EVAAS: Evaluation System for Exceptional
Children Teachers and Preparation Programs
Collaborative Planning Consortium
UNC ...
NC Educator Evaluation System
Teachers
1 65432Demonstrate
Leadership
Establish
Environment
Know
Content
Facilitate
Learnin...
NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership.
Take responsibility for the progress of a...
Key Elements
Standard 6 Rating
(annual)
• Rating categories
– Does not meet
expected growth
– Meets expected growth
– Exce...
Teacher Effectiveness Statuses
Rating of “Meets
expected growth”
on Standard 6
Proficient or
Higher on All
Standards
Effec...
And/or
Standard 6
Does not meet
expected growth
Standards 1-5
Any rating lower than
proficient
Rating:
Status:
In Need of
...
Discuss with a neighbor…
What are the primary concerns/complaints
you’ve held as exceptional children educators
with prior...
What is EVAAS?
• EducationE
• ValueV
• AddedA
• AssessmentA
• SystemS
ACHIEVEMENT VS. GROWTH
Student Achievement
End of
School Year
Proficient
Student Growth
End of
School Year
Proficient
Start of
School Year
Not Proficient
Achievement and Poverty
How is this fair?
Academic Growth and Poverty
No one is doomed to failure.
Proficiency vs Growth
Scenario Proficient Growth
5th grader begins the year
reading at a 1st grade level.
Ends the year re...
Questions/Comments
STANDARD 6 & EVAAS:
IMPLICATIONS FOR
EXCEPTIONAL CHILDREN
TEACHERS
16
Calculating Growth & Determining
the Standard 6 Rating
Calculating Growth & Determining
the Standard 6 Rating
Calculating Growth & Determining
the Standard 6 Rating
Calculating Growth & Determining
the Standard 6 Rating
Growth Data for OCS Teachers
Growth Data for
Extended Content Teachers
Growth Data for
Exceptional Children Teachers
Growth Data for
Exceptional Children Teachers
Growth Data for
Exceptional Children Teachers
Additional Resources
http://www.ncpublicschools.org/effectiveness-model
– Student Growth
• Guide to Measuring Student Grow...
Questions/Comments
STANDARD 6 & EVAAS:
IMPLICATIONS FOR
EXCEPTIONAL CHILDREN
PREPARATION PROGRAMS
Campus Level
CAEP Standards
Campus Level
NCDPI’s Ed Prep Report Cards
http://www.ncpublicschools.org/ihe/
Program Level
• Continuing Program Approval Process –
Under development, but expect this data to
be factored in as one of ...
Thank you & for more information
contact…
Rachel A. McBroom, Ph.D.
Director of Educator Preparation
rachel.mcbroom@dpi.nc....
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NCDPI NCTED Meeting April 2014

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Presentation on NC Educator Evaluation System, EVAAS, and Educator Preparation Programs

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  • robin
  • We know that three years of data will be collected before any teacher’s performance is evaluated by student growth data, so few teachers are affected this year. Teachers will be evaluated on this standard as this graph reflects. This has not been approved by the SBE, but it is the most recent discussion.
  • EVAAS looks at the district, school, teacher, and student. If is often difficult for us to come out of the AYP/ABC box, but it is important to understand that EVAAS data is very different. In the broad sense, EVAAS takes into consideration the fact that students come to us with very different ability levels. Instead of just measuring each student against a proficiency score, EVAAS measures the results of a student’s classroom experience – in essence – EVAAS measures the EFFECT of schooling on student learning.
  • EVAAS measures the progress students make within your district, school, or classroom, compared to the progress students make, on average, statewide. It is available to all schools and districts in North Carolina.
  • Student Achievement: Where are we?Highly correlated with demographic factorsStudent Growth: How far have we come?Highly dependent on what happens as a result of schooling rather than on demographic factors
  • A focus on achievement or proficiency looks like this…Student is able to meet specific standards Students fall into a limited range or band of achievementDoes not account for change outside of that rangeDoes not account for student ability before they came to class“I can do it”
  • A focus on student growth or progress looks like…Takes into account student achievement within range or beyond that rangeCompares student achievement to how they were predicted to achieveDiscerns between teacher impact and student abilityAccounts for student ability before they came to class“Improvement or progression”
  • Some people believe that this type of analysis is unfair because it penalizes economically disadvantaged students. This scatterplot illustrates the correlation between student achievement and poverty, which is unfair. Now let’s look at the correlation between student growth and poverty.Discuss ‘fair’ in relation to the data and to teacher evaluation/accountability vs. ‘fair’ delivery of curriculum and instruction to subgroups
  • Click on slide for answersWhich scenario is a better indicator of the effectiveness of the teacher?
  • NCDPI NCTED Meeting April 2014

