EVAAS and Expectations

• 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

What is EVAAS?

SAS EVAAS Analyse

sWriting

ACT

End of Course

End of Grade

LOOKING AHEADPlanning for

Students’ Needs:Student

Projections to Future Tests

LOOKING BACKEvaluating Schooling

Effectiveness:Value Added &

Diagnostic Reports

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• Data Conversations / True

PLCs• Culture of School• Sensitivity of Data• Finger Pointing and Blame

Game• Window vs. Mirror

4

How do you explain the concept of

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.

High-Achieving Students and ProgressAll schools in Tennessee in 2011 - Math students in grades 4 through 8.

Districts, schools, and teachers that serve high achieving students can make excellent progress, just as easily as those that serve low achieving students.

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

Table Talk

• How could you use the concept of achievement vs. growth to discuss high expectations with teachers?

• How does the achievement vs. growth conversation guide PLCs?

How can EVAAS help me?

Improve the

Education Program

EVAAS: Looking BackPast Program Effectiveness

Local Knowledge & Expertise

EVAAS: Looking Ahead

Incoming Student Needs

Academic at Risk ReportsBe Proactive

Use these reports for discussing, developing and implementing targeted intervention and support to students who are at risk for not meeting future academic milestones.

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Making Data Driven Decisions

What Are Projections Anyway?

Given a specific set of circumstances…

…what’s the most likely outcome?

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?

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

What’s the Value of the Projections?

Projections are NOT about

predicting the future.

They ARE about

assessingstudents’ academic

needs TODAY.

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?

Using Projections to Take Action

• Identify students • Assess the level of

risk • Plan schedules • Identify high-

achievers• Assess the

opportunities• Inform

Past Effectiveness

Reflect on Past Effectiveness toPlan for Differentiating Student Instruction

Entering Achievement

Academic Preparedness Report

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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.

Achievement vs. Progress• Focus on progress

• Educators can influence this

• Minimum expectation = one year of academic gain

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

EVAASLocal

Knowledge & Expertise