student indi isr - actinterim report status student/ parent educator school district state dynamic...

InterIm

StudentIndividual Student Report (ISR)

educator/GroupCurrent ProgressResponse/Content AnalysisSkill Proficiency by StudentSkill Proficiency by GroupSkill Proficiency by Student/Group Student Performance Subject Proficiency by Student Subject Proficiency by Student/Group

SchoolSubject Proficiency by Demographic Subject Proficiency by Grade

DistrictSubject Proficiency by Demographic Subject Proficiency by Grade Subject Proficiency by School

StateSubject Proficiency by District

Interim Report Status Student/

Parent Educator School District State

Dynamic or Static

Format

Individual Student Report (ISR) Updated X X Dynamic PDF

Current Progress Report New X Dynamic PDF

Response/Content Analysis No Change X Dynamic HTML/PDF

Skill Proficiency by Student Updated X Dynamic PDF

Skill Proficiency by Student/Group

Updated X Dynamic PDF

Skill Proficiency by Group Updated X Dynamic PDF

Student Performance Updated X Dynamic HTML

Subject Proficiency by Student Updated X Dynamic PDF

Subject Proficiency by Student/Group

Updated X Dynamic PDF

Subject Proficiency by Demographic

New X X Static PDF

Subject Proficiency by Grade Updated X X Static PDF

Subject Proficiency by School Updated X Static PDF

Subject Proficiency by District Updated X Static PDF

SPF – Scores New X X X NA CSV

SPF – Reporting Categories New X X X NA CSV

INTERIMAssessed Sep 25, 2017-Nov 7, 2017

Steve StudentGrade 4SAMPLE ELEM. SCH., District ID:00000 Birth Date: 10/17/2007, Student ID: 0000000000000

Page 1 of 1Current ProgressHow is Steve progressing toward unlocking his potential and preparing for college and a career?

EnglishMeetsBenchmark158

ACT Interim Readiness Benchmark: 157 National Average: 159

ScienceBelowBenchmark160


ReadingMeetsBenchmark160


MathBelowBenchmark159


EnglishProduction of Writing 38%3 of 8

Conventions of Standard English 50%5 of 10

ReadingKey Ideas and Details 86%6 of 7

Craft and Structure 57%4 of 7

Students must read and understand increasingly complextexts to prepare for the reading demands of college andcareer. Examples of factors that contribute to text complexityare vocabulary level and sentence structure. The reading testmeasures progress with text complexity by checking forunderstanding of texts from a range of complexity levels.

Sufficient Progress

Yes No

PROGRESS WITH TEXT COMPLEXITY

NATIONAL PERCENTILE RANK

Percentile

SCALE SCORE RANGEAll measurements, including test scores,contain uncertainty. Your test scoreindicates how well you performed on theactual test day. However, this rangeshows scores you would likely obtain ifyou took the test again without additionalcoursework.

Subject RangeEnglishReadingScienceMath

158-160160-162160-162159-161

ScienceInterpretation of Data 64%7 of 11

Scientific Investigation 40%2 of 5

Evaluation of Models, Inferences,and Experimental Results 20%1 of 5

Math29%5 of 17Grade Level Progress

• Number and Operations –Fractions 0%0 of 4

67%2 of 3• Number and Operations in Base10

33%1 of 3• Operations and Algebraic Thinking

25%1 of 4• Geometry

33%1 of 3• Measurement and Data

Integrating Essential Skills 50%4 of 8

Modeling 33%4 of 12

Learn about the ACT Aspire assessment and results: DiscoverACTAspire.org

ACT Interim Readiness Range: Shows where a student who has metthe Benchmark on this assessment would typically perform.

ACT Interim Readiness Benchmark: Students who score at or abovethese benchmarks are on target to meet ACT's College and CareerReadiness Benchmarks when they leave high school.

Predicted Path: Predicted end-of-year score range assuming typicalgrowth.

Your ranks show the percentage of other grade 4 students in the nation who receiveda score that is the same as or lower than yours. For example, a rank of 70 for yourmath score means 70% of students earned that score or below.

