A PLAN TO IMPROVE ACT

MATH SCORES
Jason J. Lynch
Anderson High School
Cincinnati, OH
JasonLynch@ForestHills.edu
Friday August 2nd, 2019
ITEMS UPLOADED TO HIGH AIMS:

 Three Power Points about Anderson High
School Math ACT Preparation.
 Exploring Anderson High School’s ACT
Math Schoology Web-Page
 ACT Test Prep Session II: What’s on the
ACT & How Can I Prepare?
 Calculator Tips for the ACT
 Learning Target Document
 Cramming Calendar
 ACT Test Prep Guide
 This PPT Presentation
 3 ACT Benchmark Test
 Things I will need to send you:
 ACT Math Questions by Level
 Calculator Programs (not necessarily ACT
related)
 Calculator Tips & Common Errors
 Helpful Tips for Using the TI-84
 What Can Schools Do to Improve ACT
Scores? AHS Research
 How to Create an ACT Academy Profile?
WHERE IT ALL BEGAN…

 2005: River Valley High (Marion, OH)

 ACT Conference at Capital University
 “Bridging the Math Gap”
 Consortium of local high schools (Marion, Morrow, Knox, & Crawford
Counties), Marion Technical College (adjunct math professor), Ohio State
University-Marion
 Why are students unprepared for college level mathematics?
 Facts from that time:
 35% of Marion County students planned on attending a 4-year college
 32% of Marion County students who went to a 4-year college took a
remedial math class
 The best school in the county had only 11% needing remediation and
the worst school had 59% needing remediation.
WHERE IT ALL BEGAN…(CONTINUED)

 Only two high schools in the county where following the

COMPASS/EXPLORE/PLAN/ACT process.
 These schools happened to have the fewest students needing
remediation in college
 GOAL: More college-prep math courses (PreCalculus, AP
Calculus, AP Stats, etc.) and all schools on the EXPLORE/PLAN
process
 FEAR: By 2017, all developmental (remedial) courses will be
eliminated from state colleges and universities
 Students could NOT go to OSU’s main campus
 Remedial students would be sent to branches
THOUGHTS FROM COLLEGE PROFESSORS

 Students do not take rigorous high school math classes.

 Poor algebra skills (#1 complaint of professors in the program)
 At a minimum, students need Pre-Calculus by their senior
year.
 This is now supported by the ACT. (78%-80% success rate)
 Final grade is based on the final exam.
 Need at least a 75% on the final exam to pass the class
 Teachers need to visit other successful schools
FAST FORWARD A FEW YEARS…

 I got a job because the previous teacher left for an ACT

preparation organization.
 Students paid $480 for a five-Saturday course
 I felt like we were already doing this work in our
classrooms.
 Students didn’t understand the connection
between classroom content and the ACT.
 We needed to make what we were doing more
explicit.
THERE’S NO “ONE” WAY TO DO THIS: FIND
WHAT WORKS FOR YOU!
Marion Pleasant Offense: Broken Defense: 5-2
(State T Monster
Champions)
Margaretta Offense: Defense: 4-3
(State Semi- Shotgun Wing-T Cover 2
Finals)
Highlands-KY Offense: Hurry- Defense: 3-4
(State Up Spread Cover 1
Champions 4x)
Anderson Offense: Empty Defense: 3-3
(Regional Finals) No-Huddle Stack
CHALLENGES

 “I only teach freshmen. This doesn’t apply to me.”

 “I’m worried about the AIR test. I’m not spending time on this.”
 “Some of my kids aren’t going to college. They can’t handle this.”
 “I don’t have enough time to teach everything that’s expected of me.
How am I going to find time to do more?
 “I’m not teaching to a test.”

 WE ARE A TEAM! ALL TEACHERS HAVE AN IMPACT ON ACT SCORES.

