demonstrating proficiency

Mathematics Considerations

School Environment6-8 Mathematics Focal PointsFocus Instruction and Assessment

6th Grade MathNumber and Operations~ Understand operations on all rational numbers fractions and decimals, x /

rep add, subtract integers and

rational numbers equivalent rations; rates

Algebra~ Write, interpret, use math expressions/ equations variable expressions combine like terms represent linear functions in

tables, equations, graphs~ Solve linear equations

Geometry / Measurement~ Describe 3D shapes Analyze properties (volume, surface area)

7th Grade MathNumber and Operations ~ Understand and apply proportionality (similarity) rates, ratios, proportions direct and indirect

proportionality, relate to linear relationships

similar polygonsAlgebra~ Analyze and represent linear functions real numbers, algebraic

concepts solve algebraic equations recognize irrational numbers compute with rational

numbers~ Solve linear equations and systems of linear equations

8th Grade Mathn

Algebra~ Analyze and represent nonlinear functions (quad)

Geometry / Measurement~ Understand and use formulas to determine surface areas and volumes of 3D shapes~ Use distance and angle to analyze 2D/3D space and figures Pythagorean Theorem Transformation Symmetry

Data Analysis~ Analyze and summarize data sets

School Environment

Identifying Recall, define, relate, represent basic principles

Using Make sense of the natural world, predict and explain

observations

Inquiry Identify and explain patterns, habits of mind

Reflection Critique and justify strengths and weaknesses of scientific

knowledge

Science Dispositions

School Environment

• Common HS sequence (?)

• Current vs. new 6 – 8 focus; adjustments

• Investigations - HS vs. MS opportunities

• Essential Science HSCE

http://www.michigan.gov/documents/mde/Essential_Science_204486_7.pdf

– Demonstrating proficiency

– ACT College Readiness Standards

Science Considerations

Credit for high school Earth Science, Biology, Physics, and Chemistry will be defined as meeting BOTH essential and core subject area content expectations. Represents required

Choice

All

All

All

All

All

School EnvironmentK-7 Science ExpectationsOrganized by strand, grade, and unit

Physical Science7 Waves and Energy Physical and Chemical

Properties and Changes in Matter

6 Matter and Energy5 Measuring Changes in

Motion 4 Heat, Electricity, and

Magnetism Properties and

Changes of Matter3 Changes in Motion Light and Sounds2 Measurement of

Properties1 Sorting by PropertiesK Pushes and Pulls

Life Science7 Structures and Processes

of Living Things 6 Ecosystems5 Animal Systems Evolution and Traits of

Organisms4 Relationships and

Requirements of Living Things

3 Structures and Functions of Living Things

2 Plant Life1 Animal LifeK Observations with Senses Basic Needs of Living

Things

Earth Science7 Fluid Earth Systems and Human Activities6 Composition, Properties, Changes of the Earth Plate Tectonics / Fossils5 Position and Motion

Objects in the Sky4 Sun, Moon, and Earth3 Earth Materials, Change,

and Resources2 Earth’s Surface Features Uses/Properties of Water1 Weather Sun Warms the EarthK My Earth

5 – 8 Science Flexibility

Grade Physical Science Life Science Earth Science

8MEAP

7

Waves and Energy

Physical/Chemical Properties

Changes in Matter

Structures and Processes of Living

Things

Fluid Earth Systems and Human Activities

6 Matter and Energy Ecosystems

Composition, Properties, Changes of the Earth

Plate Tectonics/Fossils

5Measuring Changes

in Motion

Animal Systems

Evolution and Traits of Organisms

Position and Motion of Objects in the Sky

School Environment

• Elementary and/or MS programs

• Comprehensive (links to WHG)

• Introduction vs. mastery (1 or 2 credits)

• World Languages Guidelines

http://www.michigan.gov/documents/mde/WL_Guidelines_FINAL_206823_7.pdf

• Demonstrating Novice High proficiency

World Languages Considerations

School Environment

• ACTFL Novice High Proficiency

• Knowledge of cultural practices/products

• Knowledge in other curricular areas

• Comparison of nature and culture of language studied to own language

• Use the language within and beyond the school setting

World Languages Requirements

School EnvironmentDisciplinary Knowledge

History, geography, civics, economics

Thinking Skills Reading, communication, critical thinking, problem solving,

analysis, interpretation, inquiry, research, defending positions, innovation, creativity

Democratic Values Ideals, rights, responsibilities, respect for individual worth/human

dignity

Citizen Participation Public discourse, active participation, rule of law, service learning,

transformational citizenship

Leadership Skills Personal responsibility, literacy, productivity, global awareness

Social Studies Dispositions

School Environment

• Progression – Foundational Statements

– 6-7-WHG Capstone Projects/Global Issues

– 5-8-USHG Policy Issues/Social Action

– Foundations for Civics/Economics

• Knowledge, Processes, and Skills

• Opportunities for meeting ACT CRS in Reading and Writing

• Links to World Languages

Social Studies Considerations

9-12 WORLD HISTORY AND GEOGRAPHY

UNITED STATES HISTORY AND GEOGRAPHY

CIVICS AND GOVERNMENT

ECONOMICS

6-8 8 – INTEGRATED UNITED STATES HISTORY

7 – EASTERN HEMISPHERE STUDIES

6 – WESTERN HEMISPHERE STUDIES

K-5 5 – INTEGRATED UNITED STATES HISTORY

4 – UNITED STATES STUDIES/Michigan history beyond statehood

3 – MICHIGAN STUDIES

2 – THE LOCAL COMMUNITY

1 – FAMILIES AND SCHOOLS

K – MYSELF AND OTHERS

Social Studies Sequence of Study

School Environment

Habits of Mind…

9th Inter-Relationships and Self-Reliance10th Critical Response and Stance11th Transformational Thinking12th Leadership Qualities

A lens to focus student thinking toward social action and empowerment.

