Lean Six Sigma Based

Utilizing a process based approach towards formative assessment we help students, teachers and administrators address key challenges faced by students to effectively drive positive results.

Content Analysis

The Content Analysis Report provides a comprehensive evaluation of student's strength and weakness in each category of the test. For example, the ACT® evaluates student's in over 600 college readiness concepts across English, Mathematics, Reading and Science so, to make the process more effective we have broken down the ACT® into skill areas that are core to the test.

The report identifies specific areas of weakness that the student needs to work on and the impact it will have on the composite score. To recommend areas of improvement, we use simple Pareto charts. This informs students and educators on where they need to focus their efforts. The grade level report provides recommendation for the entire group of students so it is easy to implement improvement programs at the classroom level.

Address the following questions

  • How can individual students improve their scores by 20%?
  • How can entire groups of students improve their scores?
  • How can administrators and teachers structure an improvement program?

How can you get started?

  1. Administer a retired ACT® test
  2. Receive the reports package that identifies focus areas
  3. Structure an improvement program based on the recommendations

What one student had to say

I always knew math was my sweet spot. But I never could figure out how to prepare for the other sections. Thanks to the assessment here, I focused on the right areas to prepare and saw a 2-point increase. - Grade 11 student in TN

Typical implementation timeline

The end to end process takes about 16 weeks including the improvement program that schools strcuture or students follow using the online content platform. A typical timeline is listed below with suggested activity by week.

  • Week 1: Planning for the day when students would take the retired ACT® test and getting the materials required for the test in place
  • Week 2: Administering the retired ACT® and shipping the answersheets to be analyzed
  • Week 3 - 6: Waiting for the analysis to be completed and online content to be setup. Buying any new ACT® books supported by the program
  • Week 7 - 8: Reviewing the reports and planning the in school improvement program
  • Week 9 - 16: Running the improvement program. This involves 2 week of focused instruction for each of the four content areas of the ACT® to cover the top 3 improvement area identified by the analysis

We will work with your to design an implementation plan that will work in your school. We also have a repository of best practices that you can work with. Please contact us for case studies.

PLAN® Content Analysis

The PLAN® is a good predictor of the ACT® scores. The PLAN tests about 400+ college readiness concepts which are a subset of the 600+ college readiness concepts tested in the ACT. While the PLAN is getting phased out by ASPIRE® testing module there is still value in using the PLAN results to prepare students for the future.

Our offering focuses on providing students with a content analysis report that identifies areas of improvement that can be incorporated into the curriculum. Students can also learn using off the shelf ACT test prep books.

The steps and timeline for implementing a PLAN improvement program are similar to the those listed for the ACT®

Pareto Chart

How to read the Pareto chart?

  • The Pareto chart provides information on the areas where you have opportunity for growth
  • The horizontal axis lists content areas in the assessment
  • The vertical axis notes the percentage improvement you can make. The highest bar is listed first and this denotes the area where you have the greatest room for growth
  • You should start with improving the area listed on the left and move from left to right to maximize improvement

PSAT/NMSQT®

Our approach does not focus on strategies rather the focus is to identify learning gaps using lean methodologies that have predominated manufacturing and services industries for decades.

How does the process work: The process begins with administering a practice PSAT test to students. The output of the assessment is an identification of deficiencies using lean six sigma principals - Pareto chart. Each students Pareto chart indicates the areas within Reading, Writing and Language and Math standards that need improvement. This insight becomes the basis for students to spend their limited resource (time) to close the gap with their peers and for teachers to design intervention programs.

How do teachers benefit: The assessment provides teachers the information to cluster students with similar learning needs so the right intervention program can be implemented by identifing areas within the existing curriculum that need additional focus. This approach allows teachers to do what they do best; find ways to teach students how to master grade appropriate concepts.

How do students benefit: As teachers design intervention programs to address grade level learning gap; students learn to analyze and improve college readiness. At each grade, differentiated class room education focused at addressing grade level gaps is the best way to help students develop the confidence to succeed.

When is the best time to conduct the assessment: Most schools perform the assessment at the begining of the freshmen year so teachers get a few months towards the end of the academic year to work on the improvement areas during homeroom time or using RTI time.

Why does the approach work: The approach works because there is no new tool to learn either by the student or teachers. The output of the assessment is a prescription - which areas require focus by individual students and groups of students.