ACT, Inc.-Confidential Restricted www.DiscoverACTAspire.org Created 1/2/20183237©2018 by ACT, Inc. All rights reserved.Scores are estimates of student knowledge and achievement. Actual achievement could be slightly higher or lower than the scores shown.

• Within-year longitudinalgrowth

• Scale score aligned withcollege and careerreadiness benchmarks

Snapshot of performance within reporting categories, compared to ACT Interim Readiness Range

National percentile rank

of 1

INTERIMAssessed Sep 18, 2017 - Oct 18, 2017

Grade 6SAMPLE MIDDLE SCHOOL, District ID: 0000

Current ProgressHow are students progressing toward unlocking their potential andpreparing for college and a career?

ENGLISHMeetsBenchmarkCurrentAverage: 161.0


Total UniqueStudents: 79

SCIENCEBelowBenchmarkCurrentAverage: 162.0



READINGMeetsBenchmarkCurrentAverage: 162.0



MATHMeetsBenchmarkCurrentAverage: 162.0



33%MeetsBenchmark

Students must read and understand increasingly complex texts to prepare for thereading demands of college and career. Examples of factors that contribute totext complexity are vocabulary level and sentence structure. The reading testmeasures progress with text complexity by checking for understanding of textsfrom a range of complexity levels.

Progress Distribution: Percent and CountSufficient Progress Insufficient Progress

26 5333% 67%

PROGRESS WITH TEXT COMPLEXITY NATIONAL PERCENTILE RANK

Percentile

The ranks show how this group performed in comparison to other grade 6 students in the nation.For example, if the median English score is at the 78th percentile, the typical student in this groupachieved as well as or better than 78% of the students in the nation.

ABOUT PROGRESSThe progress charts summarize aggregate performance of students against the backdrop of theACT Interim Readiness Benchmarks.

The solid orange circle plots the average (mean) score for the most recent month, the gray circlesplot average scores from previous months, and the hollow orange circle plots the predicted end-of-year average score assuming that students will demonstrate average growth.

n=XXX

ACT Interim Readiness Benchmark

Number of Students

Trend

Predicted Path

Previous Average

Current Average

Predicted Average

Average Scores: Current Progress and Predicted Path

©2018 by ACT, Inc. All rights reserved. ACT, Inc.-Confidential Restricted www.DiscoverACTAspire.org Created 1/9/2018

Provides view of selected students’ progress with text complexity

Compares selected students to the national performance

Shows past class performance, current performance, and future predicted performance relative to the ACT Interim Readiness Benchmark

.ACT' Aspire

Grade 5 Math, Interim I Assessed Sep 13. 2017. Sep 13. 2017 Standard Forms Groups Sselected All students included

Number and Operations in Base 1 O

35% I

Geometry

33% 1111111:::::::::::::::::::::::::::::::::::::]1

Response and Content Analysis What in>ghts mto student responses can help understand comprehension?

O ExpandAII

Question 7 0 31% I

Question 8 0 54% I

Question 24 0 21% - I

Question 3 0 36% I

Question 14 O 56% I

Question 19 O 18% I

Number of Students 39 Items: 25 Categories : 8

5.NBT.B.6 / Resources

5.NBT A3 / Resources

5.NBT.B.5 / Resources

5.G.B.3 / Resources

5.G.A.2 / Resources

5.G.A.2 / Resources

·�-----------------------------------------------------------------------

Number and Operations - Fractions 14% - I Question 5 0 0% I I 5.NF.B.6 / Resources

Question 9 0 10% • 5.NF A 1 I Resources

Question 18 0 36% I 5.NF.B.3 / Resources

Question 20 0 10% • 5.NF.B.4 / Resources

Response Key Correct Answer

Response Percent so1o 92% Student Count 2 23

Response A D

Standards® Copjrighl 2010. National Gowmors Associatioo Cemer for Best Practices ard Col.ncil of Chief State SchooJ Oooers. Al rglts reserved.