ELA Dispositions

School EnvironmentWriting, Speaking, and

Expressing• Writing Process (8)• Personal Growth (4)• Audience and Purpose (9)• Inquiry and Research (7)• Finished Products (5)

Reading, Listening, and Viewing

• Strategy Development (12)• Meaning Beyond the Literal

Level (3)• Independent Reading (8)

ELA ExpectationsOrganized by Strand and Standard

Literature and Culture• Close Literary Reading (10)• Reading and Response (5) (varied genre and time periods) • Text Analysis (6)• Mass Media (4)

Language• Effective English Language Use (5)• Language Variety (5) 4 strands 14 standards 91 expectations

School EnvironmentReading Comprehension Strategies• Identify purpose• Preview text• Understand, then analyze• Identify thesis, evidence, structure,

style, organization• Summarize• Ask questions, visualize, make

connections, determine importance, infer, synthesize, and monitor comprehension

• Skim for pertinent information

Reading Goals• Read like a writer• Recognize the narrative structure and

characteristics of anchor genre through reading mentor text

ELA Unit Development Common Unit Components

Critical Reading Questions• What does the text say? (literal)

• How does it say it? (figurative)

• What does it mean? (interpretive)

• Why does it matter? (wisdom/allusion)

Reading Portfolio • Maintain reading portfolio

- revisit goals- add evidence of progress- reflect and evaluate

School Environment

Close and Critical Reading Strategies

• Use marginalia to describe author’s craft• Use thinking notes and think-aloud strategies• Annotate text• Take and organize notes• Determine relevance/importance• Consider potential for bias• Consider perspectives not represented• Look for evidence to support

assumptions/beliefs• Evaluate Depth of information

Graphic Organizer Use

• Identified by unit

.

ELA Unit Development Common Unit Components

Book Clubs• Join a book club; read and discuss using a study guide

Activities Related to Reading Anchor Text• Before • During• After

Listening and Viewing Activities

School Environment

Writing to Access Prior Knowledge

• Unit Goals• Prior Knowledge Activities

Writing to Learn • Writing Portfolio• Writers’ Workshop• Grammar Focus• Vocabulary Development• Research Skills• Quotation Notebook• Data Walls• Journal Entries

.

ELA Unit Development Common Unit Components

Writing to Demonstrate Learning• Essay Options

- Literary Analysis Options- Definition Essay Options- Comparison Essay Options- Persuasive Essay- Poetry Options- Reflective Essay Options- Personal Essay Options

• Research Project

Speaking Activities

On-Going Literacy Development

School EnvironmentELA Strands 1 and 2

Communication (Writing, Speaking, and Expressing) Reading, Listening, and Viewing On-Going Literacy Skills (MMC Unit Framework)

Mathematics Strand 1 Quantitative Literacy and Logic

Science Strand 1 Inquiry and Reflection

Social Studies General Knowledge, Processes, and Skills

ACT College Readiness Standards English, Reading, Writing, Science, Mathematics

Cross-Content Expectations

Michigan Core Expectations Overview

Cross-Content Expectations

ELA Strands 1 and 2 – Communication and Reading

Mathematics Strand 1 – Quantitative Literacy and Logic

Science – Inquiry and Reflection

Social Studies – General Knowledge, Processes, and Skills

ACT College Readiness Standards

ELAHSCE

MAHSCE

SCHSCE

SSHSCE

Overarching Expectations21st Century Learning Skills

Policy on Learning Expectations

Habits of Mind

School Environment

ACT College Readiness Standardshttp://act.org/standard/http://act.org/standard/pdf/CRS.pdf

ACT The Forgotten Middle http://act.org/research/policymakers/pdf/ForgottenMiddle.pdf

ACT Reading Between the Lineshttp://act.org/research/policymakers/pdf/reading_report.pdf

Michigan’s Mission Possible: Getting All Adolescents Literate and Learning

http://www.missionliteracy.com/

Critical Assessments/AdjustmentsResources for Next Session

School Environment

SREB Making Middle Grades Work Publicationshttp://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp

Redesigning the Ninth-Grade Experiencehttp://www.sreb.org/publications/2008/08V06_9th-grade_redesign.pdf

SREB Making Middle Grades Work – Enhanced Designhttp://www.sreb.org/programs/hstw/publications/2006Pubs/06V15-R08_MMGW_Brochure.pdf

HSTW Getting Students Ready for HS Serieshttp://www.sreb.org/programs/hstw/publications/pubs/04V04_honors_science.pdfhttp://www.sreb.org/programs/hstw/publications/pubs/03V61_honor_english.pdfhttp://www.sreb.org/programs/hstw/publications/pubs/02V52_Math.pdf

Critical Assessments/AdjustmentsResources for Next Session

School Environment

Susan Codere KellyHSCE Project CoordinatorMDE Office of School Improvement CodereS@michigan.govSCodere@aol.com517-373- 4226 Leave a message with Carol

Contact Information