Preparing for the Michigan Merit Exam What

1
Preparing for the Michigan Merit ExamWhats
New?
830
Presented by Tovah Sheldon JCISD Data,
Assessment and Curriculum Coordinator
Tovah.Sheldon_at_jcisd.org
November 13, 2008 830 1100
2
Purpose
835-840

• Understand how the MME is scored
• Clarify what is new and what has changed from
  last years MME
• Solidify plans for maximizing the achievement of
  your students on the MME

3
On your poster please draw or write your
responses to the following questions as a team
(district)
835-850
School District School District
1)How did the MME go last year (Spring 2008) for your school? What did you do differently from year 1 (Spring 2007)? 2)What prep did you do and/or practices did you implement throughout the last school year, knowing that MME was coming?
3)What lessons did you learn from last year? 4)What concerns do you have for this year and beyond?
Please hang your poster on a wall near you when
you are finished. You will have approximately 15
minutes to discuss and create your poster.
4
ACT, WorkKeys, and MME scores?
850-915

• Although students who took the MME receive
  separate ACT and WorkKeys scores, the ACT and
  WorkKeys SCORES themselves are not part of the
  MME score. The MME score is derived from the
  complete set of items answered by each student
  for each subject regardless of where those items
  come from (the ACT, WorkKeys, or Michigan
  components).
• All cut scores (e.g. the scores that indicate a
  students proficiency level) have been set on the
  overall MME score. Although ACT and WorkKeys
  scores are correlated with the MME scores, ACT
  and WorkKeys scores cannot be used to determine
  students performance levels on the MME.
• Note They use the word correlated not causal
  because the ACT and WorkKeys scores did not cause
  the MME score, it was only a piece of a
  complicated scoring method.
• Handout Color Coded Data Activity

5
Report Name/Type Description What could you do with it?
Individual Student Report Includes sub-scores -Points possible within each strand Includes constructed response data-Essay scores, condition codes, comment codes Includes ACT and WorkKeys scores Counselors and students work on a one-on-one level to support students and understand their needs. Counselors pass on valuable knowledge to teachers regarding students strengths weaknesses.
Student Roster Report One line for each student Separate reports for each subject Overall and domain/strand level scores Scale score and performance levels Domain/Strand level raw scores Comment and Condition codes Administrators and teachers can analyze strand raw scores for strength and weaknesses, redundant comment codes, etc. Scores can be traced back to individual students.
Summary Reports (School, District, State level) One-year summary (will show up to 4 yrs) of student performance by performance level and scale score. Sub-scores by strand/domain Constructed responses Administrators and teachers can analyze general domain (subject area) scores and strand mean scores for strength and weaknesses.
Demographic Reports (School, District, State level) One-year summaries of data on student performance Scale scores Performance levels Disaggregated by all NCLB reporting subgroups Administrators, School Improvement Teams, etc. can utilize this report to meet the needs of subgroups in their district and eliminate misconceptions some may have about particular subgroups.
Comprehensive Report (District, ISD level) Includes all subjects aggregated to the district and ISD levels (One year summaries of scale scores and performance levels) One summary line for the entire ISD A summary line for each district in the ISD Districts can use this chart to gather information regarding other schools that may be resources of information or can be studied to help their own district improve.
ACT High School Report Check List (District Level Only) One line for each student Separate reports for each subject Overall and domain/strand level scores Domain/Strand level raw scores and test score Administrators and teachers can analyze raw scores for strength and weaknesses. Scores can be traced back to individual students. (Comparison/Correlation can be made between this report and the Student Roster Report.)
915
6
What does the data show?
915

• From Spring 2007 Spring 2008 in Jackson County
  the following scores DECREASED
• WorkKeys Applied Mathematics average level score
• WorkKeys Reading for Information average level
  score
• ACT English average score
• MME Math average proficiency level
• MME Social Studies average proficiency level

