evaas and expectations. answers the question of how effective a schooling experience is for learners...
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What is EVAAS? SAS EVAAS Analyses WritingACT 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 ReportsTRANSCRIPT
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EVAAS and Expectations
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• 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
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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
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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
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How do you explain the concept of
Achievement vs. Growth?
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Student Achievement
End of School Year
Proficient
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Student Growth
End of School Year
Proficient
Start of School Year
Not Proficient
Change over time
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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
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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.
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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)
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Achievement and Poverty
How is this fair?
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Academic Growth and Poverty
No one is doomed to failure.
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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.
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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
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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?
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How can EVAAS help me?
Improve the
Education Program
EVAAS: Looking BackPast Program Effectiveness
Local Knowledge & Expertise
EVAAS: Looking Ahead
Incoming Student Needs
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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
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What Are Projections Anyway?
Given a specific set of circumstances…
…what’s the most likely outcome?
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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?
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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
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What’s the Value of the Projections?
Projections are NOT about
predicting the future.
They ARE about
assessingstudents’ academic
needs TODAY.
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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?
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Using Projections to Take Action
• Identify students • Assess the level of
risk • Plan schedules • Identify high-
achievers• Assess the
opportunities• Inform
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Past Effectiveness
Reflect on Past Effectiveness toPlan for Differentiating Student Instruction
Entering Achievement
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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.
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Achievement vs. Progress• Focus on progress
• Educators can influence this
• Minimum expectation = one year of academic gain
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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