1. October 2012 Hyde County

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/  Add the Region 1 wikispace to your favorites.  Click “Region 1 Events” in the left menu.  Click “EVAAS Training for New Users” to access the presentation” (Section. 2

3. Learning Targets I will be able to identify a variety of data sources available to inform my instructional decisions. I will be able to login into EVAAS and view various reports for my district and school. I will be able to interpret District and School Value Added Reports. I will be able to identify patterns and trends in Diagnostic Reports for my school.

4. Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

5. NC DPI Resources

6. http://ncees.ncdpi.wikispaces.net/NCEES+Wiki

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

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

9. Everything is Connected

10. Making Connections with the NCEES STANDARD I: Teachers demonstrate leadership. STANDARD IV: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. 10 https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf. 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. 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 Collect and analyze student performance data to improve effectiveness Use data for short and long range planning The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth

11. 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

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

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

14. A Data Literate Person Can… A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term decision-making.

15. Achievement Teachers use this data at the beginning of the school year to determine the entry level of performance and instructional effectiveness. Demographic Teachers use this data to determine the subset of students and their grades or determine outside factors that affect student performance. Program Teachers collect this data to identify what instructional effectiveness of the strategies that were implemented. Perception Teachers may collect this data from students to determine how the students feel about their school.

16. What Data Do You Have? With your table, identify as many data sources that you are aware which belong to the following categories: –Achievement –Demographic –Program –Perception One group member should record for the group writing one data source per sticky note With your group decide what category the data source fits Post your data sources on the charts found on the wall How can you access this data? What data can you use on a daily basis? Once you have the data what can you do with it to adjust your daily instruction?

17. D.R.I.P. What does it mean? Data Rich Information Poor Image from Microsoft Online Images

18. Turn and Talk After hearing and seeing all the data that is available; talk with your table about the following questions: How can you access this data? What data can you use on a daily basis? Once you have the data what can you do with it to adjust your daily instruction?

19. Achievement vs. GROWTH

20. Student Achievement End of School Year Proficient

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

25. EVAAS Overview

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

27. SAS EVAAS Analyses WritingSAT/ACT 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

28. How can EVAAS Help Me? Improve the Education Program EVAAS: Looking Back Past Program Effectiveness Local Knowledge & Expertise EVAAS: Looking Ahead Incoming Student Needs

29. 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

30. Big Picture (8x10) (School, Subject, Grade Level) Smaller Shot (5x7) (Teacher) Pocket Photo (Student ) Value Added Diagnostic Performance Diagnostic School Academic Preparedness Report Custom Student Report Student Pattern Reports Student Search Academic At-Risk Report

31. 2012-13 Changes in Reporting 2011-122012-13 Above Not Detectably Different Below Exceeds Expected Growth Meets Expected Growth Does Not Meet Expected Growth

32. District Value Added Report With this report you can… Observe the average progress of students in a district Compare a district’s progress rate for a grade to the Growth Standard. Compare a district’s achievement level to the state’s average achievement.

33. Value-Added Reporting

34. Interpreting Value Added Reports

35. Student Achievement Levels 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.

36. District Value Added Report With this Report You Can… Observe the average progress of students in a district Compare a district’s progress rate for a grade to the Growth Standard Compare a district’s achievement level to the state’s average achievement

38. What does the District Value Added report tell us about your schools? Discuss the science report at your table. What are the strengths of your science program? What other information do you need to make any instructional adjustments?

39. Break: 10 Minutes http://goo.gl/Cn4bv

40. Value-Added Reports

41. School Value Added Report Activity What does this report tell us about your math program? Look at the trends in the same grade. Discuss: What you can take a way from this report? Students in 6 th grade in 2011 Student in 7 th grade in 2012 Students in 8 th grade in 2012

42. District Diagnostic Reports Use to identify patterns or trends of progress among students expected to score at different achievement levels Use this report for diagnostic purposes only and not for accountability

43. 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

44. Diagnostic Report

45. Diagnostic Reports Interpreting the Chart

46. What would an ideal pattern on a Diagnostic Report look like?

47. Diagnostic Report Desirable Pattern Does Yours Look Like This?

48. District Performance Diagnostic Reports You can learn even more when you click on % of students

49. Interpreting the Pie Chart

50. Value Added and Diagnostic Reports: Let’s Practice

51. 1. Go to ncdpi.sas.com 2. BOOKMARK IT! 3. Secure & Convenient Online Login

52. Do you see this? Then Sit Tight!

53. Let’s Practice! Reports School Value Added School Any Sub Group % of Students Or Select Subgroups

54. Task: Value-Added and Diagnostic Reports Choose “Reports” > “School” > “Value-Added Reports” Review the Value-Added Reports for your School Choose one subject area / grade level at your school to observe Click on the Mean NCE Gain View a variety of subgroups (select subgroups) Use the underlined hot links to dig more deeply into the data

55. Turn and Talk about School Value Added Reports What did you find?  Interesting Patterns  Insights  Areas of Concern  Areas of Celebration

56. Value-added Results Reveal How Well your Curriculum and Instruction are Working Look for overarching patterns of strength in your data. How can teachers leverage effective practices? Look for student achievement groups (quintiles) that are producing the most growth. Why is this? How can you use this knowledge to help other students? How can teachers leverage their strengths? Who is producing the most overall growth? With which student achievement groups? What can you learn from each other? How can teachers leverage the strengths of their team?

57. Collegial Conversations Image from Microsoft online gallery Count off by 3sand locate your assigned table Locate the “Scenario” document on your table Ask one person to read the scenario aloud Have a ten minute discussion about the scenario, then... play devil’s advocate and ask your table members some tough questions to give each person some practice in addressing questions/situations that may arise. When prompted move to the next table

58. Teacher Perspective: Scenario #1 Your team shared value added results with each other and noticed that collectively you are not getting high levels of growth in mathematics from your low achievers. –What can your team do to improve? You are also concerned that value added reporting may have a negative impact on the current collaborative culture that exists in your team. –What can you do to address this?

59. Teacher Perspective: Scenario #2 As a conscientious teacher, you have read your value-added reports and you are upset that your lowest-achieving math students did not demonstrate sufficient progress, despite all of your hard work with them. –How does this make sense?

60. Teacher Perspective: Scenario #3 Discuss the following at your table: Why do you think students did not make the progress expected/the progress you’d like to have seen, last year? Why have students in the chosen achievement group(s) not made the progress the teacher/you would like them to have done,in the past?

61. Session Evaluation To complete the session plus/delta visit the link below: http://bit.ly/Se9f8T http://bit.ly/Se9f8T YOUR FEEDBACK IS IMPORTANT TO US!

62. Questions

63. Contact Information Abbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838abbey.futrell@dpi.nc.gov Beth Edwards, PD Consultant, Region 1 elizabeth.edwards@dpi.nc.govelizabeth.edwards@dpi.nc.gov (252) 916-6842 Dianne Meiggs, PD Consultant, Region 1 dianne.meiggs@dpi.nc.govdianne.meiggs@dpi.nc.gov (252) 340-0113