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Revere Board highlights data‑driven instruction after state value‑added data released
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Summary
Revere administrators presented newly released EVAS (value‑added) data and outlined district plans to use common assessments, PLCs and intervention time to drive instruction and sustain gains in algebra and geometry.
Revere Board of Education administrators on Nov. 18 reviewed the district’s approach to using assessment data to guide instruction, saying the state’s EVAS (value‑added) growth data was released that morning and will be used alongside locally developed common assessments.
Marsha (central office administrator) told the board the district’s focus this year is that “every student thrives,” and that EVAS measures growth relative to projected growth using students’ testing history. She said the state’s delayed release of EVAS affected district timelines — “No one in Ohio got that data until today,” she said — and that the district has not yet completed teacher‑level data reviews.
Dr. Dan Oberhauser and building leaders described how common assessments, professional learning communities (PLCs), learning walks and weekly intervention/enrichment (IE) time will be used to identify trends and tailor instruction. Oberhauser said teachers are using common assessment audits to align standards, question types and grading practices and that PLCs provide time to share unit plans, learning intentions and success criteria.
Administrators pointed to sustained, above‑expected growth in high‑school algebra and geometry as evidence the work is beginning to pay off. They said next steps include in‑depth EVAS analysis, teacher training sessions and compiling cross‑building trend data by Feb. 17 to inform interventions and action plans.
Board members asked for concrete examples of grading discrepancies; presenters described a fourth‑grade math item that was rewritten to remove grading ambiguity so results could be scored consistently. The district also plans staff training and scheduled observation windows so teachers can see examples of effective differentiation in IE time.
The presentation was informational; no formal vote was taken. Administrators said they will continue reviewing data with teachers and return with more detailed analysis and recommendations.