 YOU ARE WHAT YOU EMPHASIZE!
IT STARTS WITH EXAMINING YOUR DATA
THINGS WE WANTED TO KNOW

What course/class was the student in when taking

the ACT? Who was the teacher?
What was the predicted ACT Math score?
What was the Math Remediation Free Likelihood?
After the test:
Actual Math ACT Score
Difference from predicted score
DECIDE WHICH STUDENTS WILL BE YOUR
FOCUS
Predicted: 30+ Predicted: 24-27 Predicted: 19-22 Predicted: Less than
18
These students are This is your biggest *This is the group we Despite all of our
generally self- “bang for the buck.” focused on. Benchmark best efforts, it is very
motivated. Give These students can is 22. Our goal was to unlikely that this
reduce the number of
them the “Cram increase their score group will reach a
students not meeting
Session” guide, and by about 3 points by Benchmark score of
benchmark. We
they will prepare simply answering 1 reduced the number of 22 during one school
independently. more question students not meeting year.
correctly. This group benchmark by 4%
will have the biggest during 2018-19. Last
impact on your year 54% met
school average. benchmark, 58% this
year.
WHAT IS ON THE ACT?
HTTPS://WWW.ACT.ORG/CONTENT/DAM/ACT/UNSECURED/DOCUMENTS/CCRS-
MATHSTANDARDS.PDF

CONTENT/SKILLS NUMBER OF ITEMS PERCENTAGES

Pre-Algebra & 24 40%
Elementary Algebra
Intermediate Algebra 18 30%
& Coordinate
Geometry
Plane Geometry 14 23%
Trigonometry 4 7%
Total 60 100%
WHERE IS IT COVERED? MAKE A CONTENT
MAP
In 2005 River Valley High School (95- In 2019 Anderson High School (48-
minute block schedule, A-G-A): minute classes, Integrated courses):

ALGEBRA 1 20% INTEGRATED 35%

GEOMETRY 30% MATH I
ALGEBRA 2 30% INTEGRATED 45%
ALGEBRA 3 13% MATH II
TRIGNONOM 7% INTEGRATED 20%
ETRY MATH III
THOUGHTS/EXPERIENCES

What have you heard from students about the

ACT?
What did they find easy? Where did they have
trouble? General opinions.
Discuss with someone around you
Anyone care to share?
IT’S ALL ABOUT PACING/TIMING

 Students’ most common complaint:

 “I didn’t have enough time.”
 We need to average 1-minute per question:
 Questions 1-20: Complete in 30 seconds or less
 Questions 20-40: Complete in 30 seconds to 1 minute
 Questions 40-60: Complete in 1-2 minutes
 Don’t spend too much time on any particular question.
 Very strong students, or perfectionists, get caught up
spending too much time on the simple questions.
EXAMPLES: EASY(1-20)/AVERAGE(20-
40)/DIFFICULT(40-60)
 Easy: #4 Given 𝑓 = 𝑐𝑑 3 , 𝑓 = 450, 𝑎𝑛𝑑 𝑑 = 10, what is c?
 This should take less than 30 seconds.
 Average: #29 What is the product of the complex numbers −3𝑖 + 4 𝑎𝑛𝑑 (3𝑖 +
4)?
 This should take between 30 seconds and 1 minute.
 Difficult: #60 The sides of an acute triangle measure 14cm, 18cm, and 20cm,
respectively. Which of the following equations when solved for 𝜃, gives the
measure of the smallest angle of the triangle? Note: for any triangle with sides of
sin(𝐴)
length 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 that are opposite angles a, b, and c, respectively, =
𝑎
sin(𝐵) sin(𝐶)
= 𝑎𝑛𝑑 𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 cos(𝐶).
𝑏 𝑐
 This should take between 1 and 2 minutes.
OUR SOLUTION: THE SCHOOLOGY ACT
MATH WEB-PAGE
 https://schoology.foresthills.edu/cour
se/1907955782/materials
 Content:
 Full length practice tests
 ACT Test Dates & Registration
 ACT Test Prep Organizations & Tutors
for Hire
 Resources & Study Guides
 Calculator Use Tips
 On-Line Test Prep
 YouTube Links
 Content Library
 Weekly Practice Problems
WEEKLY QUESTION SETS

 Each Monday, 10 questions are

posted.
 Base timing on the difficulty
of the questions
 Worked out solutions are
posted on the following
Monday.
 Teachers meet in PLCs to
determine areas of
strength/concern.
 https://schoology.foresthills.e
du/assignment/1908179292/as
sessment_preview
WEEKLY QUESTIONS SETS

 Every Monday 10 ACT questions are posted in Schoology.

