1. Beginning – Intermediate October 16, 2012 WRESA
EVAAS for Educators
Beginning – Intermediate October 16, WRESA

2. Today’s Presenters Heather Mullins Joyce Gardner
Professional Development Consultant
Region 7
Joyce Gardner
Professional Development Consultant
Region 8
Robert Sox
Professional Development Consultant
Presenter 4
Professional Development Consultant
Region ?
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3. Our Agenda Welcome, Introductions, Agenda Overview EVAAS and Data
System Overview
Pre-Assessment
Reflective Assessments
Proactive Assessments
Reports
Data-Mining Activity
Exit Ticket

4. Outcomes: Explore reflective assessments
Understand the various EVAAS reports
Be able to create custom reports based on a set of criteria

5. Can We Agree?
To be actively involved
Value differences
Agree to disagree
Listen

6. Resources
Facilitator Preference – may want a presenter and a driver, use split screens

7. Wikicentral.ncdpi.wikispaces.net
This is the landing page for all DPI wikis. The regional wikis are in the bottom right hand corner and the NCEES one is in the top left. NC Education, where the modules are housed is also in the top left. If time allows, you could have them explore this resource.

8. http://evaas.ncdpi.wikispaces.net/home Link to EVAAS wiki once created

9. Virtual Professional Development
Reference these video resources.

10. Data Literacy Module https://center.ncsu.edu/nc
Growing Data Literacy Skills
Data Literacy Module
Data Resource Guide
EVAAS is one point of Data. Data Literacy is a critical skill for educators. This module provides an introduction to data literacy. It includes information on types of data, strategies for analyzing and understanding data, and processes for determining how these can influence instructional practices. This module aims to provide learning experiences that develop or enhance abilities to find, evaluate, and use data to inform instruction.
of the Data Resource Guide is to provide information and resources to help administrators, data coaches, teachers, and support staff with data driven decision making for their schools and districts. Districts and charter schools are encouraged to use this guide to design and implement training for data teams with the goal of increased data literacy and student achievement.

11. Pre-Assessment
The following slides are PollEverywhere slides to get a feel for what participants already know.
The PollEverywhere questions are hyperlinked on the agenda on wiki
Facilitators should clear poll results after the presentation and/or check to see if the group before you cleared their results

12. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Login –
Password - instructech
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am very familiar with the Education Va...

13. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to login to the EVAAS website...

14. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to navigate the EVAAS website...

15. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I understand EVAAS report names.

16. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to use the EVAAS website to g...

17. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to access EVAAS reports for i...

18. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am able to analyze the metrics in EVAA...

19. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to collect evidence from EVAA...

20. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to collect evidence from EVAA...

21. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I know how to interpret the following re...

22. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am able to communicate the findings of...

23. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: I am able to use data analysis to initia...

24. It’s Connected

25. What is Data Literacy? The understanding needed to: Find Evaluate
Utilize
data to inform instruction.
Data literacy refers to the understanding needed to find, evaluate, and utilize data to inform instruction. A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term decision-making.

26. A Data Literate Person Can…
A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term decision-making.
Data literacy refers to the understanding needed to find, evaluate, and utilize data to inform instruction. A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term decision-making.

27. Why should EVAAS Matter to You?
Teachers
Principals
District Leaders
Count off in twos. On each table have one sheet of the teacher standards, and one sheet of principal standards. Participants discuss in their table group why EVAAS should matter to the role they are considering (1: Teachers, 2: Principals)
Popcorn share, Teachers, then Principals. Whole group discuss/infer relevance for District Leaders, given the Teacher and Principal context discussed.

28. 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
Connection to NC Professional Teaching Standards Rationale for Data Literacy

29. Teachers contribute to the academic success of students.
Standard 6 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.

30. NC Standards for School Executives
Standard 2: Instructional Leadership
Focuses his or her own and others’ attention persistently and publicly on learning and teaching by initiating and guiding conversations about instruction and student learning that are oriented towards high expectations and concrete goals;
Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction
Ensures that there is an appropriate and logical alignment between the curriculum of the school and the state’s accountability program
But also relates to Standard 3 Cultural Leadership – fair and consistent evaluations of teachers, provides for differentiated pd according to teachers’ needs, etc.
And to Standard 7 Micropolitical Leadership – allocation of resources, communication within the school.

