GETTING STARTED Getting Started Getting Started to Success Session 1.
Getting Started
description
Transcript of Getting Started
![Page 1: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/1.jpg)
Getting Started
• Log on to this site: http://bit.ly/EVAAS7
Complete Tasks Before We Begin Section
1. Consensogram Activity
2. Burning Questions
3. Pre-Assessment Questions
![Page 2: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/2.jpg)
Making the Most of Your Data:
Beginning-Intermediate Training
Heather Mullins, Region 7 Professional Development Consultant
Greg McKnight, Region 3 Professional Development Consultant
Mary Russell, Region 3 Professional Development Consultant
The Power of EVAAS
![Page 3: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/3.jpg)
Today’s PresentersHeather MullinsProfessional Development ConsultantRegion [email protected]
Greg McKnightProfessional Development ConsultantRegion 3Gregory,[email protected]
Mary RussellProfessional Development ConsultantRegion [email protected]
![Page 4: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/4.jpg)
Agenda
• Welcome, Introductions, Agenda Overview
• EVAAS and Data
• System Overview
• Pre-Assessment
• Reflective Assessments
• Exit Ticket
4
![Page 5: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/5.jpg)
Outcomes
• Explore reflective assessments• Understand the various EVAAS reports • Be able to create custom reports based on a set of
criteria
![Page 6: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/6.jpg)
Resources
![Page 8: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/8.jpg)
Pre-Assessment Results
![Page 9: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/9.jpg)
Poll: I am very familiar with the Education Va...
![Page 10: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/10.jpg)
Poll: I know how to login to the EVAAS website...
![Page 11: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/11.jpg)
Poll: I know how to navigate the EVAAS website...
![Page 12: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/12.jpg)
Poll: I understand EVAAS report names.
![Page 13: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/13.jpg)
Poll: I know how to use the EVAAS website to g...
![Page 14: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/14.jpg)
Poll: I know how to access EVAAS reports for i...
![Page 15: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/15.jpg)
Poll: I am able to analyze the metrics in EVAA...
![Page 16: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/16.jpg)
Poll: I know how to collect evidence from EVAA...
![Page 17: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/17.jpg)
Poll: I know how to collect evidence from EVAA...
![Page 18: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/18.jpg)
Poll: I know how to interpret the following re...
![Page 19: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/19.jpg)
Poll: I am able to communicate the findings of...
![Page 20: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/20.jpg)
Poll: I am able to use data analysis to initia...
![Page 21: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/21.jpg)
It’s Connected
![Page 22: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/22.jpg)
What is Data Literacy?
The understanding needed to:
• Find
• Evaluate
• Utilize
data to inform instruction.
![Page 23: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/23.jpg)
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.
![Page 24: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/24.jpg)
Why does EVAAS matter?
Teachers Principals District Leaders
![Page 25: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/25.jpg)
Table Talk
• Who has EVAAS access in your LEA/Charter?
• How are you currently using EVAAS?
• What benefits/difficulties have you experienced?
• What have you learned?
![Page 26: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/26.jpg)
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• Data Conversations / True PLCs
• Culture of School
• Sensitivity of Data
• Finger Pointing and Blame Game
• Window vs. Mirror
![Page 27: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/27.jpg)
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
![Page 28: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/28.jpg)
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.
![Page 29: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/29.jpg)
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.
![Page 30: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/30.jpg)
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
![Page 31: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/31.jpg)
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.
![Page 32: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/32.jpg)
Changes in Reporting for 2012-13
2011-12 2012-13
Above
Not Detectably Different
Below
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
![Page 33: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/33.jpg)
Teacher Ratings Categories
Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
2012-13
![Page 34: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/34.jpg)
Table Talk
• How do you explain the concept of Achievement vs. Growth to others in your district?
