1. Understanding EVAAS Teacher Effectiveness Reporting Washington County Public Schools April 25, 2013

2. Region 1 Wikispace: http://bit.ly/11GKOHphttp://bit.ly/11GKOHp http://www.ncpublicschools.org/effectiveness-model/evaas/

3. Activity: Self-Assessment Human Likert Scale (0-lowest- 5 highest) Take a moment to assess yourself and your school: On a scale of 0-5, what level of understanding do you have of EVAAS reports usage to improve your school’s effectiveness? What evidence can you provide? Base your response on what you currently know about EVAAS. On a scale of 0-5, what has your school done to ensure that all educators are on the same page in their ability to use and make instructional decisions through EVAAS? Base your response of what you currently know about EVAAS.

4. Your Leadership Understanding the Numbers

5. Data Driven Leadership Today’s educational leaders face an environment that requires real-time decisions and accurate, reliable and timely data. As a result of this, educational leaders face a growing need to gather, analyze and monitor more date than ever before in their oversight of schools. (Mills, 2004)

6. Teacher and Administrative Effectiveness: The Changes Change in evaluation instruments Change in curriculums Change in tests and test formats Addition of the Sixth and Eighth Standard to evaluations Teacher Effectiveness Reports NC Evaluation Dashboard Teacher Composites School Composites Common Exams/MSL Linkage/Roster Verification Principal Evaluation Dashboard

7. Apprehension & Anxiety “Nothing diminishes anxiety faster than action.” -Walter Anderson A leader’s role is to raise people’s aspirations for what they can become and to release their energies so they will try to get there.” — David R. Gergen “A year from now you will wish you had started today.” -Karen Lamb

8. What is EVAAS? Education E Value V Added A Assessment A System S So What Does It Do?

9. Connecting the EVAAS Dots Value Added School Composite Individual Teacher Reports Teacher Evaluation Dashboard

10. What is EVAAS? SAS EVAAS Analyses WritingSAT/ACT End of Course/CTE End of Grade LOOKING AHEAD Planning for Students’ Needs: Student Projections to Future Tests LOOKING BACK Evaluating Schooling Effectiveness: Value Added & Diagnostic Reports How can EVAAS Help our District?

11. Big Picture (8x10) (School, Subject, Grade Level) Smaller Shot (5x7) (Teacher) Pocket Photo (Student) Value Added Diagnostic Performance Diagnostic School Academic Preparedness Report Custom Student Report Student Pattern Reports Student Search Academic At-Risk Report

12. Value Added Reports

13. Underlying 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. Adjustments to instruction should be based on the academic attainment of students, not on socio-economic factors. Given reliable information on past effectiveness, educators can make appropriate adjustments to improve student opportunities. "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996) One of the most important things educators can know is who they are effective with and who they are not.

14. Growth Standard Value Added Report

15. Normal Curve Equivalent Units (NCEs)

16. NCEs and Growth 30 40 50 60 70 5 th Grade: NCE 37 6 th Grade: NCE 37 The State Growth Standard is 0.0. It is achieved when students do not lose ground from year to year, relative to other students, across the state, who take the same test. It signifies one year’s growth. NCE 37 ― NCE 37 = 0 = State Growth Standard 30 40 50 60 70

17. Value Added

18. Why Should You Care? Beginning with the 2013 report, it becomes part of a teacher’s evaluation.  Standard 6 – Teachers contribute to the academic success of their students. (Measurable Progress)  Standard 4 – Teachers facilitate learning for their students »Teachers plan instruction appropriate for their students »Use data for short and long range planning  Standard 5 – Teachers reflect on their practice. »Teacher analyze student learning. But this report is not just an evaluation component. It is also a powerful tool for improving teacher effectiveness. So why else should you care?

19. Value Added Activity: Explain and Explore Using handout #2 or handout #3: Discuss and explain the value added report provided to you. List as much information as you can glean from this report. Write down questions as you come across them. Be prepared to share your analysis.

20. Let’s Practice Online http://ncdpi.sas.com

21. Understanding Reports You will have until the music stops to search and explore the Teacher Value Added Reports.

22. School Composite Reports

23. Evaluation Composite Index: Teacher Estimate Divided by Standard Error Courses included in calculation Statewide distribution of teacher status.

24. School Level Composite 2011-2012 Composite Estimates

25. School Composites

26. What is Included in a School Composite?

28. What is Included in a School Composite?

29. School Composites

30. Activity: Find and Examine Your School Composite Report http://ncdpi.sas.com

31. Teacher Effectiveness Reports

32. Effectiveness Categories 0.0 Index is equal to or greater than a -2 but less than +2 Index is 2 or higher Index is less than -2 State Growth Standard/State Average = 0.0 Standard Error = a measure of uncertainty Usually, the more data you have, the smaller the standard error. Index = Teacher Estimate divided by its Standard Error

33. EVAAS Teacher Value Added Report Rules of Effectiveness Level Determination Exceeds Expected Growth: Teachers whose students are making substantially more progress than the state average (the teacher's index is 2 or greater). Meets Expected Growth: Teachers whose students are making the same amount of progress as the state average (the teacher's 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 (the teacher's index is less than - 2).

