Using EVAAS to Support Teaching and Learning

Haywood County SchoolsFebruary 20,2013

http://region8wnc.ncdpi.wikispaces.net/

Meet the Presenter…

Becky PearsonProfessional Development Consultant Region 8becky.pearson@dpi.nc.gov828.803.8315

Data Literacy Module

https://center.ncsu.edu/nc

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.

Navigating EVAAS

StGo to http:// ncdpi.sas.com 1: Go to ncdpi.sas.com

BOOKMARK IT!

Do YouDo You See This? See This?

Step 2: Click on “Account”

Click on “hide”

Step 3: If You Get Lost…

Click on “home”

Step 4: Use the Blue Bar to…

Let’s Practice!

• Reports

• School Value Added

• School

• Any Sub Group

• % of Students

• Select Subgroups

EVAASThe “BIG” Picture

What is EVAAS?

So What Does It Do?

What About Reports?

• 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

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.

.

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.

How Can EVAAS Help Me?

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

Student Achievement

End of School Year

Proficient

Student Growth

End of School Year

Proficient

Start of School Year

Not Proficient

Change over time

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

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.

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

What Are Projections?

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

EVAAS Reports

Reflective Assessments

Proactive Assessments

Value Added Reports

• 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

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.

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

Use to identify patterns or trends of progress among students expected to score at different achievement levels

District Diagnostic Reports

District Diagnostic Report

This report is intended for diagnostic purposes only and should not be used for accountability.

What do you see?

Features of the Diagnostic Report

Quintiles Green Zero Line Previous Cohort(s) Confidence Band Whiskers 2 Standard Errors

Diagnostic Reports – The Whiskers

Features of the Diagnostic Report

Clickable Information Reference Gain Standard Error

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

Interpreting the Pie Chart

Yellow

Green

Light Red

Your Turn to Interpret

Your Turn to Interpret

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

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?

Understanding Teacher Reports

What you see is last year’s results.

These reports are powerful for school and district improvement.

Teacher Value-Added Report

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.

Why should you care about your EVAAS Teacher Value Added Report?

You care about your students.

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

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.

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

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

Effectiveness Categories

Effectiveness Level Determination

Exceeds Expected Growth: Teachers whose students are making

substantially more progress than the state average

Index is 2 or greater

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

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

Evaluation Composite

Index: Teacher Estimate Divided by Standard Error

Courses included in calculation

Statewide distribution of teacher status.

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.

EVAAS Teacher Value Added Report

EVAAS Teacher Value Added Report

Supplemental Information Table

Student Teacher Linkages

EVAAS Student Report

Teacher Diagnostic Report

Making Generalizations

Making Generalizations

What generalizations can we make?

What do we not know?

How do we find out?

EVAAS Teacher Diagnostic Report

School Composites

Meet Kathleen Joeseph…

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?

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?

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.

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

Academic At-Risk Reports

Reports Academic At-Risk

Report

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

Making Data Driven Decisions

Reflections on Today

Insights

Questions

What’s Next?