ACT® Aspire®© 2012-2017. All rights reseived. Version: 3.1.21.23 !Ill Contact Us or l!!!l 1.855.730.0400

Response and Content Analysis Number of Students Items: 25

What insights ll'lto student responses can help understand comprehension? Categories : 8

.ACT' Aspire

Grade 5 Math. Interim I Assessed Sep 13. 2017. Ses: 13, 2017 Standard Forms Groups Selected All studen1s included

0 Expand All

Number and Operations in Base 1 O

35% I Question 7 0 31% I \5.NBT.B.5j/ Resources -- �

Question 8 0 54% 5.NBT.B.6

Question 24 0 21% - Find whole-number quotients of

whole numbers with up to four-

Geometry digit dividends and �No-digit

divisors, using strategies based 33% I Question 3 0 36%

on place value, the properties of

Question 14 0 56% operations, and/or the

relationship between

Question 19 0 18% multiplication and division.

Illustrate and explain the Question 22 0 21% - calculation by using equations,

rectangular arrays, and/or area

Integrating Essential Skills models.

31% I Question 1 0 10% • I 4.NF A2 / Resources

Question 4 0 38% I 4.NBT.8.4 / Resources

Question 6 0 41% I 4.G.A.2 / Resources..

View classroom performance by reporting category

For mathematics, OpenEd resources are linked to each item to provide immediate remediation or enrichment opportunities for students. (Coming fall 2018 for other subjects)

Hyperlink allows educator to view the item


Grade 10SAMPLE HIGH SCHOOL District ID: 123-HS001

Skill Proficiency: MathHow can students be grouped by skill proficiency to inform teaching?

Page 1 of 2

Grade LevelProgress Number and

QuantityAlgebra Functions Geometry Statistics and

Probability

IntegratingEssential

Skills

Modeling

Scale Score162-180Meets Benchmark

Texas, Houston 168

Cairo, Egypt 166

Keokuk, Havanna 166

Peoria, Kansas 166

Honolulu, Alberta 165

Houston, California 164

Kemper, Janesville 164

Madison, Mississippi 164

Bakersfield, Nevada 163

Maine, Austin 163

Miami, Jackson 163

Liberty, Emu 162

150-161Below BenchmarkMemphis, Jonestown 161

Olagalla, Jesper 161

Ewa, Beach 160

Georgia, Rainforest 160

Helena, Vegas 160

Redwood, Redstone 159

Kailua, Hawaii 158

Kaneohe, Emu 158

Mitchelville, Greece 158

Blank = Meets BenchmarkBelow Benchmark

Off Grade studentstested below or abovetheir current grade.




Grade 10SAMPLE HIGH SCHOOL District ID: 123-HS001

Skill Proficiency: MathHow can students be grouped by skill proficiency to inform teaching?

Page 2 of 2



Probability


Skills

Modeling

Scale ScoreBelow Benchmark 150-161

Eudoria, Venezuela 157

Redmond, Sanka 157

Grinnell, Colfax 156

Kiluea, Abbott 156

Moana, Vatican 156

Nuuanu, Kiaiser 156

Greenland, Jakarta 154

Kalaneoleani, Hana 154

Lilikoi, Kavika 153





Clear indicator for which students meet the benchmark

Each subject area has its own report

If students are below benchmark, it is easy to see which reporting categories need to be targeted for remediation.

INTERIMAssessed Oct 2, 2017 - Oct 5, 2017

SAMPLE HIGH SCHOOLGrade 9SAMPLE DISTRICT, School ID: 123-HS001

Skill Proficiency by Group: MathHow can decisions be informed by group performance in different skillareas?

Page 1 of 1



Probability


Skills

Modeling

SAMPLE HIGHSCHOOL

166% 94%

6% 19% 44% 38% 19% 44% 0% 25%

GROUP 1

1010% 90%

10% 10% 30% 40% 30% 50% 0% 10%

GROUP 3

166% 94%

6% 19% 44% 38% 19% 44% 0% 25%

GROUP 2

60% 100%

0% 33% 67% 33% 0% 33% 0% 50%

SKILL FOCUS Better proficiency in this skill may improve scores.Integrating Essential Skills: The questions and tasks in this skill category assess students’ continued integration, strengthening, andapplication of mathematics learned in earlier grades.

