1. CTE Directors April 11, 2013 Understanding EVAAS: Teacher Effectiveness Reporting

2. http://region1rttt.ncdpi.wikispaces.net/

3. YOUR LEADERSHIP UNDERSTANDING THE NUMBERS

4. 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)

5. 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

6. 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 Leadership

7. Activity: Self-Assessment/Human Likert Scale Take a moment to assess your self, and your school based on the questions listed below: On a scale of 0-5, with 0 being the lowest end, where do you think you are in your understanding of how you would use EVAAS reports to improve you school’s effectiveness? What evidence can you provide? Base your response on what you currently know about EVAAS. On a scale of 0-5, with 0 being the lowest end, what do you think your school has 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.

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

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

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

11. How can EVAAS Help Me? Improve the Education Program EVAAS: Looking Back Past Program Effectiveness Local Knowledge & Expertise EVAAS: Looking Ahead Incoming Student Needs

12. 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

13. VALUE ADDED REPORTS

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. Predictive Model Value Added

18. Why should you care about your EVAAS Teacher Value Added Report? 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. Activity: Value Added Explain and Explore Team up with your colleagues. Using Handout #2 or Handout #3  Discuss and explain the Value Added report. 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. SCHOOL COMPOSITE

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

22. School Level Composite 2011-2012 Composite Estimates

23. School Composites

24. What is Included in a School Composite?

27. School Composites

28. Activity: Find and Examine Your School Composite (5 min) http://ncdpi.sas.com

29. TEACHER EFFECTIVENESS REPORTS

30. 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

31. 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).

33. EVAAS Teacher Value Added Report Supplemental Information Table

34. EVAAS Teacher Diagnostic Report

35. Teacher Composites – EOG or EOC

36. Teacher Composites – EOG and EOC

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

38. NC EVALUATION DASHBOARD

39. 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.

40. Where do Teachers find their Evaluation Dashboard?

41. Where does the Principal find the Evaluation Dashboard?

42. Authentication

43. The Parts of the Report Sample Reports

45. The Top Section of Every Report

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

49. 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.

50. Teacher Value Added Evaluation Composite

51. 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.

52. School Level Composite 2011-2012 Composite Estimates

53. Sixth Standard Components

54. Remembering 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).

55. Variations in Reports Sample Reports

56. Teacher with an Individual Value Added Report

57. Teachers without an Individual VA Report

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

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

60. A teacher with no ratings.

61. Activity: Compare, Comprehend, and Share 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?

62. 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

63. Value-Added Results Reveal the Effectiveness of C & I in Your School 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?

64. 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

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

66. 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?