“We will lead the nation in improving student achievement.” Kathy Cox State School Superintendent

Improving Student Achievementin Forsyth County Schools

UTILIZING STUDENTS’ SCORE REPORT PLUSIncluding My College Quickstart and MyRoad

PSAT Data AnalysisUsing SOAS Data as a Diagnostic Tool

USING AP POTENTIAL TO BUILD THE ADVANCED PLACEMENT PROGRAM

Georgia Department of EducationKathy Cox, State School Superintendent

OFFICE OF STANDARDS,INSTRUCTION & ASSESSMENTINNOVATIVE ACADEMIC PROGRAMS

AP,PSAT,SAT & ACT UNIT

• Becky Chambers, Program Managerbechambe@doe.k12.ga.us

404-463-5098

• Bonnie Marshall, Education Specialistbmarshal@doe.k12.ga.us

404-656-6854

• Georgia Haygood McSwain, Education Specialist gmcswain@doe.k12.ga.us

404-657-9799

The College Board Contact

Bill HeronSouthern Regional Office

770-225-4005

bheron@collegeboard.org

www.collegeboard.com

http://apcentral.collegeboard.com

The PSAT/NMSQT is a comprehensive academic reasoning test, which focuses on skills that all students need to succeed in high school and college.

1. The reasoning skills focus on three academic areas of critical reading, writing, and mathematics, but their attainment affects all areas of learning because they are transferable process skills that are needed to manage and apply knowledge in all content courses.

2. These skills are relevant to all students and are needed by all students. There is a strong focus on inclusion when testing with the PSAT/NMSQT.

PSAT/NMSQT Content and Question TypesCritical Reading, 50 minutes

Two, 25-minute sections total of 48 questions

13 Sentence completions

35 Passage-based reading questions

Math, 50 minutes

Two, 25-minute sections total of 38 questions

28 Multiple choice

10 Student-produced response

Writing, 30 minutes

One, 30-minute section total of 39 questions

20 Improving sentences

14 Identifying sentence errors

5 Improving paragraphs

Student Score Report Plus

Scores are clearly displayed.

Percentiles are graphically displayed; sophomores get sophomore percentile.

Projected SAT range shown on number line format.

School receives two copies; one for student one for school

9

Personalized feedback on academic skills that need improvement.

Student Score Report Plus

Teachers and counselors may use the Student Score Report Plus to discuss

• academic weakness which can provide opportunities to revisit test questions with students;

• indicators about areas of interest that may provide framework for academic and career guidance;

• each student’s interests and academic needs when making informed choices about course selections ,programs of study, postsecondary options.

11

Student Score Report Plus

• Students may use their unique Score Report Plus

code to access free enhancements online at

www.collegeboard.com/psatextra

Students may also review complete explanations for all responses, including incorrect ones.

Student may also access individual reports using

SAT Online at www.satonlinecourseschool.com.12

Features of My College QuickStartMy SAT Study Plan –test prep for state-mandated tests too!

• Opportunity to practice writing the SAT essay

• Strategies for success

• Official essay scoring guide

• Practice essay questions

My Major & Career Matches connect students to profiles of:

• College majors based on PSAT interests

• Related majors

• Related careers

Access to MyRoad. This interactive website includes:

• College majors and career profiles that includes academic requirements, economic outlook

13

PSAT Practice Means Higher SAT Scores

Class of 2007 – State average-1472

• Average SAT score without PSAT 1415

• Average SAT score with PSAT as Junior 1508

• Average SAT score with PSAT as Sophomore or younger 1517

• Average SAT score with PSAT as a Junior and Sophomore or younger 1630

15

PSAT/NMSQT data is communicated in the Summary of Answers and Skills Report.

• Details the performance of a group (by grade) on each individual question.

• Provides insights into “wrong answer” behavior by the group.

• Summarizes comparative standing on skills, relative to the state and nation.

• Compares performance on each question to the state, nation and comparable group which is an indicator of “expected academic performance” based on a database of students academically comparable to your school.