 These questions come directly from previously released ACTs, so they
serve as a good representation of the types of questions you will see on the
ACT.
 They have a mix of easy, average, and difficult questions.
 Ideally, you should be able to complete these questions in 10 minutes.
 The actual ACT requires 60 questions to be completed in 60 minutes.
 I have given you a little more than 10 minutes (usually 15) to complete
the weekly questions sets, but understand that you will need to work at
a quicker pace on the real test (March 12th)
UTILIZE TECHNOLOGY

 Calculators ARE permitted on the ACT.

 Why are we NOT teaching students how to use them?
 English Departments have embraced technology like TurnItIn,
Shakespeare, RedInk, Microsoft Word, etc.
 Why are math teachers resistant to implement technology in the
classroom?
 Examine the ACT’s calculator policy.
 Allowed: TI-81, 82, 83, 84, 85, 86…(graphing calculators)
 And anything less like a TI-73 (scientific calculator, not recommended)
 NOT Allowed: TI-89, 92,…(anything CAS)
 And anything with a keyboard, wireless capabilities, paper dispenser,
etc.
 TECHNOLOGY
GOOD BETTER BEST
Geogebra: I really like this in Calculus for Desmos: Super user-friendly for students Hand-held Texas Instrument Graphing
visual representations with volume and with a lot of activities. Calculators.
surface area. NOT PERMITTED ON THE ACT! THEY ARE PERMITTED ON THE ACT!
NOT PERMITTED ON THE ACT!
WHAT SHOULD STUDENTS BE ABLE TO DO
WITH THE CALCULATOR?
 Simplify
 Graph
 Find max/min, domain/range, roots/zeros, etc.
 Statistics
 Mean, Median, Mode, Standard Deviation, etc.
 Trigonometry
 Radians/Degrees
 Check Answers
 TEST
 Refer back to the Calculator PPT for more information.
ON-LINE PRACTICE SITES

 http://www.mhpracticeplus.com/act.php
 http://www.mh-act-top50math.com/test.html
 http://www.mh-sat-top50-math.com/test.html
 https://www.superteachertools.us/jeopardyx/jeopardy-
review-game.php?gamefile=451401#.XDNt5VxKjIX
 https://www.mometrix.com/academy/act-math-
practice-test/
WEEKLY PREPARATION ROUTINE: WE DID
THIS FOR 15-17 WEEKS PRIOR TO THE TEST
 Monday: Do the weekly question set.
 Tuesday: Watch a YouTube video & review Flash Cards
 Wednesday: Watch a video on how to use the
calculator
 Thursday: Do a set of on-line practice problems
 Friday-Sunday: Take a previously released ACT.
 See the “Cramming Calendar” uploaded to High Aims
SOME MISC. ACT INFO

 Take the ACT more than once

 About 60% of students who take the ACT multiple times increase their score on
each attempt.
 Super-scores
 Colleges take the best of each category
 Materials for Test Day
 Admission ticket
 Multiple pencils with good erasers
 Permitted calculator
 CHECK YOUR BATTERIES
 DO NOT HAVE ANY OTHER TECHNOLOGY OUT
WHEN TO TAKE THE ACT?

 The test is offered in October, December, February, April, & June

 Enhanced score reports are available in December, April, & June.
 Sophomores:
 End of year – I would recommend June
 Juniors:
 3 times (December, March – state issued, June)
 2 times (December, June)
 If you are taking the March state-issued test, do NOT take the February test.

 Seniors:
 October
 Emergency situation: December
BENCHMARK SCORING: THIS WAS OUR
FOCUS
 The Ohio Benchmark score is a 22.
 If you score a 22 or better, you will be able to take a credit
bearing math class at the college level
 If you score below a 22, you will (most likely) need to take
a remedial math class before taking a college-level math
course
 AHS has roughly 54%-58% of students meeting
benchmark.
 You were automatically enrolled in the ACT Schoology
course if you were identified as at-risk for not meeting
benchmark.
MATH STRATEGIES

 ANSWER THE EASIEST QUESTIONS FIRST

 AN EASY QUESTION IS WORTH JUST AS MANY POINTS AS A
HARD QUESTION. FOCUS ON MASTERING THE FIRST 40
QUESTIONS OF THE TEST. IF YOU HAVE TIME, THEN BEGIN
ATTACKING THE LAST SERIES OF QUESTIONS.
 GET AS MANY QUESTIONS CORRECT AS POSSIBLE WITH AS FEW
ERRORS AS POSSIBLE.
 THIS MAY SEEM OBVIOUS. To approximate the number of
questions you’ll need to get correct to get the score you want,
multiply it by 5/3.
 For example, if I want to earn a 30 on the math ACT, I will need to
answer (30)(5/3)=50 questions correctly.
STRATEGIES (CONTINUED)

