Curriculum and Instruction Meeting
October 2014
Alabama State Department of Education
Outcomes
1. Have a collective understanding of summative,
formative, and diagnostic assessments.
2. Have the tools necessary to discuss ACT Aspire
data in grades 3-8 with district and school
officials, and other stakeholders.
3. Provide feedback to ACT for suggested
improvements to Aspire.
Transforming education is about
conversation, exploration, debate,
and occasional dispute.
Plan 2020-Our Vision
Every Child a Graduate – Every Graduate Prepared
for
College/Work/Adulthood in the 21st Century
Absolutes During the Transition
1.
Teach to the standards for each of the required subjects (Alabama
College- and Career-Ready Standards - Courses of Study)
2.
Through a clearly articulated and locally aligned K-12 curriculum (Sample
curricula found on ALEX and Alabama Insight)
3.
Supported by aligned resources, support, and professional development
(Sample lesson plans and supporting resources found on ALEX,
differentiated support through ALSDE Regional Support Teams and
ALSDE Initiatives, etc.)
4.
Monitored regularly through formative, interim/benchmark assessments
to inform the effectiveness of the instruction and continued learning
needs of individuals and groups of students (GlobalScholar, QualityCore
Benchmarks, and other locally determined assessments)
5.
With a goal that each student graduates from high school with the
knowledge and skills to succeed in post-high school education and the
workforce without the need for remediation as evidenced by multiple
measures achieved through multiple pathways to meet the graduation
requirements set for students in Alabama. (Alabama High School
Graduation Requirements/Diploma)
5
Basis for Change-The Disconnect
ARMT+ 2012-2013
ACT Explore 2012-2013
Grade 8
• Reading-80% proficient
• Math-78% proficient
Grade 8
• Reading-39% proficient
• Math-23% proficient
Basis for Change-The Disconnect
Alabama High School
Graduation Exam
Language
Math
Reading
Science
Social Studies
97%
97%
97%
97%
97%
The ACT
English
Math
Reading
Science
All Four
Graduating Class of 2013
66%
31%
41%
30%
20%
Formative Assessment
Example: Scantron Global Scholar
• Performance Series
– Adaptive diagnostic
assessment
– Aligned to Alabama
CCRS, Common Core,
and ACT CRS
– Multiple data points
– Immediate results
• Achievement Series
– Formative assessment
tool
– Create and administer
assessments aligned to
the standards
– Standards based reports
– Multiple item banks
– Instant feedback
“Assessment is not the endgame of
learning. It is a toolset consisting of
summative, periodic, and formative
components. No single element, no
matter how well-intentioned or
detailed, can match a complete
assessment solution.”-ACT
Characteristics of Assessment
Formative Assessment
(Assessment FOR Learning)
Summative Assessment
(Assessment OF Learning)
Purpose: To improve instruction and
provide feedback
Purpose: To measure competency
Occurs during instruction while
learning is in progress – day to day,
minute by minute
Occurs after instruction – end of
unit or course test
Focused on checking for
understanding and the learning
progress
Focused on the products of learning
Promotes self monitoring
Collaborative
Fluid – an ongoing process
Use of evidence to make adjustments
for continual improvement
Measurement against externally
determined criteria
Directed
Rigid – an unchanging measure
Use of results to determine success
or failure
Table Talk
1. What tools are your district/school using for each
type of assessment?
2. How does your system/school use the data from
multiple types of assessment (summative,
formative, diagnostic) to inform instruction and
monitor student learning?
