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Using EVAAS to Support Teaching and Learning
Haywood County SchoolsFebruary 20,2013
http://region8wnc.ncdpi.wikispaces.net/
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Data Literacy Module
https://center.ncsu.edu/nc
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We are HERE…..Pre-Assessing Our Knowledge of EVAAS
Take a dot from your table. Place your dot on the consensogram in the area that best describes your level of knowledge about EVAAS reporting:
I have no knowledge of EVAAS. I know how to access and read EVAAS reports. I know how to read and analyze EVAAS
reports. I know how to make instructional decisions
based on EVAAS data.
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Navigating EVAAS
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StGo to http:// ncdpi.sas.com 1: Go to ncdpi.sas.com
BOOKMARK IT!
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Do YouDo You See This? See This?
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Step 2: Click on “Account”
Click on “hide”
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Step 3: If You Get Lost…
Click on “home”
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Step 4: Use the Blue Bar to…
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Let’s Practice!
• Reports
• School Value Added
• School
• Any Sub Group
• % of Students
• Select Subgroups
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EVAASThe “BIG” Picture
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What is EVAAS?
So What Does It Do?
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What About Reports?
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• Answers the question of how effective a schooling experience is for a student.
• Produces reports that...
o Predict student success
o Show the effects of schooling at particular schools
o Reveal patterns in subgroup performance
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Underlying Philosophy of EVAAS• 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.
• Adjustments to instruction should be based on the academic attainment of students, not on socio-economic factors.
.
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Underlying Philosophy of EVAAS• Given reliable information on past
effectiveness, educators can make appropriate adjustments to improve student opportunities.
• One of the most important things educators can know is with whom they are effective and where they need to develop new skills.
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How Can EVAAS Help Me?
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Achievement vs. GrowthEVAAS Focus is on STUDENT PROGRESS (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
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Student Achievement
End of School Year
Proficient
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Student Growth
End of School Year
Proficient
Start of School Year
Not Proficient
Change over time
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Achievement and Poverty
How is this fair?
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Academic Growth and Poverty
No one is doomed to failure.
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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
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How is this Different for Teachers?
• We are not trying to get our students to reach a score on a test.
• Every student can grow even if they are not proficient.
• If we concentrate on growth, proficiency will come.
• No matter where a student comes into your class, they can still grow.
• Every student matters.
• We have to meet students at their “level” and help them grow from there.
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Why EVAAS?Changing the CULTURE of your School
Every school is different—What works in one school, may not work in another!
EVAAS creates a LEVEL playing field EVAAS can build and encourage you as a professional
educator EVAAS can simplify the process as you strive to be data
savvy and data driven EVAAS can help eliminate blame, excuses and finger
pointing EVAAS encourages the change necessary to improve
teaching and learning
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What Are Projections?
Given a specific set of circumstances… …what’s the most likely outcome?
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What Are Projections Anyway?
Given this student’s testing history, across subjects…
…what is the student likely to score on an upcoming test, assuming the student has the average schooling experience?
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EVAAS ProjectionsWhat are they based on?
Expectations based on what we know
• About this student and other students who have already taken this test
• Prior test scores (EOC/EOG), across subjects• Their scores on the test we’re projecting to
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What’s the Value of the Projections?
Projections are NOT about predicting the future.
They ARE about assessing
students’ academicneeds TODAY.
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Assessing Students’ Needs What are this student’s chances for
success? What goals should we have for this
student this year? What goals should we have for this
student in future years?
What can I do to help this student get there?
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Using Projections to Take Action Identify students Assess the level of
risk Plan schedules Identify high-
achievers Assess the
opportunities Inform
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EVAAS Reports
Reflective Assessments
Proactive Assessments
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Value Added Reports
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• 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
District Value Added Report
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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.
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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
Mean NCE Gain
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Use to identify patterns or trends of progress among students expected to score at different achievement levels
District Diagnostic Reports
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District Diagnostic Report
This report is intended for diagnostic purposes only and should not be used for accountability.
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What do you see?
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Features of the Diagnostic Report
Quintiles Green Zero Line Previous Cohort(s) Confidence Band Whiskers 2 Standard Errors
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Diagnostic Reports – The Whiskers
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Features of the Diagnostic Report
Clickable Information Reference Gain Standard Error
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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
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Interpreting the Pie Chart
Yellow
Green
Light Red
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Your Turn to Interpret
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Your Turn to Interpret
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Diagnostic Reports Looking for Patterns
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School DiagnosticShed Pattern
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School DiagnosticReverse Shed Pattern
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School DiagnosticTent Pattern
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School DiagnosticV Pattern
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School DiagnosticOpportunity Gap Pattern
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What would an ideal pattern on a Diagnostic Report
look like for closing the achievement gap?