![Page 35: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/35.jpg)
Student Achievement
End of School Year
Proficient
![Page 36: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/36.jpg)
Student Growth
End of School Year
Proficient
Start of School Year
Not Proficient
Change over
time
![Page 37: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/37.jpg)
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
![Page 38: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/38.jpg)
The EVAAS 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.
![Page 39: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/39.jpg)
The EVAAS Philosophy
• 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)
![Page 40: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/40.jpg)
Achievement and Poverty
How is this fair?
![Page 41: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/41.jpg)
Academic Growth and Poverty
No one is doomed to failure.
![Page 42: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/42.jpg)
Proficiency vs. Growth
Scenario Proficient Growth
5th grader begins the year reading at a 1st grade level. Ends the year reading at a 4th grade level.
5th grader begins the year reading at a 7th grade level. Ends the year reading at the 7th grade level.
NO
NO
YES
YES
![Page 43: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/43.jpg)
BREAKReturn in 15 minutes.
44
![Page 44: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/44.jpg)
EVAAS Overview
![Page 45: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/45.jpg)
![Page 46: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/46.jpg)
What is EVAAS?
SAS EVAAS Analyse
s
Writing
ACT
End of Course
End of Grade
LOOKING AHEAD
Planning for Students’ Needs:
Student Projections to Future Tests
LOOKING BACK
Evaluating Schooling
Effectiveness:
Value Added & Diagnostic
Reports
![Page 47: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/47.jpg)
How can EVAAS help me?
Improve the
Education Program
EVAAS: Looking Back
Past Program Effectiveness
Local Knowledge & Expertise
EVAAS: Looking Ahead
Incoming Student Needs
![Page 48: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/48.jpg)
• Answers the question of how effective a schooling experience is for learners
• Produces reports that– Predict student success
– Show the effects of schooling at particular schools
– Reveal patterns in subgroup performance
![Page 49: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/49.jpg)
Value-Added Reporting
![Page 50: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/50.jpg)
• Use to evaluate the overall effectiveness of a district on student progress
• Compares each district to the average district in the state for each subject tested in the given year
• Indicates how a district influences student progress in the tested subjects
District Value Added Report
![Page 51: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/51.jpg)
![Page 52: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/52.jpg)
The School Value Added Report compares each school to the average school in the state.
Comparisons are made for each subject tested in the given year and indicate how a school influences student progress in those subjects.
![Page 53: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/53.jpg)
Value-Added Reporting
![Page 54: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/54.jpg)
• If the Mean NCE Gain is greater than or equal to zero, the average student in this school has achieved a year’s worth of academic growth in a year
• If the Mean NCE Gain is less than zero, the average student in this school has achieved less growth than expected
Mean NCE Gain
![Page 55: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/55.jpg)
Value-Added Reporting
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.
![Page 56: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/56.jpg)
Use to identify patterns or trends of progress among
students expected to score at different
achievement levels
District Diagnostic Reports
![Page 57: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/57.jpg)
District Diagnostic Report
• This report is intended for diagnostic purposes only and should not be used for accountability.
![Page 58: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/58.jpg)
What do you see?
![Page 59: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/59.jpg)
Features of the Diagnostic Report• Quintiles
• Green Zero Line
• Previous Cohort(s)
• Confidence Band
• Whiskers
• 2 Standard Errors
![Page 60: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/60.jpg)
Features of the Diagnostic Report
• Clickable Information
• Reference
• Gain
• Standard Error
![Page 61: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/61.jpg)
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
![Page 62: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/62.jpg)
Interpreting the Pie Chart
Yellow
Green
Light Red
![Page 63: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/63.jpg)
Your Turn to Interpret
![Page 64: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/64.jpg)
Your Turn to Interpret
![Page 65: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/65.jpg)
Reflective Assessments
![Page 66: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/66.jpg)
Value-Added Reports
![Page 67: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/67.jpg)
Diagnostic Reports Looking for Patterns
![Page 68: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/68.jpg)
School DiagnosticShed Pattern
![Page 69: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/69.jpg)
School DiagnosticReverse Shed Pattern
![Page 70: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/70.jpg)
School DiagnosticTent Pattern
![Page 71: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/71.jpg)
School DiagnosticV Pattern
![Page 72: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/72.jpg)
School DiagnosticOpportunity Gap Pattern
![Page 73: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/73.jpg)
What would an ideal pattern on a Diagnostic Report
look like for closing the achievement gap?