    1. 1. EVAAS: Evaluation System for Exceptional Children Teachers and Preparation Programs Collaborative Planning Consortium UNC Greensboro April 25, 2013 Dr. Rachel McBroom, Educator Preparation Director http://ihe.ncdpi.wikispaces.net
    2. 2. NC Educator Evaluation System Teachers 1 65432Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals (and other Administrators) 1 65432 7 8Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Academic Achievement Leadership
    3. 3. 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
    4. 4. Key Elements Standard 6 Rating (annual) • Rating categories – Does not meet expected growth – Meets expected growth – Exceeds expected growth Effectiveness Status (3 years of data) • Status categories – In need of improvement – Effective – Highly effective
    5. 5. Teacher Effectiveness Statuses Rating of “Meets expected growth” on Standard 6 Proficient or Higher on All Standards Effective Teacher Rating of “Exceeds expected growth” on Standard 6 Accomplished or Higher on All Standards Highly Effective Teacher
    6. 6. And/or Standard 6 Does not meet expected growth Standards 1-5 Any rating lower than proficient Rating: Status: In Need of Improvement
    7. 7. Discuss with a neighbor… What are the primary concerns/complaints you’ve held as exceptional children educators with prior accountability efforts (NC’s ABC’s program, federal NCLB, etc)?
    8. 8. What is EVAAS? • EducationE • ValueV • AddedA • AssessmentA • SystemS
    9. 9. ACHIEVEMENT VS. GROWTH
    10. 10. Student Achievement End of School Year Proficient
    11. 11. Student Growth End of School Year Proficient Start of School Year Not Proficient
    12. 12. Achievement and Poverty How is this fair?
    13. 13. Academic Growth and Poverty No one is doomed to failure.
    14. 14. Proficiency vs Growth Scenario Proficient Growth 5th grader begins the year reading at a 1st grade level. Ends the year reading at a 3rd grade level. 5th grader begins the year reading at a 7th grade level. Ends the year reading at the 7th grade level. NO NO YES YES
    15. 15. Questions/Comments
    16. 16. STANDARD 6 & EVAAS: IMPLICATIONS FOR EXCEPTIONAL CHILDREN TEACHERS 16
    17. 17. Calculating Growth & Determining the Standard 6 Rating
    18. 18. Calculating Growth & Determining the Standard 6 Rating
    19. 19. Calculating Growth & Determining the Standard 6 Rating
    20. 20. Calculating Growth & Determining the Standard 6 Rating
    21. 21. Growth Data for OCS Teachers
    22. 22. Growth Data for Extended Content Teachers
    23. 23. Growth Data for Exceptional Children Teachers
    24. 24. Growth Data for Exceptional Children Teachers
    25. 25. Growth Data for Exceptional Children Teachers
    26. 26. Additional Resources http://www.ncpublicschools.org/effectiveness-model – Student Growth • Guide to Measuring Student Growth (also on today’s link on the IHE wiki)
    27. 27. Questions/Comments
    28. 28. STANDARD 6 & EVAAS: IMPLICATIONS FOR EXCEPTIONAL CHILDREN PREPARATION PROGRAMS
    29. 29. Campus Level CAEP Standards
    30. 30. Campus Level NCDPI’s Ed Prep Report Cards http://www.ncpublicschools.org/ihe/
    31. 31. Program Level • Continuing Program Approval Process – Under development, but expect this data to be factored in as one of multiple measures moving forward – Graduate effectiveness data – Licensure exam data – Recent graduate survey data – Others yet to be determined
    32. 32. Thank you & for more information contact… Rachel A. McBroom, Ph.D. Director of Educator Preparation rachel.mcbroom@dpi.nc.gov
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