college readiness benchmarks

Battelle for Kids and ACT, Inc.: Using Value-Added

Analyses and QualityCore in Ohio to Better Prepare All Student for College and

Career

Jim Morris, ACT, [email protected]

Mark Hartman, Battelle for [email protected]

Mark Black, Principal, GlenOak High School [email protected]

College Readiness Benchmarks

*The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or *The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college a 75% chance of obtaining a “C” in corresponding credit-bearing college

courses.courses.

TestCollege Course(s) EXPLORE PLAN ACT

EnglishEnglish 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

Common Course PatternsValue Added for English and Mathematics

Common Course PatternsValue Added for Social Science and Natural Science

Every student should be prepared to a standard of readiness for postsecondary

education and work

October 2004Crisis at the

Core

2005College

Readiness Standards

February 2005On Course for

Success

May 2006Ready for College and

Ready for Work: Same or Different?

March 2006Reading

Between the Lines

April 2007National

Curriculum Survey

May 2007Rigor at Risk

2005 2006 2007 2008 2009

2008The Forgotten

Middle

ResearchThe Foundation of ACT

1950 1960 1970 1980 1990 2000 2010

November 7, 1959

First administration of the ACT

Assessment to 75,406 students

1986

First administration

of PLAN

1989

Enhanced ACT introduced: English,

Math, Reading & Science

1992

First administration of EXPLORE

2005

Optional Writing test added to The

ACT

2007

QualityCore is introduced

HistoryCollege Readiness System

Six Steps to Improving College Readiness

Components of ACT’s College Readiness System That Can Help

Essential Standards College Readiness Standards – validated as the standards most essential for readiness to succeed in college or in a career

Common Expectations Longitudinal Assessments – help measure student progress in Core curriculum coursework

Clear Performance Standards College Readiness Benchmark Scores – Provide the scores students need to have a high likelihood of being on target for college readiness

Rigorous High School Courses Instruction – QualityCore – 9th-12th grade instructional improvement

Early Monitoring and Intervention Longitudinal Assessments, EXPLORE & PLAN – help facilitate early intervention

Data-Driven Decisions Longitudinal System – helps schools monitor student performance from middle school through high school

College Readiness SystemThe Solution

College ReadinessStandards

Benchmarks

National Curriculum SurveyPostsecondary expectations

Secondary instruction

High Achieving SchoolsCourses, Practices, Materials

QualityCoreCourse-specific knowledge and skills

Best Practices

Development

Is a uniquely research-based curriculum program designed to raise the quality and intensity of high school core courses for all students

Focuses on fewer, clearer, and higher standards that are essential for college and career readiness in each course

Uses formative and summative assessments to guide effective, targeted instruction

Features of QualityCore

Features of QualityCore

Measures student progress in each course toward college and career readiness

Provides professional development resources, tools and opportunities to teachers and leaders

Customizes instruction to the needs of specific classrooms, schools, and districts

QualityCore Course Objectives and College Readiness Standards

Alignment document between QualityCore course objectives and College Readiness Standards Available on SharePoint.

Internationally Benchmarked

• Benchmarked against the frameworks and standards of high performing countries.

• Like the Common Core, QualityCore aligns well to international standards and frameworks.

English 9, 10, 11, 12 Algebra I Geometry Algebra II Pre-Calculus

Biology Chemistry Physics U.S. History

Available Courses

Course-specific college readiness skills End-of-Course assessments A live formative item pool for benchmark

assessments Instructional resources Implementation support Professional Development option

QualityCore consists of…

24/7

Onl

ine

Acc

ess

for

Edu

cato

rs

Two 45-minute multiple-choice components (35 score items each)

OR

One multiple-choice component plus a 45-minute constructed-response component. (1-3 items)

End-of-Course Assessments

NOTE: Available in paper and pencil and computer based formats

Student OverviewStudent OverviewReportReport

Includes estimated College Readiness Indicator based on ACT’s College Readiness Benchmark

Long term vs. Short term preparation There is a difference!

Quality Core is the answer to long term foundational improvement

Ohio Value-Added High Schools Project

Mark Hartman, Battelle for Kids

Copyright ©2010. Battelle for Kids.

Understand the goals and outcomes of

OVAHS including value-added/T-CAP Understand the possibility of future

reports Discover what we have learned from

highly effective teachers

Learning Targets


The right people!

