WEBVTT

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[Music] Welcome to the overview

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on Using Assessments and Interventions

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to Prepare Students for College.

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Strong academic performance throughout

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middle and high school is crucial

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to academic success in college.

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Some students, however,

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reach college unaware that their work

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to date has failed to prepare them

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for the rigors of college courses,

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and others are surprised to find

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that they must take remedial courses

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before they can even begin their

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college careers.

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Assessment measures designed

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to keep students informed

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about their college readiness can help

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keep them on track throughout

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high school.

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As early as middle school,

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students should be aware

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of the courses they must take

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to succeed in college.

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Schools will need to:

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look at existing assessments, standards,

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and data to identify ways

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that they can provide an estimate

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of college readiness;

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use performance data

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to keep students informed

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about how they are doing;

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and create individualized plans

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for students who are not

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on track for college.

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Currently, no single comprehensive

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college-readiness assessment is

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available for use by high schools

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and districts.

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However, schools can use a combination

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of adapted college placement exams,

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statewide college

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and career readiness assessments,

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college admissions exams,

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and school-specific tests

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such as benchmark assessments

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to give students

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and their families an idea

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of how well prepared they are.

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Some schools may not have the capacity

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or resources to generate student-level

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reports, or may feel their students

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already take enough tests and don't want

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to add extra assessments

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to their workload.

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District assistance can help

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such schools in a number of ways:

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replacing an assessment

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that doesn't measure college-readiness

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with one that does, such as the PSAT;

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identifying what information

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in existing assessments directly applies

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to college preparation;

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or helping schools access

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and use existing data systems

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to analyze data

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that is already in place.

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Course grades, GPAs,

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and college-readiness assessments can

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also be used to identify students

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who are not on track for college.

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For example, a school can flag students

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who are performing below a certain GPA

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or who are underperforming

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or have failed to complete courses

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on the college-preparatory track.

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High schools can use middle school

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transcripts of incoming ninth graders

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to identify and support struggling

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students before they even set foot

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on campus.

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The information gathered

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from these sources should be used

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to keep all students,

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not just those identified as in need

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of intervention,

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informed of their progress

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in becoming college-ready.

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This data can be collected

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into a readiness profile

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that can be sent

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to each student's family in the form

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of a letter or report.

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Collecting, analyzing,

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and delivering data

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on this scale can seem

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like a daunting task,

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and some school staff may feel

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that they do not have the time

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or training required

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for such an undertaking.

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School leaders can support teachers

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by modeling effective data use,

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helping them understand the availability

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of the data, and providing

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technical assistance.

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Schools might consider creating a

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college-preparatory data team

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that gives staff the opportunity

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to share knowledge and ideas,

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and allows staff with an interest

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in data to take a leadership role

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in the school.

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Discussions with students

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about their progress should be held

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at least once a year.

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Students who are not on track need

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to have separate one-on-one meetings

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with school staff

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to discuss their performance

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and to learn about different programs

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and strategies

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that can help get them back on track.

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The school's role is vital here,

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helping students sift

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through all the available options

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for supplemental instruction

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and find what fits their

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individual needs.

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Students who fall off track

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for college readiness often have trouble

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catching up and meeting

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their objectives.

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The earlier that students are identified

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as struggling and are assisted

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in getting back on track,

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the more likely they are

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to meet college entrance requirements

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when they graduate.

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High school teachers, counselors,

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and college advisors can work

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with struggling students

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to develop individualized plans

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to help them get back on track.

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These plans should specify exactly what

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steps the students need to take,

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where additional instruction is

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required, and how much additional

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instructional time may be needed.

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High schools can implement several

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strategies to help students get back

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on track, such as:

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collaborating with local colleges

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by having college students provide

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tutoring or homework assistance;

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implementing "recovery" programs

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in the form of after-school instruction;

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offering drop-in tutorials on Saturdays,

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before school, after school,

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or during lunch;

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providing summer programs

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for academic enrichment;

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and using double blocking

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to enable first-year students

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who need extra help to take

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"catch-up" classes

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for two periods each day during the

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first semester and then return

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to regular classes

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in the second semester.

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Preparing for college isn't something

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that happens during a student's junior

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or senior year.

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Schools should be carefully monitoring

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the critical coursework and skills

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that will help a student

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become college-ready.

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Assessments and interventions are

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essential tools

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in ensuring students' later success

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in college.

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To learn more about using Assessments

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and Interventions to Prepare Students

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for College, please explore the

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additional resources

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on the Doing What Works website.

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[Music]