Students Meeting ACT InterimReadiness BenchmarkBlank = 50% or More

Fewer Than 50%


ACT Aspire allows educators to create their own cohorts of students, helping to differentiate instruction for both enhancement and remediation.

User-created groups can be compared against school-level performance, by skills in each subject area


Group ABCGrade 10SAMPLE HIGH SCHOOL, District ID: 123-HS001

Skill Proficiency: ScienceHow can students be grouped by skill proficiency to inform teaching?

Page 1 of 2

Interpretation of Data Scientific Investigation Evaluation of Models,Inferences, and

Experimental ResultsScale Score

164-171Meets BenchmarkBakersfield, Nevada 167

Honlolulu, Alberta 167

Cairo, Egypt 166

Georgia, Rainforest 166

Keokuk, Havanna 166

Maine, Austin 166

Ewa, Beach 165

Gainesville, Reno 165

Redmond, Sanka 165

Helana, Vegas 164

Texas, Houston 164

Hampton, Carson 164

Madison, Mississippi 164

Mitchelville, Greece 164

Miami, Jackson 164

Olagalla, Jesper 164

150-163Below BenchmarkKaneohe, Emu 163

Liberty, Emu 163

Nuuanu, Kaiser 163

Kember, Janesville 162

Eudoria, Venezuela 161






Grade 10SAMPLE HIGH SCHOOL, District ID: 123-HS001

Skill Proficiency: ScienceHow can students be grouped by skill proficiency to inform teaching?

Page 2 of 2

Interpretation of Data Scientific Investigation Evaluation of Models,Inferences, and

Experimental ResultsScale Score

Below Benchmark 150-163

Peoria, Kansas 161

Redwood, Redstone 161

Grinnell, Colfax 160

Kalaneoleani, Hana 160

Kiluea, Abbot 160

Kailua, Hawaii 159

Moana, Vatican 157

Miami, Jackson 157

Lilikoi, Kavika 156





Once groups are defined by the user, these groups can be broken down by student performance in each group.

Report tracks each student Interim assessment with a clear indicator for if the student is below benchmark.

An “Off Grade” indicator is provided. This indicates that the student took an exam not of the same grade level as the student is registered.

INTERIMAssessed Sep 18, 2017 - Sep 21, 2017

Grade 6SAMPLE MIDDLE SCHOOL, District ID: 0000

Subject Proficiency by StudentHow can students be grouped by subject to inform teaching?

Page 1 of 2

ENGLISH READING SCIENCE MATHStudent CountMeets Benchmark 19 14 12 12Below Benchmark 11 16 18 18

164 161 169 162

168 162 167 158

162 161 165 162

163 X 168 158

168 162 163 156

163 161 166 159

X 158 166 158

165 161 166 154

162 161 163 160

165 160 161 160

164 159 165 154

162 160 161 158

163 X 161 158

California, Redding M

Brown, Red D

Arizona, Flagstaff O

Clayton, Anna G

California, Salinas Q

Butte, El Paso

Boston, Bakersfield P

Cairo, Austin

Alaska, Charlotte l

Cork, Mali

Anoka, Minnesota A

Wisconsin, Grants H

Bayfield, Boston B

Marion, Iowa L 162 161 159 158

166 158 166 157

166 157 162 157

166 158 160 155

164 159 159 155

157 157 160 156

156 157 163 153

161 155 160 152

155 154 160 158

157 153 160 156

154 155 159 156

158 154 155 157

159 156 155 152

Below Benchmark in 2+ Subjects Aspen, Colorado E

Avon, Illinois M

Basalt, Virginia D

Ellis, Alexia E

Cortez, Montana M

Sheraton, Mexico L

Clayton, Lynn E

Carl, Missoui Q

Aardvark, Maine W

Estes, France X

Libya, Brazil L

Champaign, Illinois T

Rochester, Sweden E 157 154 156 155


ACT Interim Readiness BenchmarkBlank = Meets Benchmark

Below BenchmarkX Not Tested


OffGrade

OffGrade

OffGrade

OffGrade

An “Off Grade” indicator is provided.

