Reviewing of ACT Report
Upon reviewing Gerdly’s ACT report, a thorough evaluation shows that all subjects evaluated had strengths and areas that needed improvement. With an excellent command of the English language and strong abilities in punctuation, syntax, and sentence structure, Gerdly earned high marks on the component testing these skills. Nevertheless, a closer look reveals certain places that could be improved, such as the sophisticated comprehension of rhetorical abilities and efficient language utilization.
Gerdly showed arithmetic skills, although certain subject areas need further attention. It is essential to pinpoint these areas to develop a personalized growth strategy. These areas could include algebra, geometry, or other pertinent subjects. The reading portion of the test demonstrates that Gerdly generally has strong reading comprehension abilities. More in-depth examination of literary and informational materials is one example of how diving into particular subject areas might provide improvement potential (Curtis, 2006). Finally, Gerdly’s reasoning, analysis, and interpretation abilities shine through in the science portion. However, she could do even better if she focused on improving her critical thinking and problem-solving abilities. In summary, Gerdly’s academic strengths and areas for improvement can be precisely understood by a thorough analysis of her ACT assessment. We may ensure a comprehensive approach to her academic advancement by using this sophisticated assessment as a foundation to craft a bespoke improvement plan focusing on certain curriculum domains.
Setting Goals
Gerdly, a senior in high school who wants to improve her college readiness, needs to set SMART goals, which requires careful planning and smart thinking. Priority one should be given to outlining precise objectives that align with the KAS College and Career Readiness Anchor Standards and customized to her ACT score. For example, in English, a particular objective would be to increase her comprehension of rhetorical devices and her ability to use them effectively in written communication. Additionally, the objectives must be quantifiable to enable real-time progress monitoring. This could entail establishing goal scores for particular ACT components, providing a distinct measure for advancement (Bose, 2004). Measurable objectives in math can be reaching a particular percentage increase in algebraic or geometrical right solutions.
Making sure the objectives are reachable is essential to sustaining motivation and advancement. Objectives ought to challenge Gerdly’s skills while staying within reasonable limitations. For instance, establishing a target to improve her total reading comprehension abilities by a specific percentage can be accomplished in a predetermined amount of time. Relevance is essential to match goals with Gerdly’s overall college and job preparedness. Every objective should directly affect her ACT performance and, consequently, her readiness for the demanding college coursework. Last but not least, adding time-bound components creates a sense of urgency and a planned completion schedule. This could entail encouraging a step-by-step approach to improvement by breaking down more general goals into more realistic targets with precise dates.
English Improvement Plan
An evaluation of Gerdly’s ACT score indicated some areas that needed work to enhance her English ability, most notably in grammar, punctuation, and sentence structure. An English Improvement Plan with specific action steps is created in response. First, a regimented practice program for writing and reading will be implemented. This entails setting aside time for Gerdly to partake in activities that improve her general proficiency in English. To promote a methodical approach to skill development, the timetable will include activities that concentrate on areas of improvement that have been identified, such as sentence building and grammatical rules. Gerdly will be urged to broaden her selection of books. She will be exposed to books, essays, and news stories to increase her vocabulary and comprehension skills. She will be able to gain a more sophisticated grasp of language usage and eventually increase her English competence by interacting with a variety of content. According to Sari and Prasetyo (2021), the approach strongly emphasizes using active reading techniques to improve comprehension. Her reading routines will incorporate strategies like major concept identification, annotation, and summarizing. By actively engaging with texts, Gerdly can comprehend written content more deeply, improving overall comprehension and grammar skills. The English Improvement Plan offers a holistic approach to address Gerdly’s unique needs by integrating these action stages, promoting a well-rounded growth of her English language proficiency in preparation for college and professional aspirations. Evaluations will be carried out regularly to track development and make the required changes to the plan.
Math Improvement Plan
Gerdly’s ACT score was carefully examined, and the results showed that there are certain areas in the arithmetic part where she suffers and faces difficulties. It is necessary to properly identify these areas in order to customize a successful Math Improvement Plan. One of the action stages is to incorporate daily arithmetic exercises to help reinforce basic ideas. With regular practice, Gerdly can improve her understanding of fundamental mathematical concepts, strengthening her foundation and boosting her confidence in solving various arithmetic tasks. Considering tutoring, the strategy also acknowledges the possible advantages of extra assistance. Specialized tutoring sessions will be scheduled if Gerdly needs more help with her arithmetic difficulties, especially with algebra, geometry, or any other pertinent subject. With the concentrated attention these sessions will offer, Gerdly can fill specific knowledge gaps and receive individualized instruction catered to her unique learning requirements.
