SAS® EVAAS® for K-12
How to Use EVAAS Teacher Value Added Reports to Improve
Student Progress:
 Identifying strengths and weaknesses of individual teachers and
School Learning Communities
 Planning with teachers for improved student progress
Objectives
1. Identify highly effective teachers. They can be powerful resources for school-wide improvement of
academic progress.
 Mentoring beginning teachers
 Teacher coaches across grade levels
 Lead teachers
 School wide planning committee
 Curricular planning
 Selecting professional development committees
 Promoting differentiated instruction
 Tutoring students in need of special help
 Serving as exemplars for less effective teachers
2. Identify teachers who need support.
3. Identify the strengths and weaknesses of individual teachers
o Many teachers are more effective with certain achievement levels than others
o Teachers who are ineffective with high achievers should not be teaching advanced classes
until this deficiency is corrected.
o Teachers who are ineffective with low achievers should not be teaching remedial classes
until this deficiency is corrected.
o If many of your teachers are ineffective with students at a particular achievement level, plan
your in-service opportunities to address this deficiency.
4. Identify school-wide strengths and weaknesses
o Provides a strong foundation for basing decisions about which professional development
opportunities should be offered on in-service days.
5. Facilitate the conversation between teacher and administrator about the EVAAS Teacher Value
Added Report.
SAS and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other
countries. ® indicates USA registration. Other brand and product names are trademarks of their respective companies.
Copyright ©2012, SAS Institute Inc. Cary, NC, USA. All rights reserved.
Report Access
Teacher Value Added
Teacher Diagnostic
Essential Questions
How can I use the EVAAS Teacher Value Added Reports to:
 Identify my most effective teachers?
 Identify teachers who need support to become more effective?
 Identify the strengths and weaknesses of individual teachers?
 Provide a basis for the Individual Professional Development Conversation with each teacher?
 Identify strengths and weaknesses of my faculty as a whole?
 Impact scheduling decisions?
 Inform decisions about professional development activities for groups of teachers?
SAS and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other
countries. ® indicates USA registration. Other brand and product names are trademarks of their respective companies.
Copyright ©2012, SAS Institute Inc. Cary, NC, USA. All rights reserved.
The Principal/Teacher Dialogue: Collaborating with Teachers to
Develop the Personal Professional Development Plan Using the EVAAS
Value Added Teacher Report
Note: In addition to the EVAAS Teacher Value Added Report, this dialogue between
teacher and administrator should take into consideration all information you deem relevant
about the teacher’s performance and effectiveness from sources such as classroom
observations, working interactions, and student and parent feedback.
Developing the Plan—The Five Questions
1. Where would you like to see students making better progress this year? From which achievement level
of students would the teacher like to see more progress? What about you?
2. Why do you think students did not make the progress expected/the progress you’d like to have seen,
last year? Why have students in the chosen achievement group(s) not made the progress the
teacher/you would like them to have done, in the past?

This is probably the most important question you can ask, because it lets you into the mind of
the teacher. Some teachers may have a clear idea of what needs to be changed to improve the
progress of their students, but others may not. Your classroom observations and your personal
knowledge provide you with the perspective to suggest productive changes, if the teacher is
unable to do so. Once a possible reason for lack of progress is agreed upon, you can move on to
finding a solution.
3. Given the problem we’ve identified, what strategies would make a difference for students at that
achievement level? What are some specific strategies for improving the progress of students like those
in the chosen group(s), in the future? What will the teacher DO that will make a difference?
4. Who are the students you are teaching now that would fall within that achievement level? Have the
teacher mark on their rosters which students the strategies are to be used with.
5. What kind of support do you need to carry out your plan?
Pulling it all together—Summing up the conversation
1.
2.
3.
4.
5.
6.
Restate the achievement level of students the plan is meant to address.
Restate the identified problem and the specific strategy or strategies the teacher is to implement.
Ask for progress reports and teacher feedback during implementation.
Plan for classroom observation and follow-up.
Provide support, as needed.
Make an appointment with the teacher for further discussion and refinement of the plan, as needed.
SAS and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other
countries. ® indicates USA registration. Other brand and product names are trademarks of their respective companies.
Copyright ©2012, SAS Institute Inc. Cary, NC, USA. All rights reserved.
Activity
Instructions
1. With a partner, take turns playing the role of a teacher and a principal in conversation about the
Teacher Value Added Report.
2. Practice questions and answers about the value added and diagnostic reports and then practice the
Principal/Teacher Dialogue.
3. Here are some responses that may make you uncomfortable:
a. Those kids didn’t make good progress because
i. They didn’t pay attention
ii. They shouldn’t have been in my classroom
iii. They were too high achieving to make progress
iv. They didn’t come to class
v. They are (poor, minority, LEP, Special Education)
Note that all of these responses place responsibility for the lack of progress on “them” (the
students). These responses indicate that the teacher is not accepting responsibility for the
outcomes in the classroom. Remember that progress is measured against progress in the average
teacher’s classroom for a grade and subject. If progress is significantly below the average, students
are losing ground, relative to their peers.
b. This report isn’t valid because
i. The tests aren’t valid
ii. The tests don’t measure what I teach ( although teacher teaches tested subject)
c. Add your own ideas:
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
4. Practice responding to some of the scenarios identified in #3. You will be more confident in your
conversations about the Teacher Value Added Reports if you practice dealing with a variety of
possible responses, beforehand.
Practical Application
Conduct conversations with your teachers about the EVAAS Teacher Value Added Reports, using the Five
Questions as a guide.
SAS and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other
countries. ® indicates USA registration. Other brand and product names are trademarks of their respective companies.
Copyright ©2012, SAS Institute Inc. Cary, NC, USA. All rights reserved.