Speaking ENGAGEMENTS

Attendees discovered successful ways to implement both school-led and self-prep ACT prep options in high schools. Presenters Olivia Jones-Myers and Brian Eufinger shared their diverse backgrounds as professionals who have taught in-school ACT semester-long elective classes, conducted "train the trainer" professional development for teachers, and taught professional test prep to 20K+ students. We explored the golden era of options for self-prep and low- or no-cost prep, empowering session attendees with information to take back to their home schools and implement solutions that made sense for their cohorts. Attendees learned how students can increase their skills and admissions outcomes, as well as maximize merit aid by taking charge of their prep.

Instructional coaches often supported from the sidelines—observing, offering feedback, or co-teaching on scheduled pop-ins—but what if they took full ownership of a class? This session shared how Russell County High School reimagined the coaching model by giving instructional coach Olivia Jones a dedicated ACT Prep course. Instead of rotating into classrooms, teachers rotated into hers—observing consistent, high-quality instruction in real time. This wasn't a one-off; it was daily, deliberate, and rooted in practice. By leading her own class, Olivia built instant credibility, allowing teachers to see strategies modeled with real students, which broke down barriers and fostered stronger professional trust. Relationships with students also deepened, giving her authentic insight into instructional needs and gaps. And the data reflected it—student performance and teacher confidence both increased. Attendees left with a clear framework for redefining the coaching role—one grounded in leadership by example, embedded professional learning, and a commitment to measurable student growth.

With recent ACT changes—like the optional science section and superscoring—students needed more than content review; they needed a strategic, personalized plan that reflected who they were and where they were going. This session equipped educators and counselors to guide students through the ACT journey with clarity and intention, using tailored timelines, Common Data Set (CDS) data, and goal-driven planning. Attendees heard directly from students across grade levels and academic backgrounds who followed individualized ACT plans aligned to their goals and obstacles. From a future meteorologist launching her own weather platform to students pursuing fields like engineering, journalism, and the arts, their stories demonstrated how ACT prep could be transformed into a tool for identity development, motivation, and long-term success. Whether students were chasing scholarships, preparing for selective majors, or simply discovering what drove them, this session provided the structure and inspiration to help educators support students beyond the test itself.

After years in elementary education, Jaryn Wester transitioned to high school English and quickly fell in love with the secondary setting. When her classroom became the home base for ACT Prep instruction, she and instructional coach Olivia Jones began to notice powerful writing patterns—and gaps—that spanned multiple content areas. Inspired by ACT's AIM training and what they observed together during ACT Prep, they launched a school-wide writing initiative designed to build consistency, confidence, and clarity across all classrooms—not just English. This session explored how they gained buy-in from teachers in every subject area by focusing on practical, student-centered writing strategies that aligned with both ACT expectations and the Alabama Course of Study. Attendees left with insights into how cross-curricular writing instruction could be both approachable and impactful, and how a shared vision—sparked by collaboration and grounded in observation—could evolve into a school-wide movement for academic growth.

Standardized testing often overwhelms students with stress, but intentional, data-driven ACT preparation can enhance both academic performance and emotional regulation. In this session, Olivia and former ACT Prep student Abby Westbrook explored evidence-based strategies such as goal-setting, formative assessments, and mindful practices that help students build confidence and develop executive functioning skills. Abby shared her personal experience of reducing anxiety through structured ACT Prep, offering attendees a unique student perspective. Participants gained practical tools—including metacognitive strategies and progress trackers—to sustain motivation. This presentation demonstrated how effective ACT Prep equips students with the emotional and cognitive skills needed to thrive on test day and beyond.

Many educators express skepticism regarding the alignment of the Alabama Course of Study with ACT standards, particularly in the realm of science. This session dispelled that misconception by providing a comprehensive breakdown of how ACT standards are integrated within the state’s curriculum. Olivia examined specific correlations between core subject areas and ACT benchmarks, illustrating how the skills students develop in everyday instruction directly translate to test success. Participants explored concrete examples demonstrating the alignment of ACT standards across various subjects, including the connections between the science section and Career and Technical Education (CTE) courses. By recognizing these natural overlaps, educators gained confidence in their instructional methods, ensuring that students are well-prepared for both academic achievement and strong ACT performance—without the need to “teach to the test.”

This engaging panel discussion featured our most important stakeholders: students. The session showcased both returning student-presenters and new voices from different stages of the ACT journey. Olivia Jones was joined by Tayveon Moore, Cole Trammell, Kennedy Tyler, Crystal Ray (all from Russell County High School), and Michael Hamilton (Lakeside School). Panelists shared firsthand experiences on the challenges of ACT preparation, the strategies and programs that helped them succeed, and the life-changing impact of strong ACT scores, including scholarship opportunities and advanced programs. Attendees gained insights into how executive functioning skills cultivated through ACT Prep translate into lifelong benefits. The dynamic Q&A session provided practical insights and actionable strategies for supporting student success, offering a valuable opportunity to hear real perspectives and effective tips directly from the students impacted by our teaching approach.

Olivia Jones, Esq., and Kristina Blakely, Director of Upward Bound Services at Wallace Community College, delivered an enlightening session on the transformative impact of the Federal TRIO programs in supporting underprivileged students. This presentation highlighted how these programs help students overcome significant barriers and successfully navigate the college planning process. Participants learned effective strategies for partnering with TRIO to identify and support low-income individuals, first-generation college students, and individuals with disabilities. Kristina and Olivia shared inspiring success stories and personal experiences that illustrated the benefits of these programs. The dynamic Q&A session provided practical advice on integrating TRIO services into school support systems, ensuring that every student receives the guidance and resources needed to thrive on their educational journey.

Olivia presented Metacognitive Mastery: Empowering Students for the ACT and Beyond alongside two of her dedicated students, Tayveon Moore and Cole Trammell. This powerful presentation highlighted how metacognitive strategies can be a game-changer for ACT preparation and broader academic success. Together, Olivia, Tayveon, and Cole shared insights into the techniques that helped them develop self-awareness, critical thinking, and problem-solving skills that extend beyond standardized tests. Their stories showcased the transformative impact of metacognitive mastery, empowering students not only to improve their scores but also to excel in their future academic and career endeavors.

In July 2023, Olivia led an impactful series of sessions titled Rethinking the ACT: Going Beyond the Curriculum to Reach Students and Teach Students. These sessions focused on a fresh approach to ACT preparation, emphasizing the importance of connecting with students on a deeper level to foster motivation and resilience. Olivia shared strategies for engaging students beyond standard curriculum, offering insights into methods that support their individual growth, self-confidence, and long-term academic success. These sessions encouraged educators to view ACT prep as an opportunity to teach valuable life skills, empowering students to succeed both on the test and beyond.

In December 2022, Olivia introduced The IMPACT Teaching Method™: Empowering Students, Teachers, and Administrators alongside students Trinity Gant and Maddie Register. This presentation showcased a revolutionary approach to teaching, designed to foster engagement, collaboration, and growth across all levels of education. Olivia, Trinity, and Maddie shared personal experiences and practical strategies demonstrating how the IMPACT Teaching Method™ equips students with critical thinking skills, empowers teachers with effective tools, and supports administrators in creating a thriving educational environment. This session underscored the potential of the IMPACT Teaching Method™ to drive positive change and inspire excellence in schools.