1. Making Data Work for Kids: EVAAS Teacher Reports October 2012
SAS® EVAAS® for K-12

2. Presenter Dr. Sandy Horn Senior Educator Support Specialist SAS EVAAS

3. 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.
Teacher 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?

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

5. 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.

6. High-Achieving Students and Progress
All schools in Tennessee in Math students in grades 4 through 8.
Districts, schools, and teachers that serve high achieving students can make excellent progress, just as easily as those that serve low achieving students.

7. High-Achieving Students and Progress
All schools in Pennsylvania in Math students in grades 4 through 8.
Districts, schools, and teachers that serve high achieving students can make excellent progress, just as easily as those that serve low achieving students.

8. Achievement vs. Progress
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.

9. 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

16. Improve the Education Program
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

17. Information about Teacher Reports
State Growth Standards/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

18. Effectiveness Categories
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 its Standard Error
Index is 2 or higher
Index is equal to or greater than a -2 but less than +2
0.0
Index is less than -2
Copyright © 2010, SAS Institute Inc. All rights reserved.

19. EVAAS Teacher Value Added Report
Rules of Effectiveness Level Determination
Exceeds Expected Growth: Teachers whose students are making substantially more progress than the state average (the teacher's index is 2 or greater).
Meets Expected Growth: Teachers whose students are making the same amount of progress as the state average (the teacher's index is equal to or greater than -2 but less than 2).
Does Not Meet Expected Growth: Teachers whose students are making substantially less progress than the state average (the teacher's index is less than -2).

20. Student Teacher Linkages

21. EVAAS Student Report

22. EVAAS Teacher Value Added Report
Supplemental Information Table

24. EVAAS Teacher Diagnostic Report

25. EVAAS Teacher Diagnostic Report

26. School Composites

29. Underlying 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.
Adjustments to instruction should be based on the academic attainment of students, not on socio-economic factors.
Given reliable information on past effectiveness, educators can make appropriate adjustments to improve student opportunities.
"What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)
One of the most important things educators can know is who they are effective with and who they are not.
EVAAS value-added modeling is based on the philosophy that all kids count and that schools should not be held responsible for the things they cannot change, like a child’s socio-economic status, and that schools should be responsible for the things they can change, like a child’s growth during a year of schooling.
We believe that:
--All kids count
--All kids can learn
--All kids deserve opportunities to make appropriate academic progress every year
--Educators can manage their effectiveness to improve student opportunities.
More specifically, value-added does this by following the same student over time and utilizing all available scores from each student’s informational array.

30. SAS EVAAS Questions?