1. EVAAS and Expectations

2. Answers the question of how effective a schooling experience is for learners Produces reports that –Predict student success –Show the effects of schooling at particular schools –Reveal patterns in subgroup performance

3. What is EVAAS? SAS EVAAS Analyses WritingACT End of Course End of Grade LOOKING AHEAD Planning for Students’ Needs: Student Projections to Future Tests LOOKING BACK Evaluating Schooling Effectiveness: Value Added & Diagnostic Reports

4. Benefits and Considerations for Teachers Understand academic preparedness of students before they enter the classroom. Monitor student progress, ensuring growth opportunities for all students. Modify curriculum, student support, and instructional strategies to address the needs of all students. Professional Development is the Key Data Conversations / True PLCs Culture of School Sensitivity of Data Finger Pointing and Blame Game Window vs. Mirror 4

5. How do you explain the concept of Achievement vs. Growth?

6. Student Achievement End of School Year Proficient

7. Student Growth End of School Year Proficient Start of School Year Not Proficient Change over time

8. Achievement vs. Growth Student Achievement: Where are we? Highly correlated with demographic factors Student Growth: How far have we come? Highly dependent on what happens as a result of schooling rather than on demographic factors

9. 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.

10. 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)

11. Achievement and Poverty How is this fair?

12. Academic Growth and Poverty No one is doomed to failure.

13. High-Achieving Students and Progress All schools in Tennessee in 2011 - 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.

14. Proficiency vs. Growth ScenarioProficientGrowth 5 th grader begins the year reading at a 1 st grade level. Ends the year reading at a 4 th grade level. 5 th grader begins the year reading at a 7 th grade level. Ends the year reading at the 7 th grade level. NO YES

15. Table Talk How could you use the concept of achievement vs. growth to discuss high expectations with teachers? How does the achievement vs. growth conversation guide PLCs ?

16. How can EVAAS help me? Improve the Education Program EVAAS: Looking Back Past Program Effectiveness Local Knowledge & Expertise EVAAS: Looking Ahead Incoming Student Needs

17. Academic at Risk Reports Be Proactive Use these reports for discussing, developing and implementing targeted intervention and support to students who are at risk for not meeting future academic milestones. 17

18. Making Data Driven Decisions

19. What Are Projections Anyway? Given a specific set of circumstanc es… …what’s the most likely outcome?

20. What Are Projections Anyway? Given this student’s testing history, across subjects… …what is the student likely to score on an upcoming test, assuming the student has the average schooling experience?

21. 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

22. What’s the Value of the Projections? Projections are NOT about predicting the future. They ARE about assessing students’ academic needs TODAY.

23. 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?

24. Using Projections to Take Action Identify students Assess the level of risk Plan schedules Identify high-achievers Assess the opportunities Inform

25. Past Effectiveness Reflect on Past Effectiveness to Plan for Differentiating Student Instruction Entering Achievement

26. Academic Preparedness Report 26

27. 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.

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

29. 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