Using EVAAS to Make Data-Driven Decisions

1. Using EVAAS to Make Data-Driven Decisions Watauga County Schools October 13, 2011 Heather Mullins Professional Development Consultant, NCDPI Terri Hall Testing Coordinator, Hickory Public Schools

2. Access Today’s Presentation and Other Materials www.rt3region7.wikispaces.com

3. Current Practices

4. Agenda

5. Today’s Focus:

6. What is ? • 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

7. How are Projections Determined?

8. 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.

9. Principal’s Role • Principal Access • Your Role as Gatekeeper • Making Choices Regarding Teacher Access • Professional Development Support for Teachers

10. Global Menu

11. Benefits and Considerations for Teacher Use • 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

12. General Navigation • The Tab Menu • Each report has a series of tabs • Tabs change as you navigate through reports • Scroll over a tab for options • Click the an option to access that report

13. Tabs • Drop down menus provide options for views of different reports. • Which reports do you currently use?

14. Important Understandings about EVAAS

15. Value-Added Reporting

16. Overview of Diagnostic Reports • Identify patterns of progress among subgroups in a school or district within the same grade and subject

19. Looking for Patterns

20. Pattern 2

21. Pattern 3

22. District Diagnostic Report

23. Pie Charts

24. Academic At-Risk Reports • Reports • Academic At-Risk Report

25. Making Data Driven Decisions

26. Disaggregated by Achievement Probability

28. Student Reporting

31. How can you use these reports?

32. Digging Deeper…

35. The Deeper We Go, The More Questions We Raise

36. Questions?

37. EVAAS Assignment • Take 30 minutes to complete the three tasks on the assignment sheet. • Complete the final three reflection questions.

38. Review

39. More Support with EVAAS • Dr. Sandy Horn – retired NC teacher, employed by SAS to provide PD for EVAAS. • Full list of PD opportunities and Dr. Horn's contact information is available here: https://ncdpi.sas.com/evaas/signin.jsf

40. Overview of Four Types of Interactive PD Opportunities • Drop-in Conferences: 30-minute live sessions on various topics • EVAAS Q and A • EVAAS Diagnostic and Academic Preparedness Reports: Tools for School Improvement • One-Hour Web Conferences with Individual Districts • District-specific reporting for central office staff charged with deployment of EVAAS training.

41. Overview of Four Types of Interactive PD Opportunities • One-Hour Web Conferences with Individual Schools • Explore interpretation of school’s reporting and how it can be used to improve AYP success this year as well as prepare for upcoming school year • One- to Two-Hour Web Conferences • Customized to meet needs of participants

42. Contact information • Heather Mullins • Region 7 Professional Development Consultant • heather.mullins@dpi.nc.gov (e) • 828.244.8759 (c ) • Waterlovers3 (Skype) • Terri Hall • Testing Coordinator, Hickory Public Schools • hallte@hickoryschools.net

43. Effective Educators:

44. Moving Forward:Over the next year, sixty teacher work groups will design measures of growth for non-tested grades and subjects.A vendor will advise the Teacher Effectiveness Work Group on the selection of a student growth model.

45. Proceeding with Caution:No teacher will be evaluated on the sixth standard until he or she has three years of valid student achievement data.When three years of data are used, the chance of misclassification of a teacher is lower.

46. Proceeding with Caution:Using the current data for grades 3 – 8 math and English Language Arts teachers, less than five percent are not making expected growth.Under the current EVAAS system, nearly 80 percent of teachers stay in the same category (not detectably different) each year.

47. Issues for Consideration:The Teacher Effectiveness Work Group will consider: • The measures of growth used to rank a teacher on the sixth standard. • The number of ratings associated with the sixth and eighth standards. • The “cut points” used to separate teachers and principals into ratings.