31. Standard 8 for School Executives
Academic Achievement Leadership
School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

32. Benefits and Considerations for Teachers
Professional Development
is the Key
Culture of School
Sensitivity of Data
Finger Pointing and Blame Game
Window vs. Mirror
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.
Participants turn and Talk: Benefits and Considerations? “Popcorn Out”
All educators must learn to use the data.
DATA CONVERSATIONS are imperative. Principal’s role is to prepare teachers to work with the data. The purpose of EVAAS is to support student understanding and to make appropriate instructional, logistical, and professional decisions to support student achievement and growth.

33. Benefits for Principals
Gain a consolidated view of student progress and teacher effectiveness, as well as the impact of instruction and performance.
Bring clarity to strategic planning and function as a catalyst for conversations that must take place to ensure that all students reach their potential.
Understand and leverage the strengths of effective teachers.
Use the valuable resource of effective teaching to benefit as many students as possible. )
Often in middle schools, we test students by homeroom, and when our data returns, we must, at the school level, redistribute the students to align with the teacher that taught those students. EVAAS, however, is sophisticated enough to put kids in the classes where they belong because it pulls the student assignment from NCWISE. If the school’s NCWISE data is correct, the student will be properly placed with the appropriate teacher for each course.
Talk about working with Kim to pull prediction data and used it in data conversations with every single EOC teacher. She provided each teacher with this information. Planning and discussion sessions.
Used data in scheduling as well.

34. Achievement vs. GROWTH

35. 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

36. Student Growth Change over time Start of End of 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

37. 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
By concentrating on the growth students make, EVAAS puts the emphasis on something educators can influence.

38. 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.

39. 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.

40. Achievement and Poverty
Some people believe that this type of analysis is unfair because it penalizes economically disadvantaged students. This scatterplot illustrates the correlation between student achievement and poverty, which is unfair. Now let’s look at the correlation between student growth and poverty.
Discuss ‘fair’ in relation to the data and to teacher evaluation/accountability vs. ‘fair’ delivery of curriculum and instruction to subgroups
How is this fair?

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

42. Proficiency vs Growth Scenario Proficient Growth
5th grader begins the year reading at a 1st grade level. Ends the year reading at a 4th grade level.
5th grader begins the year reading at a 7th grade level. Ends the year reading at the 7th grade level. NO
YES
Click on slide for answers
Which scenario is a better indicator of the effectiveness of the teacher?
YES NO

43. EVAAS Overview

44. 8 minute video embedded from SAS about EVAAS
8 minute video embedded from SAS about EVAAS. Video will connect to the web. Hyperlink to the video is below if you experience technical issues.
EVAAS was created by a university professor in Tennessee – originally TVAAS – “value-added, effectiveness data.”
EVAAS looks at the district, school, teacher, and student. If is often difficult for us to come out of the AYP/ABC box, but it is important to understand that EVAAS data is very different. In the broad sense, EVAAS takes into consideration the fact that students come to us with very different ability levels. Instead of just measuring each student against a proficiency score, EVAAS measures the results of a student’s classroom experience – in essence – EVAAS measures the EFFECT of schooling on student learning.

45. E V A S What is EVAAS? So What Does It Do? Education Value Added
Assessment
System S
EVAAS measures the progress students make within your district, school, or classroom, compared to the progress students make, on average, statewide. It is available to all schools and districts in North Carolina.
So What Does It Do?
Copyright © 2010, SAS Institute Inc. All rights reserved.

46. SAS EVAAS Analyses What is EVAAS? LOOKING BACK
Writing
ACT
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
Looking Back = Reflective
Looking Ahead = Proactive
Copyright © 2010, SAS Institute Inc. All rights reserved.

47. How can EVAAS help me? Improve the Education Program
EVAAS: Looking Back
Past Program Effectiveness
Local Knowledge & Expertise
EVAAS: Looking Ahead
Incoming Student Needs
EVAAS helps by allowing educators to:
Analyze past program performance for trends
Make informed projections for current and incoming students

48. Education Value Added Assessment System
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
EVAAS extracts data AFTER DPI collects data through the secure shell. DPI runs processes and checks for validity. Once DPI has completed their processes with the data, they present to the SBE. At this point, data is sent to EVAAS.

