EVAAS for Educators
Beginning – Intermediate
October 16, 2012
Today’s Presenters
Joyce Gardner
Professional Development
Consultant
Region 8
Joyce.gardner@dpi.nc.gov
Heather Mullins
Professional Development
Consultant
Region 7
Heather.mullinsl@dpi.nc.gov
Robert Sox
Professional Development
Consultant
Robert.sox@dpi.nc.gov
Jason Rhodes
Professional Development
Consultant
Region 8
email@dpi.nc.gov
Our Agenda
• Welcome, Introductions, Agenda Overview
• EVAAS and Data
• System Overview
• Reflective Assessments
• Proactive Assessments
• Reports
• Data-Mining Activity
• Exit Ticket
3
Outcomes:
• Explore reflective 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
Wikicentral.ncdpi.wikispaces.net
http://evaas.ncdpi.wikispaces.net/home
Virtual Professional Development
https://ncdpi.sas.com
Growing Data Literacy Skills
Data Literacy Module
https://center.ncsu.edu/nc
Data Resource Guide
http://www.ncpublicschools.org/acre/improvement/resources/
Pre-Assessment
I can:
• login to the EVAAS website.
• navigate the EVAAS website to access information I need.
• explain the purpose of various EVAAS reports
• analyze the metrics in reports for instructional planning
• collect evidence to assess student achievement
• collect evidence to assess student learning opportunities
• explain and interpret Value-Added Reports
• explain Normal Curve Equivalent (NCE) to others.
• use EVAAS data to initiate conversations about student achievement
• analyze data to customize educational planning
What is Data Literacy?
The understanding needed to:
• Find
• Evaluate
• Utilize
data 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.
Why should EVAAS
Matter to You?
Teachers
Principals
District
Leaders
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.
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 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
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
Proficient
End of
School Year
Student Growth
Proficient
Not Proficient
Start of
School Year
End of
School Year
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
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.
Proficient
Growth
NO
YES
YES
NO
EVAAS Overview
What is EVAAS?
E
• Education
V
• Value
A
• Added
A
• Assessment
S
• System
So What Does It Do?
What is EVAAS?
End of Grade
End of Course
ACT
Writing
SAS
EVAAS
Analyses
LOOKING BACK
Evaluating
Schooling
Effectiveness:
Value Added &
Diagnostic
Reports
LOOKING AHEAD
Planning for
Students’ Needs:
Student
Projections to
Future Tests
How can EVAAS help me?
EVAAS:
Looking Back
Past Program
Effectiveness
EVAAS:
Looking Ahead
Incoming
Student Needs
Improve
the
Education
Program
Local
Knowledge &
Expertise
Education Value Added
Assessment System
– 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
Changes in Reporting for 2012-13
2011-12
2012-13
Above
Exceeds Expected
Growth
Not Detectably
Different
Meets Expected
Growth
Below
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
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.
Value-Added Reporting
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
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
Green
Yellow
Light Red
Return in 15 minutes.
BREAK
50
Reflective
Assessments
Value-Added Reports
Diagnostic Reports
Looking for Patterns
School Diagnostic
Shed Pattern
School Diagnostic
Reverse Shed Pattern
School Diagnostic
Tent Pattern
School Diagnostic
V Pattern
School Diagnostic
Opportunity 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
On Your Own
• Finish the table.
Do this by yourself.
• Use sample data
• Complete your table.
Overview of School Effects
What did you find?
• Interesting Patterns
• Insights
• Areas of Concern
• Areas of Celebration
Overview of School Effects (sample data)
1. Go to the website
www.ncdpi.sas.com
1. Go to the website
ncdpi.sas.com
1. Go to ncdpi.sas.com
2.
BOOKMARK IT!
3. Secure & Convenient
Online Login
Do you see this?
Then Sit Tight!
Overview of School Effects
It’s Your Turn!
• Find the blank table.
Do this by yourself.
• Using your data
• Fill in your table.
Overview of School Effects
What did you find?
• Interesting Patterns
• Insights
• Areas of Concern
• Areas of Celebration
Lunch
Student Pattern Report
Student Pattern 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?
YES!
Rerun the report
with new criteria.
Student Pattern Report – Next Steps
All 31
Students in
the Program
16 Students
who attended
for 40+ hours
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
Exit Tickets
http://go.ncsu.edu/ncdpi-resa_survey
Today’s Presenters
Joyce Gardner
Professional Development
Consultant
Region 8
Joyce.gardner@dpi.nc.gov
Heather Mullins
Professional Development
Consultant
Region 7
Heather.mullinsl@dpi.nc.gov
Robert Sox
Professional Development
Consultant
Robert.sox@dpi.nc.gov
Jason Rhodes
Professional Development
Consultant
Region 8
email@dpi.nc.gov