educational planning and assessment nccep capacity building, february 2013
TRANSCRIPT
EDUCATIO
NAL PLA
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AND ASSESSMENT
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“One of the most critical reform challenges faced by schools today can be expressed simply: If teachers are to successfully teach all students to high standards, virtually everyone who affects student learning must be learning all the time.”
Dennis Sparks
EPAS® EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM
COMPONENTS:
Assessment Student Planning Instructional Support Evaluation
ASSESSMENT COMPONENT
EXPLORE® - 8th/9th gradesPLAN® - 10th grade
ACT Assessment® (ACT) - 11th/12th grades
Achievement Tests English Mathematics
Reading Science Reasoning
Curriculum Based Measure Complex
Skills in: evaluating ideas solving problems drawing inferences
EXPLORE U
SES
Skill IdentificationCareer ExplorationCourse
Planning/PlacementPLAN Preparation School ImprovementEarly Focus on
College Readiness
PLAN U
SES
Skill Identification Career ExplorationCourse
Planning/PlacementACT Assessment
PreparationSchool Improvement
ACT USES
College Admission
College Course Placement
Scholarship Identification
NCAA Eligibility
School Improvement
EDUCATIONAL PLANNING ASSESSMENT SYSTEM:
EXPLORE, PLAN & ACTOne Common Score Scale
EXPLORE 8th grade
PLAN 10th grade ACT 11th or 12th grade
25
32
36
USING AND INTERPRETINGTHE COLLEGE READINESS STANDARDS
Standards are cumulative
Course selection for smoother transition to college
Assist in monitoring student growth
STUDENT/
PARENT
REPORT
S
12
YOUR ESTIMATED PLAN COMPOSITE
SCORE RANGE
YOUR HIGH SCHOOL COURSE PLANS
COMPARED TO CORE
AREAS IN WHICH YOU WOULD LIKE ADDITIONAL HELP
YOUR CAREER POSSIBILITIES
DISTR
ICT
AND SIT
E
REPORT
S
COLLEGE READINESS BENCHMARKS
The benchmark is the minimum score needed to have a 50% chance of making a “B” or better
OR
A 75% chance of making a “C” or better in credit-bearing college courses (English Comp., Algebra, or Biology)
EXPLORE-PLAN-ACT
College Readiness Benchmarks
College Course EXPLORE PLAN ACT
College English Comp. 13 15 18
College Algebra 17 19 22
College Biology 20 21 24
College Social Studies 15 17 21
(US Hist., Psych. Soc. Etc.)These reflect students’ expected growth from EXPLORE to PLAN to the ACT Assessment and assume sustained academic effort throughout high school.
WHAT SCORE DOES IT TAKE?
English Math Science
EXPLORE 13 17 20
PLAN 15 19 21
ACT 18 22 24
13
15
17
19
21
23
HOW MANY ARE READY?
English Comp. College Algebra College Biology
EXPLORE 0.65 0.26 0.15
PLAN 0.69 0.32 0.23
ACT 0.92 0.74 0.57
13%
38%
63%
88%
SCHOOLS GET:Profile Summary Report
Profile Summary Report: Presentation Packet
Item Response Summary Report
Intervention Rosters
DISTRICT EXPLORE FACTS245 students took the test
98% plan on attending college
Improving math skills was the most often expressed need
Science/Technology was the most common career preference
DISTRICT EXPLORE SCORES 3 YEAR TREND
English Math Reading Science Comp
2009 14.3 14.9 14.8 15.5 15.3
2010 13.5 13.8 13.3 15.1 14.1
2011 13.4 14.5 13.7 15.6 14.5
National 14.7 15.5 14.6 16.6 15.5
11.5
12.5
13.5
14.5
15.5
16.5
DISTRICT EXPLORE BY GENDER 2012
English Math Reading Science Comp
Males 12.9 14.4 13.3 15.3 14.1
Females 13.9 14.7 14.2 15.9 14.8
11.5
12.5
13.5
14.5
15.5
16.5
DISTRICT EXPLORE BY ETHNIC GROUP 2012
English Math Reading Science Comp
Afr. Am. 12.8 14.2 13.4 15.6 14.2
Am. Ind. 13.4 12.3 14.7 15.9 14.3
Asian 19.7 18 20.7 19.7 19.7
Cauc. 15.1 15.1 15.8 17.1 15.9
Hisp/Latino 15.4 15.1 15.3 16.1 15.6
Pacific Island 10 4 13 13 10
Two + Races 15 14.9 15.7 17.1 15.9
12.513.514.515.516.517.518.5
