Educators can manage their effectiveness to improve student opportunities for academic progress through the use of data. EVAAS can provide reliable information to educators from the rigorous analysis of test scores, influence school progress rates in a positive way, and force educators to reflect on previous practice and make changes to improve student achievement. Come learn how to use this powerful tool provided to us by our state to make positive changes in your classroom, your team, and your school!

1. EVAAS:Education Value Added Assessment System A Road Map for Schools Tanya Turner tturner@ecps.k12.nc.us Jodi Weatherman weathermanj@wilkes.k12.nc.us http://ncmsa.wikispaces.com/

2. What we do matters! 5% = Districts 95 % = Schools & Teachers

3. All children can learn All children deserve opportunities to make appropriate academic progress every year Educators can manage their effectiveness to improve student opportunities Implicit Assumptions

4. Standard 1: Teachers demonstrate leadership. Element A: Uses data to understand the skills and abilities of students. Provides evidence of data driven instruction throughout all classroom activities. Evaluates student progress using a variety of assessment data. Uses classroom assessment data to inform program planning. New Teacher Standards and Data

5. Standard 4: Teachers facilitate learning for their students Element B: Recognizes data sources important to planning instruction. Uses a variety of data for short and long range planning of instruction. Monitors and modifies instructional plans to enhance student learning. Monitors student performance and responds to individual learning needs in order to engage students in learning. Monitors student performance and responds to cultural diversity and learning needs through the school improvement process. New Teacher Standards and Data

6. Standard 4: Teachers facilitate learning for their students Element H: Uses indicators to monitor and evaluate student progress. Uses multiple indicators, both formative and summative, to monitor and evaluate student progress and to inform instruction. Uses the information gained from the assessment activities to improve teaching practice and student learning. Teaches students and encourages them to use peer and self assessment feedback to assess their own learning. New Teacher Standards and Data

7. To provide reliable information to educators from the rigorous analysis of test scores To influence school progress rates in a positive way To reflect on previous practiceand improve student achievement Purpose of EVAAS

8. To understand the navigation of the system To have a basic understanding of each report available to you in the system To learn how to read the reports to improve instruction in your school and/or classroom To reflect on your school’s previous practice as well as your individual classroom practice To practice the use of the reports for immediate application Workshop Goals

9. How can we take summative assessment results that we currently have and use them in a formative way? Educational Leadership: http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/toc.aspx “The Best Value in Formative Assessment” “Learning to Love Assessment” NC Falcon Using Test Data for Student Achievement: Answers to No Child Left Behind by Nancy W. Sindelar Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Parker Boudett Ultimate Goal…

10. Log-in: https://ncdpi.sas.com/evaas/signin.jsf Google: EVAAS Log-In Navigation Bar Back Print/Save Reports/Schools/Tests/Subjects Report Names EVAAS Basics

11. Compares each school to the average school in the state. Comparisons are made for each subject tested in the given year and indicate how a school influences student progress in those subjects. School Value Added Report

12. Clearly defined destination (Appropriate/above average yearly progress) Caution, slow down, regroup, detour (Not detectably different) Stop! We’re in trouble! (Below average progress) Reflect on the Trip

13. Using your school’s value added report for your grade level and subject area, determine your strengths (green), areas for improvement (yellow), and areas for reconstruction (red) by analyzing the patterns of performance of students taught last year as a whole. Turn to the person beside you and briefly discuss. Value Added Reflection Activity

14. Use this report to identify patterns or trends of progress among students at different achievement levels. Blue bars show the progress of students in the most recent year. Gold bars show the progress of students in up to three previous cohorts, when data are available. No bar is presented for subgroups with fewer than five students. Who are the students??? School Diagnostic Report

15. Are your blue bars in each quintile higher than your yellow bars? If so, which quintiles? If not, which quintiles? Within what range does each of your blue bars fall? (>0.5 = green; -0.5 to 0.5 = yellow; < -0.5=red) Diagnostic Reflection Activity

16. Based on this information, what were your grade/subject area’s strengths? Why? What practices/strategies did you employ that created these strengths? Based on this information, what were your grade/subject area’s weaknesses? Why? What might you need to change in order to improve this area next year? Diagnostic Reflection Activity

17. Used to determine your school’s effectiveness on reaching student groups at the five quintiles as measured by the state. Remember that they are assigned to these quintiles based on where they were expected to score. Disaggregated School Diagnostic Report

18. Who are the students? Sorting Features Student History Pie Charts Working between reports Additional Features

19. Identifies patterns or trends of progress among students at different achievement levels. How effective was your school/subject/grade level in moving students from level to level? What was your percentage of students advancing levels? What was your percentage of students going backwards? School Performance Diagnostic Report

20. Think for one minute about what you have learned thus far. Make a note of ideas or applications that you can carry back to your school. Write down any questions that you have up to this point. Review/Reflect

22. School Diagnostic

23. Performance Diagnostic

24. School Academic Preparedness Report

25. Custom Student Report

27. Choose a subject and grade level. Choose a projection. Map out your predicted student performance predictions using the hand-out provided. How can this be helpful to you as a teacher? Student Monitoring Activity

28. From this page, you will be able to create and/or access Custom Student Reports. Reports will include only those students who meet the criteria you or your administrator define. Depending upon the permissions assigned to you, you may View only the Custom Student Reports assigned by your administrator. (You cannot create reports of your own). Create Custom Student Reports and view only the reports you create. View Custom Student Reports assigned by your administrator and create reports of your own. Custom Student Report

29. Map out class predictions Create Schedules Target students for intervention Target students for enrichment/advancement Flex grouping Differentiation Why Create a Custom Student Report?

30. Create a Custom Student Report Use hand-out provided for specific step-by-step directions.

31. Used to determine how effective you have been with the lowest, middle, and highest achieving students you taught last year. A minimum of 15 students with both predicted and observed scores must be chosen in order to generate a report. Student Pattern Report

32. Using the EVAAS data in the student pattern report, select the students you taught the previous year. How effective were you in teaching the lowest third, middle third, and highest third of your students? (Remember the scale!!) Strengths? Areas for improvement? Select the students you are currently teaching to determine intervention strategies you need to put into place to improve your areas of lowest impact. The Power of Self-Reflection: Teacher Effectiveness

34. Diagnostic

35. Performance Diagnostic

36. School Academic Preparedness Report

37. Custom Student Report

38. Student Pattern Reports

39. Student Search

41. At Risk Reports include students with a 0-70% probability of scoring in the Level III range, assuming they have the average schooling experience in North Carolina. For elementary schools, the default report is normally the AYP At Risk - 4th EOG Math report. The students on the list were last tested as 3rd graders at your school and are now 4th graders at risk of not making a Level III when tested at the end of the yearon the 4th Grade EOG Math test. For middle schools, the default report is normally the AYP At Risk - 7th EOG Math report. The students on the list were last tested as 6th graders at your school and are now 7th graders at risk of not making a Level III when tested at the end of the yearon the 7th Grade EOG Math test. For high schools, the default report is normally the AYP/Grad At Risk - EOC Alg I report. The students on the list were last tested as 9th graders at your school and are now 10th graders at risk of not making a Level III when tested at the end of the yearon the Algebra I EOC test. Students on EOC At Risk Reports may have already taken the test but did not achieve a Level III by the end of the previous school year. Academic At-Risk Report

42. Categorize your students into those most at-risk to those least at-risk. How will you intervene for these students? How will progress be monitored? How do I use the at-risk report?

43. What questions or comments do you have? Your Turn