The right metrics!

The right practices!

About us – http://www.battelleforkids.org


Why Use Value-Added in Lieu of Pure Achievement?

30

40

50

60

70

80

90

100

3 4 5 6 7 8

Student A

Student B

Standard

Student A

Student B

Proficient


School Achievement and Poverty Level


School Value-Added Gains and Poverty Level


Teacher Effects


What Has Happened So Far?

High schools ordered more than 62,000 end-of-course exams (over 80,000 in year 2)

High schools completed and scored 53,312 end-of-course exams

25,422 students participated in the testing in nine subject areas (projecting 31,000)

36 (44) Ohio urban, rural and suburban high schools administered the tests. In addition, STEM, digital, career technical and early college high schools were represented in the mix.


Hope!

Jobs

$1 million for ever student

$10,000 - $50,000 for every family

A talented and qualified workforce

All students!


Ohio Job Outlook


The Key to Opportunity is Education

$25K

$32K

$37K

$41K

$51K

$61K

$79K

$100K

$0 $40 $80 $120

6.8%

4.3%

3.9%

3.0%

2.3%

1.7%

1.4%

1.2%

-7.00% -3.50% 0.00%

Less than high school

High school graduate

Some college, no degree

Associate’s degree

Bachelor’s degree

Master’sdegree

Graduatedegree

Professional degree

Unemployment Rate Average Annual Earnings

7.00% 3.50% 0.00% $0K $40K $80K $120K

Source: Bureau of the Census, Bureau of Labor Statistics; published by Postsecondary Education OPPORTUNITY; 2006 Unemployment rate, 2005 Earnings


Not Just Another Test!

Cultural Changes For teachers

For students

For parents

For communities


15% 59% 55%


What Will the August Reports Say?


ACT College Entrance – OVAHS Trends

OVAHS English 4% Math 5.11% Science 3% Reading 3%

CCNY “Deep Dive” English 7.61% Math 9.15% Science .83% Reading 6.87%

Note: 3 of 7 ACT administration - 2009


Introduction

Professional Learning Teams

Overview

Learning Targets

Assessment Design

Actionable Strategies

AFL Works!


1. Teacher Value-Added Summary

2. District Alert Summary

3. Annual School Value-Added and Diagnostic Summary

What Creative Reporting is Occurring?


Teacher Value-Added Summary

Jane DoeJohn DoeJames Doe


Teacher Value-Added Summary

Jane DoeJohn DoeJames Doe

Jane DoeJohn DoeJames DoeJason DoeJanet Doe


Sample T-CAP Report


BFK•LINK™


XYZ XYZ XYZ


Jane Doe


Jane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJohn DoeJane DoeJane Doe


College Projections

Level 2: Youngstown State University, University of Akron and Cleveland State University

Level 3: Kent State University, Bowling Green State University, University of Toledo and Wright State University

Level 4: University of Cincinnati and Ohio University

Level 5: Ohio State University and Miami University

Level 5+: Brown University, Columbia University, Cornell University, Dartmouth College, Harvard University, Princeton University, University of Pennsylvania and Yale University


Adapted Competing Values Framework

Flexibility & Openness

Structure & Control

Internal Focus External Focus

Child-Centered Focus•Relationships•Support•Collaboration•Responsive teaching•Student ownership of learning•Relevance

Classroom Environment•Rules•Structures•Control•Routines•Classroom management/control

Professional Growth and Leadership•Passion•Adaptability•Flexibility•Creativity•Instructional improvement

Instruction that works for every student•High Expectations •Productivity•High quality student work•Rigor•Differentiation•Competitiveness


Evaluation Congruence Study


T-CAP Lessons Learned

Professional Development Data Quality

Source Data Attribution Linkage White Paper: The Importance of

Accurately Linking Instruction to Students to Determine Teacher Effectiveness (funded by The Bill & Melinda Gates Foundation & available at www.Battelleforkids.org)


OVAHS Lessons Learned

A college- and career-ready curriculum matters! QualityCore

Teachers want reliable data to help them improve their practice Teacher-level value-added reports

Collaboration with other professionals matters when it is backed up by data

Formative assessment makes a difference


Questions?

www.BattelleforKids.org

Mark Hartman, Battelle for Kids [email protected]

