1. A Road Map for Schools
Tanya Turner
tturner@ecps.k12.nc.us
Jodi Weatherman
weathermanj@wilkes.k12.nc.us

2. Potential Principal & Faculty Influence on
Educational Variability
5% = Districts
95 % = Schools & Teachers

3.  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.

4.  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.

5.  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.

6.  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.

7.  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.

8.  All children can learn
 All children deserve opportunities to make
appropriate academic progress every year
 Educators can manage their effectiveness to
improve student opportunities

9.  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.

10.  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.

11.  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

12.  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

13.  Log-in:
https://ncdpi.sas.com/evaas/signin.jsf
 Navigation Bar
◦ Back
◦ Print/Save
◦ Reports/Schools/Tests/Subjects
 Report Names

14.  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.

15. Clearly defined destination
(Appropriate/above average yearly
progress)
Caution, slow down, regroup, detour
(Not detectably different)
Stop! We’re in trouble!
(Below average progress)

16.  Determine strengths (green), areas for
improvement (yellow), and areas for
reconstruction (red) of your school by
analyzing the patterns of student
performance.

17.  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???

18.  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)

19.  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?

20.  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.

21.  Who are the students?
◦ Sorting Features
◦ Student History
 Pie Charts
 Working between reports

22.  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?

23.  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.

24. 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)

25.  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.

26.  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?

27.  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.

28.  Map out class predictions
 Create Schedules
 Target students for intervention
 Target students for enrichment/advancement
 Flex grouping
 Differentiation

29.  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.

30.  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.

31. 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)

32.  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.

33.  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.

34.  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?

35.  What questions or comments do you have?