A Road Map for Schools                  Tanya Turner       tturner@ecps.k12.nc.us              Jodi Weathermanweathermanj@...
Potential Principal & Faculty Influence on          Educational Variability                          5% = Districts       ...
   The State is adding a student growth    component to both the teacher and principal    evaluation process.   A teache...
   The State’s evaluation data from last year    shows that schools that did not make    expected growth had a larger per...
   Standard 1: Teachers demonstrate leadership.   Element A:    ◦ Uses data to understand the skills and abilities of   ...
   Standard 4: Teachers facilitate learning for their    students   Element H:    ◦ Uses indicators to monitor and evalu...
   An effective teacher will be defined as a    teacher whose students meet expectations    and is proficient or higher o...
   All children can learn   All children deserve opportunities to make    appropriate academic progress every year   Ed...
   Teachers contribute to the academic success    of students.    ◦ The work of the teacher results in      acceptable, m...
   Academic Achievement Leadership    ◦ School executives will contribute to the academic      success of students. The w...
   To provide reliable information to educators    from the rigorous analysis of test scores   To influence school progr...
   To have a basic understanding of each report    available to you in the system   To learn how to read the reports to ...
   Log-in:    https://ncdpi.sas.com/evaas/signin.jsf   Navigation Bar    ◦ Back    ◦ Print/Save    ◦ Reports/Schools/Tes...
   Compares each school to the average school    in the state.   Comparisons are made for each subject    tested in the ...
Clearly defined destination(Appropriate/above average yearly progress)Caution, slow down, regroup, detour(Not detectably d...
   Determine strengths (green), areas for    improvement (yellow), and areas for    reconstruction (red) of your school b...
   Use this report to identify patterns or trends    of progress among students at different    achievement levels.   Bl...
   Are your blue bars in each quintile higher    than your yellow bars? If so, which quintiles?    If not, which quintile...
   Determine your grade/subject area’s    strengths? Why? What practices/strategies    did you employ that created these ...
   Used to determine your school’s effectiveness    on reaching student groups at the five    quintiles as measured by th...
   Who are the students?    ◦ Sorting Features    ◦ Student History   Pie Charts   Working between reports
   Identifies patterns or trends of progress    among students at different achievement    levels.   How effective was y...
   Think for one minute about what you have    learned thus far.   Make a note of ideas or applications that you    can ...
Big Picture (8x10)                                •Value Added(School, Subject, Grade         •School Diagnostic         L...
   This report shows the probability that    students within a grade will score at or above    Level III on future tests....
   Choose a subject and grade level.   Choose a projection.   Map out your predicted student performance    predictions...
   From this page, you will be able to create and/or    access Custom Student Reports.    Reports will include only thos...
   Map out class predictions   Create Schedules   Target students for intervention   Target students for enrichment/ad...
   Used to determine how effective you have    been with the lowest, middle, and highest    achieving students you taught...
   Using the EVAAS data in the student pattern    report, select the students you taught the    previous year.   How eff...
Big Picture (8x10)                                  •Value Added(School, Subject, Grade           •Diagnostic         Leve...
   From this page, you may search for individual    students, or you may search for groups of    students with similar ch...
   At Risk Reports include students with a 0-70% probability of scoring in the    Level III range, assuming they have the...
   Categorize your students into those most at-    risk to those least at-risk.   How will you intervene for these stude...
   What questions or comments do you have?
Upcoming SlideShare
Loading in …5
×

Middle School Conference EVAAS Workshop 2012

890 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
890
On SlideShare
0
From Embeds
0
Number of Embeds
33
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • This was true for standards 1, 2, and 5. Standard three was slightly lower for schools not meeting expected growth and standard 4 was almost the same.
  • No teacher will be evaluated on the 6th standard unless they have three years of data. There is less possibiity of miscalculations with three years of data. Teachers who have three years of data this year will be rated. Non tested subjects – over the next year, teacher work groups will design measures of growth for non-tested grades and subjects. A vendor will advise the work groups on the selection of a student growth model. The measures of growth used to rank a teacher on the sixth standard are under consideration. Some for discussion have been school value added measures.
  • This will be populated based on school wide data.
  • If we think of every student’s K-12 experience as a trip, it’s easy to see how effective schools influence his or her “academic condition” or attainment level at the end of the 12th grade. We are successful in education if we move every student academically as quickly as we can to the highest level of attainment as possible. When we as educators fail to facilitate an appropriate progress rate for students, the students experience consequences as a result. This metaphor illustrates the range of consequences that students experience due to schooling effectiveness.
  • Middle School Conference EVAAS Workshop 2012

