Presentation on theme: "Summary of NCDPI Staff Development 12/4/12"— Presentation transcript:
1Summary of NCDPI Staff Development 12/4/12 EVAAS & Standard 6Summary of NCDPIStaff Development 12/4/12
2Everything I tell you today only pertains to Standard 6!!!! Standards 1-5 are still in effect and are still VERY IMPORTANT!!!
3The EVAAS PhilosophyAll 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.EVAAS value-added modeling is based on the philosophy that all kids count and that schools should not be held responsible for the things they cannot change, like a child’s socio-economic status, and that schools should be responsible for the things they can change, like a child’s growth during a year of schooling.We believe that:--All kids count--All kids can learn--All kids deserve opportunities to make appropriate academic progress every year--Educators can manage their effectiveness to improve student opportunities.
4The EVAAS PhilosophyAdjustments to instruction should be based on the students’ academic needs, not on socio-economic factors."What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)EVAAS value-added modeling is based on the philosophy that all kids count and that schools should not be held responsible for the things they cannot change, like a child’s socio-economic status, and that schools should be responsible for the things they can change, like a child’s growth during a year of schooling.We believe that:--All kids count--All kids can learn--All kids deserve opportunities to make appropriate academic progress every year--Educators can manage their effectiveness to improve student opportunities.
6Student Achievement End of School Year Proficient A focus on achievement or proficiency looks like this…Student is able to meet specific standardsStudents 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”End ofSchool Year
7Student Growth Start of End of School Year School Year ProficientChange over timeA 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”Not ProficientStart ofSchool YearEnd ofSchool Year
8Changes in Reporting for 2012-13 AboveExceeds Expected GrowthNot Detectably DifferentMeets Expected GrowthChanges in reporting forColor coding and descriptorsAbove (Green) – students in the district made significantly more progress in this subject than students in the average district in NC. Progress was at least two standard errors above average.NDD (Yellow) – Not Detectably Different from students in the average district. Less than two standard errors above average and no more than two standard errors below it.Below (Light Red) – students in the district made significantly less progress in this subject than students in the average district in NC. Progress was more than two standard errors below average.Color coding and descriptorsExceeds Expected Growth (Blue): Estimated mean NCE gain is above the growth standard by at least 2 standard errors.Meets Expected Growth (Green): Estimated mean NCE gain is below the growth standard by at most 2 standard errors but less than 2 standard error above it.Does Not Meet Expected Growth (Red): Estimated mean NCE gain is below the growth standard by more than 2 standard errors.The descriptors in EVAAS now match the Standard 6 Ratings.BelowDoes Not Meet Expected Growth
9EVAAS Projections What are they based on? Expectations based on what we knowAbout this student and other students who have already taken this testPrior test scores (EOC/EOG), across subjectsTheir scores on the test we’re projecting to
12Using Projections to Take Action Identify studentsAssess the level of riskPlan schedulesIdentify high-achieversAssess the opportunitiesInformIdentify students who need to participate in an academic interventionAssess the level of risk for students who may not reach the Proficient markPlan schedules and resources to ensure that you can meet students’ needsIdentify high-achievers who will need additional challengesAssess the opportunities for high-achieving students who are at risk of not reaching AdvancedInform course placement decisions
16Why 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 studentsTeachers plan instruction appropriate for their studentsUse data for short and long range planningStandard 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?
17Why should you care about your EVAAS Teacher Value Added Report? You care about your students.
18Achievement vs. Progress Student Progress – How far have I come?Highly dependent on what happens as a result of schooling rather than on demographic factors.
19Achievement vs. Progress Focus on progressEducators can influence thisMinimum expectation = one year of academic gainBy 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
20Understanding Value Added Projection report looks at past testing information and projects how a student will perform.Student’s own past performancePerformance of students who have taken the test previouslyStudents must have three prior test scores for something to be included in the teacher’s predictive report.Whole cohort of students analyzed.
21Improve the Education Program 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 ProgramEVAASLocal Knowledge & Expertise
22Info about Teacher Reports State Growth Standard/State Average = 0.0Standard Error = a measure of uncertaintyUsually, the more data you have, the smaller the standard error.Index = Teacher Estimate divided by Standard Error
24Effectiveness Level Determination Exceeds Expected Growth:Teachers whose students are making substantially more progress than the state averageIndex is 2 or greater
25Effectiveness Level Determination Meets Expected Growth:Teachers whose students are making the same amount of progress as the state averageIndex is equal to or greater than -2 but less than 2
26Effectiveness Level Determination Does Not Meet Expected Growth:Teachers whose students are making substantially less progress than the state averageIndex is less than -2
27What are they looking for One year’s worth of growth in one yearRemove blame gameWhere can we get them from where they start
28What does this mean to teachers STD 6 on EvalsNo more important than STD 1 – 5This is the first yearNo test for you – 100% use school dataSchool data EOCsTeachers with test use 70%/30% split70% your test data30% school dataVerify rosters at end of year
29What does this mean to teachers Reports that are out are for info onlyLast years dataYou can see data to make instructional decisionsLooking for a 3-year trendEVAAS tells the “WHAT” not the “WHY”Teachers and Admins need to determine the why
30What does this mean to teachers Your data is put on a curve and compared to the state (Teacher Estimate)It is Norm ReferencedThis means that even if the test changes then it will still be fair year to year because you will be compared to the state avg.Your “score” will be based on the state avg.
31What does this mean to teachers Your “score” is called Teacher IndexState Growth Standard/State Average = 0.0Standard Error = a measure of uncertaintyUsually, the more data you have, the smaller the standard error.Index = Teacher Estimate divided by Standard Error
32What does this mean to teachers Three categoriesDNM, Meets, ExceedsMeets – range based on SEMRange of +2 to -2Does not meetBelow -2ExceedsAbove +2
33Some good news! (If I understood correctly) Since this is based on standard bell curveThat’s what the state avg. is based on….You will be placed on this curveApproximately 68% of all data fall between -1 and 1Approximately 95% of all data fall between -2 and 2We will get the range of -2 and 2 to “MEET”
34Little More info School data is based on EOCs only Beginning in 2015 is when we get ratingsHighly effectiveEffectiveNeeds improvementState has not developed any IF – Then statementsExcept currently with STD 1-5Developing requires a more directed plan
35I’m still unclearIs teacher SEM based on all classes or each individual class?Will test change year to year?What is going to happen to those who “need improvement?”
36Message state wants us to get The purpose and power in EVAAS is in the Reflection that leads to improved instruction for KIDS!Website……Region6pd.ncdpi.wikispaces.netJessica GarnerCheck out Region 7 as well
37Don’t forget This is still JUST ONE STANDARD OUT OF 6 Std 1-5 still in effect
38Next? Check out the website, explore Will be setting up a discussion board