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Diagnostic Reports – Desirable Pattern
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Diagnostic Report Desirable Pattern
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Dive Into YOUR School Diagnostic Reports
With a partner:
Look at your school diagnostic reports for your subject area(s).
What patterns do you see?
How does this information influence future instructional practices and student support?
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Understanding Teacher Reports
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What you see is last year’s results.
These reports are powerful for school and district improvement.
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Teacher Value-Added Report
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Why should you care about your EVAAS Teacher Value Added Report?
Beginning with your 2013 report, it becomes part of your evaluation. Standard 6 – Teachers contribute to the academic
success of their students. (Measurable Progress) Standard 4 – Teachers facilitate learning for their
students▪ Teachers plan instruction appropriate for their
students▪ Use data for short and long range planning
Standard 5 – Teachers reflect on their practice.▪ Teachers analyze student learning.
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Why should you care about your EVAAS Teacher Value Added Report?
You care about your students.
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Achievement vs. Progress
Student Progress – How far have I come? Highly dependent on what happens
as a result of schooling rather than on demographic factors.
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Achievement vs. Progress
Focus on progress Educators can influence this Minimum expectation = one year of
academic gain
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Understanding Value Added Projection report looks at past testing
information and projects how a student will perform. Student’s own past performance Performance of students who have taken the
test previously Students must have three prior test
scores for something to be included in the teacher’s predictive report.
Whole cohort of students analyzed.
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EVAAS can tell you WHAT happened. It’s up to YOU to determine WHY it happened and what you want to do about it.
Improve the
Education
Program
EVAAS
Local Knowled
ge & Expertise
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Info about Teacher Reports
State Growth Standard/State Average = 0.0
Standard Error = a measure of uncertainty Usually, the more data you have,
the smaller the standard error.
Index = Teacher Estimate divided by Standard Error
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Effectiveness Categories
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Effectiveness Level Determination
Exceeds Expected Growth: Teachers whose students are making
substantially more progress than the state average
Index is 2 or greater
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Effectiveness Level Determination
Meets Expected Growth: Teachers whose students are making the
same amount of progress as the state average
Index is equal to or greater than -2 but less than 2
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Effectiveness Level Determination
Does Not Meet Expected Growth: Teachers whose students are making
substantially less progress than the state average
Index is less than -2
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Evaluation Composite
Index: Teacher Estimate Divided by Standard Error
Courses included in calculation
Statewide distribution of teacher status.
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Understanding Teacher Value-Added Reports
Teacher Estimate: How much progress did this teacher’s students make compared to other students across the state?
Index: Teacher estimate divided by the standard error. Index is the basis by which teachers are assigned to effectiveness levels.
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EVAAS Teacher Value Added Report
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EVAAS Teacher Value Added Report
Supplemental Information Table
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Student Teacher Linkages
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EVAAS Student Report
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Teacher Diagnostic Report
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Making Generalizations
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Making Generalizations
What generalizations can we make?
What do we not know?
How do we find out?
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EVAAS Teacher Diagnostic Report
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School Composites
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Meet Kathleen Joeseph…
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Making Generalizations…
What generalizations can we make?
What do we NOT know?
Based on what you have learned about Kathleen Joseph, what types of questions would help her reflect on how to make instructional changes?
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Analyze YOUR DataIn light of what you have learned about Kathleen Joseph, let’s look at YOUR data.
What steps will you take based on what the data tell you?
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Student Pattern Report
•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.
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Student Pattern Report
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Student Pattern Report
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Key Questions
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Student Pattern Report – Key Questions
Different experience?Different strategies?Different needs?Number of hours?
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Student Pattern Report – Key Questions
Different experience?Different strategies?Different needs?Number of hours?
Rerun the report with new criteria.
YES!
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Student Pattern Report – Next Steps
16 Students who
attended for 40+ hours
All 31 Students
in the Program
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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.
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Custom Student Report
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Custom Student Report HANDOUT
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Academic At-Risk Reports
Reports Academic At-Risk
Report
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Academic At-Risk Reports
3 Categories
At Risk- at risk for not meeting the expected academic indicators
Graduation at Risk-reports for students at risk for not making a Level III on EOC subjects required for graduation
Other at Risk-reports for students at risk for not making Level III on other EOC subjects
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Making Data Driven Decisions
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Reflections on Today
Insights
Questions
What’s Next?