South Central Strategies and
Solutions Seminar
ACT Test Tips and Strategies
Leigh Bagwell Coordinator of School Counseling Services January 2017
Key Assumptions about Students
To do well on the ACT students need…
 to have mastered foundational skills in math,
reading, English, and science (most of which are
learned and developed from grades 3-9)
 to understand how the test is designed and be
familiar with the testing conditions
 to know why the test matters to them
Key Assumptions about You
 You want to help students improve their ACT scores.
 Every year, you try different strategies (some new, some
recycled) to help students improve their ACT scores.
 You are not yet satisfied with your progress.
Strategic Goals
2016 ACT Results - Statewide
• Over the last 5 years, Tennessee has consistently increased the
percent of students meeting all four ACT College Readiness
Benchmarks.
• Since 2012, the number of students who take the ACT in TN has
grown even as the average ACT Composite score has increased
from 19.2 to 19.4.
• In 2016, Tennessee public student scores either increased slightly or
remained constant in each subject test.
• In 2016, 1,300 additional students scored 21 or higher, meeting an
important threshold for scholarships, financial aid and projected
college & career readiness.
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Accountability ACT/SAT
 Which students must participate in the ACT/SAT for
district accountability measures?
 Participation rate for the ACT will be based on students
who graduate with a regular diploma. This includes
students with disabilities and English language learners.
Students earning special education diplomas or
occupational diplomas will not be counted in district
accountability measures for ACT or SAT participation and
proficiency rates.
Accountability ACT/SAT
 For district accountability for the 2017-18 school year,
what is the participation requirement for the
ACT/SAT?
 For district accountability for 2017-18, it is required that
95% of the class of 2017 participate in the ACT/SAT.
 The ACT/SAT participation requirement is based on the
percentage of students earning a regular diploma.
The Path to 21: Key Levers of Our Approach
Build Culture
Messaging the “Why”
Model Schools/Districts
Postsecondary-going
Culture Assessment &
Resources
Promising Practices
Renewed Focus on School
Counseling
Improve Instruction
Increase Retakes
ACT Preparation Course
Educator Professional
Development
Free Test Preparation
Resources
RTI2 Intervention &
Enrichment
Standards Connections
Accountability
Early Postsecondary
Opportunities &
Participation
ED Waivers
Retake
Legislation/Opportunity
Growth Mindset
ACT – Its Purpose
The ACT* is a nationally recognized benchmark
assessment for college and career readiness
that provides a snapshot of a student’s K-12
academic career.
*Per state law §49-6-6001, effective July 1, 2007, districts are required to assess student readiness to
enter and succeed in postsecondary of all students in grade 11. Students may choose either the SAT
or ACT. Because all districts currently contract with ACT, the following are ACT-focused resources
and supports only. For more information about ACT/SAT, please visit the department’s website at
http://tn.gov/education/topic/act-sat.
Why use the ACT?
The ACT is a robust snapshot of student readiness for
postsecondary and career.
• Tests cumulative K–12 knowledge and critical thinking skills—
not just content from a singular grade or subject
• Nationally normed and benchmarked
• Research-based
• Minimal bias
• Proven predictive of postsecondary success
• Measures progress toward career readiness with the National
Career Readiness Certificate (NCRC)
• Used statewide and nationally for scholarship eligibility,
postsecondary course placement and program admission
How do ACT results impact students?
• A student’s ACT results can be used for the following:
–Admission to postsecondary education
–Opportunities for scholarships and institutional financial
aid (e.g., HOPE scholarship, ASPIRE award, etc.)
–Placement into college courses (e.g., an ACT score can
determine whether a student enrolls in remedial
courses)
–Progress toward career readiness, including prediction
of score on National Career Readiness Certificate (used
by employers) and ability to understand complex texts
The ACT – Why it matters
Subject
Test
What it Measures
Why it’s Important
English
Use the conventions of language,
organize ideas, and chose words
and sentence elements to
develop a given topic
Two-thirds of salaried workers have jobs that
require extensive writing.
