EDUCATIONAL PLANNING AND ASSESSMENT NCCEP CAPACITY BUILDING, FEBRUARY 2013

EDUCATIO

NAL PLA

NNING

AND ASSESSMENT

NC

CE

P C

AP A

CI T

Y B

UI L

DI N

G,

F EB

RU

AR

Y 2

01

3

“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

jhorn@osrhe.edu

Terri Grissom–Grant Evaluator- GEAR UP

Oklahoma State Regents for Higher Education

tgrissom@osrhe.edu

Lorri Thomas, Teacher/Counselor Specialist – GEAR UP

Oklahoma State Regents for Higher Education

lthomas@osrhe.edu

OKLAHOMA