Making Data Work for Kids: EVAAS Teacher Reports October 2012

1. Making Data Work for Kids: EVAAS Teacher ReportsOctober 2012 SAS® EVAAS® for K-12

2. Presenter Dr. Sandy HornSenior Educator Support SpecialistSAS EVAAS sandy.horn@sas.com

3. Why should you care about your EVAAS Teacher Value Added Report? • Beginning with your 2013 report, it becomes part of your evaluation. • Standard 6 – Teachers contribute to the academic success of their students. (Measurable Progress) • Standard 4 – Teachers facilitate learning for their students • Teachers plan instruction appropriate for their students • Use data for short and long range planning • Standard 5 – Teachers reflect on their practice. • Teacher analyze student learning. But your report is not just an evaluation component. It is also a powerful tool for improving your effectiveness as a teacher. So why else should you care?

4. Why should you care about your EVAAS Teacher Value Added Report? You care about your students.

5. 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.

6. High-Achieving Students and Progress All 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.

7. High-Achieving Students and Progress All schools in Pennsylvania 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.

8. Achievement vs. Progress By concentrating on the progress students make, EVAAS puts the emphasis on something educators are responsible for and can do something about. Average progress (one year of academic gain) is the minimum expectation. In other words, it is expected that students will not lose ground, relative to their peers, in the course of the year.

15. EVAAS can tell you WHAT happened. It’s up to YOU to determine WHY it happened and what you want to do about it.

16. Effectiveness Categories State Growth Standard/State Average = 0.0 Standard Error = a measure of uncertainty Usually, the more data you have, the smaller the standard error. Index = Teacher Estimate divided by its Standard Error Index is 2 or higher Index is equal to or greater than a -2 but less than +2 0.0 Index is less than -2

17. EVAAS Teacher Value Added Report

18. Student Teacher Linkages

19. EVAAS Student Report

20. EVAAS Teacher Value Added Report Supplemental Information Table

21. EVAAS Teacher Diagnostic Report

22. EVAAS Teacher Diagnostic Report

23. School Composites

24. 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 who they are effective with and who they are not. Underlying Philosophy

25. http://ncdpi.sas.com SAS EVAAS Questions? • Sandy.Horn@sas.com