Summary data is listed at the top of the report for a quick assessment of classroom-level performance.

Labels separate by student performance

“X” indicates that a student did not test

INTERIMAssessed Sep 18, 2017 - Sep 21, 2017

GROUP ZGrade 6SAMPLE MIDDLE SCHOOL, District ID: 0000

Subject Proficiency by StudentHow can students be grouped by subject to inform teaching?

Page 1 of 1

ENGLISH READING SCIENCE MATHStudent CountMeets Benchmark 19 14 12 12Below Benchmark 11 16 18 18

164 161 169 162

168 162 167 158

162 161 165 162

163 160 168 158

168 162 163 156

163 161 166 159

165 158 166 158

165 161 166 154

162 161 163 160

165 160 161 160

164 159 165 154

162 160 161 158

163 159 161 158

California, Redding M

Brown, Red D

Arizona, Flagstaff O

Clayton, Anna G

California, Salinas Q

Butte, El Paso

Boston, Bakersfield P

Cairo, Austin

Alaska, Charlotte l

Cork, Mali

Anoka, Minnesota A

Wisconsin, Grants H

Bayfield, Boston B

Marion, Iowa L 162 161 159 158

166 158 166 157

166 157 162 157

166 158 160 155

164 159 159 155

157 157 160 156

156 157 163 153

161 155 160 152

155 154 160 158

157 153 160 156

154 155 159 156

158 154 155 157

159 156 155 152

Below Benchmark in 2+ Subjects Aspen, Colorado E

Avon, Illinois M

Basalt, Virginia D

Ellis, Alexia E

Cortez, Montana M

Sheraton, Mexico L

Clayton, Lynn E

Carl, Missoui Q

Aardvark, Maine W

Estes, France X

Libya, Brazil L

Champaign, Illinois T

Rochester, Sweden E 157 154 156 155


ACT Interim Readiness BenchmarkBlank = Meets Benchmark

Below BenchmarkX Not Tested


Same as previous report, with student organized into user-created groups.

Assessed Oct 18, 2017 - Oct 24, 2017

SAMPLE ELEMENTARYGrade 3SAMPLE SCHOOL DISTRICT, School ID: 000000

Subject Proficiency by DemographicWhich student subgroups are in greatest need of additionalsupport?

Page 1 of 4

INTERIM

ENGLISH READING SCIENCE MATH

SAMPLE ELEMENTARY No Students Tested26% 74%

239% 91%

2322% 78%

23

Gender

Female No Students Tested23% 77%

School Performance

138% 92%

School Performance

1315% 85%

School Performance

13

Male No Students Tested30% 70%

School Performance

1010% 90%

School Performance

1030% 70%

School Performance

10

Race / Ethnicity

American Indian /Alaska Native No Students Tested No Students Tested No Students Tested No Students Tested

Asian No Students Tested 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Black /African American No Students Tested22% 78%

School Performance

911% 89%

School Performance

90% 100%

School Performance

9


Assessed Oct 18, 2017 - Oct 24, 2017

SAMPLE ELEMENTARY Grade 3SAMPLE SCHOOL DISTRICT, School ID: 000000


Page 2 of 4

INTERIM



239% 91%

2322% 78%

23

Hispanic or Latino No Students Tested 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Native Hawaiian /Other PacificIslander

No Students Tested No Students Tested No Students Tested No Students Tested

White No Students Tested31% 69%

School Performance

138% 92%

School Performance

1331% 69%

School Performance

13

Not Categorized No Students Tested No Students Tested No Students Tested No Students Tested

Other Demographics

Economically Disadvantaged No Students Tested10% 90%

School Performance

1010% 90%

School Performance

1010% 90%

School Performance

10


Assessed Oct 18, 2017 - Oct 24, 2017



Page 3 of 4

INTERIM



239% 91%

2322% 78%

23

ELL No Students Tested No Students Tested No Students Tested No Students Tested

Gifted No Students Tested No Students Tested No Students Tested No Students Tested