 Use the knowledge of the six topics (pre-algebra, elementary

algebra, intermediate algebra, coordinate geometry, plane
geometry, trigonometry) to your advantage.
 If you don’t know much about trigonometry, don’t worry
about it. Spend your time mastering the algebra topics that
you do know as there will only be 4 trig questions on the
test.
 Read the question twice before looking at the answers.
 Make sure you are answering the proper question.
 If it asks for a radius, don’t give the diameter.
THINGS YOU CAN IMMEDIATELY DO IN
YOUR CLASSROOM
 Weekly Timed Question Sets
 Include at least one released ACT question on every summative assessment.
 Integrate graphing calculators into your lessons and homework assignments.
 Create a Schoology page or free web-site (Weebly, Wix, etc.) with ACT resources
for your students.
 Do one practice ACT test each month or ACT benchmark testing (every 8 weeks)
 Fill those last few free minutes in class with ACT on-line sites or ACT Kahoots.
WHO TO FOLLOW

 Twitter  YouTube
 Best ACT Prep
 @ACTStudent  https://www.youtube.com/channel/UC3
 @actmathtestprep NcGS4FQDDz0RGAaH3ZG-A
 @openmiddle  The Organic Chemistry Tutor
 https://www.youtube.com/watch?v=01tp
 @robertkaplinsky _yW7c60&t=4998s
 @MagooshSAT_ACT  SupertutorTV
 https://www.youtube.com/watch?v=zWc
 @ACTProTip 5Qtrly2o&list=PLJhCCDlx0_SeP3qyAXKw
HKKyKcg8Er7FE
 @ACTQualified1  Magoosh SAT & ACT
 @TICalculators  https://www.youtube.com/playlist?list=P
LqCGUMIQ1DB0e6WX3B8rbFqkaC7EdO
HdS
SUMMARY

 1. Examine your data.

 Use EVAAS or a company like TorchPrep to gather information about students
 Where are they currently?
 Where are they predicted?
 Which students should you focus on?
 Which students give you the biggest “bang for the buck”
 Have conversations with teachers & students
 2. Make a Plan that Works for YOU and YOUR SITUATION.
 Can we implement this is our regular classroom?
 Will students do this on their own?
 Who in our building is an expert? Who is willing to learn?
SUMMARY

 3. Content Map
 Where are the topics being taught?
 Is everything getting covered before the test day? (there are some
exceptions)
 Every teacher is accountable – the ACT doesn’t fall on teachers of 11th
graders
 4. Use Technology
 Embrace the TI graphing calculators
 Learn the features of the calculator and use them in the classroom.
 There is a learning curve to the TI-84.
 Geogebra & Desmos are NOT permitted on the ACT
 TI-89 & TI-92 are NOT permitted as well.
SUMMARY

 5. Use Weekly Question Sets

 Make sure they are timed
 Integrate these questions into your normal formative and
summative assessments
 Get questions from previously released tests.
 6. Develop a Schedule.
 Use YouTube videos, online practice sites, flash cards, etc.
 Complete at least one full length practice test under timed
conditions prior to test day.
 Research shows that students who take 4 practice tests have the
best results.
SUMMARY

 7. Make It Fun.
 You know your students.
 Students usually enjoy technology.
 Embrace it: teach programming/coding, show calculator “tricks”, etc.
 Find a way to motivate them.
 Extra Credit, food, homework passes, quiz exemptions, etc.
 Find a way to de-escalate the stress in a high stakes environment.
 Confidence reduces stress
 By preparing your students for this big-time event, you are reducing
the level of anxiety they should have because they should feel
prepared.
 Multiple practice tests are crucial for this.
THANK YOU FOR ATTENDING!

 Thank you to Kyle Fender (Anderson Asst. Principal) for much of the
data analysis.
 Any questions?
 If you would like any of the material mentioned today, please email
me.
 I love to learn about calculator use in the classroom and problem
solving strategies; please share any ideas/experiences you have.
 If you are doing anything exciting with ACT prep in your classrooms,
please let me know. I’d love to visit and learn.
 Thanks again, and enjoy your day!