INTERPRETING AND USING ACT ASPIRE

SUMMATIVE RESULTSSpring 2017 Test Administration

Dr. Jorge Peña, Director of School Improvement and Accreditation

Webinar date: September 26, 2017

Workshop Objectives

Objective 1- Build assessment literacy: understand how results are reported

Objective 2- Analyze results by writing descriptive and specific statements

Objective 3- Identify the skills that were the most challenging to students on the summative test

(sign of the cross)

Sharing the loaves and fishes, You gave us an image of solidarity with the hungry, O Lord.

Sharing yourself in the bread and wine, You called all to the table, O Lord.

Give me the hunger to be a part of the feeding and the healing of this world.

Nourish me with your Grace, So I may work with joy to serve your children.

Open my eyes and my heart to recognize those in poverty

And increase my awareness of the structures and systems

That need to be changed so we may all break bread together.

In your name we pray for the end of hunger. Amen.

(sign of the cross)

Sharing the Loaves and Fishes

ACADEMIC IMPROVEMENT GOALS

2017-2018

Academic Improvement Goals

Reading and Math

1. Student are to learn the Archdiocese of Chicago Curricular Benchmarks in English/language arts and math; as measured by meeting or exceeding ACT Aspire College Readiness Benchmarks: “ready” or “exceeding”

2. Student growth from one year to the next is “high” or above the expected level of performance

Recommended ACT Aspire Summative Reports

• Current Progress [school tab]

• Supplemental Scores [school tab]

• Subject Proficiency by Student [school tab]

• Skill Proficiency by Subject [school tab]

• Skill Proficiency by School [district tab]

Generate the report

Click on the “Report Name” drop-down list and select “Org Current Progress”

Click on the download button

Workshop Objectives

Objective 1- Build assessment literacy: understand how results are reported

Objective 2- Analyze results by writing descriptive and specific statements

Objective 3- Identify the skills that were the most challenging to students on the summative test

Objectivity/Specificity Matrix

Focus area: reading

• Analyze the Current Progress report using the “I notice/I wonder” protocol

• Write specific and descriptive “I notice” statements

• Write specific and descriptive “I wonder” questions

Analyze the following reports:

• Current Progress [school tab]

• Supplemental Scores [school tab]

• Subject Proficiency by Student [school tab]

• Skill Proficiency by Subject [school tab]

• Skill Proficiency by School [district tab]

WHAT IS THE BAR FOR MEETING THE STANDARDS?

ACT Aspire Performance Level Descriptors

Workshop Objectives

Objective 1- Build assessment literacy: understand how results are reported

Objective 2- Analyze results by writing descriptive and specific statements

Objective 3- Identify the skills that were the most challenging to students on the summative test

Assessments Measure Standards

• ACT Aspire measures the Archdiocese of Chicago Curricular Benchmarks

• Identify the lowest performing strand for the Focus Area (reading, math, or writing)

Identify the Skills Students Found Most Challenging

• Access the AoC Curriculum Benchmark Reports • Identify the skills for the lowest performing strand

• Access the Complexity Report• What do you notice about the complexity of the skills in the strand

• Access the Sequence Report• Identify when the skills are taught and assessed

DOMAIN: Reading Standards for Literature

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

OCS Code: Strand: Integration of Knowledge and Ideas (IKI)

4.RL.IKI.77. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

4.RL.IKI.7.1.b Relate the text of a story or drama to that of a visual or oral presentation of the text

4.RL.IKI.7.2.bCompare and contrast specific descriptions and directions in the text of a story or drama with those of a visual or oral presentation of the text

4.RL.IKI.99. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4.RL.IKI.9.1.bCompare and contrast similar themes and topics in stories, myths, and traditional literature from different cultures

4.RL.IKI.9.2.bCompare and contrast similar patterns of events in stories, myths, and traditional literature from different cultures

DOMAIN: Reading Standards for Informational Text

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

OCS Code: Strand: Integration of Knowledge and Ideas (IKI)

4.RI.IKI.77. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

4.RI.IKI.7.1.bAnalyze how information presented visually, orally, or quantitatively contributes to the meaning of an informational text

4.RI.IKI.7.2.bExplain how information presented visually, orally, or quantitatively contributes to the meaning of an informational text

4.RI.IKI.8 8. Explain how an author uses reasons and evidence to support particular points in a text.

4.RI.IKI.8.1.b Analyze the reasons and evidence that an author uses to support points in an informational text

4.RI.IKI.99. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4.RI.IKI.9.1.cCombine information from two informational texts on the same topic in order to write or speak about its meaning

Children who believe “smart” is something they can acquire perform significantly better

“No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.”

- Dweck, Carol. (2006). Mindset: the new psychology of success.Page 41

Next stepsReview next steps:

• Analyze student performance results on ACT Aspire in grades 3-8 with an emphasis on reading and math

• Monitor student learning using a variety of assessments: Quizlets, ACT Aspire Interim Assessments, ACT Aspire Classroom Assessments

• Take an inquiry stance: email or call questions to Dr. Jorge Peña: jpena@archchicago.org/ 312-534-5289

Thank you for all that you do on behalf of Catholic schools!!