16

PSAT data as a diagnostic tool Identifies strengths and weaknesses in critical reading,

mathematics, writing

Identifies strengths/weaknesses in curriculum and/or instruction

May be used as guide for practice or remediation for state-mandated tests

End of Course Tests Georgia High School Graduation Test (GHSGT) Georgia High School Graduation Writing Test (GHSWT) May be used as practice for SAT

format question-types expectations for academic reasoning skills nationally norm-referenced test

Use PSAT/NMQST DATA to

18

PSAT data may be used as a diagnostic tool.WORKSHOP PARTICIPANTS WILL

1. Examine test booklet.

2. Analyze directions and vocabulary in all sections.

3. Identify questions that might be problematic for students.

4. Analyze critical reading/math/writing skills based on school report.

5. Identify areas of weaknesses and strengths

PSAT/MNSQT SKILLS ARE ALIGNED TO GPS

In Critical Reading

In Mathematics

In Writing

web address

http://www.collegeboard.com/prod_downloads/counselors/psat/Georgia.pdf

CR1: Understanding main ideas in a reading passageHow to improve: Read the whole passage carefully and try to determine the author’s overall message. Practice making distinctions between the main idea and supporting details.Georgia Standard(s) this skill complements:Reading Literature: ELA9RL1.1.a., ELA9RL1.1.c., ELA9RL1.2.c., ELA9RL2.a., ELA9RL2.d., ELA9RC2.a., ELA10RL1.1.c., ELA10RL1.2.a., ELA10RL2.a, ELA10RL2.ii, ELA10RL2.iv, ELA10RC2.a., ELAALRL1.1.a., ELAALRL1.c.,ELAALRL1.2.c., ELAALRL2.a., ELAALRL4.c., ELABLRL1.1.a., ELABLRL1.1.c., ELABLRL1.2.c., ELABLRL2.a., ELABLRC2.a., ELAWLRC2.a.

CR2: Understanding toneHow to improve: When reading, consider how an author’s choice of wordshelps define his or her attitudes. Pay attention to the way in which tone conveysmeaning in conversation and in the media.Georgia Standard(s) this skill complements:Reading Literature: ELA9RL1.1.a., ELA9RL1.2.b., ELA9RL1.2.c., ELA9RL2.a.,ELA9RC3.a. ELA10RL1.1.a., ELA10RC3.a., ELAALRL1.1.a., ELAALRL1.2.a.,ELAALRL1.2.c., ELABLRL1.1.a., ELABLRL1.2.a., ELABLRL1.2.c.,ELABLRC3.a., ELAWLRC3.a.

Summary Of Answers and Skills• Critical Reading (pp. 2-6)

– Analyze Correct Critical Reading Answers – Page 3– Analyze Incorrect Critical Reading Answers – Pages 4-5– Analyze Performance on Critical Reading Skills – Page 6

• Math Reasoning (pp. 7-11)– Analyze Correct Math Answers – Page 8– Analyze Incorrect Math Answers – Pages 9-10– Analyze Incorrect Answers on Free-Response Section ---

Page 10– Analyze Performance on Math Skills – Page 11

• Writing Skills (pp.12-16)– Analyze Correct Writing Skills Answers – Page 13– Analyze Incorrect Writing Skills Answers – Pages 14-15– Analyze Performance on Writing Skills – Page 1622

ANALYSIS OF CORRECT RESPONSESThis section contains a review of your group’s responses on each critical reading question. It indicates the percentage of your group that responded correctly as well as the percentage of correct responders in the state, the nation and a comparable group (expected performance).

23

• Look at popular wrong answers for insight into students’ difficulty with the question.

• Consider possible reasons items were omitted.

•Review questions for issues with concepts, content, and basic reasoning skills.

Analysis of Incorrect Responses

24

Some hints:• The percentage

indicators help identify questions that caused problems for large percentage of students.

• Letters identify the incorrect answer choice.

