1. EVAAS Proactive and Teacher Reports: Assessing Students’ Academic Needs and Using Teacher Reports to Improve Student Progress Becky Pearson and Joyce Gardner Professional Development Consultants NC Department of Public Instruction McDowell County Schools January 23,2013

2. EVAAS Reflective Report Review and Scavenger Hunt

3. Region8wnc.ncdpi.wikispaces.net

4. RESOURCES on WikiCentral

5. Student Pattern Report

6. 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.

7. Student Pattern Report

9. Key Questions

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

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

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

13. 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.

14. Custom Student Report

15. Custom Student Report HANDOUT

16. Academic At-Risk Reports Reports –Academic At-Risk Report

17. 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

18. 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. 18

19. Making Data Driven Decisions

20. What Are Projections?

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

22. 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?

23. 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

24. What’s the Value of the Projections? Projections are NOT about predicting the future. They ARE about assessing students’ academic needs TODAY.

25. 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?

26. Using Projections to Take Action Identify students Assess the level of risk Plan schedules Identify high-achievers Assess the opportunities Inform

27. Making Data Driven Decisions

28. Data Mining

29. REFLECTION + PROJECTION = TODAY

30. Student Project Report

33. Thinking of the State Distribution by QUINTILES QUINTILE 1 QUINTILE 2 QUINTILE 3 QUINTILE 4 QUINTILE 5

34. Note the Student’s Projected QUINTILE QUINTILE 2

35. Past Effectiveness Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction Entering Achievement

36. Past Effectiveness Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction QUINTILE 2 Entering Achievement

37. ACADEMIC PREPAREDNESS REPORT

38. Academic Preparedness Report 38

39. Teacher Value-Added Report

40. 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.

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

42. 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.

43. Achievement vs. Progress Focus on progress Educators can influence this Minimum expectation = one year of academic gain

44. 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.

45. 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

46. 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

47. Effectiveness Categories

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

49. 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

50. 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

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

54. 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.

55. EVAAS Teacher Value Added Report

58. Supplemental Information Table

59. Student Teacher Linkages

60. EVAAS Student Report

61. Teacher Diagnostic Report

63. Making Generalizations

64. What generalizations can we make? What do we not know? How do we find out?

65. EVAAS Teacher Diagnostic Report

66. School Composites

67. Using Teacher Reports to Improve Student Progress 1.Identify highly effective teachers 2.Identify teachers who need support 3.Identify strengths and areas for improvement of individual teachers 4.Identify school-wide strengths and weaknesses to inform and provide professional development opportunities 5.Facilitate powerful, crucial conversations between teachers and administrators 6.Impact scheduling decisions *See “Using Teacher Data”

68. Role Play Activity

69. PLC Predictions and Possibilities

70. 70 Questions?

71. Exit Tickets and Feedback As you reflect on today’s session, use two sticky notes to capture your thoughts on these topics: 1.Greatest Take Away 2.Now, I Need… http://go.ncsu.edu/ncdpi-resa_survey