ACT and Me - Guidance Counselor Presentation


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ACT and Me - Guidance Counselor Presentation

  1. 1. <ul><li>ACT and Me </li></ul>
  2. 2. <ul><li>Understanding the Score Report </li></ul>
  3. 3. Understanding the Score Report <ul><li>Over 300 points of data on each student </li></ul><ul><ul><li>Cognitive Data </li></ul></ul><ul><ul><li>Non-Cognitive Data </li></ul></ul>
  4. 4. <ul><li>Cognitive Data </li></ul>
  5. 5. Understanding the data you receive: Cognitive Data <ul><li>The ACT is a curriculum-based assessment </li></ul><ul><ul><li>Tests students in core subject areas of English, mathematics </li></ul></ul><ul><ul><li>reading and science </li></ul></ul><ul><ul><li>Assesses student proficiencies in these subject areas </li></ul></ul><ul><ul><li>Informs and affects more than recruitment strategies </li></ul></ul>
  6. 6. <ul><ul><li>More than just a score! </li></ul></ul><ul><ul><ul><li>ACT National Curriculum Survey </li></ul></ul></ul><ul><ul><ul><li>ACT College Readiness Standards </li></ul></ul></ul>Understanding the data you receive: Cognitive Data
  7. 7. <ul><li>ACT National Curriculum Survey </li></ul><ul><ul><li>Survey middle, high school and postsecondary educators </li></ul></ul><ul><ul><li>Determine faculty expectations in English, math, reading and science – then compare these to actual teaching and rigor practices as they tie to college readiness </li></ul></ul><ul><ul><li>Survey is basis and foundation for EPAS </li></ul></ul><ul><ul><ul><li>Tests and promotes college readiness </li></ul></ul></ul><ul><ul><ul><li>Standards are not opinions, but facts based on survey and research </li></ul></ul></ul>Understanding the data you receive: Cognitive Data
  8. 8. <ul><li>ACT College Readiness Standards </li></ul><ul><ul><li>Narrative description of what students need to know and be able to do </li></ul></ul><ul><ul><li>Reflect a common continuum of achievement </li></ul></ul><ul><ul><li>Progressive model of student progress from middle to high school </li></ul></ul><ul><ul><li>Reflect student strengths/weaknesses evaluate student readiness for next levels of learning </li></ul></ul>Understanding the data you receive: Cognitive Data
  9. 9. Understanding the data you receive: Cognitive Data
  10. 10. <ul><li>Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work. </li></ul><ul><li>ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor —of the high school curriculum. </li></ul><ul><li>ACT Minimum Core </li></ul><ul><li>English: 4 years Social Studies: At least 3 years </li></ul><ul><li>Mathematics: At least 3 years Natural Sciences: At least 3 years </li></ul>Understanding the data you receive: Cognitive Data
  11. 11. Understanding the data you receive: Cognitive Data
  12. 12. <ul><li>Readiness Benchmark Scores </li></ul><ul><li>Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores: </li></ul><ul><li>A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. </li></ul> College Readiness Benchmark Score English English Composition 18 Math Algebra 22 Reading Social Sciences 21 Science Biology 24 ACT Subject Area Test College Course(s)
  13. 13. Understanding the data you receive: Cognitive Data
  14. 14. <ul><li>Non-Cognitive </li></ul>
  15. 15. Non-Cognitive: Score Report Information <ul><li>Major/degree interests </li></ul><ul><li>Type of institution/interests </li></ul><ul><ul><li>Extracurricular activities </li></ul></ul><ul><ul><li>In HS and for postsecondary </li></ul></ul><ul><li>School choice/size </li></ul><ul><li>Needs (academic and otherwise) </li></ul><ul><li>Career Interests – World of Work Map </li></ul>
  16. 16. <ul><li>Integrating Data Into Your Counseling Strategy </li></ul>
  17. 17. Integrating Data Into Your Counseling Strategy <ul><li>Integrating Cognitive Data </li></ul><ul><ul><li>Understanding Skills vs. Scores improves communication with students </li></ul></ul><ul><ul><li>Personalizes communications regarding academic needs/strengths </li></ul></ul><ul><ul><li>More informed academic and college counseling process </li></ul></ul>
  18. 18. <ul><li>Integrating Non-Cognitive Data </li></ul><ul><ul><li>Personalized communication which each student </li></ul></ul><ul><ul><li>Promote institutional intervention, student support services, career counseling geared toward student needs/interests/plans </li></ul></ul><ul><ul><li>Begin effective communication as early as first ACT Official Score Report </li></ul></ul>Integrating Data Into Your Counseling Strategy
  19. 19. <ul><li>Time of First Time Testing </li></ul>
  20. 20. First Time Testing <ul><li>When a student takes their first ACT has an impact on college access and enrollment </li></ul><ul><li>The later a student takes their first test, the less access they have to the college admissions pipeline </li></ul><ul><li>First time test taking impacts all demographics, but has a greater impact on minorities </li></ul>
  21. 21. First-Time Testing <ul><li>Nationally – 60% of African-American and Hispanic students take their first ACT as Seniors </li></ul><ul><ul><li>Late testing limits access to postsecondary institutions </li></ul></ul><ul><ul><li>Schools are looking at yield and not building prospect pool during student senior year </li></ul></ul><ul><li>In IL, CO, MI, KY, TN, WY, ND – 100% of students take ACT in Spring of Junior year </li></ul>
  22. 22. <ul><li>Importance of Name Release for ACT Testers </li></ul>
  23. 23. Releasing Names for Postsecondary Access <ul><li>Entering the pipeline requires that students release their names and contact information for access by colleges/universities </li></ul><ul><li>Not releasing names limits access to important information for entry to postsecondary education </li></ul>
  24. 24. <ul><li>Most Important Factors for Effective Counseling </li></ul>
  25. 25. <ul><li>More in-depth knowledge of skills – not just scores </li></ul><ul><ul><li>College Readiness Standards/Benchmarks </li></ul></ul><ul><ul><li>Steer communication, intervention, students services based on cognitive understanding </li></ul></ul><ul><li>Effective personalized communication/counseling using non-cognitive data </li></ul><ul><ul><li>Connect institutional services with students interests and needs </li></ul></ul>Most Important Factors for Effective Counseling
  26. 26. <ul><li>Promoting early testing (Junior year) increases access for students and institutions to vital information/data </li></ul><ul><li>Students and Counselors need to understand importance of releasing names </li></ul><ul><li>Making sure students take the right courses!!! </li></ul>Most Important Factors for Effective Counseling