• From Spring 2007 Spring 2008 in Jackson County
  the following scores INCREASED
• ACT Mathematics average score
• ACT Science average score
• ACT Writing average score
• MME Science average proficiency level
• MME Reading and Writing average proficiency level

7
Here are the changes
915 935

• Students must now take the WorkKeys Locating
  Information test and it contributes to the Math
  and Social Studies scores... (See Strand Break
  Out for Scoring)
• That means every subject area is effected by ACT,
  so no subject area is completely disconnected
  from the ACT College Readiness Standards and
  WorkKeys Characteristics. (Pie Charts)
• That means Day 1 is all ACT Writing Test Day 2
  is completely WorkKeys and Day 3 is only Michigan
  Components (Schedule Chart)
• Students are now eligible to earn the National
  Career Readiness Certificate (NCRC) by performing
  at specific levels on all three WorkKeys
  assessments... How will your district plan to
  administer these? (electronically or paper
  copies)

Certificate WorkKeys Scores
Gold NCRC Level 5 or higher on each test
Silver NCRC Level 4 or higher on each test
Bronze Level 3 or higher on each test
8
ELA 2009 Strand Breakout
Standard Standard Description (30) Standard Description (18) ACT WorkKeys Michigan Total
W1.1 Writing Process Writing Process 30 0 0 30
W1.2 Personal Growth Personal Growth 0 0 0 0
W1.3 Purpose and Audience Purpose Audience 20 0 0 20
W1.4 Inquiry and Research Inquiry Research 0 0 0 0
W1.5 Finished Products Finished Products 0 0 0 0
R2.1 Strategy Development Strategy 18 4 0 22
R2.2 Meaning Beyond Literal Meaning 11 1 0 12
R2.3 Independent Reading Independent 0 10 0 10
L3.1 Close Literature Reading Close Reading 5 0 0 5
L3.2 Reading and Response Reading Response 0 0 0 0
L3.3 Text Analysis Text Analysis 0 0 0 0
L3.4 Mass Media Mass Media 0 0 0 0
84 15 0 99

9
Math 2009 Strand Breakout
Applied Math Locating Information
Standard Standard Description (30) Standard Description (18) ACT WorkKeys WorkKeys Michigan Total
L1 Reasoning about Numbers Number Reasoning 1 0 3 3 7
L2 Calculations, Algorithms Calculations 2 10 0 2 14
L3 Math Reasoning, Logic, Proof Logic Proof 0 0 0 3 3
A1 Expressions, Equations Equations 10 0 0 0 10
A2 Functions Functions 3 0 0 3 6
A3 Families of Functions Function Families 2 0 0 3 5
G1 Figures Properties Figure Properties 11 4 0 1 16
G2 Relationships between Figures Figure Relations 1 0 0 1 2
G3 Transformations of Figures Transformations 0 0 0 1 1
S1 Univariate Data Distributions Univariate Data 0 1 5 1 7
S2 Bivariate Data Relationships Bivariate Data 0 0 0 1 1
S3 Samples, Surveys, Experiments Samples Surveys 0 0 0 0 0
S4 Probability Models, Operations Probability 0 0 0 1 1
30 15 8 20 73

10
Science 2009 Strand Breakout

Standard Standard Description (30) Standard Description (18) ACT WorkKeys Michigan Total
R1 Inquiry Reflection Inquiry-Reflection 20 0 2 22
E2 Earth Systems Earth Systems 0 0 2 2
E3 The Solid Earth The Solid Earth 0 0 2 2
E4 The Fluid Earth The Fluid Earth 0 0 2 2
E5 Earth in Space Time Space Time 0 0 2 2
B2 Organization of Living Systems Org of Living Sys 0 0 2 2
B3 Living Systems Environment Environment 0 0 2 2
B4 Genetics Genetics 0 0 2 2
B5 Evolution Biodiversity Evolution 0 0 2 2
P2 Motion of Objects Motion of Objects 0 0 2 2
P3 Forces Motion Forces Motion 0 0 2 2
P4a Energy Part a Energy Part a 0 0 2 2
P4b Energy Part b Energy Part b 0 0 2 2
C23 Energy Transfer Conservation Energy Conserv. 0 0 2 2
C4 Properties of Matter Prop of Matter 0 0 2 2
C5 Changes in Matter Changes in Matter 0 0 2 2
20 0 32 52

