Transcript Using EVAAS to Support Teaching and Learning

Haywood County Schools
February 20,2013
http://region8wnc.ncdpi.wikispaces.net/
Becky Pearson
Professional Development Consultant
Region 8
[email protected]
828.803.8315
Data Literacy Module
https://center.ncsu.edu/nc
Pre-Assessing Our Knowledge of EVAAS
Take a dot from your table. Place your dot on the consensogram in the area that
best describes your level of knowledge about EVAAS reporting:
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I have no knowledge of EVAAS.
I know how to access and read EVAAS reports.
I know how to read and analyze EVAAS reports.
I know how to make instructional decisions based on EVAAS
data.
Navigating EVAAS
BOOKMARK IT!
Step 2: Click on “Account”
Click on “hide”
Step 3: If You Get Lost…
Click on “home”
Step 4: Use the Blue Bar to…
• Reports
• School Value Added
• School
• Any Sub Group
• % of Students
• Select Subgroups
EVAAS
The “BIG” Picture
What is EVAAS?
So What Does It Do?
What About Reports?
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Answers the question of how effective a
schooling experience is for a student.
Produces reports that...
o Predict student success
o Show the effects of schooling at particular
schools
o Reveal patterns in subgroup performance
Underlying Philosophy
of EVAAS
• All students deserve opportunities to make
appropriate academic progress every year.
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There is no “one size fits all” way of educating
students who enter a class at different levels of
academic achievement.
Adjustments to instruction should be based on
the academic attainment of students, not on
socio-economic factors.
Underlying Philosophy
of EVAAS
• Given reliable information on past
effectiveness, educators can make appropriate
adjustments to improve student opportunities.
•
One of the most important things educators can
know is with whom they are effective and
where they need to develop new skills.
How Can EVAAS Help Me?
EVAAS Focus is on STUDENT PROGRESS (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
Proficient
End of
School Year
Proficient
Not Proficient
Start of
School Year
End of
School Year
How is this fair?
No one is doomed to failure.
Scenario
Proficient
Growth
5th grader begins the year reading at
a 1st grade level. Ends the year
reading at a 4th grade level.
NO
YES
YES
NO
5th grader begins the year reading at
a 7th grade level. Ends the year
reading at the 7th grade level.
• We are not trying to get our students to reach a score on a
test.
• Every student can grow even if they are not proficient.
• If we concentrate on growth, proficiency will come.
• No matter where a student comes into your class, they can
still grow.
• Every student matters.
• We have to meet students at their “level” and help them
grow from there.
Changing the CULTURE of your School
 Every school is different—What works in one school, may not work in
another!
 EVAAS creates a LEVEL playing field
 EVAAS can build and encourage you as a professional educator
 EVAAS can simplify the process as you strive to be data savvy and data
driven
 EVAAS can help eliminate blame, excuses and finger pointing
 EVAAS encourages the change necessary to improve teaching and
learning
Given a specific set of
circumstances…
…what’s the most likely
outcome?
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?
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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
Projections are NOT about
predicting the future.
They ARE
about assessing
students’ academic
needs TODAY.
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?
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What can I do to help this student get there?
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Identify students
Assess the level of risk
Plan schedules
Identify high-achievers
Assess the opportunities
Inform
 Reflective Assessments
 Proactive Assessments
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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
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.

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
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If the Mean NCE Gain is less than zero, the
average student in this school has achieved
less growth than expected
District Diagnostic Reports
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This report is intended for diagnostic purposes
only and should not be used for accountability.
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Quintiles
Green Zero Line
Previous Cohort(s)
Confidence Band
Whiskers
2 Standard Errors
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Clickable Information
Reference
Gain
Standard Error
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
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Green
Light Red
Yellow
With a partner:
Look at your school diagnostic reports for your
subject area(s).
What patterns do you see?
How does this information influence future
instructional practices and student support?
Teacher Value-Added
Report
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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.
You care about your
students.
Student Progress – How far have I come?
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Highly dependent on what happens as a
result of schooling rather than on
demographic factors.
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Focus on progress
Educators can influence this
Minimum expectation = one year of academic
gain
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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.
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Local
Knowledge
& Expertise
EVAAS
Improve
the
Education
Program
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State Growth Standard/State Average =
0.0
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Standard Error = a measure of uncertainty
 Usually, the more data you have, the smaller
the standard error.
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Index = Teacher Estimate divided by
Standard Error
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Exceeds Expected Growth:
 Teachers whose students are making substantially
more progress than the state average
 Index is 2 or greater
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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
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Does Not Meet Expected Growth:
 Teachers whose students are making substantially
less progress than the state average
 Index is less than -2
Index: Teacher Estimate
Divided by Standard
Error
Courses included in
calculation
Statewide distribution
of teacher status.
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.
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Supplemental Information Table
Teacher Diagnostic Report
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What generalizations
can we make?
What do we not
know?
How do we find out?
What generalizations can we make?
What do we NOT know?
Based on what you have learned about
Kathleen Joseph, what types of questions
would help her reflect on how to make
instructional changes?
In light of what you have learned about Kathleen Joseph, let’s look at
YOUR data.
What steps will you take
based on what the data tell
you?
•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.
Key
Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
Different experience?
Different strategies?
Different needs?
Number of hours?
YES!
Rerun the report
with new criteria.
All 31
Students in
the Program
16 Students
who attended
for 40+ hours
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.
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Reports
 Academic At-Risk Report
Academic At-Risk Reports
3 Categories
At Risk- at risk for not meeting the expected
academic indicators
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
Insights
Questions
What’s Next?