GlenOakGlenOak High School High School

Plain Local School DistrictPlain Local School District

Canton, OhioCanton, Ohio

GlenOak High SchoolGlenOak High School Student Population * 1950Student Population * 1950 Teacher Population * 96Teacher Population * 96 Academy FocusAcademy Focus

Course OfferingsCourse Offerings Career Tech and Tech PrepCareer Tech and Tech Prep Dual CreditDual Credit AP CoursesAP Courses PSEOPSEO Virtual OfferingsVirtual Offerings

GlenOak High School GlenOak High School Demographics & Disadvantage Demographics & Disadvantage

BreakdownBreakdownEthnicity PercentagesEthnicity Percentages Asian 1%Asian 1% African American 13%African American 13% Hispanic 1%Hispanic 1% Multi-Racial 3%Multi-Racial 3% Caucasian 82%Caucasian 82%

Free and Reduced Lunch 31%Free and Reduced Lunch 31%

Special Education Population 17.54%Special Education Population 17.54%

Community PartnersCommunity Partners

Mercy MedicalMercy Medical

Stark StateStark State

Mount UnionMount Union

Buckeye CouncilBuckeye Council

Stark County LibraryStark County Library

Plain Township Parks DepartmentPlain Township Parks Department

Herbert W. Hoover FoundationHerbert W. Hoover Foundation

WHAT IS WHAT IS

OUROUR

SERVICE AGREEMENTSERVICE AGREEMENT

WITH OUR STAKEHOLDERS?WITH OUR STAKEHOLDERS?

At GlenOak High SchoolAt GlenOak High SchoolWe Believe Our Service Agreement is:We Believe Our Service Agreement is:

Focusing on learning.Focusing on learning.

Developing the whole child.Developing the whole child.

Maximizing student potential.Maximizing student potential.

Valuing each student as an individual.Valuing each student as an individual.Personalizing a learning environmentPersonalizing a learning environment

that is relevant.that is relevant.

Our Initiatives HereOur Initiatives Hereat GlenOak High Schoolat GlenOak High School

GLOBAL SCHOLARSGLOBAL SCHOLARS EXPLOREEXPLORE SCHEDULES SCHEDULES

SBESBE ATTENDANCE ATTENDANCE PLC PSATPLC PSAT

OGTOGT INTERSESSION INTERSESSION ACADEMIC ASSISTACADEMIC ASSIST

DISCIPLINE CONFERENCES OCISDISCIPLINE CONFERENCES OCIS

AP RTI ACT SASAP RTI ACT SAS

GRADING TECHNOLOGY OIP CAPSTONE GRADING TECHNOLOGY OIP CAPSTONE

CORE CURRICULUM ACT DUAL CREDIT BLTCORE CURRICULUM ACT DUAL CREDIT BLT PSEO END-OF-COURSE EXAM SAT PLANPSEO END-OF-COURSE EXAM SAT PLAN DECISION FRAMEWORK DECISION FRAMEWORK

COMPASS ELECTRONICSCOMPASS ELECTRONICS

Goals for Service AgreementGoals for Service Agreement Average Composite Score of 25 on the ACT Average Composite Score of 25 on the ACT Every AP student to take the AP Test and Every AP student to take the AP Test and

average a score of 3.5average a score of 3.5

To have a National Merit Scholar every yearTo have a National Merit Scholar every year

Performance Index Score to be 110Performance Index Score to be 110

We came to understand thatWe came to understand that Soaring Beyond ExcellenceSoaring Beyond Excellence

is a progression of student growth. is a progression of student growth.

How can we measure bothHow can we measure both

student achievement and progress?student achievement and progress?

““Soaring Beyond ExcellentSoaring Beyond Excellent””is not achieved throughis not achieved through rote compliance, but by rote compliance, but by

understanding that understanding that relevance makes rigor possible.relevance makes rigor possible.

QUESTIONSQUESTIONS

How do we aspire students to be excellent?How do we aspire students to be excellent?

What does it mean to be excellent?What does it mean to be excellent?

How do you measure excellence?How do you measure excellence? How do our students measure their How do our students measure their

excellence?excellence?

Achievement vs. ProgressAchievement vs. Progress

Achievement has typically been measured Achievement has typically been measured by a student’s performance on state tests by a student’s performance on state tests based on the proficiency bar.based on the proficiency bar.