![Page 74: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/74.jpg)
Diagnostic Reports – Desirable Pattern
![Page 75: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/75.jpg)
Diagnostic Report Desirable Pattern
![Page 76: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/76.jpg)
Lunch
![Page 77: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/77.jpg)
Diagnostic & Performance
Diagnostic Reports (Part 2)
![Page 78: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/78.jpg)
Diagnostic Reports – Whiskers
![Page 80: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/80.jpg)
Overview of School Effects
![Page 81: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/81.jpg)
Overview of School Effects (sample data)
![Page 82: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/82.jpg)
Overview of School Effects (sample data)
![Page 83: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/83.jpg)
Overview of School Effects
On Your Own
• Finish the table.
Do this by yourself.
• Use sample data
• Complete your table.
![Page 84: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/84.jpg)
Overview of School Effects
What did you find?
• Interesting Patterns
• Insights
• Areas of Concern
• Areas of Celebration
![Page 85: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/85.jpg)
Overview of School Effects (sample data)
![Page 86: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/86.jpg)
1. Go to the websitewww.ncdpi.sas.com
![Page 87: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/87.jpg)
1. Go to the website ncdpi.sas.com
![Page 88: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/88.jpg)
1. Go to ncdpi.sas.com
2. BOOKMARK IT!
3. Secure & ConvenientOnline Login
![Page 89: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/89.jpg)
Do you see this?
Then Sit Tight!
![Page 90: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/90.jpg)
Overview of School EffectsIt’s Your Turn!
• Find the blank table.
Do this by yourself.
• Using your data
• Fill in your table.
![Page 91: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/91.jpg)
Overview of School Effects
What did you find?
• Interesting Patterns
• Insights
• Areas of Concern
• Areas of Celebration
![Page 92: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/92.jpg)
Student Pattern Report
![Page 93: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/93.jpg)
Student Pattern Report
Key points to remember:
• The report shows growth for the lowest, middle, and highest
achieving students within the chosen group.
• The report can be used to explore the progress of students with
similar educational opportunities.
• Like all diagnostic reports, this report is for diagnostic purposes only.
• A minimum of 15 students is needed to create a Student Pattern
Report.
![Page 94: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/94.jpg)
Student Pattern Report
![Page 95: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/95.jpg)
Student Pattern Report
![Page 96: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/96.jpg)
Key Questions
![Page 97: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/97.jpg)
Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
![Page 98: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/98.jpg)
Student Pattern Report – Key Questions
Different experience?
Different strategies?
Different needs?
Number of hours?
Rerun the report with new criteria.
YES!
![Page 99: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/99.jpg)
Student Pattern Report – Next Steps
16 Students who attended for 40+ hours
All 31 Students in the Program
![Page 100: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/100.jpg)
Less Informed Conclusion: We need to change the selection criteria for this program.
More Informed Conclusion: We need to adjust the recommended hours for participants.
![Page 101: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/101.jpg)
CUSTOM STUDENT REPORT
![Page 102: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/102.jpg)
Custom Student Report HANDOUT
![Page 103: Getting Started](https://reader035.fdocuments.in/reader035/viewer/2022062805/56814db6550346895dbb0c1f/html5/thumbnails/103.jpg)
Exit Tickets and Feedback
As you reflect on today’s session, use two sticky notes to capture your thoughts on these topics:
1. Greatest Take Away2. Now, I Need…
http://go.ncsu.edu/ncdpi-resa_survey