49. 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

50. District Value Added Report
Use to evaluate the overall effectiveness of a district on student progress
Compares each district to the average district in the state for each subject tested in the given year
Indicates how a district influences student progress in the tested subjects
We will look at three kinds of reports - value-added, diagnostic, performance diagnostic - at the district level and review how to read them b/c this is the same way you will read your school data. The reports have elements in common and once you can interpret the district reports, you’ll be able to read your school reports easily.

51. Value-Added Reporting
Use this report to evaluate the overall effectiveness of a school on student progress. The School Value Added Report compares each school to the average school in the state. Comparisons are made for each subject tested in the given year and indicate how a school influences student progress in those subjects.
* Facilitator preference for the next few slides until break – use only power point or use live site to model – more questions pop up when using the live site

52. The School Value Added Report compares each school to the average school in the state.
Comparisons are made for each
subject tested in the given year
and indicate how a school
influences student progress
in those subjects.

53. Value-Added Reporting
Scores from the EOG tests are converted to State NCEs (Normal Curve Equivalent scores) for the purpose of these analyses. NCE scores have the advantage of being on an equal-interval scale, which allows for a comparison of students' academic attainment level across grades. NCE scores remain the same from year to year for students who make exactly one year of progress after one year of instruction, even though their raw scores would be different. Their NCE gain would be zero.
If the Mean NCE Gain is greater than or equal to zero, the average student in this school has achiecved a year’s worth of academic growth in a year

54. If the Mean NCE Gain is greater than or equal to zero, the average student in this school has achieved a year’s worth of academic growth in a year
If the Mean NCE Gain is less than zero, the average student in this school has achieved less growth than expected

55. Value-Added Reporting
The NCE Base is by definition set at 50.0, and it represents the average attainment level of students in the grade and subject, statewide.
If the school mean is greater, the average student in the school is performing at a higher achievement level than the average student in the state.
Student achievement levels appear at the bottom of the report in the Estimated School Mean NCE Scores section. The NCE Base is by definition set at 50.0, and it represents the average attainment level of students in the grade and subject, statewide. Compare the estimated grade/year mean for a school to the NCE Base. If the school mean is greater, the average student in the school is performing at a higher achievement level than the average student in the state.

56. District Diagnostic Reports
Use to identify patterns or trends of progress among students expected to score at different achievement levels
Caution: subgroup means come from “a liberal statistical process” that is “less conservative than estimates of a district’s influence on student progress in the District Value Added Report”

57. Diagnostic Report
Use this report to identify patterns or trends of progress among students expected to score at different achievement levels. This report is intended for diagnostic purposes only and should not be used for accountability.
Explain that on this report the students are grouped into quintiles. Students are assigned to groups on a statewide basis. The assignment pattern shows schools how their students are distributed compared to other students in the same grade across the state.
on the performance as it compares to similar students through out the state.

58. District Performance Diagnostic Reports
Use to identify patterns or trends or progress among students predicted to score at different performance levels as determined by their scores on NC tests
Students assigned to Projected Performance Levels based on their predicted scores
Shows the number (Nr) and percentage of students in the district that fall into each Projected Performance Level
Click on the underlined number in the Mean or Nr of Students row for a subgroup to see the names of the students assigned to the subgroup
Click on the % of Students for the current year or for Previous Cohort(s) to see the data in Pie Chart format.
Mean Differences The Mean of the difference between the students’ observed test performance and their predicted performance appears for each Projected Performance Level, along with the Standard Error associated with the Mean. The Standard Error allows you to establish a confidence band around the Mean. A large negative mean indicates that students within a group made less progress than expected.
A large positive mean indicates that students within a group made more progress than expected.
A mean of approximately 0.0 indicates that a group has progressed at an average rate in the given subject.
When the means among groups vary markedly, districts may want to explore ways to improve the instruction for students making less progress.