ACT Aspire Overview
• Standards based system of assessments developed
to monitor progress towards college and career
readiness in grades 3-10
• Assessments in the content areas of English, math,
reading, science and writing
• Aligned to ACT College Readiness Standards
• Capable of predicting outcomes on the ACT
– Predicted path towards college and career readiness in
grades 3-8
– Predicted ACT score in grades 9 or 10 (will be
administered to all 10th graders in Spring 2016)
Scores and Reporting
• Scores are linked to ACT College Readiness
Benchmarks
• Results are reported on a 3-digit scale score
• Reporting levels of Ready, Close, In Need of
Support
• ACT Readiness Benchmark is reported for
English, math, reading and science at each
grade level
ACT Readiness Benchmarks
Supplemental Scores
• National Percentile Rank
• ELA Combined Score
– Average of English, reading and writing scores
• STEM Combined Score
– Average of science and math scores
• Progress with Text Complexity Score
– An indication of how well students are able to
demonstrate understanding and comprehension of
increasingly complex text
• Progress Towards Career Readiness
– Reported for students in grades 8, 9, and 10
– Links the composite score with predicted performance
toward an ACT National Career Readiness Certificate
ACT Aspire Reports
Using Summative Assessment Data
• Data that provides a snapshot of what students know
and do. Can be used to promote program
improvement, curricular changes, instructional PD.
• Data that aids teachers in planning future
instruction; reflecting on general patterns;
establishing big picture within a class.
• Data that is used to make decisions, typically on an
annual basis, about subgroups, schools, districts, and
states.
Student Report Package
• Current Progress Report
• Supplemental Scores Report
Focused on Growth
Focused on Growth
Student Longitudinal Growth charts showing personalized progress
 Predicted path toward college and career readiness
 National Median Scores to provide grade level context
Reporting Student Skills
• Standards performance based on ACT’s College
Readiness Standards.
• ACT Readiness Range typical performance of Students
who have met the ACT Readiness Benchmark for that
subject.
• Improvement Ideas for simple interventions.
Supplemental Scores
Table Talk
1. How can individual student performance data
from ACT Aspire be used at the classroom level
to inform future instruction?
2. What strategies can be used to have meaningful
dialogue with parents about these results?
3. What do you like about the individual student
report, and what changes would you like to see?
School Report Package
•
•
•
•
Subject Proficiency by Grade Level Report
Current Progress Report
Supplemental Scores Report
Subject Proficiency by Demographic Report
Subject Proficiency By Grade Level Report
Current Progress Report
Supplemental Scores
Subject Proficiency by Demographic
Table Talk
1. How do the school-level reports inform your
understanding of grade level performance, and
what are some identified areas for improvement?
2. How might teachers use this data at the
classroom level to adjust future instruction?
3. What do you like about the school-level reports,
and what changes would you like to see?
District Reports Package
•
•
•
•
•
•
Student Performance File
Subject Proficiency by School
Subject Proficiency by Grade Level
Subject Proficiency by Demographic
Current Progress Report
Supplemental Scores
Subject Proficiency by School
Subject Proficiency by Grade Level
Subject Proficiency by Demographic
Current Progress Report
Supplemental Scores
Table Talk
1. How do the district-level reports inform your
understanding of district performance, and what
are some identified areas for improvement?
2. What are the implications of this data, and how
can it be used in school improvement efforts (e.g.,
curriculum, instruction, professional development,
etc.)?
3. What do you like about the district-level reports,
and what changes would you like to see?
Additional Reports
• Group Proficiency Summary Report
• Group Skill Proficiency Report
Group Proficiency Summary Report
Group Skill Proficiency Report
Resources
• ACT Aspire-www.discoveractaspire.org
• ACT Alabama Websitehttp://www.act.org/aap/alabama/
• ACT Aspire Avocethttp://actaspire.avocet.pearson.com/actaspire/home
Outcomes
1. Have a collective understanding of summative,
formative, and diagnostic assessments.
2. Have the tools necessary to discuss ACT Aspire
data in grades 3-8 with district and school
officials, and other stakeholders.
3. Provide feedback to ACT for suggested
improvements to Aspire.
Table Talk
1.What remaining questions or concerns do
you have about the ACT Aspire reports?
2.What changes can be made to improve the
administration of ACT Aspire?
3.What additional information or support is
needed to further your understanding of
ACT Aspire?