    1. 1. A Road Map for Schools Tanya Turner tturner@ecps.k12.nc.us Jodi Weathermanweathermanj@wilkes.k12.nc.us
    2. 2. Potential Principal & Faculty Influence on Educational Variability 5% = Districts 95 % = Schools & Teachers
    3. 3.  The State is adding a student growth component to both the teacher and principal evaluation process. A teacher’s ability and a leader’s ability to grow students within individual schools is critical to the future of education and children of NC. Given its importance, student growth is an integral part of the evaluation process for administrators and teachers.
    4. 4.  The State’s evaluation data from last year shows that schools that did not make expected growth had a larger percentage of teachers rated as accomplished or distinguished than the schools who did make expected growth. Current evaluation standards seem to not be connected to student growth.
    5. 5.  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.
    6. 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.
    7. 7.  An effective teacher will be defined as a teacher whose students meet expectations and is proficient or higher on all standards. A highly effective teacher will be one whose students exceed growth expectations and are accomplished or higher on all standards. Being rated as developing in any area would not be an effective teacher.
    8. 8.  All children can learn All children deserve opportunities to make appropriate academic progress every year Educators can manage their effectiveness to improve student opportunities
    9. 9.  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.
    10. 10.  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.
    11. 11.  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 practice and improve student achievement
    12. 12.  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 share applications of EVAAS in your classroom/school
    13. 13.  Log-in: https://ncdpi.sas.com/evaas/signin.jsf Navigation Bar ◦ Back ◦ Print/Save ◦ Reports/Schools/Tests/Subjects Report Names
    14. 14.  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.
    15. 15. Clearly defined destination(Appropriate/above average yearly progress)Caution, slow down, regroup, detour(Not detectably different)Stop! We’re in trouble!(Below average progress)
    16. 16.  Determine strengths (green), areas for improvement (yellow), and areas for reconstruction (red) of your school by analyzing the patterns of student performance.
    17. 17.  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???
    18. 18.  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)
    19. 19.  Determine your grade/subject area’s strengths? Why? What practices/strategies did you employ that created these strengths? Determine your grade/subject area’s weaknesses? Why? What might you need to change in order to improve this area next year?
    20. 20.  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.
    21. 21.  Who are the students? ◦ Sorting Features ◦ Student History Pie Charts Working between reports
    22. 22.  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?
    23. 23.  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.
    24. 24. Big Picture (8x10) •Value Added(School, Subject, Grade •School Diagnostic Level) •Performance Diagnostic Smaller Shot •School Academic Preparedness Report (5x7) •Custom Student Report •Student Pattern Reports (Teacher) Pocket Photo (Student)
    25. 25.  This report shows the probability that students within a grade will score at or above Level III on future tests. Reports are available for students in grades 4 through 12. All possible projections for a grade are accessed by clicking on the Projections tab. Projections are provided in a table and a pie chart.
    26. 26.  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?
    27. 27.  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.
    28. 28.  Map out class predictions Create Schedules Target students for intervention Target students for enrichment/advancement Flex grouping Differentiation
    29. 29.  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.
    30. 30.  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.
    31. 31. Big Picture (8x10) •Value Added(School, Subject, Grade •Diagnostic Level) •Performance Diagnostic Smaller Shot •School Academic Preparedness Report (5x7) •Custom Student Report •Student Pattern Reports (Teacher) Pocket •Student Search Photo •Academic At-Risk Report (Student)
    32. 32.  From this page, you may search for individual students, or you may search for groups of students with similar characteristics. You may restrict the search by tested or enrolled school, grade, race, sex, demographics, and/ or projected proficiency levels. You may choose any combination of these characteristics to limit your search.
    33. 33.  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 year on 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 year on 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 year on 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.
    34. 34.  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?
    35. 35.  What questions or comments do you have?

    ×