Using EVAAS to Improve Student

Performance

Heather StewartJody Cleven

Region 4 PD LeadsNCDPI

Underlying 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.

• Adjustments to instruction should be based on the academic attainment of students, not on socio-economic factors.

• Given reliable information on past effectiveness, educators can make appropriate adjustments to improve student opportunities.

• "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)

• One of the most important things educators can know is with whom they are effective and where they need to develop new skills..

* SAS

Achievement and Poverty

How is this fair?

Academic Growth and Poverty

No one is doomed to failure.

EVAAS is a Growth Model

• Measures

• Definitions

• Reports

• Use

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

Value-Added Reporting

Predictions

Projections

Value-Added Reports – Multivariate Model (Projections)

Value-Added Reporting

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.

District/School Value Added &Diagnostic Reports

• Use to identify patterns or trends of progress among students expected to score at different achievement levels

• Helpful to begin to understand terms, definitions, and connections to teacher reports

• Consider: Curriculum, Assessment, Professional Development, and Instructional Practices

Value-Added Reports

Diagnostic Report

Diagnostic Reports – the whiskers

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

District Performance Diagnostic Reports

Interpreting the Pie Chart

Light Red

Green

Yellow

Diagnostic Reports Looking for Patterns

School DiagnosticShed Pattern

School DiagnosticReverse Shed Pattern

School DiagnosticTent Pattern

School DiagnosticV Pattern

School DiagnosticOpportunity Gap Pattern

What would an ideal pattern on a Diagnostic Report

look like for closing the achievement gap?

Diagnostic Reports – Desirable Pattern

Diagnostic Report Desirable Pattern

1. Go to the websitewww.ncdpi.sas.com

1. Go to the website ncdpi.sas.com

1. Go to ncdpi.sas.com

2. BOOKMARK IT!

3. Secure & ConvenientOnline Login

Do you see this?

Then Sit Tight!

Student Pattern Report

Student Patterns 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.

Student Pattern Report

Student Pattern Report

Academic At-Risk Reports

• Reports

– Academic At-Risk Report

Academic At-Risk Reports

3 Categories

AYP at Risk- at risk for not meeting the academic indicators for AYPGraduation at Risk-reports for students at risk for not making a Level III on EOC subjects required for graduationOther at Risk-reports for students at risk for not making Level III on other EOC subjects

Academic at Risk ReportsBe Proactive

Use these reports to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones.

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Making Data Driven Decisions

Student Project Report

What Are Projections Anyway?

Given this student’s testing history, across subjects…

…what is the student likely to score on an upcoming test, assuming the student has the average schooling experience?

EVAAS ProjectionsWhat are they based on?

• Expectations based on what we know

» About this student and other students who have already taken this test

» Prior test scores (EOC/EOG), across subjects

» Their scores on the test we’re projecting to

What’s the Value of the Projections?

Projections are NOT about predicting the future.

They ARE about assessing

students’ academicneeds TODAY.

Assessing Students’ Needs

• What are this student’s chances for success?

• What goals should we have for this student this year?

• What goals should we have for this student in future years?

What can I do to help this student get there?

Using Projections to Take Action

• Identify students

• Assess the level of risk

• Plan schedules

• Identify high-achievers

• Assess the opportunities

• Inform

Making Data Driven Decisions

Student Project Report

Student Project Report

Thinking of the State Distribution by QUINTILES

QUINTILE 1

QUINTILE 2

QUINTILE 3

QUINTILE 4

QUINTILE 5

Note the Student’s Projected QUINTILE

QUINTILE 2

Past Effectiveness

Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction

Entering Achievement

Past Effectiveness

Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction

QUINTILE 2

Entering Achievement

Feeder Pattern Reports

Academic Preparedness Report

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Custom Student Report HANDOUT

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Questions?

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/