Beginning – Intermediate – Advance September 28, 2012

1. EVAAS for Educators Beginning – Intermediate – AdvanceSeptember 28, 2012

2. Today’s Presenters Rachel McBroom Professional Development Consultant Region 4 Rachel.mcbroom@dpi.nc.dpi Heather Stewart Professional Development Consultant Region 4 Heather.stewart@dpi.nc.gov

3. Welcome, Introductions, Agenda Overview EVAAS and Data System Overview Pre-Assessment Reflective Assessments Proactive Assessments Reports Data-Mining Activity Exit Ticket Our Agenda

4. Outcomes: • Be familiar with reflective assessments • Be familiar with proactive 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

7. Access to training materials: http://rt3region4.ncdpi.wikispaces.net

8. Additional Resources: EVAAS Wiki Page Here

9. Virtual Professional Development https://ncdpi.sas.com

10. Data Literacy Module https://center.ncsu.edu/nc Data Resource Guide http://www.ncpublicschools.org/acre/improvement/resources/

11. Pre-Assessment

12. What do you know about EVAAS? Polleverywhere http://evaas.ncdpi.wikispaces.net/Pre-Assessment

13. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am very familiar with the Education Va...

14. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to login to the EVAAS website...

15. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to navigate the EVAAS website...

16. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I understand EVAAS report names.

17. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to use the EVAAS website to g...

18. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to access EVAAS reports for i...

19. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am able to analyze the metrics in EVAA...

20. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. 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. Poll: I know how to collect evidence from EVAA...

22. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I know how to interpret the following re...

23. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am able to communicate the findings of...

24. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: I am able to use data analysis to initia...

25. It’s Connected

26. What is Data? Data can be defined as information organized for analysis or used to make decisions.

27. What is Data Literacy? Understanding needed to: • Find • Evaluate • Utilize to inform instruction.

28. A data literate person possesses the knowledge to gather, analyze, and graphically convey information to support short and long-term decision-making. A Data Literate Person Can…

29. 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

30. 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.

31. Benefits and Considerations for Teachers • 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. Professional Development is the Key • Culture of School • Sensitivity of Data • Finger Pointing and Blame Game • Window vs. Mirror

32. 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 Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction

33. 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.

34. 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.

35. Achievement vs. GROWTH

36. Student Achievement Proficient End of School Year

37. Student Growth Proficient Change over time Not Proficient Start of School Year End of School Year

38. 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

39. 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. The EVAAS Philosophy

40. 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) The EVAAS Philosophy

41. Achievement and Poverty How is this fair?

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

43. Proficiency vs Growth NO YES YES NO

44. EVAAS Overview

46. What is EVAAS? So What Does It Do?

47. What is EVAAS?

48. How can EVAAS help me?

49. Education Value Added Assessment System Answers the question of how effective a schooling experience is Produces reports that Predict student success Show the effects of schooling at particular schools Reveal patterns in subgroup performance

50. Changes in Reporting for 2012-13 2011-12 2012-13 Above Exceeds Expected Growth Not Detectably Different Meets Expected Growth Below Does Not Meet Expected Growth