Report of the National Commission on Writing
Reading
Use and comprehend complex
text
Regardless whether a student aspires to
postsecondary education, a job, the military,
or just to be an informed citizen, the reading
ability required is likely to be higher than what
is typically required in high school.
“Student Readiness,” Williamson, 2004
Science
Reasoning: Ability to find
information, interpret data, and
synthesize different viewpoints
Student’s ability to quickly locate and
synthesize information is typical of problem
solving required in postsecondary and the
workforce.
Math
Use basic numerical computation
and problem solving skills
Employers typically request students with
basic numeracy skills that can be quickly
applied in context.
What does it mean to be “ready”?
Career Forward Task Force – Definition
“Career-ready students are those who graduate K–12
education with the knowledge, abilities, and habits to enter
and complete postsecondary education without remediation
and to seamlessly move into a career that affords them the
opportunity to sustain or exceed a living wage.”
Readiness for All Students
▪ Half of current Tennessee
workers are susceptible to losing
their jobs to automation.
▪ Automation doesn't eliminate the
need for labor; it changes the
required education.
▪ Rural counties are more
vulnerable.
▪ Postsecondary credentialing is
key to reducing vulnerability.
▪ Raising expectations for
educational attainment is
necessary for the long-term
success of our local economies.
From “Tenn. study: Half of all jobs could be replaced by automation”
(Williams, Chambers. Knoxville News Sentinel. March 20, 2016)
Tennessee Workforce Disruption Index,
Tennessee Department of Economic and Community Development
Readiness for All Students
In order for jobs to remain in Tennessee, significantly more
students need to be ready for postsecondary and career
following high school graduation. This involves addressing
three critical factors:
– Increase students who enroll in and complete
postsecondary.
– Decrease students requiring remediation by identifying
and addressing their deficiencies while still in K-12.
– Ensure students who are entering the workforce directly
from high school are prepared to move out of entry-level
jobs quickly and on to advanced training in order to earn
a sustainable wage.
ACT Measures of Readiness
The ACT student score reports now include “Progress Toward
Career Readiness.” This is a potential level of achievement on
the National Career Readiness Certificate, recognized by
numerous employers in Tennessee.
NCRC levels
Skill levels
demonstrates
ability for*
Bronze
16% of jobs
Silver
67% of jobs
Gold
93% of jobs
Platinum
99% of jobs
*percent of jobs in the ACT JobPro database which includes profiles for around 20,000 jobs
NCRC and the ACT
• The NCRC assesses a range of workplace skills including
the ability to:
–
–
–
–
–
–
Perform basic math operations
Read and understand documents commonly found in the workplace
Locate important information in workplace graphics
Create and solve complex work-related math problems
Determine the relevance of written information to work-related tasks
Apply information from graphics to work-related problems
ACT Career Connections
• Simplified version of
the ACT Career Map
• Displays student’s
work-relevant
interests and
occupation examples
https://www.act.org/content/act/en/products-and-services/the-act/your-scores.html
Interest-Major Fit & Career Readiness
• Indicator of whether or
not a student’s
interest matches with
selected major
• Progress toward
NCRC is correlated to
potential performance
on WorkKeys
ACT Career Exploration Tools
http://www.act.org/content/act/en/products-and-services/the-act-educator/training-and-resources.html
Statewide ACT Testing: Dates
There are three school day test dates available for Junior test
administration this year. Districts/schools can choose dates that
work best for them (initial date and make-up date).
➢ March 21
➢ April 19
➢ May 3
➢ The Accommodations Window is April 19-May 3
➢All students testing with accommodations must be tested within this
window.
Statewide ACT: Waivers & Vouchers
 Fee Waiver: A fee waiver is a registration code that provides free
registration for the ACT exam on a national test date for eligible
economically disadvantaged students.
