1. EVAAS for Educators Mary Keel, Ed.D. Robin Loflin Smith, Ed.D. Tara Patterson, MSA

2. Today’s Presenters Robin Loflin Smith, Ed.D. Professional Development Consultant Region 2 Robin.smith@dpi.nc.gov Tara Patterson, MSA Professional Development Consultant Region 2 Tara.patterson@dpi.nc.gov Mary Keel, Ed.D Professional Development Consultant Region 2 Mary.keel@dpi.nc.gov Sherry Broome, Ph.D. Professional Development Consultant Region 2 Sherry.broome@dpi.nc.gov

3. Outcomes: Be familiar with reflective assessments Understand various EVAAS reports Interpret your school’s data using the reflective assessments

4. Our Agenda Welcome, Introductions, Agenda Overview Review of Resource Preassessment EVAAS Philosophy Reflective Assessments Questions, Exit Ticket Ncregion2.ncdpi.wikispaces.net 4

5. Evaas.ncdpi.wikispaces.net/home

6. Virtual Professional Development https://ncdpi.sas.com

7. Data Literacy Module https://center.ncsu.edu/nc Data Resource Guide http://www.ncpublicschools.org/acre/improvement/resources/

8. Preassessment www.google.com/imgres?num=10&hl=en&safe=active&biw=1366&bih=5 59&tbm=isch&tbnid=qSVaILVuI8NkqM:&imgrefurl=http www.Socrative.com Click: Student Log in Room: 36341

9. What is EVAAS? Education E Value V Added A Assessment A System S So What Does It Do?

10. What is Data? Data can be defined as information organized for analysis or used to make decisions.

11. What is Data Literacy? Understanding needed to: Find Evaluate Utilize to inform instruction.

12. NC Professional Teaching Standards Standard I: Teachers demonstrate leadership.  Take responsibility for the progress of all students  Use data to organize, plan, and set goals  Use a variety of assessment data throughout the year to evaluate progress  Analyze data Standard IV: Teachers facilitate learning for their students.  Use data for short and long range planning Standard V: Teachers are reflective on their practice.  Collect and analyze student performance data to improve effectiveness

13. Standard 6 for Teachers Teachers contribute to the academic success of students. The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

14. Benefits and Considerations for Teachers Understand academic preparedness of students before they enter the classroom. Monitor student progress, ensuring growth opportunities for all students. Modify curriculum, student support, and instructional strategies to address the needs of all students. Professional Development is the Key Culture of School Sensitivity of Data Finger Pointing and Blame Game Window vs. Mirror

15. NC Standards for School Executives Standard 2: Instructional Leadership Focuses his or her own and others’ attention persistently and publicly on learning and teaching by initiating and guiding conversations about instruction and student learning that are oriented towards high expectations and concrete goals; Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction Ensures that there is an appropriate and logical alignment between the curriculum of the school and the state’s accountability program Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction

16. Standard 8 for School Executives Academic Achievement Leadership School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

17. Benefits for Principals Gain a consolidated view of student progress and teacher effectiveness, as well as the impact of instruction and performance. Bring clarity to strategic planning and function as a catalyst for conversations that must take place to ensure that all students reach their potential. Understand and leverage the strengths of effective teachers. Use the valuable resource of effective teaching to benefit as many students as possible.

18. Achievement vs. GROWTH

19. Student Achievement End of School Year Proficient

20. Student Growth End of School Year Proficient Start of School Year Not Proficient Change over time

21. Achievement vs. Growth Student Achievement: Where are we? Highly correlated with demographic factors Student Growth: How far have we come? Highly dependent on what happens as a result of schooling rather than on demographic factors

22. The EVAAS 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.

23. The EVAAS Philosophy Adjustments to instruction should be based on the students’ academic needs, not on socio-economic factors. "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)

24. Achievement and Poverty

25. Academic Growth and Poverty No one is doomed to failure.

26. Proficiency vs Growth ScenarioProficientGrowth 5 th grader begins the year reading at a 1 st grade level. Ends the year reading at a 4 th grade level. 5 th grader begins the year reading at a 7 th grade level. Ends the year reading at the 7 th grade level. NO YES

27. EVAAS Overview

29. What is EVAAS? Education E Value V Added A Assessment A System S So What Does It Do?

30. What is EVAAS? SAS EVAAS Analyses WritingACT End of Course End of Grade LOOKING AHEAD Planning for Students’ Needs: Student Projections to Future Tests LOOKING BACK Evaluating Schooling Effectiveness: Value Added & Diagnostic Reports

31. How can EVAAS help me? Improve the Education Program EVAAS: Looking Back Past Program Effectiveness Local Knowledge & Expertise EVAAS: Looking Ahead Incoming Student Needs

32. Education Value Added Assessment System –Answers the question of how effective a schooling experience is –Produces reports that Predict student success Show the effects of schooling at particular schools Reveal patterns in subgroup performance

33. Changes in Reporting for 2012-13 2011-122012-13 Above Not Detectably Different Below Exceeds Expected Growth Meets Expected Growth Does Not Meet Expected Growth

34. District Value Added Report Use to evaluate the overall effectiveness of a district on student progress Compares each district to the average district in the state for each subject tested in the given year Indicates how a district influences student progress in the tested subjects

35. Value-Added Reporting

37. The NCE Base is by definition set at 50.0, and it represents the average attainment level of students in the grade and subject, statewide. If the school mean is greater, the average student in the school is performing at a higher achievement level than the average student in the state.

38. District Diagnostic Reports Use to identify patterns or trends of progress among students expected to score at different achievement levels

39. Diagnostic Report

40. District Performance Diagnostic Reports Use to identify patterns or trends or progress among students predicted to score at different performance levels as determined by their scores on NC tests Students assigned to Projected Performance Levels based on their predicted scores Shows the number (Nr) and percentage of students in the district that fall into each Projected Performance Level

41. District Performance Diagnostic Reports

42. Interpreting the Pie Chart Light Red Green Yellow

43. Reflective Assessments agenda: reflective assessments link

44. Value-Added Reports

45. Diagnostic Reports Looking for Patterns

46. School Diagnostic Shed Pattern

47. School Diagnostic Reverse Shed Pattern

48. School Diagnostic Tent Pattern

49. School Diagnostic V Pattern

50. School Diagnostic Opportunity Gap Pattern

51. What would an ideal pattern on a Diagnostic Report look like for closing the achievement gap?

52. Diagnostic Reports – Desirable Pattern

53. Diagnostic Report Desirable Pattern

54. Diagnostic Reports – the whiskers

55. DIAGNOSTIC & PERFORMANCE DIAGNOSTIC REPORTS

56. Overview of School Effects (sample data) activity

57. Overview of School Effects (sample data)

62. 1. Go to the website www.ncdpi.sas.com

63. 1. Go to the website ncdpi.sas.com

64. Overview of School Effects Overall Results: if color is red Blue bars above the green line Blue bars below the green line Blue bars at/near the green line or whiskers cross green line

65. Finding Your Patterns

66. Interpreting Your Results

67. Student Pattern Report

68. Student Patterns 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.

69. Student Pattern Report

71. Key Questions

72. Student Pattern Report – Key Questions Different experience? Different strategies? Different needs? Number of hours?

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

74. Student Pattern Report – Next Steps 16 Students who attended for 40+ hours All 31 Students in the Program

75. 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.

76. Exit Ticket See agenda for reflections on today’s session