Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
North Carolina Association for Middle Level Education , profile picture
Uploaded byNorth Carolina Association for Middle Level Education
PPTX, PDF430 views

Middle School Conference EVAAS Workshop 2012

The document discusses using student growth data in teacher and principal evaluations in North Carolina. It provides details on: - Adding a student growth component to evaluations to better connect them to student outcomes. - How schools that did not meet expected growth had more teachers rated highly than lower growth schools, indicating current evaluations may not reflect student growth. - Examples of evaluation standards and elements that relate to using student data and growth to inform instruction and monitor progress. - Defining effective teachers as those whose students meet growth expectations and are proficient or higher on standards.

Education◦Technology◦
Downloaded 10 times
A Road Map for Schools Tanya Turner tturner@ecps.k12.nc.us Jodi Weatherman weathermanj@wilkes.k12.nc.us
Potential Principal & Faculty Influence on Educational Variability 5% = Districts 95 % = Schools & Teachers
 The State is adding a student growth component to both the teacher and principal evaluation process.  A teacher’s ability and a leader’s ability to grow students within individual schools is critical to the future of education and children of NC.  Given its importance, student growth is an integral part of the evaluation process for administrators and teachers.
 The State’s evaluation data from last year shows that schools that did not make expected growth had a larger percentage of teachers rated as accomplished or distinguished than the schools who did make expected growth.  Current evaluation standards seem to not be connected to student growth.
 Standard 1: Teachers demonstrate leadership.  Element A: ◦ Uses data to understand the skills and abilities of students. ◦ Provides evidence of data driven instruction throughout all classroom activities. ◦ Evaluates student progress using a variety of assessment data. ◦ Uses classroom assessment data to inform program planning.
 Standard 4: Teachers facilitate learning for their students  Element H: ◦ Uses indicators to monitor and evaluate student progress. ◦ Uses multiple indicators, both formative and summative, to monitor and evaluate student progress and to inform instruction. ◦ Uses the information gained from the assessment activities to improve teaching practice and student learning. ◦ Teaches students and encourages them to use peer and self assessment feedback to assess their own learning.
 An effective teacher will be defined as a teacher whose students meet expectations and is proficient or higher on all standards.  A highly effective teacher will be one whose students exceed growth expectations and are accomplished or higher on all standards.  Being rated as developing in any area would not be an effective teacher.
 All children can learn  All children deserve opportunities to make appropriate academic progress every year  Educators can manage their effectiveness to improve student opportunities
 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.
 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.
 To provide reliable information to educators from the rigorous analysis of test scores  To influence school progress rates in a positive way  To reflect on previous practice and improve student achievement
 To have a basic understanding of each report available to you in the system  To learn how to read the reports to improve instruction in your school and/or classroom  To share applications of EVAAS in your classroom/school
 Log-in: https://ncdpi.sas.com/evaas/signin.jsf  Navigation Bar ◦ Back ◦ Print/Save ◦ Reports/Schools/Tests/Subjects  Report Names
 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.
Clearly defined destination (Appropriate/above average yearly progress) Caution, slow down, regroup, detour (Not detectably different) Stop! We’re in trouble! (Below average progress)
 Determine strengths (green), areas for improvement (yellow), and areas for reconstruction (red) of your school by analyzing the patterns of student performance.
 Use this report to identify patterns or trends of progress among students at different achievement levels.  Blue bars show the progress of students in the most recent year. Gold bars show the progress of students in up to three previous cohorts, when data are available. No bar is presented for subgroups with fewer than five students.  Who are the students???
 Are your blue bars in each quintile higher than your yellow bars? If so, which quintiles? If not, which quintiles?  Within what range does each of your blue bars fall? (>0.5 = green; -0.5 to 0.5 = yellow; < -0.5=red)
 Determine your grade/subject area’s strengths? Why? What practices/strategies did you employ that created these strengths?  Determine your grade/subject area’s weaknesses? Why? What might you need to change in order to improve this area next year?
