October 2012 Hyde County. Before We Begin… Visit: Add the Region 1.

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

http://ncees.ncdpi.wikispaces.net/NCEES+Wiki

Virtual Professional Development

https://ncdpi.sas.com

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