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EVAAS for Educators
Mary Keel, Ed.D.Robin Loflin Smith, Ed.D.
Tara Patterson, MSA
Today’s PresentersRobin Loflin Smith, Ed.D.Professional Development ConsultantRegion [email protected]
Tara Patterson, MSAProfessional Development ConsultantRegion [email protected]
Mary Keel, Ed.DProfessional Development ConsultantRegion [email protected]
Sherry Broome, Ph.D.Professional Development ConsultantRegion [email protected]
Outcomes:
• Be familiar with reflective assessments• Understand various EVAAS reports • Interpret your school’s data using the
reflective assessments
Our Agenda
• Welcome, Introductions, Agenda Overview
• Review of Resource• Preassessment• EVAAS Philosophy• Reflective Assessments• Questions, Exit Ticket
Ncregion2.ncdpi.wikispaces.net
4
Data Literacy Module
https://center.ncsu.edu/nc
Data Resource Guide
http://www.ncpublicschools.org/acre/improvement/resources/
Preassessment
www.google.com/imgres?num=10&hl=en&safe=active&biw=1366&bih=559&tbm=isch&tbnid=qSVaILVuI8NkqM:&imgrefurl=http
www.Socrative.com
Click: Student Log in
Room: 36341
What is Data?
Data can be defined as information organized for analysis or used to make
decisions.
What is Data Literacy?
Understanding needed to:
•Find
•Evaluate
•Utilize to inform instruction.
NC Professional Teaching StandardsStandard I: Teachers demonstrate leadership.
Take responsibility for the progress of all students
Use data to organize, plan, and set goals
Use a variety of assessment data throughout the year to evaluate progress
Analyze data
Standard IV: Teachers facilitate learning for their students.
Use data for short and long range planning
Standard V: Teachers are reflective on their practice.
Collect and analyze student performance data to improve effectiveness
Standard 6 for Teachers
Teachers contribute to the academic success of students.
The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate
growth.
Benefits and Considerations for Teachers
• Understand academic preparedness of students before they enter the classroom.
• Monitor student progress, ensuring growth opportunities for all students.
• Modify curriculum, student support, and instructional strategies to address the needs of all students.
Professional Development
is the Key
• Culture of School
• Sensitivity of Data
• Finger Pointing and Blame Game
• Window vs. Mirror
NC Standards for School ExecutivesStandard 2: Instructional Leadership
• Focuses his or her own and others’ attention persistently and publicly on learning and teaching by initiating and guiding conversations about instruction and student learning that are oriented towards high expectations and concrete goals;
• Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction
• Ensures that there is an appropriate and logical alignment between the curriculum of the school and the state’s accountability program
• Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction
Standard 8 for School Executives
Academic Achievement Leadership
School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
Benefits for Principals
• Gain a consolidated view of student progress and teacher effectiveness, as well as the impact of instruction and performance.
• Bring clarity to strategic planning and function as a catalyst for conversations that must take place to ensure that all students reach their potential.
• Understand and leverage the strengths of effective teachers.
• Use the valuable resource of effective teaching to benefit as many students as possible.
Achievement vs. GROWTH
Student Achievement
End of School Year
Proficient
Student Growth
End of School Year
Proficient
Start of School Year
Not Proficient
Change over time
Achievement vs. Growth
Student Achievement: Where are we?
•Highly correlated with demographic factors
Student Growth: How far have we come?
•Highly dependent on what happens as a result of schooling rather than on demographic factors
The EVAAS Philosophy
• All students deserve opportunities to make appropriate academic progress every year.
• There is no “one size fits all” way of educating students who enter a class at different levels of academic achievement.
The EVAAS Philosophy
• Adjustments to instruction should be based on the students’ academic needs, not on socio-economic factors.
• "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)
Achievement and Poverty
Academic Growth and Poverty
No one is doomed to failure.
Proficiency vs Growth
Scenario Proficient Growth
5th grader begins the year reading at a 1st grade level. Ends the year reading at a 4th grade level.
5th grader begins the year reading at a 7th grade level. Ends the year reading at the 7th grade level.
NO
NO
YES
YES
EVAAS Overview
What is EVAAS?
So What Does It Do?
What is EVAAS?
How can EVAAS help me?
Education Value Added Assessment System
– Answers the question of how effective a schooling experience is
– Produces reports that
• Predict student success
• Show the effects of schooling at particular schools
• Reveal patterns in subgroup performance
Changes in Reporting for 2012-13
2011-12 2012-13
Above
Not Detectably Different
Below
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
District Value Added Report
•Use to evaluate the overall effectiveness of a district on student progress
•Compares each district to the average district in the state for each subject tested in the given year
•Indicates how a district influences student progress in the tested subjects
Value-Added Reporting
Value-Added Reporting
Value-Added Reporting
The NCE Base is by definition set at 50.0, and it represents the average attainment level of students in the grade and subject, statewide.
If the school mean is greater, the average student in the school is performing at a higher achievement level than the average student in the state.
District Diagnostic Reports
• Use to identify patterns or trends of progress among students expected to score at different achievement levels
Diagnostic Report
District Performance Diagnostic Reports
• Use to identify patterns or trends or progress among students predicted to score at different performance levels as determined by their scores on NC tests
• Students assigned to Projected Performance Levels based on their predicted scores
• Shows the number (Nr) and percentage of students in the district that fall into each Projected Performance Level
District Performance Diagnostic Reports
Interpreting the Pie Chart
Light Red
Green
Yellow
Reflective Assessments
agenda: reflective assessments link
Value-Added Reports
Diagnostic Reports Looking for Patterns
School DiagnosticShed Pattern
School DiagnosticReverse Shed Pattern
School DiagnosticTent Pattern
School DiagnosticV Pattern
School DiagnosticOpportunity Gap Pattern
What would an ideal pattern on a Diagnostic Report
look like for closing the achievement gap?
Diagnostic Reports – Desirable Pattern
Diagnostic Report Desirable Pattern
Diagnostic Reports – the whiskers
DIAGNOSTIC & PERFORMANCE DIAGNOSTIC REPORTS
Overview of School Effects (sample data)
activity
Overview of School Effects (sample data)
Overview of School Effects (sample data)
Overview of School Effects (sample data)
Overview of School Effects (sample data)
Overview of School Effects (sample data)
1. Go to the websitewww.ncdpi.sas.com
1. Go to the website ncdpi.sas.com
Overview of School Effects
Overall Results: if color is red
Blue bars above the green line
Blue bars below the green line
Blue bars at/near the green line or
whiskers cross green line
Finding Your Patterns
Interpreting Your Results
Microsoft Word Document
Student Pattern Report
Student Patterns Report
Key points to remember:
•The report shows growth for the lowest, middle, and
highest achieving students within the chosen group.
•The report can be used to explore the progress of students
with similar educational opportunities.
•Like all diagnostic reports, this report is for diagnostic
purposes only.
•A minimum of 15 students is needed to create a Student
Pattern Report.
Student Pattern Report
Student Pattern Report
Key Questions
Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
Rerun the report with new criteria.
YES!
Student Pattern Report – Next Steps
16 Students who attended for 40+ hours
All 31 Students in the Program
Less Informed Conclusion: We need to change the selection criteria for this program.
More Informed Conclusion: We need to adjust the recommended hours for participants.
Exit Ticket
• See agenda for reflections on today’s session