59. District Performance Diagnostic Reports
The Reference Line in the table indicates the gain necessary for students in each Prior-Achievement Subgroup to make expected progress, and it reflects the growth standard. When Gain is reported in NCEs, as it is here, the growth standard is 0.0.
The Gain is a measure of the relative progress of the school's students in each Prior-Achievement Subgroup compared to the Growth Standard
Standard errors appear beneath the Gain for each Prior-Achievement Subgroup. The standard error allows the user to establish a confidence band around the estimate. The smaller the number of students, the larger the standard error.
A student becomes a member of a Prior-Achievement Subgroup based on the average of his or her current and previous year NCE scores. A single student score contains measurement error. Using the average of two years allows a more appropriate assignment.
The ro. of Students row shows the number of students in a subgroup. Some subgroups may contain more students than others because students are assigned to groups on a statewide basis. The assignment pattern shows schools how their students are distributed compared to other students in the same grade across the state.

60. Interpreting the Pie Chart
Green
Yellow
Light Red
The Pie Chart shows the percent of students in each subgroup and compares their progress to the Growth Standard.
Yellow: students in this group progressed at a rate similar to that of students in the average district in the state.
Light Red: students in the group made more than one standard error less progress in this subject than students in the average district in the state.
Green: the progress of students in this group was more than one standard error above that of students in the average district in the state.

61. Return in 15 minutes.
BREAK

62. Reflective Assessments
Participants should go to the EVAAS wiki. Under the agenda section have users click on the reflective assessments link. Files to support this portion of the presentation can be found there.

63. Value-Added Reports
Use to evaluate the overall effectiveness of a school on student progress. Compares each school to the average school in the state. Comparisons are made for each subject tested in the given year and indicate how a school influences student progress in those subjects.
Has to be more than -1.8 to be below; more than 2 standard errors to be above.
(Provide definition of value-added.)
Some things to note are that “like” students are in a subgroup.
Show how to read the report. Explain that 0 is the equivalent of one year of growth.
Looking at the bottom of the page at the green, yellow, and red descriptors. Explain that there is a blue descriptor when there is not enough data to make a distinction.
If your LEA uses DIBELS, the reports have similarities in design with the colors.
Have the participants look at the data and talk about how you can see here.
Look at trends in the same grade.
Look at the students that moved from 6th grade in 2011 to 7th grade in 2012 and to 8th grade in 2012.
Talk about what you can take a way from this report.

64. Diagnostic Reports Looking for Patterns
The green line on the chart is the Reference line, or the amount of progress students need to make to maintain their entering achievement level. Bars above the line indicate that students in that group made good progress. Bars below the line indicate that students left this grade at a lower achievement level than when they started.
Blue bars show the progress of students in the most recent year. Gold bars show the progress of students in up to three previous cohorts, when data are available. No bar is presented for groups with fewer than five students.
The red vertical line that intersects each bar indicates one standard error above and below the progress measure. The standard error allows you to establish a confidence band around the estimate.
In this school, some subgroups of students are not making sufficient gain. Students in the lowest subgroups have not made sufficient progress while high achieving students are making excellent gain. The lack of appropriate progress among low achieving students is a pattern that has been repeated from previous years, indicating a persistent lack of effectiveness with lower achieving students.
This is one of the most intriguing components of EVAAS.
Common Diagnostic Patterns activity
*Pattern Slides are on wiki

65. School Diagnostic Shed Pattern
In this example, the lowest achieving students are making sufficient progress.
Students at an average achievement level are making expected progress.
However, the highest achieving students appear to be losing ground. Teachers and administrators will want to find ways to create more progress opportunities for high achieving students.

66. School Diagnostic Reverse Shed Pattern
In this example, high achieving students are making excellent progress.
Students who are average in achievement also are making sufficient progress.
In contrast, the lowest achieving students are not making as much progress as they should. A pattern like this one will widen the achievement gap. Teachers and administrators should consider how to help lower achieving students gain more ground.

67. School Diagnostic Tent Pattern
In this example, the students in the middle of the achievement distribution are making sufficient progress, but both lower achieving and higher achieving students are falling behind their peers.
In this case, teachers and administrators will want to consider both how to support low-achieving students and how to challenge high-achieving students.

