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Making Data Work for Kids: EVAAS Teacher Reports

October 2012

SAS® EVAAS® for K-12

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Presenter

Dr. Sandy HornSenior Educator Support SpecialistSAS EVAAS

[email protected]

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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.

» Teacher analyze student learning.

But your report is not just an evaluation component. It is also a powerful tool for improving your effectiveness

as a teacher. So why else should you care?

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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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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.

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High-Achieving Students and ProgressAll schools in Pennsylvania 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.

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Achievement vs. Progress

By concentrating on the progress students make, EVAAS puts the emphasis on something educators are responsible for and can do something about. Average progress (one year of academic gain) is the minimum expectation. In other words, it is expected that students will not lose ground, relative to their peers, in the course of the year.

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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.

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Effectiveness Categories

0.0

Index is equal to or greater than a -2 but less than +2

Index is 2 or higher

Index is less than -2

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 its Standard Error

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EVAAS Teacher Value Added Report

Rules of Effectiveness Level Determination

Exceeds Expected Growth: Teachers whose students are making substantially more progress than the state average (the teacher's index is 2 or greater).

Meets Expected Growth: Teachers whose students are making the same amount of progress as the state average (the teacher's index is equal to or greater than -2 but less than 2).

Does Not Meet Expected Growth: Teachers whose students are making substantially less progress than the state average (the teacher's index is less than -2).

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Student Teacher Linkages

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EVAAS Student Report

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EVAAS Teacher Value Added Report

Supplemental Information Table

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EVAAS Teacher Diagnostic Report

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EVAAS Teacher Diagnostic Report

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School Composites

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Underlying 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.

Adjustments to instruction should be based on the academic attainment of students, not on socio-economic factors.

Given reliable information on past effectiveness, educators can make appropriate adjustments to improve student opportunities.

"What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)

One of the most important things educators can know is who they are effective with and who they are not.

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SAS EVAAS Questions?

[email protected]

http://ncdpi.sas.com

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