1. EVAAS Proactive and Teacher Reports: Assessing Students’ Academic Needs and Using Teacher Reports to Improve Student Progress Cherokee County Schools February 12, 2013

2. RESOURCES on WikiCentral

3. Pre-Assessment
The following slides are Poll Everywhere slides to get a feel for what participants already know.
The Poll Everywhere questions are hyperlinked on the agenda on wiki
Facilitators should clear poll results after the presentation and/or check to see if the group before you cleared their results

4. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am very familiar with the Education Va...

5. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to login to the EVAAS website...

6. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to navigate the EVAAS website...

7. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I understand EVAAS report names.

8. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to use the EVAAS website to g...

9. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to access EVAAS reports for i...

10. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am able to analyze the metrics in EVAA...

11. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to collect evidence from EVAA...

12. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to collect evidence from EVAA...

13. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to interpret the following re...

14. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am able to communicate the findings of...

15. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am able to use data analysis to initia...

16. EVAAS Reflective Report Review and Scavenger Hunt

17. Student Pattern Report
To Navigate to Student Pattern Report:
Go to Reports Other Reports Student Pattern Report
This report is a customized Diagnostic report where you can examine progress for groups of students of your choice. It is only available from the school level and only to users w/access to student reports.

18. 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.
Enables you to see how effective the school has been with lowest, middle and highest achieving students at least 15 w/predicted and observed scores.

19. Student Pattern Report
Take a look at this data, what do you notice? What are your thoughts?
Higher students did better than expected. Our ML did not do as well as predicted
The groups l, m, h placed in 3rds based on their predicted scores and where they fall in the distribution
Teacher self reflection how effective were you in teaching based on their predicted score.

20. Student Pattern Report
This teacher may have had 100% proficiency but we are looking at growth. This teacher did not contribute to the students learning.
Students listed by name by subgroups, so that you can identify which group each child falls in. Look at individual students to see if we note any patterns. We can also look at race, gender, and see if some teachers are teaching better to a certain sub-population.

21. Key Questions
We need to ask some key questions to find out why some students had better growth than others.
We could even look at each subgroup individually and think about what contributes to negative and positive growth in the classroom.

22. Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
In this case we are comparing students in the same sub-group, the group that is considered the H group. Some key questions we might want to ask include:
After asking these questions we find that in this particular report the hours that a student participated in a program made positive difference in growth.
At this point we looked at number of hours so we ran another report of all 31 students to see if it had a large effect on student growth. We looked at all students that had over 40 hours of enrichment/remediation etc…

23. Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
YES!
Rerun the report with new criteria.

24. Student Pattern Report – Next Steps
All 31 Students in the Program
16 Students who attended for 40+ hours
The 16 students that had over 40 hours in a program showed far greater growth than their counter parts that did not participate in the program. The 15 that didn’t participate the 40+ really negatively effected the overall growth. If you run a report and this is your result think the next step to figure out what the number actually mean. This shows the program did what you wanted.

25. 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.

26. Custom Student Report To Navigate to Custom Student Report:
Go to Custom Reports Custom Student Report
Have participants visit wiki to download step by step instructions.

27. Custom Student Report HANDOUT
Post directions on the EVAAS Wiki
Copyright © 2010, SAS Institute Inc. All rights reserved.

28. Academic At-Risk Reports
To Navigate to Academic At Risk Reports:
Go to Reports Other Reports Academic At Risk Report
These reports may be used to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones. At Risk reports for EOG and EOC subj. include students with a 0-70% probability of scoring in the level 3 range. The range for writing in 0-80%.
The reports are presented in 3 categories:
AYP AT Risk- at risk for not meeting the academic indicators for AYP. EOG M & R grades 4-8. EOC Alg. I and Eng. I. For EOG tests students w/at least 3 prior data points (or test scores) will have projections in M & R in the next grade. These scores are not content specific. Projections for Alg. I and Eng. I may be made as early as 6th grade with sufficient data.
Graduation at Risk-reports for students as risk for not making a level 3 on EOC subjs. Like Alg. 2, Chem., Geom. Phys. Sci, and Pysics. Students that have taken these tests buut have not scored at least level 3 will still have projections to these subjects.
Under Reports – Click Academic At Risk Reports
These are reports that you will want to spend some time really pouring through.

29. Academic At-Risk Reports 3 Categories
AYP at Risk- at risk for not meeting the academic indicators for AYP
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
Same report

30. Academic at Risk Reports Be Proactive Use these reports to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones.
for EOG and EOC subjects include students with a 0-70% probability of scoring in the Level III range or 0-80% for writing

31. Making Data Driven Decisions
2% of achieving a level 3 on EOC in Alg. I
EVAAS can show growth so teachers may want to take on this child to show some on this child to show some serious growth.
Have programs in place show great growth for the students. EVERY Kid matters measuring growth not proficiency.
Talk about the “clickables” and ways to disaggregate this data: students are listed alpha. w/demographic and other info. You can sort the report by clicking on the underlined column heading. A key to each column headings appears below the report. To see a student report, click on the students name.
All students in the report have a 0-70% probability of scoring level 3 in the subject you have chosen (0-80% writing) assuming they have the avg. schooling experience in NC.
These students will need support and intervention to provide them with a better than average schooling experience if they are to be successful. Consider different stratege
Talk about the defaults

32. What Are Projections?

33. What Are Projections Anyway?
Given a specific set of circumstances…
…what’s the most likely outcome?

34. 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?

35. EVAAS Projections What 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

36. What’s the Value of the Projections?
Projections are NOT about predicting the future.
They ARE about assessing students’ academic needs TODAY.
Although projections indicate how a student will likely perform on a future test, their real value lies in how they can inform educators today. By incorporating the projections into their regular planning, teachers, administrators, and guidance counselors can make better decisions about how to meet each student’s academic needs now.
Copyright © 2010, SAS Institute Inc. All rights reserved.