68. School Diagnostic V Pattern
In this example, the opposite of the Tent Pattern, only the lowest and the highest achieving students are making good progress. Students in between have not had enough opportunities for academic growth.

69. School Diagnostic Opportunity Gap Pattern
In this example, the students in every achievement group are making sufficient progress in the most recent year, except for the second group.
Teachers and administrators will want to consider how to adjust the classroom instruction to meet these students’ needs. In addition, what approaches that are successful with the lowest achieving students could be expanded to include students in the second achievement group?

70. What would an ideal pattern on a Diagnostic Report look like for closing the achievement gap?
Have participants draw an ideal pattern
On index card, make a box with 1-5 at bottom. Draw the ideal diagnostic report; discuss
Ideal to narrow the achievement gap: 1 is highest, descending to 5
Common Diagnostic Patterns activity – look at common patterns; taking turns, explain the pattern to your partner

71. Diagnostic Reports – Desirable Pattern
Print and handout this slide for the next activity on drawing a desirable pattern or have participants use plain paper.

72. Diagnostic Report Desirable Pattern
In this example, all bars above the green line indicating the district was highly effective with students in all achievement groups. Additionally, students in the lowest quintile made more progress than students in the other quintiles. Effectively, these students are starting to catch up with their peers; the gap is closing because they are increasing their performance more than a year’s worth of growth.

73. Diagnostic & Performance Diagnostic Reports (Part 2)

74. Diagnostic Reports – the whiskers
In this diagram, the two bars have the same height, but the whiskers extend to different lengths. On the left, the whiskers lie completely below the green line, so the group represented by the bar made less than average progress (↓). On the right, the whiskers contain the green line, so the group represented by the bar made average progress (-).
The red whisker represents the confidence interval due to the standard error for the mean.  There is a high probability that the actual mean falls somewhere within the Whiskers.  The size of the confidence interval is determined by the sample size.  The larger number of data points the smaller the standard error, smaller the whisker, and therefore the confidence interval.  
If the whisker passes over the green line (reference line),the data shows expected growth since there is a chance the mean is actually on the other side of the green line.  It is not certain that the teacher is exclusively above or below the reference line, if the whisker crosses the green reference line. 

75. Overview of School Effects (sample data)
Place activity instructions on the wiki.
Use the Ian Middle School Value-Added and Diagnostic reports (from the wiki) to complete the table.
Navigate to a Value-Added Report and enter the Tested Subject/Grade name in the Overview of School Effectiveness table below. Locate the color for the most recent year. If the color is RED, place an “X” in the Overall Results column.
Use a separate row for each grade for EOG reporting.
If your school tests in both EOG and EOC subjects, record the EOG subjects and grades and then choose EOC from the Tests tab.
For each test, subject, and/or grade, note the color for the most recent year. If the color is RED, place an “X” in the Overall Results column.

76. Overview of School Effects (sample data)
These documents will be uploaded to the wiki
An extra set of sample data has been loaded on the wiki if participants can’t log into EVAAS

77. Overview of School Effects (sample data)
These documents will be uploaded to the wiki

78. Overview of School Effects
On Your Own
Finish the table.
Do this by yourself.
Use sample data
Complete your table.
Participants will examine sample data located on wiki site to complete this activity.
Locate the blue bars on the graph for each of the 5 Achievement Groups. Also note the red whiskers.
For any blue bars above the green line (where the whiskers are also completely above), place an up arrow () in the appropriate cell of the Overview of School Effectiveness table.
For any blue bars below the green line (where the whiskers are also completely below), place a down arrow () in the table.
For any blue bars at or near the green line (the whiskers cross the green line), place a horizontal dash (–) in the table.

79. Overview of School Effects
What did you find?
Interesting Patterns
Insights
Areas of Concern
Areas of Celebration
This is a sharing activity – Think-Pair-Share, TTP, Tea Party, etc.

80. Overview of School Effects (sample data)
Double check for correct answers

81. 1. Go to the website www.ncdpi.sas.com
Copyright © 2010, SAS Institute Inc. All rights reserved.

