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Diane Bennett

Diane Bennett. By Maximizing TVAAS Value Added Data. Empowerment is not about what a teacher is as much as it is about what a teacher does. Using Value Added Data to Empower Instruction for TCAP 2015. Quotes to Note. Today’s Objectives.

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Diane Bennett

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  1. Diane Bennett By Maximizing TVAAS Value Added Data

  2. Empowerment is not about what a teacher is as much as it is about what a teacher does.

  3. Using Value Added Data to Empower Instruction for TCAP 2015

  4. Quotes to Note

  5. Today’s Objectives • Deepen our understanding of value-added data measurements • Review value added data through TVAAS Data • Understand students’ past and predicted performance • Deconstruct data to empower informed decisions about our instruction • Provide resources to analyze & monitor student TNReady preparation & performance

  6. 1st in nation 25 years experience

  7. How Data Informs Instruction

  8. How Growth Is Measured* • When it comes to growth expectations, it is desired that students grow academically year to year. • If a student is growing at a faster rate than his/her peers with similar testing history, the student will show positive growth. • If a student is growing at a slower rate than his/her peers with similar testing history, the student will show negative growth. • If a student is growing at the same grade-level expected growth as his/her peers across the state, the growth will be 0. This is expected (or one year’s) growth. *NCE’s or Normal Curve Equivalency

  9. The starting line is different for each child Student A Grade level starting point Start Student B

  10. Goal: Individual Student Growth Because…. Every Student Matters

  11. Shed Patterns in Reviewing School Diagnostic Reports

  12. Tent Patterns in Reviewing School Diagnostic Reports

  13. Other Patterns in Reviewing School Diagnostic Reports

  14. Data Analysis Activity Using printouts of diagnostic grade and content level performance for FMS…. • Decide which pattern is apparent. • Discuss changes for instruction that might positively impact the pattern.

  15. How Can We Improve Value Added Performance? Understand our students’ individual academic needs. Use research-based best practices in teaching and learning. Diligently plan instruction around student needs. Deliver high-quality explicit instruction. Differentiate instruction for students with an emphasis on those not showing growth. Use formative assessments and resulting data to drive instruction. Diligently provide academic feedback to students. Track and monitor standards mastery for each student. Involve students in setting goals and tracking progress. Use RTI to address targeted skill deficits based on student performance. Use state approved practice tests or materials specifically targeted to SPI and/or CCSS mastery. 12. Use TVAAS Projection Targets to monitor student progress toward growth.

  16. Student Projections Benefit to teachers • Student projections are available in the form of custom reports that teachers can produce based on students’ prior test performance—They contain projections of how students will perform on particular future tests in relation to their peers. • Projection reports are not meant to be self-fulfilling prophesies; instead they project where students are likely score if they continue on their present trajectory.

  17. Example of a Projections & Probability Report* *Report represents only a portion of the actual report Sort Column Blocked out for privacy Student B Student A Example: Student A is projected to score in the 61st percentile for RLA 7th Grade TCAP. In order to show growth for this content and this grade level year, this student must score AT or ABOVE this percentile to show growth. If he/she scores exactly at the 61%, she would reach her predicted proficiency for that year and show expected growth (yellow, Level 3). Data used to inform instruction

  18. What is the Value of the Projections?* Projections are NOT about predicting the future. They ARE about assessingstudents’ academicneeds TODAY. *Need to grow in relation to peers across the state with similar testing history

  19. Student A’s TCAP History Each grade-level TCAP Performance relative to peers within the school.

  20. Student A’s Projected Percentile Projected to score in the 61st percentile. Think, pair, share… What plan of action could you take to help this student’s reach the 61st projected percentile?

  21. Value Added Explanation

  22. Value Added Predictability Charts Based on this chart, Student A must get 46 questions correct (NCE of 57) in order to make the 61st predicted percentile. More than the 61st percentile is value added. At the 61st percentile is 0 or expected growth. Less than 61% is negative growth. Based on this chart, Student B must get 41 questions correct (NCE of 47) in order to make the 45th predicted percentile. More than the 45th percentile is value added. At the 45th percentile is 0 or expected growth. Less than 45% is negative growth. 2014 Achievement Levels

  23. Model Logging Into TVAAS… Creating Custom Report • Log into TVAAS (https://tvaas.sas.com/)

  24. Instruction Sheet Handout

  25. Using Individual Student Projections to Improve Value Added Scores • Use the Custom Reports feature of TVAAS to generate projection data (see directions) • Create a class roster of your students using the Excel template provided • Use the Value-added Projection Chart to determine the number of questions correct each student needs in order to achieve their projected score. See Example

  26. Next Steps… Take 3 Practice Tests and Monitor Goals and SPI Performance

  27. Smart Instructional Goals for Using Data

  28. When it comes to improving instruction and learning, it’s not the quantity of the data that counts, but how the information is used.

  29. Data Walls Motivate Students and Student Groups

  30. Presentation to Students • Grades 3-11 • Student friendly terms • Compare academic growth to physical growth

  31. https://www.youtube.com/watch?v=RKesWsLWhmY&feature=youtu.be

  32. https://www.youtube.com/watch?v=RKesWsLWhmY&feature=youtu.be

  33. Did We Accomplish Our Objectives? • Deepen our understanding of value-added data measurements • Review 2014 value added data for FMS through TVASS Data • Understand students’ past and predicted performance • Deconstruct data to empower informed decisions about our instruction • Provide resources to analyze & monitor student TCAP preparation & performance Diane Bennett Certified School Improvement Specialist bennettd1@comcast.net 615-289-8759

  34. Please complete a “Reflection Upon My Professional Development Experience”

  35. By Maximizing TVAAS Value Added Data Diane Bennett

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