REVISED SECTION

Interpreting the data on the ACT profile report, I discovered not all students where making the minimum requirement for universities in the NC university system. During the 2015-2016 school year 86% of students made a 17 or higher on the state ACT. Due to these findings I also made a goal for the 2016-2017: by February 2017 100% of students would make a 17 or higher on the ACT (NC State Test).

There could be several reasons why students are not making a 17 or higher on the state ACT. First of all, this is the first time many students are taking the ACT, students who do not make a 17 retake the ACT and after the re-test 100% of students make a 17 or higher. Secondly, students may not have access to resources outside of the school setting, there are over 52% of students who receive reduced or free lunch, these students often do not have the funds to pay for and/or transportation to test prep not offered at the school. Finally, there are several theories why minority student’s score lower than on the ACT. Some theories suggest bias towards minorities, testing anxiety, and limited access to resources. No matter the theory statistically the population of students served at the school performs lower on the ACT (64% Black/African American and 28% Hispanic/Latino).

The interventions were chosen to help the student develop test taking strategies for several reasons. By the time my students are juniors they have taken 4 honors English courses, 3-4 honors math courses,2-3 honors science courses and 3-4 honors social studies courses, as well as collegiate level English, math, science and history courses. 50% of students are identified as academically gifted. On the North Carolina end of course test 92% of students in English I, 95% in Math I and Biology are performing at or above grade level. Looking at the school data I feel that students have a strong knowledge base to do well on the ACT; therefore to maximize their scores they have develop testing techniques and strategies.

The data results will assist in developing an action plan for the upcoming school year. We did not meet the goal: 100% of students making a 17 or higher. Therefore, I will make this goal again for next school year. Moving forward I would like to continue all of the activities that were performed. I would request the assistance of classroom teachers to create clubs to provide students with test strategies. I will schedule meeting dates for junior students to work on sample questions and encourage students to form study groups.

The ASCA mindsets and behaviors that were target were time management, media and technology skills and long and short term goals for academic success. These minds sets and behaviors would allow the students to use their time management skills in order to have enough time to complete practice test and work on testing strategies. Media and technology could be used to access online assessments and programs that assist with test prep and strategies. The test plan was implemented to allow the students the opportunity to make goals for their future success.

Goal: By February 2017 100% of juniors will make a 17 or higher on the ACT (State Test)

Target Group: 11th Grade

Data Used to Identify Students: Enrollment Report

School Counselor(s): Karen Rankins-Hinton

ASCA Domain, Mindsets & Behaviors Standard(s): B-LS 3,5,7

Type of Activities to be Delivered in What Manner?: Week of Welcome (during first week of the semester) students will be split between the four periods in the school day to complete three days of lessons on the ACT. Lesson 1- Format of ACT Lesson and complete ACT testing chart. 2-3- students will take practice test and complete testing plan. Each student will receive a practice ACT book. ACT Boot Camp mandatory session conducted by outside ACT prep agency (Will be the Saturday before the ACT)-All students will be in the same session

Process Data (Number of students affected): All students in the junior class (81)

Perception Data (Surveys or assessments used): ACT Testing Plan Students will be able to complete their testing plan throughout the school year. The plan will begin with their PreACT scores that the made in the 10th grade. Students will be prepared to take a practice test during the fall week of welcome (1st week of school) students should be able to record results on the testing plan. After the post practice test in January Students will be prepared to set a goal for the February ACT.

Outcome Data (Achievement, attendance, and/or behavior data): ACT Scores In February students took the ACT (NC State Test) the following results 31- 1 30- 0 29- 0 28- 2 27- 4 26- 4 25- 5 24-10 23- 5 22- 11 21- 5 20- 8 19- 9 18- 7 17- 3 Below 17- 7

Implications: The data suggest that the students did increase ACT test scores from last year’s junior class. Last year class had 86% of students score a 17 or higher and this year 91% of students scored 17 or higher. Perception of the student was not correct. The student’s goal or their ACT composite score was significantly higher than that of the actual test scores. Students average score on the actual test was a 22 and the average goal score was a 28 Looking at the goal scores student made I am pleased that no student made a goal of less than a 21. The students that made below 17 registered to take the test again during one of the national test dates. Students will continue to work on testing strategies and skills to prepare for their next test date. We are moving in the right direction, but I know there are still more that can be implemented to assist students in closing this gap. Moving forward I would like to continue all of the activities that were performed I would ask teachers to create clubs to assist students with test strategies, I will schedule meeting dates for junior students to work on sample questions and I would encourage students to form study groups. The principal, teachers and myself were excited about the increase of scores but we all will continue to work together to have 100% of our students make a 17.

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