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Beginning – Intermediate October 16, 2012 EVAAS for Educators
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Beginning – Intermediate October 16, 2012
EVAAS for Educators
Today’s PresentersHeather MullinsProfessional Development ConsultantRegion [email protected]
Robert SoxProfessional Development [email protected]
Joyce GardnerProfessional Development ConsultantRegion [email protected]
Jason RhodesProfessional Development ConsultantRegion [email protected]
Our Agenda • Welcome, Introductions, Agenda Overview
• EVAAS and Data
• System Overview
• Reflective Assessments
• Proactive Assessments
• Reports
• Data-Mining Activity
• Exit Ticket
3
Outcomes:
• Explore reflective assessments• Understand the various EVAAS reports • Be able to create custom reports based on a set of
criteria
Can We Agree?
• To be actively involved• Value differences• Agree to disagree• Listen
Resources
Wikicentral.ncdpi.wikispaces.net
http://evaas.ncdpi.wikispaces.net/home
Data Literacy Module
https://center.ncsu.edu/nc
Data Resource Guide
http://www.ncpublicschools.org/acre/improvement/resources/
Growing Data Literacy Skills
Pre-Assessment
I can:• login to the EVAAS website.
• navigate the EVAAS website to access information I need.
• explain the purpose of various EVAAS reports
• analyze the metrics in reports for instructional planning
• collect evidence to assess student achievement
• collect evidence to assess student learning opportunities
• explain and interpret Value-Added Reports
• explain Normal Curve Equivalent (NCE) to others.
• use EVAAS data to initiate conversations about student achievement
• analyze data to customize educational planning
What is Data Literacy?
The understanding needed to:
• Find
• Evaluate
• Utilize
data to inform instruction.
A Data Literate Person Can…
A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term
decision-making.
Why should EVAAS Matter to You?
Teachers Principals District Leaders
NC Professional Teaching Standards
Standard 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.
NC Standards for School Executives
Standard 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 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
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
How is this fair?
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?
•Education
E
•Value
V•A
dded
A
•Assessment
A
•System
SSo What Does It Do?
What is EVAAS?
SAS EVAAS Analyses
Writing
ACT
End of Course
End of Grade
LOOKING AHEAD
Planning for Students’ Needs:
Student Projections to Future Tests
LOOKING BACK
Evaluating Schooling
Effectiveness:
Value Added & Diagnostic Reports
How can EVAAS help me?
Improve the Education Program
EVAAS: Looking Back
Past Program Effectiveness
Local Knowledge &
Expertise
EVAAS: Looking Ahead
Incoming Student Needs
Education Value Added Assessment System
– Answers the question of how effective a schooling experience is for learners
– 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
The School Value Added Report compares each school to the average school in the state.
Comparisons are made for each subject tested in the given year and indicate how a school influences student progress in those subjects.
Value-Added Reporting
If the Mean NCE Gain is greater than or equal to zero, the average student in this school has achieved a year’s worth of academic growth in a year
If the Mean NCE Gain is less than zero, the average student in this school has achieved less growth than expected
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
BREAKReturn in 15 minutes.
50
Reflective Assessments
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 & PERFORMANCE DIAGNOSTIC REPORTS (PART 2)
Diagnostic Reports – the whiskers
Overview of School Effects (sample data)
Overview of School Effects (sample data)
Overview of School Effects (sample data)
Overview of School Effects
On Your Own• Finish the table.
Do this by yourself.
• Use sample data
• Complete your table.
Overview of School Effects
What did you find?
• Interesting Patterns
• Insights
• Areas of Concern
• Areas of Celebration
Overview of School Effects (sample data)
1. Go to the websitewww.ncdpi.sas.com
1. Go to the website ncdpi.sas.com
1. Go to ncdpi.sas.com
2. BOOKMARK IT!
3. Secure & ConvenientOnline Login
Do you see this?
Then Sit Tight!
Overview of School EffectsIt’s Your Turn!
• Find the blank table.
Do this by yourself.
• Using your data
• Fill in your table.
Overview of School Effects
What did you find?
• Interesting Patterns
• Insights
• Areas of Concern
• Areas of Celebration
Lunch
Student Pattern Report
Student Pattern 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.
CUSTOM STUDENT REPORT
Custom Student Report HANDOUT
Today’s PresentersHeather MullinsProfessional Development ConsultantRegion [email protected]
Robert SoxProfessional Development [email protected]
Joyce GardnerProfessional Development ConsultantRegion [email protected]
Jason RhodesProfessional Development ConsultantRegion [email protected]
