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

2. 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.

3. 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.

4. 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

5. 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

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.

7. Grade Distribution – 1st Quarter

8. 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?

9. 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

10. 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