The Math Improvement Plan aims to systematically address Gerdly’s problems by putting these action steps into practice. The objective is to enhance her ACT math score and build a solid mathematical foundation to serve her well in her post-high school academic endeavors through focused support and regular practice. Periodic evaluations will be carried out to track development and make any required adjustments to the strategy.
Reading Improvement Plan
Several actions will be undertaken to improve Gerdly’s reading comprehension. Initially, different kinds of reading materials will be presented, including fiction, nonfiction, and informational texts, with the intention of making Gerdly familiar with different writing styles and subjects. It will not only improve her receiving skills but also broaden her base of knowledge. Next, the students will be taught active reading techniques to develop Gerdly with knowledge on good reading engagements. Summarization, annotation, and identification of main ideas will be stressed to help comprehension of the content (Chen et al., 2020). Those techniques will help Gerdly acquire the necessary skills to analyze and synthesize information actively. Finally, time management skills are to be included in her practice regime while reading passages. Using timed reading exercises, she will be taught how to manage her time well, improving her efficiency in handling the reading section of the ACT. The diverse approach will develop her skills in comprehending this format and improve her memorization skills, which will lead to overall achievement. Rolling adjustments will be applied, ensuring the plan adheres to Gerdly’s changing needs and the umbrella goal of college and career readiness.
Science Improvement Plan
The careful review of Gerdly’s ACT scores clearly shows a deficiency in her science skills. The Science Improvement Plan’s aim is to strengthen her skills of interpretation, analysis, evaluation, reasoning, and problem-solving within Science. This plan adopts multifaceted measures to develop an integrated view of Science. First, Gerdly will be directly involved in practical experiments and theoretical learning. This hands-on experience aims to broaden her comprehension of scientific principles by providing practical examples, thus connecting theory with practice.
Also, the plan lays great stress on improving critical thinking. Gerdly should also be stimulated to actively inquire and evaluate scientific concepts, leading to an approach beyond mechanical memorization. Discussions in scientific areas will be encouraged often for a better internalization of the knowledge gained. Other supplementary materials in STEM (Science et al. and Math) will be added to achieve these goals. These materials will add Gerdly with extra resources that detail science concepts, stimulating one’s autonomy to learn more about the subject.
Monitoring and Adjustment
Gerdly’s performance will be regularly checked with periodic assessments in subject areas. Specific formative assessments and practice tests targeted at the ACT content will measure her understanding and performance throughout preparation (Scherer, 2009). These assessments will be valuable benchmarks that will provide insights into the effectiveness of the improvement plan and will also highlight the areas that may need additional focus. Regular check-ins will also track Gerdly’s growth and guide adjustments to the plan as necessary.
Adjustment to the Improvement Plan
Being adaptable is the strength of Gerdly. Adjustments to the improvement plan will be made per her regular performance evaluations. If some strategies are particularly successful or problems remain in certain areas, modifications will be introduced to address these specificities. ( Heritage, 2007.) Also, the plan will be perpetually aligned with the KAS (Knowledge and Skills) standards to guarantee that Gerdly fulfills the academic requirements and develops the essential skills for college and career readiness. This procedure’s cyclic assessment and adjustment guarantees a dynamic and adaptive approach, successfully preparing Gerdly for academic tasks.
References
Bose, R. (2004). Knowledge management metrics. Industrial Management & Data Systems, 104(6), 457–468. https://doi.org/10.1108/02635570410543771
Chen, J., Zhang, Y., & Hu, J. (2020). Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy. Reading and Writing. https://doi.org/10.1007/s11145-020-10070-0
Curtis, D. M. (2006). The Teach the Children Well: Incorporating Cultural Literacy into the Law School Learning Experience. Cumberland Law Review, pp. 37, 177. https://heinonline.org/HOL/LandingPage?handle=hein.journals/cumlr37&div=14&id=&page=
Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do? Phi Delta Kappan, 89(2), 140–145. https://doi.org/10.1177/003172170708900210
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/10.24815/siele.v8i2.18407
Scherer, M. (2009). Challenging the Whole Child: Reflections on Best Learning, Teaching, and Leadership Practices. In Google Books. ASCD. https://books.google.com/books?hl=en&lr=&id=lsoKUzr3GFUC&oi=fnd&pg=PA219&dq=Formative+assessments+and+practice+tests
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