Progress is measured by how much “gain” Progress is measured by how much “gain” or “growth” students make over time (i.e., or “growth” students make over time (i.e., year to year, semester to semester, etc)year to year, semester to semester, etc)

A View of Student Progress:A View of Student Progress:Accountability PerspectiveAccountability Perspective

30

40

50

60

70

80

90

100

3 4 5 6 7 8

Student A

Student B

Standard

Student A

Student B

Proficient

Next Steps in Next Steps in Moving Towards ExcellenceMoving Towards Excellence

We aspire to We aspire to

prepare our prepare our

students to be students to be

college ready and college ready and

career ready...career ready...

TOOLS FORTOOLS FOR MEASURING ACADEMIC MEASURING ACADEMIC

ACHIEVEMENT/PROGRESSACHIEVEMENT/PROGRESS

FORMATIVE ASSESSMENTSFORMATIVE ASSESSMENTS SUMMATIVE ASSESSMENTSSUMMATIVE ASSESSMENTS EXPLOREEXPLORE PLANPLAN END OF THE COURSE EXAMSEND OF THE COURSE EXAMS

BENEFITS OFBENEFITS OF THE PLAN TEST THE PLAN TEST

Show the strengths and weaknesses in Show the strengths and weaknesses in English, Math, Reading, And ScienceEnglish, Math, Reading, And Science

Identifies if you are on target for collegeIdentifies if you are on target for college Assists the student in finding careers that Assists the student in finding careers that

match their interestmatch their interest Prepares students for the ACT examPrepares students for the ACT exam Identifies growth development from Explore Identifies growth development from Explore

Test taken in the 8Test taken in the 8thth grade year grade year

BENEFITS OF BENEFITS OF THE EXPLORE TESTTHE EXPLORE TEST

Allows for a student to know where they Allows for a student to know where they stand right nowstand right now

Provides students with information on Provides students with information on college/career readiness requirementscollege/career readiness requirements

Students are able to review their Students are able to review their plans/goals after high schoolplans/goals after high school

Identify students strengths and Identify students strengths and weaknesses weaknesses

BENEFITS OF THEBENEFITS OF THE END-OF-COURSE EXAMS END-OF-COURSE EXAMS

All stakeholders will have information that will allow All stakeholders will have information that will allow them to monitor all students progress from low them to monitor all students progress from low achieving to high achieving and to ensure growth achieving to high achieving and to ensure growth opportunities for everyoneopportunities for everyone

Teachers can better assess their effectiveness by Teachers can better assess their effectiveness by examining both progress and achievement measuresexamining both progress and achievement measures

Administrators can make a valid comparison between Administrators can make a valid comparison between buildings both within and across school districtsbuildings both within and across school districts

District to engage staff at all levels in conversation District to engage staff at all levels in conversation about improvementsabout improvements

Students and parents are provided with data to make an Students and parents are provided with data to make an informed decision on courses and career pathsinformed decision on courses and career paths

SHARING THESHARING THE EXPLORE, PLAN & EXPLORE, PLAN &

END-OF COURSE RESULTS END-OF COURSE RESULTS

Share results with Share results with Administrative Team & Curriculum DepartmentAdministrative Team & Curriculum DepartmentTeam LeadersTeam LeadersPLCPLCStudentsStudentsParentsParents

IMPACT OF THEIMPACT OF THE EXPLORE, PLAN & EXPLORE, PLAN &

END-OF-COURSE EXAMS END-OF-COURSE EXAMS AT GLENOAK HIGH SCHOOL AT GLENOAK HIGH SCHOOL

Changing the way Changing the way We do business…We do business…

We aspire to have all students We aspire to have all students college ready/work readycollege ready/work ready

ASSESS

ENRICHOR

INTERVENE

ACCESS

English & Social Studies CoursesEnglish & Social Studies Courses

9th Grade9th Grade 10th Grade10th Grade 11th Grade11th Grade 12th Grade12th Grade Dual Cred English IVDual Cred English IV

Hon English IHon English I Hon English II Hon English II AP English IIIAP English III AP English IAP English IVV

English IEnglish I English IIEnglish II English IIIEnglish III English IVEnglish IV

Hon World StHon World St AP US HistoryAP US History AP US PoliticalAP US Political

World StWorld St US History US History US PoliticalUS Political

Electives for 11th/12th:Electives for 11th/12th: AP World History (full-year) AP World History (full-year)

