SAS® EVAAS® for K-12 Report Information: School Diagnostic (For additional information, consult the Help Files from within the reporting.) What is a Diagnostic Report? The School Diagnostic Reports are used to identify patterns or trends of progress among students at different achievement levels. The green line on the chart is the Reference line, or the amount of progress students need to make to maintain their entering achievement level. Bars above the line indicate that students in that group made good progress. Bars below the line indicate that students left this grade at a lower achievement level than when they started. Blue bars show the progress of students in the most recent year. Gold bars show the progress of students in up to three previous cohorts, when data are available. No bar is presented for groups with fewer than five students. The red vertical line that intersects each bar indicates one standard error above and below the progress measure. The standard error allows you to establish a confidence band around the estimate. 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. Common Diagnostic Patterns Reflect on the following examples of student progress patterns, relative to your own teaching strategies and practices. If your strategy is for “all students to make excellent progress every year,” you will want to strive for a pattern like the one below: Example 1: Desirable Pattern Notice in this example that all students are making excellent progress, all groups are above the green line on the School Diagnostic Report, and the students who are at risk for not being proficient in the current grade have progress that is accelerated. Example 2: Shed Pattern In this example, the lowest achieving students are making sufficient progress. Students at an average achievement level are making expected progress. However, the highest achieving students appear to be losing ground. Teachers and administrators will want to find ways to create more progress opportunities for high achieving students. Example 3: Reverse Shed Pattern In this example, high achieving students are making excellent progress. Students who are average in achievement also are making sufficient progress. In contrast, the lowest achieving students are not making as much progress as they should. A pattern like this one will widen the achievement gap. Teachers and administrators should consider how to help lower achieving students gain more ground. Example 4: Tent Pattern In this example, the students in the middle of the achievement distribution are making sufficient progress, but both lower achieving and higher achieving students are falling behind their peers. In this case, teachers and administrators will want to consider both how to support low-achieving students and how to challenge high-achieving students. Example 5: V Pattern In this example, the opposite of the Tent Pattern, only the lowest and the highest achieving students are making good progress. Students in between have not had enough opportunities for academic growth. Example 5: Opportunity Gap Pattern In this example, the students in every achievement group are making sufficient progress in the most recent year, except for the second group. Teachers and administrators will want to consider how to adjust the classroom instruction to meet these students’ needs. In addition, what approaches that are successful with the lowest achieving students could be expanded to include students in the second achievement group?