EVAAS and the NC Educator Evaluation System

1. EVAAS and the NC Educator Evaluation System October 23, 2012Macon County Schools Principals and Assistant PrincipalsJoyce GardnerProfessional Development Consultant, DPI

2. Resources and Materials • http://region8wnc.ndpi.wikispaces.net • http://wikicentral.ncdpi.wikispaces.net • http://evaas.ncdpi.wikispaces.net/home Joyce Gardner Professional Development Consultant Region 8 joyce.gardner@dpi.nc.gov

3. Welcome EVAAS – What is it? What’s in it for Teachers? System Overview Pre-Assessment Connections with Educator Evaluation Reflective Assessments Reports Exit Ticket Agenda

4. Outcomes: • Make connections between EVAAS and Educator Evaluation Standards • Define Value-Added • Differentiate between Achievement and Growth • Explore reflective assessments • Identify the meaning of the “Whiskers” • See various EVAAS reports

5. Resources

6. Wikicentral.ncdpi.wikispaces.net

7. http://evaas.ncdpi.wikispaces.net/home

8. Virtual Professional Development https://ncdpi.sas.com

9. Growing Data Literacy Skills Data Resource Guide http://www.ncpublicschools.org/acre/improvement/resources/ Data Literacy Module https://center.ncsu.edu/nc

10. Pre-Assessment

11. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am very familiar with the Education Va...

12. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to login to the EVAAS website...

13. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to navigate the EVAAS website...

14. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I understand EVAAS report names.

15. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to use the EVAAS website to g...

16. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to access EVAAS reports for i...

17. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am able to analyze the metrics in EVAA...

18. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to collect evidence from EVAA...

19. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to collect evidence from EVAA...

20. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to interpret the following re...

21. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am able to communicate the findings of...

22. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am able to use data analysis to initia...

23. A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term decision-making. A Data Literate Person Can…

24. Why should EVAAS Matter to You?

25. 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

26. 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.

27. 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

28. 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.

29. 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

30. 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.

31. Achievementvs. GROWTH

32. Student Achievement Proficient • Student is able to meet specific standards ? • Students fall into a limited range or band of achievement? • Does not account for : • change outside of that range • student ability before they came to class • “I can do it” End of School Year

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

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

35. Student growth: • Accounts for student achievement within range or beyond that range • Compares actual to predicted student achievement • Discerns between teacher impact and student ability • Accounts for student ability before they came to class Improvement and progression

36. Achievement vs. 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

37. 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. The EVAAS Philosophy

38. Adjustments to instruction should be based on the students’ academic needs, not on socio-economic factors. "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996) The EVAAS Philosophy

39. Achievement and Poverty How is this fair?

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

41. Proficiency vs. Growth NO YES YES NO

42. EVAAS Overview

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

45. What is EVAAS?

46. How can EVAAS help me?

47. Education Value Added Assessment System Answers the question of how effective a schooling experience is for learners Produces reports that Predict student success Show the effects of schooling at particular schools Reveal patterns in subgroup performance EVAAS extracts data AFTER DPI collects data through the secure shell. DPI runs processes and checks for validity. Once DPI has completed their processes with the data, they present to the SBE. At this point, data is sent to EVAAS.

49. What is value-added assessment? • An approach to analyzing student achievement data. • Follows a student’s academic progress over time. • Connects each student’s test records from grade to grade over subjects, the influence of the district, school and teacher on the rate of academic progress can be extracted via complex data analysis.

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