Analyzing EOC and NCFE Proficiency Trends: 2013-14 Performance Insights

1. EOC & NCFE Data 2013-14

2. Measuring Proficiency

3. 2013-14 Results for EOCs and NCFEs Spreadsheet • EOC scores sorted by Difference between Percent Proficient 2013-14 and Percent Proficient 2012-13. • NCFE scores sorted by Difference if NCFE given both years, otherwise sorted by Percent Correct 2013-14. • Performance Composite & Percent Proficient colored columns: The brighter the green the higher the proficiency rate relative to other schools. The darker the red, the lower. Yellow/Orange in the middle. • Percent Correct colored columns: The brighter the green the higher the average percent correct relative to other schools. The darker the red, the lower. Yellow/Orange in the middle.

4. 2013-14 Results for EOCs and NCFEs Spreadsheet • Difference column: • Positive indicates increase in proficiency rate; negative indicates decrease in proficiency rate. • The brighter the green the larger the increase in proficiency rate relative to other schools. • The darker the red, the larger the decrease in proficiency rate relative to other schools. • Yellow/Orange indicate the increase or decrease in proficiency rate is not large relative to other schools.

5. NC Final Exam Data • Difference column - Precalculus: • All differences positive – everyone increased in percent correct! • The brighter the green, the larger the increase in percent correct relative to other schools

6. Math I EOC

7. Measuring Growth

8. EVAAS Reports • Value Added Summary (in spreadsheet) – summary of overall growth – trend over time • Digging deeper: • Diagnostic – growth by achievement group • Performance Diagnostic – growth by predicted achievement level • Can be disaggregated by race, gender, and demographics

9. Diagnostic Report: groups divided by achievement

10. Diagnostic Performance Report: groups divided by predicted EOC Performance Level

11. Diagnostic Report: groups divided by achievement

12. Diagnostic Performance Report: groups divided by predicted EOC Performance Level

13. Diagnostic Report: groups divided by achievement

14. Diagnostic Performance Report: groups divided by predicted EOC Performance Level

15. Reflecting on the Data:Math Dept. Chairs Meeting • What factors may have influenced the increase or decrease in percent proficient for EOCs at your school? • What factors may have influenced the increase or decrease in percent correct for NCFEs at your school? • What implications does this have for instruction at your school?

16. Reflecting on the Data:Math I PLT Team Leaders’ Meeting • Schools with high proficiency rates, high increases in proficiency rates, high growth, or significantly increasing growth asked to share at PLT Team Leaders meeting. • Questions they were asked to address: • How does your PLT operate effectively? • What changes did you make in Math I curriculum/instruction between 2012-13 and 2013-14? • What strategies/interventions do you use for struggling students? • Does math placement factor in?

17. Reflecting on the Data:Math I PLT Team Leaders’ Meeting Strategies & ideas they shared: • PLT Structures: • same teachers teaching Math I each year • mostly veteran teachers; few beginning teachers • teachers dedicated to teaching Math I all day • common planning for EOC PLTs • daily communication/reflection on how lessons are going • visited feeder Middle Schools for vertical alignment and better understanding

18. Reflecting on the Data:Math I PLT Team Leaders’ Meeting • Established high expectations from Day 1 • modeled expectations • gave frequent feedback on progress • Curriculum adjustments • focused on critical standards • slowed down when needed • felt they know the curriculum better now that they are in the 3rdyear of implementation • weekly cumulative review (Problem Attic, Math XL)

19. Reflecting on the Data:Math I PLT Team Leaders’ Meeting • Support for struggling students • established remediation structures within school day (Knight Time, Smart Lunch, etc.) • students who failed Math IA placed into Intro Math in the spring • Instructional adjustments • balance between direct instruction and activities • strategic EOC preparation • literacy development

20. Reflecting on the Data:Math I PLT Team Leaders’ Meeting • Strategic preparation for EOC test: • spiraled review throughout course • practice with EOC-type questions with attention to gridded-response and calculator inactive items • Coach Book for Math I EOC Review • last 3 weeks devoted to EOC review • multiple practice EOCs to build stamina • strategically grouped students based on mock-EOC performance in order to differentiate preparation

21. Reflecting on the Data:Math I PLT Team Leaders’ Meeting • Attention to literacy development: • Required students to write – e.g. explanations of how they solved a problem/why a procedure works • Focus on contextual (word) problems, offering specific strategies for how to unpack problems