Measuring and responding to student growth

Desired Outcomes 1. I understand what EVAAS growth is as compared to proficiency   2. I understand some common basic misconceptions about EVAAS     (For example- It is harder to grow low performing or high performing students) 3. I understand the most basic teacher reports (an interactive yet "hidden" look)      4. I understand what the value added section means for me 5. I can use the information in the diagnostic section to improve my instruction

Data Plan Action Assess

What is growth? Difference between how students were predicted to score and how students actually scored. Percentile scores based on raw scores from around the state. Teachers rarely look at predicted percentiles Teachers confuse percentage and percentile

Steps 1.) Gather and sort predicted percentiles for students 2.) Identify differentiation strategies based on predicted percentiles 3.) Analyze benchmark and other data to predict growth 4.) Respond to data with keeping or altering differentiation strategies

Analyze Benchmark and NC Final Exam Percentile Data

Using Benchmark Scores to Predict Student Growth

Important Considerations Analyze data in terms of groups of students not individual students. Data is only a prediction because it is based on percentiles in one county not the entire state.

Respond to data What instructional strategies work?

Strategies for all students Interactive student notebooks Focus on key vocabulary Standards based real world problem solving

Strategies for struggling students SIOP strategies Using visuals to accompany key vocabulary terms Focus on thinking strategies Compare and contrast Cause and effect

Strategies for higher level students Student Centered Lessons Students are required to make and defend arguments Students are required to solve real world open ended problems Students are required to present material to others in written and oral format

Analysis of data indicates if the strategies are working

Overview How to gather data What are the origins of the data How to analyze data Groups of students –vs- individual students How to respond to data Differentiated instruction Data Action

Your turn 1.) Gather your data from last year Which groups of students did you grow? Which groups of students did you not grow? 2.) Gather the data on your students that you currently teach 3.) Group your current students into three groups based on predicted percentiles High, Middle, Low 4.) Identify strategies you used last year - how will you modify the strategies you used last year?

Desired Outcomes 1. I understand what EVAAS growth is as compared to proficiency   2. I understand some common basic misconceptions about EVAAS     (For example- It is harder to grow low performing or high performing students) 3. I understand the most basic teacher reports (an interactive yet "hidden" look)      4. I understand what the value added section means for me 5. I can use the information in the diagnostic section to improve my instruction