The document discusses the Educational Planning and Assessment System (EPAS) and its College Readiness Standards (CRS). The CRS link student scores on the EXPLORE, PLAN, and ACT assessments to curriculum and instruction to improve academic achievement. The CRS provide benchmark scores that indicate students' readiness for college-level courses and the likelihood of earning certain grades. The document also examines strategies to better prepare students for college through high school coursework, teaching, and support systems.
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Terry Handley - Assessing Pupils Progress in ICTNaace Naace
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
A brief, basic introduction to the CCSS for Oregon high school teachers. Some information included in this ppt was incorporated from the ODE CCSS resources.
From 0 to 100, or how Collaboration & a State Bill Result in Redesign!EddieMath
After the passing of AB 705, math departments in community colleges in CA had to rethink their class offerings and placement completely. Learn how a state bill & collaboration resulted in complete redesign at LA Pierce College.
제일기획 사보 2012년 1월호에 실은 글입니다: 기업 소셜마케팅, 2012년의 숙제들
기업의 온라인마케팅 거점이 홈페이지에서 소셜네트워크서비스로 이동함에 따라 ▲이런 마케팅 채널을 효율적으로 구축하고 관리하는 일 ▲소셜네트워크의 속성을 활용해 캠페인과 콘텐츠를 운영하는 일 ▲소셜마케팅의 효과와 소셜미디어 상의 버즈를 잘 분석하는 일이 중요해질 것이라는 얘기입니다. 글의 단락별 소제목은 아래와 같습니다.
1. 홈페이지부터 SNS까지, 온라인 마케팅의 숨가쁜 변화
2. 늘어나는 마케팅 채널, 어떻게 효율적으로 구축할까
3. 턱없이 비싼 마케팅 채널 구축 비용의 문제
4. 소셜마케팅 채널을 효과적으로 관리∙운영하려면
5. 캠페인과 콘텐츠도 소셜마케팅 활용이 주요 이슈
6. 소셜마케팅 효과 분석, 더 큰 시장을 여는 핵심
7. 끊임없이 이어질 SNS 버즈 분석을 위한 노력
A brief, basic introduction to the CCSS for Oregon high school teachers. Some information included in this ppt was incorporated from the ODE CCSS resources.
From 0 to 100, or how Collaboration & a State Bill Result in Redesign!EddieMath
After the passing of AB 705, math departments in community colleges in CA had to rethink their class offerings and placement completely. Learn how a state bill & collaboration resulted in complete redesign at LA Pierce College.
제일기획 사보 2012년 1월호에 실은 글입니다: 기업 소셜마케팅, 2012년의 숙제들
기업의 온라인마케팅 거점이 홈페이지에서 소셜네트워크서비스로 이동함에 따라 ▲이런 마케팅 채널을 효율적으로 구축하고 관리하는 일 ▲소셜네트워크의 속성을 활용해 캠페인과 콘텐츠를 운영하는 일 ▲소셜마케팅의 효과와 소셜미디어 상의 버즈를 잘 분석하는 일이 중요해질 것이라는 얘기입니다. 글의 단락별 소제목은 아래와 같습니다.
1. 홈페이지부터 SNS까지, 온라인 마케팅의 숨가쁜 변화
2. 늘어나는 마케팅 채널, 어떻게 효율적으로 구축할까
3. 턱없이 비싼 마케팅 채널 구축 비용의 문제
4. 소셜마케팅 채널을 효과적으로 관리∙운영하려면
5. 캠페인과 콘텐츠도 소셜마케팅 활용이 주요 이슈
6. 소셜마케팅 효과 분석, 더 큰 시장을 여는 핵심
7. 끊임없이 이어질 SNS 버즈 분석을 위한 노력
If you want to improve your chances of winning a DMA Award this year you should not miss this fun and engaging event. Our awards experts will talk with you in small groups and will cover everything from presenting your creative work to the categories you should be entering.
Presented to the Board of Higher Education by Susan Lane, Senior Advisor to the Commissioner for P16 Access & Alignment Policy, and Jeff Wulfson, Deputy Commissioner of the Department of Elementary and Secondary Education
Using Assessments to Increase Student SuccessAva Cranmore
A Capstone presentation by students in the Educational Leadership program at Auburn University. Presentation explains how the state assessments link together.
This presentation is meant for incoming freshman attending Zion-Benton Township High School District 126 for the Zion-Benton and New Tech High Schools.
4. College Readiness Standards (CRS) are the statements that represent widely held learning goals that are important for success in high school, college, and the world of work. The CRS link EXPLORE, PLAN, and the ACT Assessment scores to curriculum and instructional decision making. College Readiness Standards
5. College Readiness Standards by Learning Strands and Score Ranges Scores are seen as Assessment for Achievement, rather than Assessment of Achievement! Standards: Standards: Standards: Standards: Standards: Standards: 20-23 16-19 ideas for progress ideas for progress Basic Operations and . . . Probability, Statistics, & Data . . . Numbers: Concepts & Properties
14. College Readiness Benchmark Scores * The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses. College Course or Course Area Test EXPLORE PLAN ACT* English Composition English 13 15 18 Social Sciences Reading 15 17 21 Algebra Math 17 19 22 Biology Science 20 21 24
15. Percent of Kentucky Graduating Seniors Meeting College Readiness Benchmark Scores
The ACT in its present format was introduced in 1989 on a scale of 1-36. Plan was introduced in 1987 on a scale of 1-32. EXPLORE became fully operational in the early 1990s on a scale of 1-25. We had three tests that measured common skills in a common format, but we had three different score scales. To help educators better track their students academic development, we put PLAN on ACT’s score scale and EXPLORE on PLAN’s score scale. We did not but EXPLORE on ACT’s score scale. We can predict an ACT score from PLAN. We can predict a PLAN score from EXPLORE. But, we will not predict an ACT score from EXPLORE.
Participants can review the row of your choice and identify the grade level by which students should master the skills in that row. I usually choose row 16-19. ACT does not put a grade level on any College Readiness Standards skill range. You can discuss here about using the Standards for setting goals for the school. Where do they think their students should be scoring when they take PLAN? When they take the ACT? In the Standards booklet, note that the skills in the 33-36 range are measured on ACT only; the skills in the 28-32 range are measured on PLAN and the ACT, but not on EXPLORE. Also note that on the Mathematics pages, the last column, Functions, is measured on the ACT only. Scattered throughout the Mathematics sections will be skills marked with * and + to indicate they are not measured on EXPLORE and/or PLAN. Therefore, the one booklet can be used to describe the skills measured on all three tests, in the designated score ranges.
College Readiness Benchmark Scores offer a different (and unrelated) measure of student success on EXPLORE, PLAN, or the ACT than that provided by National norms. Rather than comparing students’ test scores to that of other students, the Benchmark Scores compare student performance against a measure of college readiness. Students that meet Benchmark Scores are likely on track to be successful in an entry level college course in that subject area (provided students continue with a similar level of commitment to coursework and study habits). College Readiness Benchmark Scores can be used to help students understand the areas in which they need to improve to be prepared for college-level work. Benchmark scores offer a common language that can be used to help define “college readiness” Can be used to relate state standards to postsecondary expectations State-specific College Readiness Benchmarks can be identified Again, empirically derived based on student performance in college courses
Strategies for success included identify students who were not ready for high school course work and offering remediation and using the data to encourage more students to take rigorous course work.
All schools and districts should have a link on their website for parents and students to accesses the PLAN and EXPLORE pages – BEFORE they ever take the test. Motivation is important for successful testing
