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Using EVAAS to Support Teaching and Learning

Using EVAAS to Support Teaching and Learning. Haywood County Schools February 20,2013. http://region8wnc.ncdpi.wikispaces.net/. Meet the Presenter…. Becky Pearson Professional Development Consultant Region 8 becky.pearson@dpi.nc.gov 828.803.8315. Data Literacy Module

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Using EVAAS to Support Teaching and Learning

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  1. Using EVAAS to Support Teaching and Learning Haywood County Schools February 20,2013 http://region8wnc.ncdpi.wikispaces.net/

  2. Meet the Presenter… Becky Pearson Professional Development Consultant Region 8 becky.pearson@dpi.nc.gov 828.803.8315

  3. Data Literacy Module https://center.ncsu.edu/nc

  4. We are HERE….. 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: • 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.

  5. Navigating EVAAS

  6. StGo to http:// ncdpi.sas.com1: Go to ncdpi.sas.com BOOKMARK IT!

  7. Do YouDo You See This?See This?

  8. Step 2: Click on “Account” Click on “hide”

  9. Step 3: If You Get Lost… Click on “home”

  10. Step 4: Use the Blue Bar to…

  11. Let’s Practice! • Reports • School Value Added • School • Any Sub Group • % of Students • Select Subgroups

  12. EVAAS The “BIG” Picture

  13. What is EVAAS? So What Does It Do?

  14. What About Reports?

  15. Answers the question of how effective a schooling experience is for a student. • Produces reports that... • Predict student success • Show the effects of schooling at particular schools • Reveal patterns in subgroup performance

  16. Underlying Philosophy of EVAAS • 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. .

  17. 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.

  18. How Can EVAAS Help Me?

  19. Achievement vs. Growth 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

  20. Student Achievement Proficient End of School Year

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

  22. Achievement and Poverty How is this fair?

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

  24. Proficiency vs Growth NO YES YES NO

  25. How is this Different for Teachers? • 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.

  26. Why EVAAS? 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

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

  28. 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?

  29. EVAAS ProjectionsWhat 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

  30. What’s the Value of the Projections? Projections are NOT about predicting the future. They ARE about assessingstudents’ academicneeds TODAY.

  31. 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?

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

  33. EVAAS Reports • Reflective Assessments • Proactive Assessments

  34. Value Added Reports

  35. 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

  36. 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.

  37. Mean NCE Gain • 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 growthin a year • If the Mean NCE Gain is less than zero, the average student in this school has achieved less growth than expected

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

  39. District Diagnostic Report • This report is intended for diagnostic purposes only and should not be used for accountability.

  40. What do you see?

  41. Features of the Diagnostic Report • Quintiles • Green Zero Line • Previous Cohort(s) • Confidence Band • Whiskers • 2 Standard Errors

  42. Diagnostic Reports – The Whiskers

  43. Features of the Diagnostic Report • Clickable Information • Reference • Gain • Standard Error

  44. 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

  45. Interpreting the Pie Chart Green Light Red Yellow

  46. Your Turn to Interpret

  47. Your Turn to Interpret

  48. Diagnostic Reports Looking for Patterns

  49. School DiagnosticShed Pattern

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