 Economically Disadvantaged: For the purposes of the ACT
Senior Retake Opportunity, students who meet the ACT’s eligibility criteria for
a fee waiver are considered economically disadvantaged. To qualify for a fee
waiver, students must be in the 11th or 12th grade and meet one or more
indicators of economic need. The most basic of which is qualifying for federal
free or reduced price lunch programs. All criteria for qualifying for an ACT fee
waiver can be found at
https://www.act.org/content/dam/act/unsecured/documents/FeeWaiver.pdf.
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Statewide ACT: Waivers & Vouchers
 Voucher: A voucher is a registration code that covers the cost of
the ACT exam and allows a student to take the ACT on a national
test date. Districts may have used vouchers in the past to provide an
opportunity for a student to take the ACT on a national test date
rather than a statewide administration date. Vouchers will also be
used for the state to cover the cost of the ACT exam for noneconomically disadvantaged students through the ACT Senior Retake
Opportunity.
 A state-funded voucher may be issued to a student who misses
the in-school state test dates.
– Seniors who have not previously taken the ACT may use the
state-funded vouchers to register for the June 10, 2017 test date.
– Juniors may use the state-funded vouchers to register for the
June 10, 2017 national test date.
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Lauderdale County
Lauderdale County’s Retake “ACTion” Plan
 Inform and align all staff, including teachers, counselors, and district
administrators. All staff members have a role to play in developing the
culture around postsecondary readiness and success.
 Explain the why. Students need to develop their own motivation for
retaking the ACT. By connecting the retake to their postsecondary
plans and options, students set their own goals for the retake.
 Create time and space. Counselors and teachers collaborated to
create both physical and figurative time and space for students and
teachers to talk about the retake opportunity, complete online
registration, and set goals based on their postsecondary plans.
 Turn out for what? By providing logistical support and studentcentered incentives, the district is supporting both students’
motivation and ability to show up for the exam. Even though
increased scores could be the highest impact reward for students,
smaller, immediate incentives can go a long way in helping students
work toward larger goals.
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Jefferson County
JCHS takes every opportunity to celebrate student accomplishment on the
ACT. Here is just a sampling of the many incentives they offer:
 Students who attend tutoring can enter a monthly drawing to win a
reserved, customized “ACT Student of the Month” parking spot, painted
with the ACT logo.
 Students who purchase test information reports and consult with an ACT
coordinator will receive a free T-shirt, designed by JCHS’ graphic arts
students.
 Seniors who improve their ACT composite by 3 points or score above 30
receive a free prom ticket. The student with the most improved score
receives an additional prom ticket and a $100 gas card.
 Seniors who score above college readiness benchmarks on all subjects,
as well as juniors who score above a 21 and qualify for the HOPE lottery
scholarship, receive a fancy luncheon in the cafeteria, where
administrators and counselors wait on them in full view of other students.
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General ACT
Test Tips
General ACT Test Taking Tips
• Answer every question. Yes, even the hard ones. You
won’t be penalized for guessing.
• Use Process of Elimination before you guess. Each
question will have at least one answer that’s way out there.
Physically cross off that answer so you won’t be tempted to
use it, and you’ll up your odds of guessing correctly. Then go
back and see if you can cross off at least one more
• Start easy. Answer all of the easy questions first, then move
on to the difficult ones. The longer, more difficult questions
aren't worth any more points than the easier questions. So,
get all the points you can as fast as you can!
General ACT Test Taking Tips
• Memorize the directions. During the test, you won’t get
extra time to read the directions, so if you take five minutes
to figure out what to do, that’s five fewer minutes you’ll have
to get points.
• Don’t doodle. On the answer sheet, that is. The ACT is
graded by a machine; if your doodling interferes with the
reading mechanism, you could miss out on points. Keep the
oval sheet as clean as is possible
• Erase completely. Bring two erasers – one for the heavyduty erasing you may need to do and another clean eraser
to fix up your ovals completely. You don’t want to lose points
because of eraser marks
General ACT Test Taking Tips
• Pace yourself. On some test sections, you’ll have a little
less than 30 seconds to answer each question, so keep that
in mind. Don’t spend three minutes staring off into space or
re-reading a longer passage; stay focused.
