Understanding EVAAS Teacher Effectiveness Reporting Washington County Public Schools April 25, 2013.
EVAAS and Expectations. Answers the question of how effective a schooling experience is for learners...
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Transcript of EVAAS and Expectations. Answers the question of how effective a schooling experience is for learners...
EVAAS and Expectations
• 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
What is EVAAS?
SAS EVAAS Analyse
sWriting
ACT
End of Course
End of Grade
LOOKING AHEADPlanning for
Students’ Needs:Student
Projections to Future Tests
LOOKING BACKEvaluating Schooling
Effectiveness:Value Added &
Diagnostic Reports
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
4
How do you explain the concept of
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
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
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.
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)
Achievement and Poverty
How is this fair?
Academic Growth and Poverty
No one is doomed to failure.
High-Achieving Students and ProgressAll schools in Tennessee in 2011 - Math students in grades 4 through 8.
Districts, schools, and teachers that serve high achieving students can make excellent progress, just as easily as those that serve low achieving students.
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
Table Talk
• How could you use the concept of achievement vs. growth to discuss high expectations with teachers?
• How does the achievement vs. growth conversation guide PLCs?
How can EVAAS help me?
Improve the
Education Program
EVAAS: Looking BackPast Program Effectiveness
Local Knowledge & Expertise
EVAAS: Looking Ahead
Incoming Student Needs
Academic at Risk ReportsBe Proactive
Use these reports for discussing, developing and implementing targeted intervention and support to students who are at risk for not meeting future academic milestones.
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Making Data Driven Decisions
What Are Projections Anyway?
Given a specific set of circumstances…
…what’s the most likely outcome?
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
assessingstudents’ academic
needs 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
Past Effectiveness
Reflect on Past Effectiveness toPlan for Differentiating Student Instruction
Entering Achievement
Academic Preparedness Report
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Achievement vs. Progress
Student Progress – How far have I come?
• Highly dependent on what happens as a result of schooling rather than on demographic factors.
Achievement vs. Progress• Focus on progress
• Educators can influence this
• Minimum expectation = one year of academic gain
EVAAS can tell you WHAT happened. It’s up to YOU to determine WHY it happened and what you want to do about it.
Improve the
Education Program
EVAASLocal
Knowledge & Expertise