• Correct answer is noted in gray shaded cell on right.

• Percentage of students who omitted the question is in black.

Analysis of Incorrect Responses

25

Analysis of Incorrect Student- Produced Responses in Math

• Correct answer(s)

• Most popular incorrect answer for each group

• The rest of the incorrect answers are grouped together.

• Reading and comprehending directions may be variables that affect performance.

26

27

Seven Steps to Using Your SOAS Data1. Focus on the questions that are noted on the Test

Question Detail log.

2. Review the incorrect answer choices in the test book to discover possible issues.

3. Identify skills assessed by items students missed.

4. Make inferences about what led to misunderstanding.

5. Share problem questions with students in math and English classes to gain further insight.

6. Identify where in the curriculum the skills are taught.

7. Work within departments and classrooms to address common issues that need curricular attention.

28

STUDENT ACHIEVEMENT STRATEGIESSTUDENT ACHIEVEMENT STRATEGIES

What is AP Potential?AP Potential is a Web-based tool that helps identify potential AP students among the school’s PSAT/NMSQT test-takers.

http://appotential.collegeboard.com

AP Potential identifies “diamond-in-the-rough” AP students

indicates AP courses for which they might be suited

promotes equity-helps your school find candidates for AP courses

provides counselors/principals with useful lists of names of students with “potential” to be successful in AP program

to expand AP programs

to add courses

to increase enrollment in current AP courses

AP PotentialChoose your grade level and define your pool…

AP PotentialCorrelated data shows the percentage of students with AP potential at intervals of the PSAT/NMSQT score range

AP PotentialYou select a performance criterion for each AP course your school offers.

AP PotentialSubject detail include ethnicity,correlations,student scores,& gender

AP PotentialDetails: courses selections, criteria met , probability for scoring 3 or above

AP Potential

http://www.appotential.collegeboard.com

• Click on “About AP Potential”

• Click on “Demo”

• If you have your code, you can print reports for each grade level.

Why should students participate in the AP Program?

33

59

76

0

10

20

30

40

50

60

70

80

No APOne APTwo+ AP

BENEFITS OF AP COURSES

increased possibility of those going to college who finish and receive a Bachelor’s degree

85% of those taking AP continue education beyond high school

AP courses are related more to degree completion than mere entry into college

Adelman, Clifford. Answers in the Tool Box, 1999, US Department of Education

Student Group AP Exam Grade of 3, 4, 5

AP Exam Grade of 1, 2

Took AP course, but not exam

African-American

28% higher 22% higher 16% higher

Hispanic 28% higher 12% higher 10% higher

White 33% higher 22% higher 20% higher

Low-Income 26% higher 17% higher 12% higher

Not Low-Income

34% higher 23% higher 19% higher

Source: Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability, 2005)

Impact of AP on 5-Year College Graduation Rates

40

Georgia 2004 National 2004 Georgia 2005 National 2005 Georgia 2006 National 2006 Georgia 2007 National 2007

English 62% 68% 61% 68% 64% 69% 64% 69%

Algebra 34% 40% 33% 41% 36% 42% 37% 43%

Science/Biology 19% 26% 19% 26% 20% 27% 22% 28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Percent of Students Meeting ACT College Readiness Benchmarks

Academic Preparation*

Course/Years of Study Percentage SAT Score

English AP/Honors 36 1657

English more than 4 years 5 1529

English 4 Years 77 1499

Math AP/Honors 28 1693

Calculus 26 1698

Math More than 4 Years 12 1486

Math 4 Years 68 1614

*2007 Georgia student data state average 1472

Academic Preparation*Course/Years of Study Percentage SAT Score

Science AP/Honors 28 1694

Physics 54 1558

Science 4 Years 48 1526

Science more than 4 years 6 1619

Social Studies AP/Honors 33 1660

Social Studies 4 Years 60 1497

Social studies more than 4 years 6 1573

*2007 Georgia student data state average 1472

Academic Preparation*

Course/Years of Study Percentage SAT Score

FL AP/Honors 17 1718

FL More than 4 Years 4 1711

FL 4 Years 13 1667

FL 3 Years 22 1558

Fine Arts AP/Honors 6 1659

Fine Arts 4 Years 17 1568

*2007 Georgia student data state average 1472

What are SAT test content and question types?