• Bring a watch. You won’t be able to have your cell phone
on you, so bring a watch. At the beginning of each section,
reset your watch to 12:00 then memorize how much time you
have for each section
Subject Area
English
Math
Reading
Science
Total Questions
75
60
40
40
Time (in minutes)
45
60
35
35
General ACT Test Taking Tips
• Reconsider the obvious. If an answer seems too easy, it
may just be. Be sure to read every answer choice and select
the best possible answer. The obvious choice may be a
distracter
• Don’t second-guess. If you marked B for question 18, there
was probably a good reason for it, so don’t go back and
change it, unless you've found information in a later part of
the test to disprove your original theory. Statistics prove that
your first guess is usually the best one
Look for “Extremes” and “Opposites”
• Look for extreme words in answers like "never" or
"always." Words like that will often disqualify an answer
choice because they eliminate so many correct statements.
• Watch out for opposites, too. A test writer will often put the
exact opposite of the correct answer as one of your choices,
using very similar wording to test your ability to read carefully
General ACT Test Taking Tips
• Come back to a “tough” question. If you’re stuck between
two answer choices, circle the question in your book and
come back to it with fresh eyes after you’ve answered the
other questions. Remember you have to pace yourself.
• Mark up your test: make notes in the margins that identify
paragraph/passage content, mark key words or topics
• Cross-check ovals. Every five questions or so, doublecheck your answer sheet to make sure you haven’t skipped
an oval. There’s nothing worse than getting to the end of a
test and realizing you missed filling in a oval somewhere and
have to erase everything!
Beware the “Obvious” Answer or “Trap” Answer
• Don’t RUSH! The ACT can be a stressful situation that
causes you to rush at times. Which is normal. But what this
does sometimes is cause you to rush into getting answers.
• Be careful if an answer comes too easily
If a problem or question looks too easy, it probably
is! Beware. Make sure you think again about all the
possible answers. Don’t be fooled by the “lure choice,”
which is often times Choice A. But at the same time, you
must realize that Choice A can at times be the correct
answer.
General ACT Test Taking Tips
• Bring your own calculator. The test center will not provide you
with one, so bring an approved calculator for easier math work.
• Pick a “Letter of the Day”- if you are running out of time, or have
completed the Process of Elimination and are still unsure, choose
one letter and utilize that same letter throughout the entire test.
• Practice, Practice, Practice-You’ve heard it before, but it’s
really the truth. Buy an ACT prep book, and answer every single
question in it. You’ll gain confidence and a lot of extra points by
doing so.
*40 Hours of Effective Study Time typically equals
3 point gain- act.org
General ACT Test Taking Tips
Common Mistakes
and Solutions
Consider the “NO CHANGE” option
• Consider the "NO CHANGE" option every time you evaluate
a question.
• Historically, the ACT test-takers have included between
15 – 18 questions that are correct just as they are in the text.
• If you never choose the "NO CHANGE" option, then there's
a good chance you're getting the answer wrong!
• Think about it every single time, and rule out the other
answer choices if you can.
Misjudging Paragraphs
• Commonly, students misjudged where the paragraphs start
and end which will cause them to miss points on questions
that refer to a specific paragraph if they leave out a sentence
or two.
• The Solution: Pay close attention to indentations that
indicate the next paragraph has started. The best way to
avoid this issue altogether is to go through the text and
draw a line in between paragraphs (for the passages that
aren't marked already).
“Letter of the Day”
• Have a pre-specified “Letter of the Day” like (A)/(F) or (B)/(G)
to fill in automatically so you don’t use extra time deciding
which answer choice you want
Districts and schools in Tennessee will
exemplify excellence and equity such that all
students are equipped with the knowledge
and skills to successfully embark on their
chosen path in life.
Excellence | Optimism | Judgment | Courage | Teamwork