37. 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?
When assessing students’ academic needs, educators will want to keep these key questions in mind.
Copyright © 2010, SAS Institute Inc. All rights reserved.

38. Using Projections to Take Action
Identify students
Assess the level of risk
Plan schedules
Identify high-achievers
Assess the opportunities
Inform
Identify students who need to participate in an academic intervention
Assess the level of risk for students who may not reach the Proficient mark
Plan schedules and resources to ensure that you can meet students’ needs
Identify high-achievers who will need additional challenges
Assess the opportunities for high-achieving students who are at risk of not reaching Advanced
Inform course placement decisions

39. Making Data Driven Decisions
Have participants access their academic at risk report. Select a grade level and subject to view achievement probability.
These students will need support and intervention to provide them with a better than average schooling experience if they are to be successful. Consider different strategies
Talk about the defaults

40. Data Mining
Data mining is sometimes referred to as data or knowledge discovery.
Have participants access their academic at risk report. Select a grade level and subject to view achievement probability. Answer the following questions based on your data.

41. Reflection + Projection = TODAY

42. Student Projection Report
Red dot: Student's testing history. Roll over a dot to see the school and district in which the student was tested.
Yellow box: Student's Projected State Percentile, assuming average progress.
Performance Level Indicators: Cut score required to be successful at different performance levels, expressed in State Percentiles. See the key below the graph.

43. Student Projection Report
Reading left to right, Student's projected State Percentile for the chosen test.
Probability for success at different performance levels.

44. Student Project Report
The table shows the student's testing history, across gradesin State NCEs (EOG Math and Reading) or scale score points (all other tests)..
For EOC tests, the season in which the test was administered, Fall (F), Spring (Sp), or Summer (Su), is indicated. The year of the test refers to the school year to which the test is attributed. For example, EOC tests administered in the summer and fall of 2010 will be labeled 2011 because they are attributed to the school year.
3rd grade pretests are considered to measure 2nd grade achievement and are therefore attributed to the previous school year and labeled (2) for 2nd grade.

45. Thinking of the State Distribution by QUINTILES
each student’s achievement quintile based on his/her Projected State Percentile

46. Note the Student’s Projected QUINTILE
Notice where each student profiles in the state distribution. That is, identify each student’s achievement quintile based on his/her Projected State Percentile.

47. Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction
Entering Achievement
Use this report to identify past patterns or trends of progress among students expected to score at different achievement levels

48. Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction
QUINTILE 2
Past Effectiveness
Entering Achievement
How effective was your school with the lowest two quintiles?

49. Academic Preparedness Report
To Navigate to Academic
Preparedness Reports:
Go to Reports Other Reports Academic Preparedness Report

50. Academic Preparedness Report
Activity: Use the Bridge to Differentiated Instruction Document
This report shows the probability that students within a grade will score at or above Level III on future tests. The table shows the number and percentage of students in each of three probability groups, as well as the number and percentage of students who have already passed the test with a Level III or higher and those with insufficient data for a projection.
Green: Students whose probability of proficiency on the chosen test is greater than or equal to 70%
Yellow: Students whose probability of proficiency on the chosen test is between 40% and 70%
Light Red: Students whose probability of proficiency on the chosen test is less than or equal to 40%
Blue: Students who have already passed the test with a Level III or higher.
White: Students who do not have a projection, due to lack of sufficient data.

51. Teacher Value-Added Report

52. 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.
But your report is not just an evaluation component. It is also a powerful tool for improving your effectiveness as a teacher. So why else should you care?

53. Why should you care about your EVAAS Teacher Value Added Report?
You care about your students.

54. 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.

55. Achievement vs. Progress
Focus on progress
Educators can influence this
Minimum expectation = one year of academic gain
By concentrating on the progress students make, EVAAS puts the emphasis on something educators are responsible for and can do something about. Average progress (one year of academic gain) is the minimum expectation. In other words, it is expected that students will not lose ground, relative to their peers, in the course of the year

56. 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.

57. EVAAS can tell you WHAT happened
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 Knowledge & Expertise

58. 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

59. Effectiveness Categories
Copyright © 2010, SAS Institute Inc. All rights reserved.

60. Effectiveness Level Determination
Exceeds Expected Growth:
Teachers whose students are making substantially more progress than the state average
Index is 2 or greater

61. 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

62. 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

63. Evaluation Composite Index: Teacher Estimate Divided by Standard Error
Courses included in calculation
Statewide distribution of teacher status.

66. 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.

67. EVAAS Teacher Value Added Report

70. EVAAS Teacher Value Added Report
Supplemental Information Table

71. Student Teacher Linkages

72. EVAAS Student Report

73. Teacher Diagnostic Report

75. Making Generalizations

76. Making Generalizations
What generalizations can we make?
What do we not know?
How do we find out?

77. EVAAS Teacher Diagnostic Report

78. School Composites

79. Using Teacher Reports to Improve Student Progress
Identify highly effective teachers
Identify teachers who need support
Identify strengths and areas for improvement of individual teachers
Identify school-wide strengths and weaknesses to inform and provide professional development opportunities
Facilitate powerful, crucial conversations between teachers and administrators
Impact scheduling decisions
*See “Using Teacher Data”

80. Role Play Activity

81. PLC Predictions and Possibilities

82. Teacher Dashboard Resources

83. Questions?

84. Exit Tickets and Feedback
As you reflect on today’s session, use two sticky notes to capture your thoughts on these topics:
Greatest Take Away
Now, I Need…
Place links on the EVAAS Wiki
Need a google form with short questions specifically about this session. Can be embedded into wiki page.