Using EVAAS to Improve Student Performance Heather Stewart Jody Cleven Region 4 PD Leads NCDPI

1. Using EVAAS to Improve Student PerformanceHeather StewartJody ClevenRegion 4 PD LeadsNCDPI

2. 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 with whom they are effective and where they need to develop new skills.. Underlying EVAAS Philosophy * SAS

3. Achievement and Poverty How is this fair?

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

5. EVAAS is a Growth Model • Measures • Definitions • Reports • Use

6. Changes in Reporting for 2012-13 2011-12 2012-13 Above Exceeds Expected Growth Not Detectably Different Meets Expected Growth Below Does Not Meet Expected Growth

7. Value-Added Reporting Projections Predictions

9. Value-Added Reports – Multivariate Model (Projections)

10. Value-Added Reporting

11. Value-Added Reporting The NCE Base is by definition set at 50.0, and it represents the average attainment level of students in the grade and subject, statewide. If the school mean is greater, the average student in the school is performing at a higher achievement level than the average student in the state.

12. District/School Value Added &Diagnostic Reports Use to identify patterns or trends of progress among students expected to score at different achievement levels Helpful to begin to understand terms, definitions, and connections to teacher reports Consider: Curriculum, Assessment, Professional Development, and Instructional Practices

13. Value-Added Reports

14. Diagnostic Report

15. Diagnostic Reports – the whiskers

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

17. District Performance Diagnostic Reports

18. Interpreting the Pie Chart Green Yellow Light Red

19. Diagnostic Reports Looking for Patterns

20. School DiagnosticShed Pattern

21. School DiagnosticReverse Shed Pattern

22. School DiagnosticTent Pattern

23. School DiagnosticV Pattern

24. School DiagnosticOpportunity Gap Pattern

25. What would an ideal pattern on a Diagnostic Report look like for closing the achievement gap?

26. Diagnostic Reports – Desirable Pattern

27. Diagnostic Report Desirable Pattern

28. 1. Go to the website www.ncdpi.sas.com

29. 1. Go to the website ncdpi.sas.com

30. 1. Go to ncdpi.sas.com 2. BOOKMARK IT! 3. Secure & Convenient Online Login

31. Do you see this? Then Sit Tight!

32. Student Pattern Report

33. 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.

34. Student Pattern Report

35. Student Pattern Report

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

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. 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.

39. Making Data Driven Decisions

40. Student Project Report

41. 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?

42. 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

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

44. 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?

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

46. Making Data Driven Decisions

47. Student Project Report

48. Student Project Report

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

50. Note the Student’s Projected QUINTILE QUINTILE 2