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Copyright © 2010, SAS Institute Inc. All rights reserved. Making Data Work for Kids: EVAAS Teacher Reports October 2012 SAS ® EVAAS ® for K-12.

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Presentation on theme: "Copyright © 2010, SAS Institute Inc. All rights reserved. Making Data Work for Kids: EVAAS Teacher Reports October 2012 SAS ® EVAAS ® for K-12."— Presentation transcript:

1 Copyright © 2010, SAS Institute Inc. All rights reserved. Making Data Work for Kids: EVAAS Teacher Reports October 2012 SAS ® EVAAS ® for K-12

2 2 Copyright © 2010, SAS Institute Inc. All rights reserved. Presenter Dr. Sandy Horn Senior Educator Support Specialist SAS EVAAS

3 3 Copyright © 2010, SAS Institute Inc. All rights reserved. Why should you care about your EVAAS Teacher Value Added Report?  Beginning with your 2013 report, it becomes part of your evaluation.  Standard 6 – Teachers contribute to the academic success of their students. (Measurable Progress)  Standard 4 – Teachers facilitate learning for their students »Teachers plan instruction appropriate for their students »Use data for short and long range planning  Standard 5 – Teachers reflect on their practice. »Teacher analyze student learning. But your report is not just an evaluation component. It is also a powerful tool for improving your effectiveness as a teacher. So why else should you care?

4 4 Copyright © 2010, SAS Institute Inc. All rights reserved. Why should you care about your EVAAS Teacher Value Added Report? You care about your students.

5 5 Copyright © 2010, SAS Institute Inc. All rights reserved. Achievement vs. Progress Student Progress – How far have I come?  Highly dependent on what happens as a result of schooling rather than on demographic factors.

6 6 Copyright © 2010, SAS Institute Inc. All rights reserved. High-Achieving Students and Progress All schools in Tennessee in Math students in grades 4 through 8. Districts, schools, and teachers that serve high achieving students can make excellent progress, just as easily as those that serve low achieving students.

7 7 Copyright © 2010, SAS Institute Inc. All rights reserved. High-Achieving Students and Progress All schools in Pennsylvania in Math students in grades 4 through 8. Districts, schools, and teachers that serve high achieving students can make excellent progress, just as easily as those that serve low achieving students.

8 8 Copyright © 2010, SAS Institute Inc. All rights reserved. Achievement vs. Progress By concentrating on the progress students make, EVAAS puts the emphasis on something educators are responsible for and can do something about. Average progress (one year of academic gain) is the minimum expectation. In other words, it is expected that students will not lose ground, relative to their peers, in the course of the year.

9 9 Copyright © 2010, SAS Institute Inc. All rights reserved.

10 10 Copyright © 2010, SAS Institute Inc. All rights reserved.

11 11 Copyright © 2010, SAS Institute Inc. All rights reserved.

12 12 Copyright © 2010, SAS Institute Inc. All rights reserved.

13 13 Copyright © 2010, SAS Institute Inc. All rights reserved.

14 14 Copyright © 2010, SAS Institute Inc. All rights reserved.

15 15 Copyright © 2010, SAS Institute Inc. All rights reserved. EVAAS can tell you WHAT happened. It’s up to YOU to determine WHY it happened and what you want to do about it. Improve the Education Program EVAAS Local Knowledge & Expertise

16 16 Copyright © 2010, SAS Institute Inc. All rights reserved. Effectiveness Categories 0.0 Index is equal to or greater than a -2 but less than +2 Index is 2 or higher Index is less than -2 State Growth Standard/State Average = 0.0 Standard Error = a measure of uncertainty Usually, the more data you have, the smaller the standard error. Index = Teacher Estimate divided by its Standard Error

17 17 Copyright © 2010, SAS Institute Inc. All rights reserved. EVAAS Teacher Value Added Report Rules of Effectiveness Level Determination Exceeds Expected Growth: Teachers whose students are making substantially more progress than the state average (the teacher's index is 2 or greater). Meets Expected Growth: Teachers whose students are making the same amount of progress as the state average (the teacher's index is equal to or greater than -2 but less than 2). Does Not Meet Expected Growth: Teachers whose students are making substantially less progress than the state average (the teacher's index is less than -2).

18 18 Copyright © 2010, SAS Institute Inc. All rights reserved. Student Teacher Linkages

19 19 Copyright © 2010, SAS Institute Inc. All rights reserved. EVAAS Student Report

20 20 Copyright © 2010, SAS Institute Inc. All rights reserved. EVAAS Teacher Value Added Report Supplemental Information Table

21 21 Copyright © 2010, SAS Institute Inc. All rights reserved. EVAAS Teacher Diagnostic Report

22 22 Copyright © 2010, SAS Institute Inc. All rights reserved. EVAAS Teacher Diagnostic Report

23 23 Copyright © 2010, SAS Institute Inc. All rights reserved. School Composites

24 24 Copyright © 2010, SAS Institute Inc. All rights reserved. Underlying Philosophy  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.  Adjustments to instruction should be based on the academic attainment of students, not on socio-economic factors.  Given reliable information on past effectiveness, educators can make appropriate adjustments to improve student opportunities.  "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)  One of the most important things educators can know is who they are effective with and who they are not.

25 25 Copyright © 2010, SAS Institute Inc. All rights reserved. SAS EVAAS Questions? 


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