beginning – intermediate – advance september 28, 2012
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EVAAS for Educators. Beginning – Intermediate – Advance September 28, 2012. Today’s Presenters. Rachel McBroom Professional Development Consultant Region 4 [email protected]. Heather Stewart Professional Development Consultant Region 4 [email protected]. - PowerPoint PPT PresentationTRANSCRIPT
Beginning – Intermediate – AdvanceSeptember 28, 2012
EVAAS for Educators
Today’s Presenters
Heather StewartProfessional Development ConsultantRegion [email protected]
Rachel McBroomProfessional Development ConsultantRegion [email protected]
Our Agenda • Welcome, Introductions, Agenda Overview
• EVAAS and Data
• System Overview
• Pre-Assessment
• Reflective Assessments
• Proactive Assessments
• Reports
• Data-Mining Activity
• Exit Ticket
3
Outcomes:
• Be familiar with reflective assessments• Be familiar with proactive 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
Access to training materials:
7
http://rt3region4.ncdpi.wikispaces.net
Data Literacy Module
https://center.ncsu.edu/nc
Data Resource Guide
http://www.ncpublicschools.org/acre/improvement/resources/
Pre-Assessment
What do you know about EVAAS?
Polleverywherehttp://evaas.ncdpi.wikispaces.net/Pre-Assessment
Poll: I am very familiar with the Education Va...
Poll: I know how to login to the EVAAS website...
Poll: I know how to navigate the EVAAS website...
Poll: I understand EVAAS report names.
Poll: I know how to use the EVAAS website to g...
Poll: I know how to access EVAAS reports for i...
Poll: I am able to analyze the metrics in EVAA...
Poll: I know how to collect evidence from EVAA...
Poll: I know how to collect evidence from EVAA...
Poll: I know how to interpret the following re...
Poll: I am able to communicate the findings of...
Poll: I am able to use data analysis to initia...
It’s Connected
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.
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.
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.
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 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 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?
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
BREAKReturn in 15 minutes.
61
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 (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
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 sample data
•Fill in your table.
Overview of School EffectsWhat did you find?
•Interesting Patterns
•Insights
•Areas of Concern
•Areas of Celebration
Lunch
1. Go to the website ncdpi.sas.com
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.
Proactive Assessments
Academic At-Risk Reports
• Reports
– Academic At-Risk Report
Academic At-Risk Reports
3 Categories
AYP at Risk- at risk for not meeting the academic indicators for AYPGraduation at Risk-reports for students at risk for not making a Level III on EOC subjects required for graduationOther at Risk-reports for students at risk for not making Level III on other EOC subjects
Academic at Risk ReportsBe Proactive
Use these reports to determine local policy for providing 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?
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 assessing
students’ academicneeds 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
Making Data Driven Decisions
Data Mining
Microsoft Word Document
REFLECTION + PROJECTION = TODAY
Student Project Report
Student Project Report
Student Project Report
Thinking of the State Distribution by QUINTILES
QUINTILE 1
QUINTILE 2
QUINTILE 3
QUINTILE 4
QUINTILE 5
Note the Student’s Projected QUINTILE
QUINTILE 2
Past Effectiveness
Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction
Entering Achievement
Past Effectiveness
Reflecting on Past Effectiveness to Plan for Differentiating Student
Instruction
QUINTILE 2
Entering Achievement
ACADEMIC PREPAREDNESS REPORT
Academic Preparedness Report
123
CUSTOM STUDENT REPORT
Custom Student Report HANDOUT
126
Questions?
Exit Tickets
Google form on EVAAS wiki pagehttp://evaas.ncdpi.wikispaces.net/Survey
Contact Information
• Donna Albaugh [email protected]
• Rachel McBroom [email protected]
• Heather Stewart [email protected]
Regional DPI Staff