supporting middle schools and high schools through oklahoma higher education: toward improving...
TRANSCRIPT
Supporting Middle Schools
and High Schools through
Oklahoma Higher
Education:Toward
Improving Postsecondary
Readiness
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Student Preparation Support
GEAR UPFive regional coordinatorsWork with 30 districts each yearMatch support with needs identified through task force data analysis
Student Prep.Institutionalizes GEAR UP efforts – now!Support GU staff and non-GU EPAS SchoolsContent expertise; teaches schools how to use the EPAS system
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Purposes of EPAS Statewide...
Improve student preparation for important transitions Raise academic standards, expand accessFoster effective school improvement programsImprove articulation between secondary and postsecondary education/training
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Standards For Transition:
Describe what students are likely to know and be able to doLink EPAS test scores to curriculum and instructional decisionsCommunicate educational expectations to various audiences
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Developmental Process:
Identified score ranges where important decisions about students were being madeAnalyzed what students who score in these ranges are likely to knowReviewed by nationally known scholarsOngoing review to ensure standards accurately reflect scope of new test forms
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Standards for Transition
What does a score of 20 on EXPLORE, PLAN, or ACT…
REALLY mean?
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How are the Standards For Transition Organized?
By score range: 16-19, 20-23, 24-27, 28-32, 33-36
By strand:Progressive complexity of skills tied to instruction
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Major Curricular Strands: English
Topic Development in Terms of Purpose and FocusOrganization, Unity, and CoherenceWord Choice in Terms of Style, Tone, Clarity, and EconomySentence Structure and FormationConventions of UsageConventions of Punctuation
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Delete commas that disturb the sentence flow
Standards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
Punctuation
Score Range16-19
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Standards for Transition Standards for Transition English Sample ItemEnglish Sample ItemStandards for Transition Standards for Transition English Sample ItemEnglish Sample Item
Punctuation
Score Range16-19
We gasped as the We gasped as the hero, confronted hero, confronted ogres.ogres.
A. NO CHANGEA. NO CHANGEB. hero confrontedB. hero confrontedC. hero confronted,C. hero confronted,D. hero-confrontedD. hero-confronted
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Delete commas that disturb the sentence flow
Use commas to set off basic parenthetical phrases
Standards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
Punctuation
Score Range20-23
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Delete commas that disturb the sentence flowUse commas to set off basic parenthetical phrases
Use punctuation to set off complex parenthetical phrases or adverbial phrases
Punctuation
Score Range24-27
Standards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
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Delete commas that disturb the sentence flowUse commas to set off basic parenthetical phrasesUse punctuation to set off complex parenthetical phrases or adverbial phrases
Use a semicolon to indicate a relationship between closely related independent clauses
Punctuation
Score Range28-32
Standards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
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Delete commas that disturb the sentence flowUse commas to set of basic parenthetical phrasesUse apostrophes to indicate simple possessive nounsUse a semicolon to indicate a relationship between closely related independent clauses
Use a colon to introduce an example or an elaboration
Punctuation
Score Range33-36
Standards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
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Punctuation
Score Range33-36
Standards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
One night someone painted a huge arrow on One night someone painted a huge arrow on the sidewalk, pointing at the flowers, with the the sidewalk, pointing at the flowers, with the following message;following message; “This is good -university “This is good -university investments in South Africa are bad!”investments in South Africa are bad!”
A. NO CHANGEA. NO CHANGEB. message that followedB. message that followedC. following message:C. following message:D. followed message:D. followed message:
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Delete commas that disturb the sentence flowUse commas to set of basic parenthetical phrasesUse apostrophes to indicate simple possessive nounsUse a semicolon to indicate a relationship between closely related independent clausesUse a colon to introduce an example or an elaboration
PunctuationStandards for Transition Standards for Transition EnglishEnglishStandards for Transition Standards for Transition EnglishEnglish
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An Enhancement...
PATHWAYSPATHWAYS
FORFOR
TRANSITIONTRANSITION
PATHWAYSPATHWAYS
FORFOR
TRANSITIONTRANSITION
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16-19 Score Range
Solve routine one-step and two-step arithmetic problems, single-step percent problems, and straightforward average problems
Perform computations on data from tables and graphs
Activities that students may benefit from:
Doing multistep computations with rational numbers
Gathering, organizing, displaying, and analyzing data in a variety of ways
20-23 Score Range
Solve routine two-step or three-step arithmetic problems, such as rate and proportion problems, multistep percent and average problems
Translate from one representation to another (e.g., a bar graph to a circle graph)
Pathways
Standards and Pathways for TransitionStandards and Pathways for Transition
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Pathways for TransitionProvide bridges between adjacent score rangesRecommend types of experience/ activities that might benefit students who wish to raise their achievement
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EPAS Instructional Support Component
Connects teaching, learning, and assessmentProvides information helpful in aligning curriculum to life-relevant goals and objectivesRelates what is being taught to what is learnedWorkshops and publications support high- quality instruction
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Standards for Transition:Information Services
ScoreReports
ScoreReports
Compares student performance with performance of students nationally
GuidesGuides
Connects EPAS test results to classroom practice
CurriculumReview
CurriculumReview
Connects EPAS standards to local standards through worksheets
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Information Services:Score Reports
Content Specific
English Mathematics Reading Science Reasoning
Content Specific
English Mathematics Reading Science Reasoning
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Information Services:Score Reports
Summary ProfileSummary Profile
Using EPAS in Oklahoma Schools
Serving Teachers, Counselors,
Students, and Parents
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Questions Teachers May AskHave my teaching strategies been
successful?Are there gaps or omissions in my curricular framework?Is each course adding value to student learning?How do the skills in my course align with what is tested on the ACT Assessment?What skills do I need to teach my students to make them more likely to succeed in life after high school?