SAT

Critical Reading

(67 items)

Multiple-choice itemsSentence Completion 19 questionsPassage –based reading (long and short passages) 48 questions

Math

(54 items)

Multiple-choice items Number and Operations 11-13 questionsAlgebra I, II, and Functions 19-21 questionsGeometry and Measurements 14-16 questions Statistics, Probability, and Data Analysis 6-7 questionsStudent-produced responses 10 questions

Writing

(50 items)

Multiple-choice: Identifying Sentence Errors 18 questionsImproving sentences 25 questionsImproving Paragraphs 6 questionsStudent-Written Essay: Effectively communicate viewpoint, defining and supporting a position 1 question

Essential Question: What are the goals of the Official SAT Online Course?The goals of the SAT Online Course are

•to increase student achievement

•to improve critical reading skills

•to improve writing and communications skills

•to improve reasoning skills

•to increase students’ familiarity with a reasoning test

•to increase students’ awareness of SAT as a reasoning test

•to improve Georgia’s SAT scores

How can we use the SAT Online Prep Course? Differentiate instruction

Supplement classroom instruction in all classes, not

only math and language arts

Enrich instruction in SAT Prep classes

Enhance postsecondary success skills for all students

Monitor student/class/school progress

Increase parental involvement

Essential Question : How does using the Online SAT Prep Course improve student achievement? Students practice their reasoning skills based on knowledge and

skills developed through their course work.

The Official SAT® Online Course provides practice opportunities for student to apply critical thinking skills.

The Official SAT® Online Course provides opportunities for students to analyze and solve problems.

The Official SAT® Online Course provides practice opportunities through lessons, quizzes and tests that mirror standards of the Georgia Performance Standards, domains of End of Course Tests, strand standards of Georgia High School Graduation Tests and content and format of the SAT.

OUTLINE OF OFFICIAL SAT ONLINE COURSE

• Lesson 1: Overview of SAT

• Lesson 2: Strategies for success on tests

• Lesson 3: PSAT/NMSQT information

OUTLINE OF OFFICIAL ONLINE SAT COURSE

CRITICAL READING SKILLS

Lesson 4: Overview of critical reading

Lesson 5: Sentence completion

Lesson 6: Passage-based reading

OUTLINE OF OFFICIAL ONLINE SAT COURSE

WRITING SKILLS

• Lesson 7: Overview of writing

• Lesson 8: The essay

• Lesson 9: Identifying sentence errors

• Lesson 10: Improving sentences

• Lesson 11: Improving paragraphs

OUTLINE OF OFFICIAL ONLINE SAT COURSE MATHEMATICS

• Lesson 12: Overview of mathematics

• Lesson 13: Multiple choice questions

• Lesson 14: Student-Produced Responses

• Lesson 15: Numbers and Operations

• Lesson 16: Algebra and Functions

• Lesson 17: Geometry and Measurement

• Lesson 18: Data Analysis, Statistics, Probability

OFFICIAL SAT ONLINE COURSE

www.satonlinecourseschool.comEDUCATOR’S USER ID- gapromoteacher1

gapromoteacher2

gapromoteacher3

Password-georgia1

STUDENT’S USER ID –gapromostudent 1 or 2 or 3

Password –georgia 1

55

SAT Online Course: Class Management TabTab is available only to teachers/administrators.• Manage Classes

Create class sections and manage class roster.

• Define Essay Scoring Method

Teacher selects method for scoring student essays. Use the automated system or teacher scoring. Choose from more than 25 essay topics.

• Score Essays

Scoring guidelines and sample essays

• Resources - Additional online resources include training tutorial, sample correspondences.

56