DISTRICT PLAN FACTS227 students took the test
90% plan on attending college
Developing study skills was the most often expressed need
Science/Technology was the most common career preference
DISTRICT PLAN SCORES 3 YEAR TREND
English Math Reading Science Comp
09-10 Grad
16.3 17.1 17.4 18.3 17.4
10-11 12th
16.3 17.3 17.3 17.9 17.3
11-12 11th
16.3 17.8 17.9 18.3 17.7
National 16.2 17.6 16.7 17.3 17.2
13.5
14.5
15.5
16.5
17.5
18.5
DISTRICT PLAN BY GENDER 2012
English Math Reading Science Comp
Males 16.6 17.6 17.9 18.6 17.8
Females 16.9 16.3 18.6 17.9 17.5
13.5
14.5
15.5
16.5
17.5
18.5
DISTRICT PLAN BY ETHNIC GROUP 2012
English Math Reading Science Comp
Afr. Am. 14.4 15.7 16.2 16.8 15.8
Am. Ind. 15 17 16.2 16.8 16.2
Asian 12.3 17 15.7 16.3 15.3
Cauc. 17.3 19 18.7 19.3 18.7
Hisp/Latino 15.8 17.1 17.2 17.7 17.1
Pacific Island 20 23 27.5 24 23.5
2+Races 16.9 18.3 18.9 18.6 18.3
12.513.514.515.516.517.518.5
DISTRICT ACT SCORES 3 YEAR TREND
English Math Reading Science Comp
2009-10 19.3 18.6 20.5 20.3 19.5
2010-11 19.6 18.7 20.4 20.3 19.8
2011-12 19.8 19.1 20.8 20.1 20
National 20.5 21 21.3 20.9 21
16.5
17.5
18.5
19.5
20.5
21.5
DISTRICT ACT BY GENDER 2012
English Math Reading Science Comp
Males 19.2 19.2 20.8 20.7 20.1
Females 20.2 19.1 21.9 20 20
16.5
17.5
18.5
19.5
20.5
21.5
DISTRICT ACT BY ETHNIC GROUP 2012
English Math Reading Science Reason-
ing
Compos-ite
Afr. Am. 19.1 21 22.1 23.4 21.8
Am. Ind. 20.6 19.4 21.7 20.9 20.8
Asian 26.3 28.8 26.6 26.4 27
Cauc. 23.5 24 24.1 24.2 24.1
Hisp/Latino
16.4 17.3 17.8 18.3 17.6
Pacific Is-land
26.3 28.8 26.6 26.4 27
2+Races 25.2 25.5 25 24.3 25.2
16.517.518.519.520.521.522.5
EXPLORE-PLAN-ACT COHORTTHE SCHOOL MS & HS
Eng. Math Read Sci.
Expo 2007 14.4 14.4 14.6 16.2
PLAN2009 16 16.6 16.4 18
ACT 2012 19.8 19.1 20.8 20.1
2.5
7.5
12.5
17.5
22.5
Expo 2007
PLAN2009
ACT 2012
2007 EXPLORE 2009PLAN 2012 ACT
INSTR
UCTIONAL S
UPPORT
EPAS as a School Improvement Tool
The ITEM RESPONSE SUMMARY REPORTAllows Instructional Staff to Evaluate
Student Learning
*Host training for teachers in understanding EPAS reports
*Assist teachers in disaggregating and analyzing their EPAS data
*Assist school districts in aligning their curriculum to the ACT College Readiness Standards
*Provide ACT Prep courses for GEAR UP students
*Pay for a practice ACT exam
*Provide parent and student training in reading Student Reports
HOW CAN GEAR UP HELP EPAS IMPLEMENTATION?
RESEARCH CONFIRMS IT! EPAS works!
• Students who attend schools that use EXPLORE AND PLAN for educational planning and guidance are more likely to attain higher scores on PLAN and the ACT Assessment.
• Students who have taken EXPLORE and have their results for educational planning are more likely to take a core curriculum and to be prepared for college level work.
• Higher percentages of students who use EXPLORE and PLAN in their education planning aspire to go to college.
• There is a substantial reduction in the number of students indicating they need educational planning and career guidance when their schools use PLAN AND ACT Assessment information in educational planning
• Regardless of ethnicity or gender, students who take a core curriculum in high school attain higher scores on the ACT Assessment.
• As students take more rigorous courses in high school, the increases in their proficiency are reflected in high ACT Assessment scores.
OKLAHOMA GEAR UP EPAS 2013
Jolynn Horn -Asst Vice Chancellor OK GEAR UP
Oklahoma State Regents for Higher Education
Terri Grissom–Grant Evaluator- GEAR UP
Oklahoma State Regents for Higher Education
Lorri Thomas, Teacher/Counselor Specialist – GEAR UP
Oklahoma State Regents for Higher Education
OKLAHOMA