October 2012 Hyde County
October 2012 Hyde County. Before We Begin… Visit: Add the Region 1.
Jan 29, 2016
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October 2012Hyde County
Before We Begin…
Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “Region 1 Events” in the left menu. Click “EVAAS Training for New Users” to
access the presentation” (Section.
2
Learning Targets• I will be able to identify a variety of data sources
available to inform my instructional decisions.
• I will be able to login into EVAAS and view various reports for my district and school.
• I will be able to interpret District and School Value Added Reports.
• I will be able to identify patterns and trends in Diagnostic Reports for my school.
Can We Agree?
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
NC DPIResources
Data Literacy Module
https://center.ncsu.edu/nc
Data Resource Guide
http://www.ncpublicschools.org/acre/improvement/resources/
Everything is Connected
Making Connections with
the NCEES
10 https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf
.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
.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
Collect and analyze student
performance data to improve
effectiveness
Collect and analyze student
performance data to improve
effectiveness
Use data for short and long range planning
Use data for short and long range planning
The work of the teacher results in
acceptable, measurable progress for
students based on established performance
expectations using appropriate data to demonstrate growth
The work of the teacher results in
acceptable, measurable progress for
students based on established performance
expectations using appropriate data to demonstrate growth
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
What is Data?
Data can be defined as information organized for analysis or used to make
decisions.
What is Data Literacy?
Understanding needed to:
•Find
•Evaluate
•Utilize to inform instruction
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.
AchievementAchievementTeachers use this data at the beginning of the
school year to determine the entry level of performance and instructional effectiveness.
Teachers use this data at the beginning of the school year to determine the entry level of performance and instructional effectiveness.
DemographicDemographicTeachers use this data to determine the subset of
students and their grades or determine outside
factors that affect student performance.
Teachers use this data to determine the subset of students and their grades or determine outside
factors that affect student performance.
ProgramProgramTeachers collect this data to identify what
instructional effectiveness of the strategies that were implemented.
Teachers collect this data to identify what instructional effectiveness of the strategies that were implemented.
PerceptionPerceptionTeachers may collect this data from students to
determine how the students feel about their school.
Teachers may collect this data from students to determine how the students feel about their school.
What Data Do You Have?• With your table, identify as many data sources that you are aware which belong to the following
categories:– Achievement– Demographic– Program– Perception
• One group member should record for the group writing one data source per sticky note• With your group decide what category the data source fits • Post your data sources on the charts found on the wall
• How can you access this data?
• What data can you use on a daily basis?
• Once you have the data what can you do with it to adjust your daily instruction?
D.R.I.P.
What does it mean?
Data
Rich
Information
PoorImage from Microsoft Online Images
Turn and Talk
After hearing and seeing all the data that is available; talk with your table about the following questions:
• How can you access this data?
• What data can you use on a daily basis?
• Once you have the data what can you do with it to adjust your daily instruction?
Achievement vs. GROWTH
Student Achievement
End of School Year
Proficient
Student Growth
End of School Year
Proficient
Start of School Year
Not Proficient
Change over
time
EVAAS Overview
What is EVAAS?
So What Does It Do?
How can EVAAS Help Me?
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
•Value Added•Diagnostic•Performance Diagnostic
•School Academic Preparedness Report•Custom Student Report•Student Pattern Reports
•Student Search•Academic At-Risk Report
2012-13 Changes in Reporting
2011-12 2012-13
Above
Not Detectably Different
Below
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
District Value Added ReportWith this report you can…•Observe the average progress of students in a district
•Compare a district’s progress rate for a grade to the Growth Standard.
•Compare a district’s achievement level to the state’s average achievement.
Value-Added Reporting
Interpreting Value Added Reports
Student Achievement Levels
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.
District Value Added ReportWith this Report You Can…
•Observe the average progress of students in a district
•Compare a district’s progress rate for a grade to the Growth Standard
•Compare a district’s achievement level to the state’s average achievement
What does the District Value Added report tell us about your schools?
• Discuss the science report at your table.
• What are the strengths of your science program?
• What other information do you need to make any instructional adjustments?
Break: 10 Minutes
http://goo.gl/Cn4bv
Value-Added Reports
School Value Added Report ActivityWhat does this report tell us about your math program?
Look at the trends in the same grade.
Discuss:What you can take a way from this report?
District Diagnostic Reports
• Use to identify patterns or trends of progress among students expected to score at different achievement levels
• Use this report for diagnostic purposes only and not for accountability
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
Diagnostic Report
Diagnostic Reports Interpreting the Chart
What would an ideal pattern on a
Diagnostic Report look like?
Diagnostic Report Desirable PatternDoes Yours Look Like This?
District Performance Diagnostic Reports
You can learn even more when you click on % of students
Interpreting the Pie Chart
Value Added and Diagnostic Reports:
Let’s Practice
1. Go to ncdpi.sas.com2. BOOKMARK IT!
3. Secure & ConvenientOnline Login
Do you see this?
Then Sit Tight!
Let’s Practice!Reports
School Value Added
School
Any Sub Group
% of Students
Or Select Subgroups
Task: Value-Added and Diagnostic Reports • Choose “Reports” > “School” > “Value-Added Reports”• Review the Value-Added Reports for your School• Choose one subject area / grade level at your school
to observe• Click on the Mean NCE Gain• View a variety of subgroups (select subgroups)• Use the underlined hot links to dig more deeply into
the data
Turn and Talk aboutSchool Value Added Reports
What did you find?
Interesting Patterns
Insights
Areas of Concern
Areas of Celebration
Value-added Results Reveal How Well your Curriculum and Instruction are Working
Collegial Conversations
Image from Microsoft online gallery
Count off by 3sand locate your
assigned table
Locate the “Scenario” document on your table
Ask one person to read the scenario aloud
Have a ten minute discussion about the scenario, then ... play devil’s advocate and ask your table members some tough questions to give each person some practice in
addressing questions/situations that may arise. When prompted move to the next table
Teacher Perspective: Scenario #1• Your team shared value added results with each
other and noticed that collectively you are not getting high levels of growth in mathematics from your low achievers. – What can your team do to improve?
• You are also concerned that value added reporting may have a negative impact on the current collaborative culture that exists in your team. – What can you do to address this?
Teacher Perspective: Scenario #2
• As a conscientious teacher, you have read your value-added reports and you are upset that your lowest-achieving math students did not demonstrate sufficient progress, despite all of your hard work with them.
– How does this make sense?
Teacher Perspective: Scenario #3
Discuss the following at your table:
• Why do you think students did not make the progress expected/the progress you’d like to have seen, last year?
• Why have students in the chosen achievement group(s) not made the progress the teacher/you would like them to have done,in the past?
Session Evaluation
To complete the session plus/deltavisit the link below: http://bit.ly/Se9f8T
YOUR FEEDBACK IS IMPORTANT TO US!
Questions
Contact Information
Abbey Futrell, PD Consultant, Region 1 [email protected] (252) 227-0838
Beth Edwards, PD Consultant, Region [email protected] (252) 916-6842
Dianne Meiggs, PD Consultant, Region [email protected] (252) 340-0113
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