IEP No Students Tested 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Migrant No Students Tested No Students Tested No Students Tested No Students Tested

Section 504 No Students Tested No Students Tested No Students Tested No Students Tested

Other Accoms Plan No Students Tested No Students Tested No Students Tested No Students Tested


Assessed Oct 18, 2017 - Oct 24, 2017



Page 4 of 4

INTERIM



239% 91%

2322% 78%

23

Homeless No Students Tested No Students Tested No Students Tested No Students Tested

Parent in Military No Students Tested 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

In Foster Care No Students Tested No Students Tested No Students Tested No Students Tested


School-level proficiency shown, with total number of students tested per subject Demographics breakouts shown:

• Gender• Race/ethnicity• Other demographics (Economically

Disadvantaged, ELL, Gifted, IEP, Migrant,Section 504, Other Accommodations Plan,Homeless, Parents in Military, In Foster Care)

SAMPLE MIDDLE SCHOOL SAMPLE SCHOOL DISTRICT, School ID: 0000001

Subject Proficiency by Grade LevelHow can decisions be informed based upon grade level subjectproficiency?

Page 1 of 1


ENGLISH READING SCIENCE MATHSAMPLE MIDDLE SCHOOL

71%255

29% 51%255

49% 37%255

63% 34%255

66%

Grade 6

7958% 42%

7946% 54%

7939% 61%

7941% 59%

Grade 7

8076% 24%

8054% 46%

8039% 61%

8031% 69%

Grade 8

9677% 23%

9654% 46%

9634% 66%

9630% 70%

SUBJECT FOCUS Better proficiency in math may improve scores.ACT Aspire Mathematics Assessments assess students’ ability to solve problems, explain and justify, and model with the mathematics up through thegiven grade.

Results for groups with 4or fewer students are notshown


View proficiency by grade across a school to see patterns or curriculum deficiencies.


SAMPLE SCHOOL DISTRICT Grade 3District ID: 0000

Subject Proficiency by SchoolHow can decisions be informed based upon school and subjectproficiency?

Page 1 of 1


SAMPLE SCHOOL DISTRICT No Students Tested176

28% 72%57

37% 63%242

31% 69%

SAMPLE ELEMENTARY SCHOOL 1 No Students Tested No Students Tested 37% 63%57

37% 63%62

SAMPLE ELEMENTARY SCHOOL 2 No Students Tested 25% 75%91

No Students Tested 31% 69%91



SUBJECT FOCUS Better proficiency in reading may improve scores.ACT Aspire Reading Assessments determine whether students can understand what increasingly challenging texts say explicitly and what can reasonablybe inferred from these texts; understand general academic and domain-specific language in the context in which it is used; and integrate knowledge andideas from multiple texts.



Understand how each school is performing relative to the district

Assessed Sep 26, 2017 - Oct 3, 2017



Page 1 of 4

INTERIM


SAMPLE SCHOOL DISTRICT65% 35%

9229% 71%

9236% 64%

9248% 52%

92

Gender

Female72% 28%

District Performance

4333% 67%


4340% 60%


4351% 49%


43

Male59% 41%


4927% 73%


4933% 67%


4945% 55%


49

Race / Ethnicity

American Indian /Alaska Native 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Asian63% 38%


850% 50%


850% 50%


875% 25%


8

Black /African American40% 60%


1020% 80%


1050% 50%


1050% 50%


10





Page 2 of 4

INTERIM



9229% 71%

9236% 64%

9248% 52%

92

Hispanic or Latino67% 33%


922% 78%


933% 67%


967% 33%


9

Native Hawaiian /Other PacificIslander

No Students Tested No Students Tested No Students Tested No Students Tested

White67% 33%


8830% 70%


8836% 64%


8849% 51%


88

Not Categorized No Students Tested No Students Tested No Students Tested No Students Tested