35. EVAAS Teacher Value Added Report Supplemental Information Table

36. EVAAS Teacher Diagnostic Report

38. EVAAS Student Report

39. Teacher Composites EOG or EOC

40. Teacher Composites EOG and EOC

41. Activity: Take a Moment to Talk 1.At your table, talk about how Teacher Effectiveness Reports can contribute to Professional Growth. 2.How have you, as a school leader, worked to promote use of the reports for professional growth and dialogue?

42. North Carolina Evaluation Dashboard

43. IMPORTANT MESSAGE BEFORE WE BEGIN The 2012 sixth standard rating is not part of the three years of data used as part of a teacher's overall effectiveness status. The rating for 2011 – 2012 is provided to illustrate how the sixth standard rating is incorporated into the NC Educator Evaluation System.

44. Where do Teachers find their Evaluation Dashboard?

45. Where does the Principal find the Evaluation Dashboard?

46. Authentication

47. Sample Reports

49. The Top Section of Every Report

51. Section 2: Summative Evaluation Ratings at the school level for Standards 1 - 5

53. Section 3: The Sixth Standard Rating The Individual Teacher Growth Measure is the Index Value from the Teacher Evaluation Composite Report. This measure counts 70% for a teacher who has a value added report of their own. Teachers without their own value added report do not have Individual Growth Measures. The Individual Teacher Growth Measure is the Index Value from the Teacher Evaluation Composite Report. This measure counts 70% for a teacher who has a value added report of their own. Teachers without their own value added report do not have Individual Growth Measures.

54. Teacher Value Added Evaluation Composite

55. Section 3: The Sixth Standard Rating The School-wide Growth Measure is the Index Value from the School Evaluation Composite Report. This measure counts as 30% of the Standard 6 Growth Measure for a teacher who has a value added report of their own and 100% for those who do not. The School-wide Growth Measure is the Index Value from the School Evaluation Composite Report. This measure counts as 30% of the Standard 6 Growth Measure for a teacher who has a value added report of their own and 100% for those who do not.

56. School Level Composite 2011-2012 Composite Estimates

57. Sixth Standard Components

58. Remember the Index Scale Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth -2 2 Exceeds Expected Growth : Schools whose students are making substantially more progress than the state growth standard/state average (the school's index is 2 or greater). Meets Expected Growth: Schools whose students are making the same amount of progress as the state growth standard/state average (the school's index is equal to or greater than -2 but less than 2). Does Not Meet Expected Growth: Schools whose students are making substantially less progress than the state growth standard/state average (the school's index is less than -2).

59. Carousel Brainstorming When you hear the music You and your partner will move to each piece of chart paper and list what should be done for each of the scenarios. List any new ideas and place a check mark next to ideas with which you agree.

60. Variations in Reports

61. Teacher with an Individual Value Added Report

62. Teachers without an Individual VA Report

63. Teacher Without an Individual VA Report and Eval Ratings for Standards 1, 4, & 6

64. Other Special Situations Base School K-3 Feeder Schools & Alternative Schools

65. A teacher with no ratings.

66. As a table, utilize the handout as assigned Determine what the Dashboard reports have in common Discuss how to talk with a teacher about this report What are the important points to bring up in conversation with the teacher? What are the difficult topics to discuss with the teacher? How will you bring leadership skills into play for this discussion? How does this impact current and future practice? How would you use other EVAAS reports to improve you school’s effectiveness if you don’t like what you see in the Evaluation Dashboard? What did your table “CHAT” about? Activity: Compare, Comprehend, and Share

67. A Few Strategies for Helping Teachers to Improve First Priority! Determine if an issue is a teacher problem or a program/curricular problem Partner teachers with other teachers who complement their strengths Identify students who are not making sufficient progress and design intervention plan Customize professional development based on student growth patterns Stimulate discussions during the school year about ongoing measures of student growth Pair teachers with students with whom they are most successful

68. Value-Added Results Reveal the Effectiveness of C&I Look for overarching patterns of strength in your data How can teachers leverage effective practices? Look for student achievement groups (quintiles) that are producing the most growth. Why is this? How can you use this knowledge to help other students? How can teachers leverage their strengths? Who is producing the most overall growth? With which student achievement groups? What can you learn from each other? How can teachers leverage the strengths of their team?

69. Was student progress measured in time? Are the learning, the feedback, and the assessments focused on the right goals? Instructional Practices How were the data used to determine student assignments to courses and to create flexible groupings? Instructional Arrangements Data-driven? Embedded: collaborative time centered around student learning? Teachers introduced to protocols for examining student work? Focused on “vital” behaviors? Focused Professional Development Factors That Influence Instructional Effectiveness

70. Understanding Reports You will have until the music stops to search and explore the Teacher Value Added and Diagnostic Reports. Use the Handout to guide your search.

71. SAS EVAAS Questions? http://ncdpi.sas.com

72. Reflective Questions How do you plan to conduct conversations with your teachers about the Teacher Evaluation Dashboard? How have the collegial conversations today impacted your view of how the information in EVAAS can help to develop support systems to strengthen evaluation and teaching? What commitment will you make, individually and collectively, as a result of your learning?