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What data is informing our programing strategy? And, what data will we use to measure the effectiveness for each component?

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What is the connection to our Middle school program in prep for this program, knowing that our entering 9th grade students are reading well below grade level?

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Why move away from ACT skills and testing skills when these are ways to increase scores for higher performing test takers?

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Will the Test optional wave in higher education make this program obsolete soon?

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How do ensure buyin for educators who each year are having to pivot testing prep in such new ways?

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How will we ensure consistency with the rollout of this new program throughout the network?

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There is sometimes a perception that specials teachers get the "easy" route.. how would this plan ensure equitable work across staff members?

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Not a complete thought, but I feel like our attempts to "invest" families and scholars are falling short - at the very least they are passive. I wonder how we could engage Robert/Lenisha for ideas on how to revamp that part of our plan.

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These are good questions. ESL has a strong presence in primary and secondary. The question is going to be how we can use the ESL staff in this.

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Credit recovery is going to be a massive project in 21-22. It's included briefly on here, but what if a scholar needs to recover tons of credits... would they not do any ACT prep?

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How will scholars be utilizing the subject guides? Is this more independent work on the section they are "closest to college ready" on?

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The plan we are proposing is ambitious. Everything is importnat, but if we had to prioritize, what does "winning" look like in Y1, and how would it grow in Y2 and Y3.

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would a template like this work for scheduling? https://docs.google.com/spreadsheets/d/12refP5lolLUplhjPGQrqvhFJVtuXiak1/edit#gid=2087533264

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My sense is that a lot of our monitoring systems have to do with the assessments/checkpoints. I wonder what the implementation "look fors" would be for walkthroughs or MD check-ins

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TLT Training
How might we get all of HS C&I, RTCCC, etc trained on ACT?

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My sense is that a lot of our intervention/special pops work is concentrated into Primary. I am wondering what are the opportunities (and potential pitfalls) for deeper engagement with our ESL/SPED teams on TLT and on campuse

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I feel like we need to give campuses a template for how to schedule scholars under this model. Otherwise, it's going to feel like a huge ask.

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Campuses often struggle to get scholars invested in what's happening in intervention. How could this potentially be linked to courses to build scholar buy-in?

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I think teachers need a better understanding of the test. How it is designed, how it is scored, what it is meant to assess, etc. This is related to test prep, but slightly different.

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What does training look like for teachers (beyond just the two days of PD)? Is there time to build in data review at the campus level?

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As a network, we need to clarify which assessments we will use to measure growth (if any)

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If we will be using ESL TAs/Interventionists in this, we'll need to pull in either Kristin (Gallion) Devin or Jeff Fowler to discuss how those Title III employees can be used and what curriculums they can use.

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How might we ensure teachers understand their goal is to fill in content gaps, not teach the test?  Is that our goal?

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Teachers...
need to know what 's on their portion of the ACT. How might we give them that experience at Collab Day?

need to be held accountable to teaching ACT at a high level. How might we develop tools to streamline that process?

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We need to address some of the lingering misconceptions with families, scholars, and staff members around importance of the ACT in light of colleges going test-optional.

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We need a mechanism for teachers/campuses to track data for scholars during intervention. Ideally, there would be an easy way for this data to roll up so we can view at a network level.