82. 1. Go to the website ncdpi.sas.com
Copyright © 2010, SAS Institute Inc. All rights reserved.

83. 1. Go to ncdpi.sas.com 2. BOOKMARK IT! 3. Secure & Convenient
Online Login
Copyright © 2010, SAS Institute Inc. All rights reserved.

84. Do you see this? Then Sit Tight!
Copyright © 2010, SAS Institute Inc. All rights reserved.

85. Overview of School Effects
It’s Your Turn!
Find the blank table.
Do this by yourself.
Using your data
Fill in your table.
Participants will examine sample data located on wiki site to complete this activity.
Locate the blue bars on the graph for each of the 5 Achievement Groups. Also note the red whiskers.
For any blue bars above the green line (where the whiskers are also completely above), place an up arrow () in the appropriate cell of the Overview of School Effectiveness table.
For any blue bars below the green line (where the whiskers are also completely below), place a down arrow () in the table.
For any blue bars at or near the green line (the whiskers cross the green line), place a horizontal dash (–) in the table.

86. Overview of School Effects
What did you find?
Interesting Patterns
Insights
Areas of Concern
Areas of Celebration
This is a sharing activity – Think-Pair-Share, TTP, Tea Party, etc.

87. Lunch

88. Student Pattern Report
This report is a customized Diagnostic report where you can examine progress for groups of students of your choice. It is only available from the school level and only to users w/access to student reports.

89. Student Patterns Report Key points to remember:
The report shows growth for the lowest, middle, and highest achieving students within the chosen group.
The report can be used to explore the progress of students with similar educational opportunities.
Like all diagnostic reports, this report is for diagnostic purposes only.
A minimum of 15 students is needed to create a Student Pattern Report.
Enables you to see how effective the school has been with lowest, middle and highest achieveing students at least 15 w/predicted and observed scores.

90. Student Pattern Report
Take a look at this data, what do you notice? What are your thoughts?
Higher students did better than expected. Our ML did not do as well as predicted
The groups l, m, h placed in 3rds based on their predicted scores and where they fall in the distribution
Teacher self reflection how effective were you in teaching based on their predicted score.

91. Student Pattern Report
This teacher may have had 100% proficiency but we are looking at growth. This teacher did not contribute to the students learning.
Students listed by name by subgroups, so that you can identify which group each child falls in. Look at individual students to see if we note any patterns. We can also look at race, gender, and see if some teachers are teaching better to a certain sub-population.

92. Key Questions
We need to ask some key questions to find out why some students had better growth than others.
We could even look at each subgroup individually and think about what contributes to negative and positive growth in the classroom.

93. Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
In this case we are comparing students in the same sub-group, the group that is considered the H group. Some key questions we might want to ask include:
After asking these questions we find that in this particular report the hours that a student participated in a program made positive difference in growth.
At this point we looked at number of hours so we ran another report of all 31 students to see if it had a large effect on student growth. We looked at all students that had over 40 hours of enrichment/remediation etc…

94. Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
YES!
Rerun the report with new criteria.

95. Student Pattern Report – Next Steps
All 31 Students in the Program
16 Students who attended for 40+ hours
The 16 students that had over 40 hours in a program showed far greater growth than their counter parts that did not participate in the program. The 15 that didn’t participate the 40+ really negatively effected the overall growth. If you run a report and this is your result think the next step to figure out what the number actually mean. This shows the program did what you wanted.

96. Less Informed Conclusion: We need to change the selection criteria for this program.
More Informed Conclusion: We need to adjust the recommended hours for participants.

97. Custom Student Report
Have participants visit wiki to download step by step instructions.

98. Custom Student Report HANDOUT
Post directions on the EVAAS Wiki
Copyright © 2010, SAS Institute Inc. All rights reserved.

99. Exit Tickets http://go.ncsu.edu/ncdpi-resa_survey
Place links on the EVAAS Wiki
Need a google form with short questions specifically about this session. Can be embedded into wiki page.

100. Today’s Presenters Heather Mullins Professional Development Consultant
Region 7
Joyce Gardner
Professional Development Consultant
Region 8
Robert Sox
Professional Development Consultant
Presenter 4
Professional Development Consultant
Region ?
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