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EVAAS for School Executives Sherry Broome, Ph.D. Mary Keel, Ed.D. Tara Patterson, MSA Robin Loflin Smith, Ed.D. NCDPI Re

EVAAS for School Executives Sherry Broome, Ph.D. Mary Keel, Ed.D. Tara Patterson, MSA Robin Loflin Smith, Ed.D. NCDPI Region 2 . Ncregion2.ncdpi.wikispaces.net. EVAAS link Agenda Activities Resource guide Contact information PPT presentation. Education Value Added Assessment System.

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EVAAS for School Executives Sherry Broome, Ph.D. Mary Keel, Ed.D. Tara Patterson, MSA Robin Loflin Smith, Ed.D. NCDPI Re

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  1. EVAAS for School ExecutivesSherry Broome, Ph.D.Mary Keel, Ed.D.Tara Patterson, MSARobin Loflin Smith, Ed.D.NCDPI Region 2

  2. Ncregion2.ncdpi.wikispaces.net • EVAAS link • Agenda • Activities • Resource guide • Contact information • PPT presentation

  3. 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 http://www.sas.com/apps/webnet/video-sharing.html?videoToLoad=rtmp://channel.sas.com/vod/clip/9000_EVAAS16x9_rev_F8dotCom&height=295&width=480&posterFrame=null&caption=null&captionShowAtStart=0&referralPage=http%3A//www.sas.com/govedu/edu/k12/evaas/index.html

  4. 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

  5. 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.

  6. 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

  7. 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.

  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. 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

  11. How are Projections Determined?

  12. 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

  13. Value Added Report:District vs. State Average Above (Green) – students in the district made significantly more progress in this subject than students in the average district in NC. Progress was at least two standard errors above average. NDD (Yellow) – Not Detectably Different from students in the average district. Less than two standard errors above average and no more than two standard errors below it. Below (Light Red) – students in the district made significantly less progress in this subject than students in the average district in NC. Progress was more than two standard errors below average.

  14. District Diagnostic Reports Use to identify patterns or trends of progress among students expected to score at different achievement levels Caution: subgroup means come from “a liberal statistical process” that is “less conservative than estimates of a district’s influence on student progress in the District Value Added Report”

  15. District Diagnostic Report

  16. 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 Click on % of Students for the current year or Previous Cohort to see the data in Pie Chart format

  17. Interpreting the Pie Chart Yellow: students in this group progressed at a rate similar to that of students in the average district in the state. Light Red: students in the group made more than one standard error less progress in this subject than students in the average district in the state. Green: the progress of students in this group was more than one standard error above that of students in the average district in the state.

  18. Break

  19. Looking at school data Value-Added Diagnostic Performance Diagnostic

  20. Value-Added Reporting

  21. Looking for Patterns

  22. Pattern 2

  23. Pattern 3

  24. What would an ideal pattern on a Diagnostic Report look like?

  25. Lunch break

  26. Student Pattern Report This report is a customized Diagnostic report where you can examine progress for groups of students of your choice.

  27. 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.

  28. Student Pattern Report

  29. S

  30. St Key Questions

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

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

  33. 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.

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

  35. Academic at Risk ReportsBe ProactiveUse these reports to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones.

  36. Academic At Risk Reports for EOG and EOC subjects include students with a 0-70% probability of scoring in the Level III range or 0-80% for writing

  37. 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

  38. Making Data Driven Decisions

  39. Custom Student Report HANDOUT

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

  41. Teacher Value Added Reports Identify Highly Effective Teachers Identify Teachers who Need Support Identify Strengths and Weaknesses of Individual Teachers Identify School Wide Strength and Weaknesses Facilitate Conversations

  42. Overview of School Effectiveness School Value Added Reports Common Diagnostic Patterns

  43. Freshman Measureshttp://www.northcarolina.edu/ira/ir/analytics/fresh.htm

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