1. Beginning – Intermediate October 16, 2012 WRESA Internet Access: Log into AB Tech No Password EVAAS for Educators

2. Today’s Presenters Heather Mullins Professional Development Consultant Region 7 Heather.mullinsl@dpi.nc.gov Robert Sox Professional Development Consultant Robert.sox@dpi.nc.gov Joyce Gardner Professional Development Consultant Region 8 Joyce.gardner@dpi.nc.gov Jason Rhodes Professional Development Consultant Region 8 email@dpi.nc.gov

3. Our Agenda Welcome, Introductions, Agenda Overview EVAAS and Data System Overview Pre-Assessment Reflective Assessments Proactive Assessments Reports Data-Mining Activity Exit Ticket 3

4. Outcomes: Explore reflective assessments Understand the various EVAAS reports Be able to create custom reports based on a set of criteria

5. Can We Agree? To be actively involved Value differences Agree to disagree Listen

6. Resources

7. Wikicentral.ncdpi.wikispaces.net

8. http://evaas.ncdpi.wikispaces.net/home

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

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

11. Pre-Assessment

12. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I am very familiar with the Education Va...

13. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to login to the EVAAS website...

14. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to navigate the EVAAS website...

15. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I understand EVAAS report names.

16. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to use the EVAAS website to g...

17. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to access EVAAS reports for i...

18. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I am able to analyze the metrics in EVAA...

19. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to collect evidence from EVAA...

20. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to collect evidence from EVAA...

21. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I know how to interpret the following re...

22. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I am able to communicate the findings of...

23. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I am able to use data analysis to initia...

24. It’s Connected

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

26. What is Data Literacy? The understanding needed to: Find Evaluate Utilize data to inform instruction.

27. 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.

28. Why should EVAAS Matter to You? Teachers Principals District Leaders

29. 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

30. 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.

31. 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

32. 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.

33. 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

34. 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.

35. ACHIEVEMENT VS. GROWTH

36. Student Achievement End of School Year Proficient

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

38. 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

39. 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.

40. 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)

41. Achievement and Poverty How is this fair?

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

43. 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

44. EVAAS Overview

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

47. 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

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

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

50. 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

51. 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

52. Value-Added Reporting

53. The School Value Added Report compares each school to the average school in the state. Comparisons are made for each subject tested in the given year and indicate how a school influences student progress in those subjects.

54. Value-Added Reporting

55. If the Mean NCE Gain is greater than or equal to zero, the average student in this school has achieved a year’s worth of academic growth in a year If the Mean NCE Gain is less than zero, the average student in this school has achieved less growth than expected

56. Value-Added Reporting 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.

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

58. Diagnostic Report

59. 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

60. District Performance Diagnostic Reports

61. Interpreting the Pie Chart Light Red Green Yellow

62. BREAK Return in 15 minutes. 62

63. Reflective Assessments

64. Value-Added Reports

65. Diagnostic Reports Looking for Patterns

66. School Diagnostic Shed Pattern

67. School Diagnostic Reverse Shed Pattern

68. School Diagnostic Tent Pattern

69. School Diagnostic V Pattern

70. School Diagnostic Opportunity Gap Pattern

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

72. Diagnostic Reports – Desirable Pattern

73. Diagnostic Report Desirable Pattern

74. DIAGNOSTIC & PERFORMANCE DIAGNOSTIC REPORTS (PART 2)

75. Diagnostic Reports – the whiskers

76. Overview of School Effects (sample data)

79. Overview of School Effects On Your Own Finish the table. Do this by yourself. Use sample data Complete your table.

80. Overview of School Effects What did you find? Interesting Patterns Insights Areas of Concern Areas of Celebration

81. Overview of School Effects (sample data)

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

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

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

85. Do you see this? Then Sit Tight!

86. Overview of School Effects It’s Your Turn! Find the blank table. Do this by yourself. Using your data Fill in your table.

87. Overview of School Effects What did you find? Interesting Patterns Insights Areas of Concern Areas of Celebration

88. Lunch

89. Student Pattern Report

90. 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.

91. Student Pattern Report

93. Key Questions

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

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

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

97. 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.

98. CUSTOM STUDENT REPORT

99. Custom Student Report HANDOUT

100. Exit Tickets http://go.ncsu.edu/ncdpi-resa_survey

101. Today’s Presenters Heather Mullins Professional Development Consultant Region 7 Heather.mullinsl@dpi.nc.gov Robert Sox Professional Development Consultant Robert.sox@dpi.nc.gov Joyce Gardner Professional Development Consultant Region 8 Joyce.gardner@dpi.nc.gov Jason Rhodes Professional Development Consultant Region 8 email@dpi.nc.gov