1. Measuring and responding to student growth

2. Desired Outcomes
1. I understand what EVAAS growth is as compared to proficiency
2. I understand some common basic misconceptions about EVAAS
    (For example- It is harder to grow low performing or high performing students)
3. I understand the most basic teacher reports (an interactive yet "hidden" look)
    
4. I understand what the value added section means for me
5. I can use the information in the diagnostic section to improve my instruction

3. Data
Plan
Action
Assess

11. What is growth?
Difference between how students were predicted to score and how students actually scored.
Percentile scores based on raw scores from around the state.
Teachers rarely look at predicted percentiles
Teachers confuse percentage and percentile

16. Steps 1.) Gather and sort predicted percentiles for students
2.) Identify differentiation strategies based on predicted percentiles
3.) Analyze benchmark and other data to predict growth
4.) Respond to data with keeping or altering differentiation strategies

17. Analyze Benchmark and NC Final Exam Percentile Data

18. Using Benchmark Scores to Predict Student Growth

19. Important Considerations
Analyze data in terms of groups of students not individual students.
Data is only a prediction because it is based on percentiles in one county not the entire state.

21. Respond to data
What instructional strategies work?

22. Strategies for all students
Interactive student notebooks
Focus on key vocabulary
Standards based real world problem solving

23. Strategies for struggling students
SIOP strategies
Using visuals to accompany key vocabulary terms
Focus on thinking strategies
Compare and contrast
Cause and effect

24. Strategies for higher level students
Student Centered Lessons
Students are required to make and defend arguments
Students are required to solve real world open ended problems
Students are required to present material to others in written and oral format

25. Analysis of data indicates if the strategies are working

26. Overview How to gather data What are the origins of the data
How to analyze data
Groups of students –vs- individual students
How to respond to data
Differentiated instruction
Data
Action

27. Your turn 1.) Gather your data from last year
Which groups of students did you grow?
Which groups of students did you not grow?
2.) Gather the data on your students that you currently teach
3.) Group your current students into three groups based on predicted percentiles
High, Middle, Low
4.) Identify strategies you used last year
- how will you modify the strategies you used last year?

28. Desired Outcomes
1. I understand what EVAAS growth is as compared to proficiency
2. I understand some common basic misconceptions about EVAAS
    (For example- It is harder to grow low performing or high performing students)
3. I understand the most basic teacher reports (an interactive yet "hidden" look)
    
4. I understand what the value added section means for me
5. I can use the information in the diagnostic section to improve my instruction