Measuring and responding to student growth Desired Outcomes

Measuring and responding to student growth

Desired Outcomes • • • 1. I understand what EVAAS growth is as compared to proficiency 2. I understand some common basic misconceptions about EVAAS (For example- It is harder to grow low performing or high performing students) 3. I understand the most basic teacher reports (an interactive yet "hidden" look) 4. I understand what the value added section means for me 5. I can use the information in the diagnostic section to improve my instruction

Data Assess Plan Action

What is growth? • Difference between how students were predicted to score and how students actually scored. • Percentile scores based on raw scores from around the state. • Teachers rarely look at predicted percentiles • Teachers confuse percentage and percentile

Steps • 1. ) Gather and sort predicted percentiles for students • 2. ) Identify differentiation strategies based on predicted percentiles • 3. ) Analyze benchmark and other data to predict growth • 4. ) Respond to data with keeping or altering differentiation strategies

Analyze Benchmark and NC Final Exam Percentile Data

Using Benchmark Scores to Predict Student Growth

Important Considerations • Analyze data in terms of groups of students not individual students. • Data is only a prediction because it is based on percentiles in one county not the entire state.

Respond to data • What instructional strategies work?

Strategies for all students • Interactive student notebooks • Focus on key vocabulary • Standards based real world problem solving

Strategies for struggling students • SIOP strategies • Using visuals to accompany key vocabulary terms • Focus on thinking strategies • Compare and contrast • Cause and effect

Strategies for higher level students • Student Centered Lessons • Students are required to make and defend arguments • Students are required to solve real world open ended problems • Students are required to present material to others in written and oral format

Analysis of data indicates if the strategies are working

Overview • How to gather data • What are the origins of the data • How to analyze data • Groups of students –vs- individual students • How to respond to data Data • Differentiated instruction Action Data

Your turn • 1. ) Gather your data from last year • Which groups of students did you grow? • Which groups of students did you not grow? 2. ) Gather the data on your students that you currently teach 3. ) Group your current students into three groups based on predicted percentiles High, Middle, Low 4. ) Identify strategies you used last year - how will you modify the strategies you used last year?

Desired Outcomes • • • 1. I understand what EVAAS growth is as compared to proficiency 2. I understand some common basic misconceptions about EVAAS (For example- It is harder to grow low performing or high performing students) 3. I understand the most basic teacher reports (an interactive yet "hidden" look) 4. I understand what the value added section means for me 5. I can use the information in the diagnostic section to improve my instruction