Transcript Making Data Work for Kids: EVAAS Teacher Reports

Making Data Work for Kids: EVAAS
Teacher Reports
October 2012
SAS® EVAAS® for K-12
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.
» Teacher analyze student learning.
But your report is not just an evaluation component. It is also a
powerful tool for improving your effectiveness as a teacher. So why
else should you care?
Why should you care about your EVAAS
Teacher Value Added Report?
You care about your
students.
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.
High-Achieving Students and Progress
All schools in Tennessee in 2011 - Math students in grades 4 through 8.
Districts, schools, and teachers that serve high achieving students can make excellent progress, just
as easily as those that serve low achieving students.
High-Achieving Students and Progress
All schools in Pennsylvania in 2011 - Math students in grades 4 through 8.
Districts, schools, and teachers that serve high achieving students can make excellent progress, just
as easily as those that serve low achieving students.
Achievement vs. Progress
By concentrating on the progress students make,
EVAAS puts the emphasis on something
educators are responsible for and can do
something about. Average progress (one year of
academic gain) is the minimum expectation. In
other words, it is expected that students will not
lose ground, relative to their peers, in the course
of the year.
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
EVAAS can tell you WHAT happened. It’s up to
YOU to determine WHY it happened and what
you want to do about it.
Local
Knowledge
& Expertise
EVAAS
Improve
the
Education
Program
Information about Teacher Reports
• State Growth Standards/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
Effectiveness Categories
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 its Standard Error
Index is 2
or higher
Index is equal to or greater than a
-2 but less than +2
0.0
Index is less than -2
EVAAS Teacher Value Added Report
Rules of Effectiveness Level Determination
Exceeds Expected Growth: Teachers whose students are making substantially more
progress than the state average (the teacher's index is 2 or greater).
Meets Expected Growth: Teachers whose students are making the same amount of
progress as the state average (the teacher's index is equal to or greater than -2 but less
than 2).
Does Not Meet Expected Growth: Teachers whose students are making substantially less
progress than the state average (the teacher's index is less than -2).
Student Teacher Linkages
EVAAS Student Report
EVAAS Teacher Value Added Report
Supplemental Information Table
EVAAS Teacher Diagnostic Report
EVAAS Teacher Diagnostic Report
Making Generalizations and
Inferences
• What generalizations
and inferences can we
make?
• What don’t we know?
• How do we find out?
School Composites
Underlying 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.
•
Adjustments to instruction should be based on the academic
attainment of students, not on socio-economic factors.
•
Given reliable information on past effectiveness, educators can
make appropriate adjustments to improve student opportunities.
•
"What teachers know and can do is the most important influence
on what students learn." (National Commission on Teaching and
America's Future, 1996)
•
One of the most important things educators can know is who they
are effective with and who they are not.
SAS EVAAS Questions?
[email protected]
http://ncdpi.sas.com