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EOC & NCFE Data 2013-14. Measuring Proficiency 2013-14 Results for EOCs and NCFEs Spreadsheet  EOC scores sorted by Difference between Percent Proficient.

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Presentation on theme: "EOC & NCFE Data 2013-14. Measuring Proficiency 2013-14 Results for EOCs and NCFEs Spreadsheet  EOC scores sorted by Difference between Percent Proficient."— Presentation transcript:

1 EOC & NCFE Data

2 Measuring Proficiency

3 Results for EOCs and NCFEs Spreadsheet  EOC scores sorted by Difference between Percent Proficient and Percent Proficient  NCFE scores sorted by Difference if NCFE given both years, otherwise sorted by Percent Correct  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 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 and ?  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 3 rd year 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


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