 Used to determine your school’s effectiveness on reaching student groups at the five quintiles as measured by the state.  Remember that they are assigned to these quintiles based on where they were expected to score.
 Who are the students? ◦ Sorting Features ◦ Student History  Pie Charts  Working between reports
 Identifies patterns or trends of progress among students at different achievement levels.  How effective was your school/subject/grade level in moving students from level to level? ◦ What was your percentage of students advancing levels? ◦ What was your percentage of students going backwards?
 Think for one minute about what you have learned thus far.  Make a note of ideas or applications that you can carry back to your school.  Write down any questions that you have up to this point.
Big Picture (8x10) •Value Added (School, Subject, Grade •School Diagnostic Level) •Performance Diagnostic Smaller Shot •School Academic Preparedness Report (5x7) •Custom Student Report •Student Pattern Reports (Teacher) Pocket Photo (Student)
 This report shows the probability that students within a grade will score at or above Level III on future tests. Reports are available for students in grades 4 through 12. All possible projections for a grade are accessed by clicking on the Projections tab.  Projections are provided in a table and a pie chart.
 Choose a subject and grade level.  Choose a projection.  Map out your predicted student performance predictions using the hand-out provided.  How can this be helpful to you as a teacher?
 From this page, you will be able to create and/or access Custom Student Reports.  Reports will include only those students who meet the criteria you or your administrator define.  Depending upon the permissions assigned to you, you may ◦ View only the Custom Student Reports assigned by your administrator. (You cannot create reports of your own). ◦ Create Custom Student Reports and view only the reports you create. ◦ View Custom Student Reports assigned by your administrator and create reports of your own.
 Map out class predictions  Create Schedules  Target students for intervention  Target students for enrichment/advancement  Flex grouping  Differentiation
 Used to determine how effective you have been with the lowest, middle, and highest achieving students you taught last year.  A minimum of 15 students with both predicted and observed scores must be chosen in order to generate a report.
 Using the EVAAS data in the student pattern report, select the students you taught the previous year.  How effective were you in teaching the lowest third, middle third, and highest third of your students? (Remember the scale!!) Strengths? Areas for improvement?  Select the students you are currently teaching to determine intervention strategies you need to put into place to improve your areas of lowest impact.
Big Picture (8x10) •Value Added (School, Subject, Grade •Diagnostic Level) •Performance Diagnostic Smaller Shot •School Academic Preparedness Report (5x7) •Custom Student Report •Student Pattern Reports (Teacher) Pocket •Student Search Photo •Academic At-Risk Report (Student)
 From this page, you may search for individual students, or you may search for groups of students with similar characteristics.  You may restrict the search by tested or enrolled school, grade, race, sex, demographics, and/ or projected proficiency levels.  You may choose any combination of these characteristics to limit your search.
 At Risk Reports include students with a 0-70% probability of scoring in the Level III range, assuming they have the average schooling experience in North Carolina.  For elementary schools, the default report is normally the AYP At Risk - 4th EOG Math report. The students on the list were last tested as 3rd graders at your school and are now 4th graders at risk of not making a Level III when tested at the end of the year on the 4th Grade EOG Math test.  For middle schools, the default report is normally the AYP At Risk - 7th EOG Math report. The students on the list were last tested as 6th graders at your school and are now 7th graders at risk of not making a Level III when tested at the end of the year on the 7th Grade EOG Math test.  For high schools, the default report is normally the AYP/Grad At Risk - EOC Alg I report. The students on the list were last tested as 9th graders at your school and are now 10th graders at risk of not making a Level III when tested at the end of the year on the Algebra I EOC test. Students on EOC At Risk Reports may have already taken the test but did not achieve a Level III by the end of the previous school year.
 Categorize your students into those most at- risk to those least at-risk.  How will you intervene for these students?  How will progress be monitored?
 What questions or comments do you have?