The start of each school year brings anticipation, energy, and excitement—and, this
year, much uncertainty.
Has the current situation created data gaps at your school or district, causing big adjustments for the 2020-21 school year? How do you know if at-home learning opportunities were effective, or if your students are fully prepared for the school year?
baseline data for each of your students can help you bridge these gaps.
The good news: ACT can help you not only acquire this information, but also use it to your best advantage.
Baseline data can help determine students’ instructional readiness and measure their growth while enabling you to monitor your school’s performance.
This webinar can help inform your planning and goal setting for the upcoming school year.
Recognizing and acknowledging academic and social and emotional learning impacts likely to affect your students’ instructional baselines this fall;
Establishing new baseline data and the variety of data sources available to your school system;
Reviewing fundamental concepts around baseline data at the district, school, and classroom levels; and
Combining knowledge of student-level performance and measuring student learning to select the appropriate assessments or sources of evidence, including formative, interim, and summative assessment options.
Date: Tuesday, June 9, 2020 Time: 11:00 a.m. ET / 8:00 a.m. PT Duration: 30 minutes plus Q&A
Peggy focuses primarily on supporting K-12 schools and districts regionally in 18 states and Washington, DC, with ACT® Aspire® and other ACT solutions.
Before joining ACT, Peggy worked for the Wisconsin Department of Public Instruction (WI DPI) as the College and Career Readiness Assessment Coordinator for the Office of Student Assessment, ensuring all eleventh-grade Wisconsin students have the opportunity to take the ACT® test through statewide testing.
Peggy also served as an Education Consultant for Academic Improvement Initiatives and Specific Learning Disabilities on WI DPI’s Special Education team.
She holds a bachelor’s degree with dual licensure in special education and general education and a master’s degree and licensure in school psychology, and she earned a Nationally Certified School Psychologist (NCSP) credential.
As a career educator with more than 30 years of practice, Peggy has school psychology experience in the private and public sectors and teaching experience in both special education and general education in rural and urban districts.
Bryan Williams, Program Director, Professional Learning, ACT
When teachers, schools, and districts take steps to do more with the data created from assessments
taken in their schools, many find the task of doing this somewhat difficult.
I too have had the opportunity to be on your side of the desk looking at data and knowing there is more to gain from the information than what I was finding.
The data tells the story.
I am a retired educator, spending over 31 years in Missouri where I started by working in the classroom, moving to a building level administrator position and finally into a district level position.
I have worked in both small and large school systems, in rural Missouri and in the suburbs surrounding the state’s largest population area.
My roles within education continued to move me towards helping as many students, teachers and administrators as I could.
For the last 17 years, I served as an administrator, heavily involved in testing and analyzing the data that followed.
I found the work exciting, if you can believe that.
I hold an Ed.D.
in Education Administration from St.
Louis University and in my most recent education role served as the Director of Assessment in a district of nearly 18,000 students.