11
Social Studies 2009 Strand Breakout
Standard Standard Description (30) Standard Description (18) ACT WorkKeys Locating Info Michigan Total
H History History 0 0 7 7
G Geography Geography 0 0 7 7
C Civics Civics 0 0 7 7
E Economics Economics 0 0 7 7
I Inquiry Inquiry 0 6 0 6
0 6 28 34

12
2009 MME Test Breakout(Only included items that
count towards MME score not of items assessed)
ACT or WorkKeys Assessment (Day 1 2)
Michigan Component Assessment (Day 3)
13
MME Schedule
14
MME Contributing Components
of Questions
37
37
75
60
30
40
35
35
20
40
12
12
33
15
15
33
15
6
38
8
20
34
32
49
28
42
15
Subject Area Packets
935 945

• ELA
• MATH
• SOCIAL STUDIES
• SCIENCE

• Issues/Information
• ACT
• WorkKeys
• Michigan Component
• Resources
• MDE Contact

16
Reminder Dates
945 950
Date Activity
Now December 1 Apply for testing accommodations
December 1 Receipt deadline for applying for ACT-approved accommodations
December 12 Off-site testing requests due to ACT
January 16 All standard materials and accommodated materials for Days 2 and 3 orders due
January 23 Receipt deadline for ordering state-allowed accommodations
March 10 (Make Up Date March 24) MME TEST ACT Plus Writing
March 11 (Make Up Date March 25) MME TEST WorkKeys
March 12 (Make Up Date March 26) MME TEST Michigan Components
17
Reminders from MME Manuals
945 950

• Choice of testing rooms for standard time
  administration
• Uncrowded seating prefer classrooms with 25-30
  examinees
• Manageable security prefer no more than 100
  examinees in one room
• Good lighting, comfortable temperature, quiet
  atmosphere
• Adequate writing surfaces
• No lapboards permitted temporary surfaces
  resting on chair arms or back of chair in front
  must be reviewed and approved by ACT
• Must accommodate both test booklet and answer
  document
• Seating arrangements (Applies Equally to Desks
  and Tables)
• Seats must be assigned by testing staff as
  students enter room
• Minimum of 3 feet apart side-to-side (measured
  shoulder-to-shoulder)
• Minimum of 3 feet apart front-to-back (measured
  head-to-head)
• All students must face the same direction,
  directly behind one another
• Freedom from distractions
• No one not involved in testing may be in the room
• Uninterrupted testing period required for all
  days of testing
• No unnecessary noises (bells, public address
  systems, etc. must be turned off)
• Testing rooms must be separated from regular
  school activities

18
What Prep is Available?
950 955

• Michigan Merit Exam Prep Course for High School
  Students (Feb. 4, 11, 18)
• MME Student Prep Course for Teachers (Jan. 14,
  2009)

19
Thank You for Your Time...
955 1000

• This power point is posted on the website for you
  to use with your staff.
• www.jcisd.org ? Educational Services ? Assessment
  Initiatives ? Michigan Merit Exam (MME)
• Additionally, an updated Spring 2009 MME Jeopardy
  game is also there to use with Staff and Students
  if you like...

20
Evaluation
955 - 1000

• Go on to www.jcisd.org
• Click on Educational Services
• Scroll until you see Professional Development
  Feedback Survey (Click on it).
• Fill out the survey completely and Submit.
• Wait until it says you have submitted then you
  can click on Close (Please do not X out or it may
  not record that you responded)

21
Resources

• Practice Tests
• http//www.actstudent.org/sampletest/index.html
• More Information
• www.act.org
• www.act.org/workkeys
• www.mich.gov/mde
• www.mich.gov/mme
• www.mich.gov/oeaa