1. Beginning – Intermediate – Advance November 8, 2012 EVAAS for Educators

2. Today’s Presenters Heather Stewart Professional Development Consultant Region 4 Heather.stewart@dpi.nc.gov Jody Cleven Professional Development Consultant Region 4 Jody.Cleven@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: Be familiar with reflective assessments Be familiar with proactive 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. Access to training materials: 7 http://rt3region4.ncdpi.wikispaces.net

8. Additional Resources: EVAAS Wiki Page Here

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/

11. Pre-Assessment

12. It’s Connected

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

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

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

16. 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.

17. 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

18. 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.

19. 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

20. 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

21. 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.

22. 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.

23. ACHIEVEMENT VS. GROWTH

24. Student Achievement End of School Year Proficient

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

26. 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

27. 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.

28. 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)

29. Achievement and Poverty How is this fair?

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

31. 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

32. EVAAS Overview

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

35. 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

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

37. 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

38. 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

39. 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

40. Value-Added Reporting

42. 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.

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

44. Diagnostic Report

45. 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

46. District Performance Diagnostic Reports

47. Interpreting the Pie Chart Light Red Green Yellow

48. Reflective Assessments

49. Value-Added Reports

50. Diagnostic Reports Looking for Patterns

51. School Diagnostic Shed Pattern

52. School Diagnostic Reverse Shed Pattern

53. School Diagnostic Tent Pattern

54. School Diagnostic V Pattern

55. School Diagnostic Opportunity Gap Pattern

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

57. Diagnostic Reports – Desirable Pattern

58. Diagnostic Report Desirable Pattern

59. DIAGNOSTIC & PERFORMANCE DIAGNOSTIC REPORTS (PART 2)

60. Diagnostic Reports – the whiskers

61. Overview of School Effects (sample data)

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

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

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

70. Do you see this? Then Sit Tight!

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

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

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

74. Finding Your Patterns

75. Interpreting Your Results

76. Student Pattern Report

77. 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.

78. Student Pattern Report

80. Key Questions

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

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

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

84. 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.

85. Proactive Assessments

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

87. 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

88. 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. 88

89. Making Data Driven Decisions

90. What Are Projections?

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

92. 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?

93. 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

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

95. 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?

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

97. Making Data Driven Decisions

98. Data Mining

99. REFLECTION + PROJECTION = TODAY

100. Student Project Report

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

104. Note the Student’s Projected QUINTILE QUINTILE 2

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

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

107. ACADEMIC PREPAREDNESS REPORT

108. Academic Preparedness Report 108

109. CUSTOM STUDENT REPORT

110. Custom Student Report HANDOUT

111. 111 Questions?

112. Exit Tickets Friday Institute Survey Please take a few moments to complete this survey: http://go.ncsu.edu/ncdpi-resa_surveyhttp://go.ncsu.edu/ncdpi-resa_survey

113. Contact Information Donna Albaugh donna.albaugh@dpi.nc.govdonna.albaugh@dpi.nc.gov Jody Cleven jody.cleven@dpi.nc.govjody.cleven@dpi.nc.gov Heather Stewart heather.stewart@dpi.nc.govheather.stewart@dpi.nc.gov Regional DPI Staff