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Questions Principals May AskIs instruction in particular areas
producing results?How are groups of students performing over time?What kinds of professional development might be needed? How should limited financial resources be allocated to receive maximum benefits?
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Questions Curriculum Coordinators May Ask
Is our program of instruction effective?Are students being taught the sets of skills and understandings they need in order to be ready for postsecondary education?Are there areas of relative academic strength? Weakness?Are students who are enrolled in advanced courses performing in the higher score ranges?
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Performance on Mathematicsby Course Sequence
Oklahoma Graduating Class of 2001
Source: State, National ACT Profile, 2001, Page 9, Table 9
16.8
20.0
23.9
17.7
20.2 20.4
22.2
24.6
18.2
22.8
17.2
19.6
20.1
21.6
23.3
15.8
15.0
17.0
19.0
21.0
23.0
25.0
Less Than 3Years
Other CombosOf 3 Or 3.5
Years
Other CombosOf 4 Or More
Years
Alg 1, Alg 2,Geom
Alg 1, Alg 2,Geom, Other
Adv Math
Alg 1, Alg 2,Geom, Trig
Alg 1, Alg 2,Geom, Trig,
Other Adv Math
Alg 1, Alg 2,Geom, Trig,
Calc
10%
8%
5%
8% 23%
24%
20%
25%
12%
9%
10%
10%
9% 5% 6%
6%
2.43
2.44
3.03
3.02
3.44
3.51
2.64
2.72 3.05
3.14 3.07
3.31
3.26
3.42
3.53
3.59
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Performance on Science Reasoningby Course Sequence
Graduating Class of 2001
Source: State, National ACT Profile, 2001, Page 9, Table 9
19.1
20.9
20.2
23.2
22.5
19.1
20.920.7
23.5
22.5
18.0
19.0
20.0
21.0
22.0
23.0
24.0
Less Than 3 Years Other Combos Of 3Years Or More
Gen Science, Biology,Chemistry
Biology, Chemistry,Physics
Gen Science, Bio.,Chem., Physics
20% 34% 3% 4% 31% 32% 11% 3% 30% 22%2.90 3.11 3.16 3.38 3.10 3.39 3.35 3.47 3.41 3.59
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Non-Cognitive Gains through EPAS
EXPLORE and PLAN Composite Scores and Coursework Plans as they Relate to Educational Plans 1999-2000
Educational Plans 8th grade %
planning core
EXPLORE Avg.
Composite
10th grade %
planning core
PLAN Avg. Composite
Don’t plan to finish high school
21 8.7 25 13.1
No training planned after high school
27 10.3 31 13.4
Jon training in the military services
33 11.8 58 15.0
Apprentice/Job training 28 10.9 50 14.3
Vocational/technical school
38 11.6 43 14.7
2 year/junior college 30 11.9 58 15.1
4 year college/university
41 15.2 78 18.0
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Results of Using EXPLORE, PLAN, ACT Assessment as a
System...Early planning and intervention worksMore students are completing a college “core” curriculum, especially minority studentsStudents taking EXPLORE and PLAN are performing better than they would have without EPASMore students are planning to go to college, especially minority students
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Evidence of Impact: CurriculumK-12 Teachers Talk About EPAS
“I have been seeing how the students have gained a focus and a purpose for their education, more so than any other thing that has been done in our school system over these past years…And students are giving us praise every day because of this focus. As the curriculum coordinator, I have been very excited during this past two or three years about the reports and the data that we've collected as a result of EPAS and designing and making our curriculum a much more effective program. In helping our students realize where their weaknesses and strengths were, we were able to identify the same thing for our teachers -- where there were weaknesses in our curriculum…I think one of the best indicators that we have is when [higher ed] teachers began to say, "Linda, your students now can transfer that knowledge," and that is very, very important.”
~Linda Bailey Former Math Curriculum Coordinator, Putnam City School District
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Evidence of Impact: School-to-Work
State Career Tech. Leaders Talk About EPAS
“One of my favorite examples on EPAS is where students are asked what they want to be, if they choose engineering, or even an auto service technician, the next piece of that is how many years of math do you choose to take in high school…It's a wonderful counseling tool if it's used properly because then you can see the mismatch, and it's not the stress on school counselors to say, "I'm sorry, you're not college material." All you have to say is, "If truly engineering is the pathway you're choosing, and you say you're only taking two years of math, you know you really need a strong three or four years of math to become an engineer." There automatically becomes another level of conversation with those parents to make a decision if this student's really interested in engineering, then this is the pathway he must take. I can't say enough about EPAS.”
Dr. Belinda McCharenAsst. Dir., Okla. Dept. of Career and Technology Education
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EPAS Adaptability:
Local stories...
Sallisaw High School – Interest Inventory to create need-based electivesAnadarko High School – revising math curriculum through GEAR UP’s EPAS trainingWoodward – Teachers as AdvisorsPrivate Schools
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ProgressFirst five years – implementing EPAS in schoolsWork to institutionalize the system in schools – GEAR UP and now Student PreparationHave begun an ongoing presence in schools statewideFull system, fully supported, long-term
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Next StepsContinue implementation of the full system in schoolsEngage local higher education institutions as long-term partners in making EPAS fully effectiveContinue to intervene early, early, early – and help schools, students, and parents address achievement gaps early as well
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Research Support a Systemic Strategy…….
EPAS Provides the Foundations for our Systemic Student
Preparation Strategies