EVAAS EVALUATION EFFECTIVENESS …AND WHAT DOES IT SAY??? ERPD - Science December 5, 2012

Aligns to NC Professional Teaching Standards Standard I: Teachers demonstrate leadership Take responsibility for the progress of all students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Analyze data Standard IV: Teachers facilitate learning for their students Use data for short and long range planning Standard V: Teachers are reflective on their practice Collect and analyze student performance data to improve effectiveness The current North Carolina teacher evaluation addresses the use of data, such as that provided through EVAAS, in Standards I, IV and V.

Standard VI for Teachers Teachers contribute to the academic success of students The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth Also, the addition of Standard VI explicitly highlights the importance of value-added data reports provided via EVAAS.

Why should you care about the EVAAS Report? Achievement Progress Proficiency Influenced by demographic factors Largely focuses on groups of students Achievement (proficiency) can be influenced greatly my demographic factors, such as socioeconomic status. Progress (growth), however, is directly related to the impact of the instruction provided during the school year, based on the trends from prior testing history. Proficiency focuses more on the performance of groups of students, while growth is directly related to the progress made by individual students. Growth Dependent upon impact of instruction Largely focuses on individual students

EVAAS – Middle School Science School Value Added Report   Estimated District Mean NCE Gain Mean NCE Gain over Grades Relative to Growth Standard  Status 2010 2011 2012 3 Year Average District -0.6 -0.5 Not Met Brawley -1.1 -1.3 -1.6 EIMS 0.7 1.8 1.9 1.5 Exceeds LMS 0.3 0.8 -1.5 -0.1 Met MMIB 1.2 0.2 0.1 0.5 NIMS 9 -0.8 -2.4 NVIB 1.3 3.2 5.2 SMS -2.2 -3.4 -4.2 -3.3 TIMS -2 -1.2 -1 -1.4 WIMS -0.2 -0.9 Pressly 0.6

Teacher Effectiveness Categories Effectiveness Level Determination: Exceeds Expected Growth: Teachers whose students are making substantially more progress than the state average Index is 2 or greater 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 Does Not Meet Expected Growth: Teachers whose students are making substantially less progress than the state average Index is less than -2 Copyright © 2010, SAS Institute Inc. All rights reserved.

Grade Distribution – 1st Quarter

Reflection Activity Is my 1st quarter grading curve consistent with the academic progress of my students? What factors most influence my grading practice?  Based upon my Teacher Report Index, is the grading reflective of student growth and achievement? What modifications are needed to ensure that my students are making adequate growth for the year? What resources are necessary for me to accomplish the task of being a more effective teacher? How can I support colleagues in my grade level/subject area in overcoming obstacles to improving student growth?

Next steps Review 1st quarter grade distribution data Log-in and review your EVAAS Teacher Value-Added report Analyze data to determine trends Complete the reflection activity Modify instructional practice based on findings Discuss outcomes in Vertical PLC

Other Data for Consideration EXPLORE – compare science scores with career preferences and relate to readiness Open-ended Writing – assess critical thinking and ability to communicate effectively Predictive / Benchmark Assessments – analyze results and address gap areas CWT – look at Grouping and High-Yield Instructional Strategies that are consistently being utilized