Other Demographics

Economically Disadvantaged58% 42%


6025% 75%


6028% 72%


6043% 57%


60





Page 3 of 4

INTERIM



9229% 71%

9236% 64%

9248% 52%

92

ELL 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Gifted100% 0%


1573% 27%


1580% 20%


1580% 20%


15

IEP50% 50%


1217% 83%


1225% 75%


1242% 58%


12

Migrant 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Section 504 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Other Accoms Plan No Students Tested No Students Tested No Students Tested No Students Tested





Page 4 of 4

INTERIM



9229% 71%

9236% 64%

9248% 52%

92

Homeless 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Parent in Military58% 42%


1911% 89%


1937% 63%


1947% 53%


19

In Foster Care75% 25%


838% 63%


825% 75%


850% 50%


8


Demographics breakouts shown:• Gender• Race/ethnicity• Other demographics (Economically

Disadvantaged, ELL, Gifted, IEP, Migrant,Section 504, Other Accommodations Plan,Homeless, Parents in Military, In Foster Care)

District-level proficiency shown, with total number of students tested per subject

SAMPLE SCHOOL DISTRICT District ID: 000

Subject Proficiency by Grade LevelHow can decisions be informed based upon grade level subjectproficiency?

Page 1 of 1


ENGLISH READING SCIENCE MATHSAMPLE SCHOOL DISTRICT

65%636

35% 34%637

66% 32%637

68% 35%636

65%

Grade 3

7658% 42%

7616% 84%

7625% 75%

7637% 63%

Grade 4

9265% 35%

9229% 71%

9236% 64%

9248% 52%

Grade 5

9365% 35%

9418% 82%

9429% 71%

9339% 61%

Grade 6

7958% 42%

7946% 54%

7939% 61%

7941% 59%

Grade 7

8076% 24%

8054% 46%

8039% 61%

8031% 69%

Grade 8

9677% 23%

9654% 46%

9634% 66%

9630% 70%

Grade 9

5444% 56%

5428% 72%

5430% 70%

5431% 69%

Grade 10

6665% 35%

6626% 74%

6624% 76%

6618% 82%

SUBJECT FOCUS Better proficiency in science may improve scores.ACT Aspire Science Assessments assess students’ science practices using real-world scientific scenarios. Scenarios in upper-grade assessments includestudent investigations, formal scientific research, formal scientific data from references, and students or scientists providing competing explanations forreal scientific phenomena. At the earlier grades, topics generally focus on everyday student discovery rather than formal science.



View proficiency by grade across an entire district to see patterns or curriculum deficiencies.



Subject Proficiency by SchoolHow can decisions be informed based upon school and subjectproficiency?

Page 1 of 1


SAMPLE SCHOOL DISTRICT No Students Tested176

28% 72%57

37% 63%242

31% 69%

SAMPLE ELEMENTARY SCHOOL 1 No Students Tested No Students Tested 37% 63%57

37% 63%62





SUBJECT FOCUS Better proficiency in reading may improve scores.ACT Aspire Reading Assessments determine whether students can understand what increasingly challenging texts say explicitly and what can reasonablybe inferred from these texts; understand general academic and domain-specific language in the context in which it is used; and integrate knowledge andideas from multiple texts.



Understand how each school is performing relative to the district

INTERIMAssessed Sep 11, 2017 - Nov 7, 2017

SAMPLE STATEGrade 9

Subject Proficiency by DistrictHow can decisions be informed based upon district and subjectproficiency?

Page 1 of 30


SAMPLE STATE15519

53% 47%18543

33% 67%17878

28% 72%19881

32% 68%

DISTRICT 1No Students Tested 19% 81%

27


DISTRICT 2 No Students Tested 22% 78%9


DISTRICT 3 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

DISTRICT 470% 30%

3352% 48%

3345% 55%

3353% 47%

32

DISTRICT 546% 54%

12324% 76%

11925% 75%

11128% 72%

123

DISTRICT 655% 45%

18133% 67%

17733% 67%

17833% 67%

181



Understand how each district is performing relative to the state

student indi isr - actinterim report status student/ parent educator school district state dynamic...

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