Psychology (sem) / AP Psychology(sem)Psychology (sem) / AP Psychology(sem)

Sociology (sem)Sociology (sem) Holocaust (sem)Holocaust (sem)

Mathematics CoursesMathematics Courses

Year 1Year 1 Year 2Year 2 Year 3Year 3 Year 4Year 4 Year 5Year 5

Hon Alg IHon Alg I Hon GeomHon Geom Hon Alg II Hon Alg II Dual Cred PrecalcDual Cred Precalc AP Calc AP Calc

Alg IAlg I Geom Geom Alg II Alg II Precalc Precalc AP StatsAP Stats

College AlgCollege Alg

Dual Cred College AlgDual Cred College Alg

Alg IIAAlg IIA Alg IIB Alg IIB

Science CoursesScience CoursesRequired 9th: Required 9th: Integrated Physical Science I Integrated Physical Science I Honors Integrated Physical ScienceHonors Integrated Physical Science

Required 10th:Required 10th: BiologyBiology Honors Biology Honors Biology AP Biology (replaces Biogenetics) AP Biology (replaces Biogenetics)

Elective Science Courses for Grades 10 - 12Elective Science Courses for Grades 10 - 12Anatomy & PhysiologyAnatomy & Physiology ChemistryChemistry Tropical BiologyTropical BiologyDual Credit Anatomy & PhysiologyDual Credit Anatomy & Physiology Honors Chemistry Honors Chemistry Scientific ResearchScientific Research

AP ChemistryAP Chemistry

PhysicsPhysics Earth Science (new)Earth Science (new)Dual Credit PhysicsDual Credit Physics Environmental Science (replaces Ecology)Environmental Science (replaces Ecology)AP PhysicsAP Physics AP Environmental Science (new)AP Environmental Science (new)

Foreign Language CoursesForeign Language Courses

Hon Spanish IHon Spanish I Hon Spanish IIHon Spanish II Hon Spanish III Hon Spanish III AP SpanishAP Spanish

Spanish ISpanish I Spanish IISpanish II Spanish III Spanish III Spanish IVSpanish IV

French IFrench I French IIFrench II French III French III AP FrenchAP French

German IGerman I German IIGerman II German III German III AP GermanAP German

HS Visual Arts OfferingsHS Visual Arts Offerings Experiential CoursesExperiential Courses

Foundations of Arts & Communication (Foundations of Arts & Communication (1/21/2 credit) credit) Art I (Art I (1/21/2 credit) & Art II ( credit) & Art II (1/21/2 credit) credit)

Art History (Art History (1/21/2 credit) credit) *Eliminated Art III (sem) and Art History II (sem)*Eliminated Art III (sem) and Art History II (sem)

More Specialized CoursesMore Specialized CoursesEnriched Art I (1 credit)Enriched Art I (1 credit) Ceramics I (Ceramics I (1/21/2 credit) credit)Enriched Art II (1 credit)Enriched Art II (1 credit) Ceramics II (Ceramics II (1/21/2 credit) credit)Enriched Art III (1 credit)Enriched Art III (1 credit) Ceramics III (Ceramics III (1/21/2 credit) credit)AP Studio Art (1 credit)AP Studio Art (1 credit) Ceramics IV (Ceramics IV (1/21/2 credit) credit)

OPPORTUNITIES OPPORTUNITIES PROVIDED FORPROVIDED FOR

STAFF AND STUDENTS STAFF AND STUDENTS TO FOCUS ON TO FOCUS ON

ACADEMIC GROWTHACADEMIC GROWTH

TEAM COLLABORATION TEAM COLLABORATION THROUGH FOCUS GROUPSTHROUGH FOCUS GROUPS Intersession TeamIntersession Team Academic Assist TeamAcademic Assist Team Communication TeamCommunication Team Senior Year TeamSenior Year Team Intervention And Enrichment TeamsIntervention And Enrichment Teams Curriculum TeamCurriculum Team Athletic Study Tables TeamAthletic Study Tables Team Data TeamData Team Transition TeamTransition Team Professional Learning CommunitiesProfessional Learning Communities

college readiness benchmarks

Documents

college readiness indicator

college readiness benchmarks

college courses

standard of readiness

course assessmentsa

course assessmentsnote

act benchmark score

act assessment