1. Summary of NCDPI Staff Development 12/4/12
EVAAS & Standard 6
Summary of NCDPI
Staff Development 12/4/12

2. Everything I tell you today only pertains to Standard 6!!!!
Standards 1-5 are still in effect and are still VERY IMPORTANT!!!

3. The EVAAS 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.
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.

4. The EVAAS Philosophy
Adjustments 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.

5. Achievement vs. GROWTH

6. Student Achievement End of School Year Proficient
A focus on achievement or proficiency looks like this…
Student is able to meet specific standards
Students fall into a limited range or band of achievement
Does not account for change outside of that range
Does not account for student ability before they came to class
“I can do it”
End of
School Year

7. Student Growth Start of End of School Year School Year
Proficient
Change over time
A focus on student growth or progress looks like…
Takes into account student achievement within range or beyond that range
Compares student achievement to how they were predicted to achieve
Discerns between teacher impact and student ability
Accounts for student ability before they came to class
“Improvement or progression”
Not Proficient
Start of
School Year
End of
School Year

8. Changes in Reporting for 2012-13
Above
Exceeds Expected Growth
Not Detectably Different
Meets Expected Growth
Changes in reporting for
Color coding and descriptors
Above (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 descriptors
Exceeds 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.
Below
Does Not Meet Expected Growth

9. EVAAS Projections What are they based on?
Expectations based on what we know
About this student and other students who have already taken this test
Prior test scores (EOC/EOG), across subjects
Their scores on the test we’re projecting to

10. What’s the Value of the Projections?
Projections are NOT about predicting the future.
They ARE about assessing students’ academic needs TODAY.
Although projections indicate how a student will likely perform on a future test, their real value lies in how they can inform educators today. By incorporating the projections into their regular planning, teachers, administrators, and guidance counselors can make better decisions about how to meet each student’s academic needs now.
Copyright © 2010, SAS Institute Inc. All rights reserved.

11. Assessing Students’ Needs
What are this student’s chances for success?
What goals should we have for this student this year?
What goals should we have for this student in future years?
What can I do to help this student get there?
When assessing students’ academic needs, educators will want to keep these key questions in mind.
Copyright © 2010, SAS Institute Inc. All rights reserved.

12. Using Projections to Take Action
Identify students
Assess the level of risk
Plan schedules
Identify high-achievers
Assess the opportunities
Inform
Identify students who need to participate in an academic intervention
Assess the level of risk for students who may not reach the Proficient mark
Plan schedules and resources to ensure that you can meet students’ needs
Identify high-achievers who will need additional challenges
Assess the opportunities for high-achieving students who are at risk of not reaching Advanced
Inform course placement decisions

13. Understanding Teacher Reports

14. What you see is last year’s results
What you see is last year’s results. These reports are powerful for school and district improvement.

15. Teacher Value-Added Report

16. 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?

17. Why should you care about your EVAAS Teacher Value Added Report?
You care about your students.

18. 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.

19. Achievement vs. Progress
Focus on progress
Educators can influence this
Minimum expectation = one year of academic gain
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

20. Understanding Value Added
Projection report looks at past testing information and projects how a student will perform.
Student’s own past performance
Performance of students who have taken the test previously
Students must have three prior test scores for something to be included in the teacher’s predictive report.
Whole cohort of students analyzed.

21. Improve 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 Program
EVAAS
Local Knowledge & Expertise

22. Info about Teacher Reports
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 Standard Error

23. Effectiveness Categories
Copyright © 2010, SAS Institute Inc. All rights reserved.

24. Effectiveness Level Determination
Exceeds Expected Growth:
Teachers whose students are making substantially more progress than the state average
Index is 2 or greater

25. Effectiveness Level Determination
Meets Expected Growth:
Teachers whose students are making the same amount of progress as the state average
Index is equal to or greater than -2 but less than 2

26. Effectiveness Level Determination
Does Not Meet Expected Growth:
Teachers whose students are making substantially less progress than the state average
Index is less than -2

27. What are they looking for
One year’s worth of growth in one year
Remove blame game
Where can we get them from where they start

28. What does this mean to teachers
STD 6 on Evals
No more important than STD 1 – 5
This is the first year
No test for you – 100% use school data
School data EOCs
Teachers with test use 70%/30% split
70% your test data
30% school data
Verify rosters at end of year

29. What does this mean to teachers
Reports that are out are for info only
Last years data
You can see data to make instructional decisions
Looking for a 3-year trend
EVAAS tells the “WHAT” not the “WHY”
Teachers and Admins need to determine the why

30. What does this mean to teachers
Your data is put on a curve and compared to the state (Teacher Estimate)
It is Norm Referenced
This 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.

31. What does this mean to teachers
Your “score” is called Teacher Index
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 Standard Error

32. What does this mean to teachers
Three categories
DNM, Meets, Exceeds
Meets – range based on SEM
Range of +2 to -2
Does not meet
Below -2
Exceeds
Above +2

33. Some good news! (If I understood correctly)
Since this is based on standard bell curve
That’s what the state avg. is based on….
You will be placed on this curve
Approximately 68% of all data fall between -1 and 1
Approximately 95% of all data fall between -2 and 2
We will get the range of -2 and 2 to “MEET”

34. Little More info School data is based on EOCs only
Beginning in 2015 is when we get ratings
Highly effective
Effective
Needs improvement
State has not developed any IF – Then statements
Except currently with STD 1-5
Developing requires a more directed plan

35. I’m still unclear
Is 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?”

36. Message 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.net
Jessica Garner
Check out Region 7 as well

37. Don’t forget This is still JUST ONE STANDARD OUT OF 6
Std 1-5 still in effect

38. Next? Check out the website, explore
Will be setting up a discussion board