EOC & NCFE Data2013-14

Measuring Proficiency

2013-14 Results for EOCs and NCFEs Spreadsheet EOC scores sorted by Difference between Percent

Proficient 2013-14 and Percent Proficient 2012-13. NCFE scores sorted by Difference if NCFE given both

years, otherwise sorted by Percent Correct 2013-14. Performance Composite & Percent Proficient colored

columns: The brighter the green the higher the proficiency rate relative to other schools. The darker the red, the lower. Yellow/Orange in the middle.

Percent Correct colored columns: The brighter the green the higher the average percent correct relative to other schools. The darker the red, the lower. Yellow/Orange in the middle.

2013-14 Results for EOCs and NCFEs Spreadsheet

Difference column: Positive indicates increase in proficiency

rate; negative indicates decrease in proficiency rate.

The brighter the green the larger the increase in proficiency rate relative to other schools.

The darker the red, the larger the decrease in proficiency rate relative to other schools.

Yellow/Orange indicate the increase or decrease in proficiency rate is not large relative to other schools.

NC Final Exam Data Difference column -

Precalculus: All differences positive

– everyone increased in percent correct!

The brighter the green, the larger the increase in percent correct relative to other schools

Math I EOC

Measuring Growth

EVAAS Reports Value Added Summary (in spreadsheet) –

summary of overall growth – trend over time

Digging deeper: Diagnostic – growth by achievement group Performance Diagnostic – growth by

predicted achievement level Can be disaggregated by race, gender,

and demographics

Diagnostic Report:

groups divided by

achievement

Diagnostic Performance

Report: groups divided by predicted

EOC Performance

Level

Diagnostic Report:

groups divided by

achievement

Diagnostic Performance

Report: groups divided by predicted

EOC Performance

Level

Diagnostic Report:

groups divided by

achievement

Diagnostic Performance

Report: groups divided by predicted

EOC Performance

Level

Reflecting on the Data:Math Dept. Chairs Meeting What factors may have influenced the

increase or decrease in percent proficient for EOCs at your school?

What factors may have influenced the increase or decrease in percent correct for NCFEs at your school?

What implications does this have for instruction at your school?

Reflecting on the Data:Math I PLT Team Leaders’ Meeting Schools with high proficiency rates, high

increases in proficiency rates, high growth, or significantly increasing growth asked to share at PLT Team Leaders meeting.

Questions they were asked to address: How does your PLT operate effectively? What changes did you make in Math I

curriculum/instruction between 2012-13 and 2013-14?

What strategies/interventions do you use for struggling students?

Does math placement factor in?

Reflecting on the Data:Math I PLT Team Leaders’ Meeting

Strategies & ideas they shared: PLT Structures:

same teachers teaching Math I each year mostly veteran teachers; few beginning

teachers teachers dedicated to teaching Math I all day common planning for EOC PLTs daily communication/reflection on how

lessons are going visited feeder Middle Schools for vertical

alignment and better understanding

Reflecting on the Data:Math I PLT Team Leaders’ Meeting Established high expectations from Day 1

modeled expectations gave frequent feedback on progress

Curriculum adjustments focused on critical standards slowed down when needed felt they know the curriculum better now

that they are in the 3rd year of implementation

weekly cumulative review (Problem Attic, Math XL)

Reflecting on the Data:Math I PLT Team Leaders’ Meeting Support for struggling students

established remediation structures within school day (Knight Time, Smart Lunch, etc.)

students who failed Math IA placed into Intro Math in the spring

Instructional adjustments balance between direct instruction and

activities strategic EOC preparation literacy development

Reflecting on the Data:Math I PLT Team Leaders’ Meeting Strategic preparation for EOC test:

spiraled review throughout course practice with EOC-type questions with

attention to gridded-response and calculator inactive items

Coach Book for Math I EOC Review last 3 weeks devoted to EOC review multiple practice EOCs to build stamina strategically grouped students based on

mock-EOC performance in order to differentiate preparation

Reflecting on the Data:Math I PLT Team Leaders’ Meeting Attention to literacy development:

Required students to write – e.g. explanations of how they solved a problem/why a procedure works

Focus on contextual (word) problems, offering specific strategies for how to unpack problems