Pennsylvania Value-Added Assessment System (PVAAS)

Guideand for A ProcessSelf-Reflection for Self –Reflection PVAAS Teacher Reporting Resources/Supports Fall 2014 Annotated Sample

PVAAS Statewide Team for PDE [email protected]

Table of Contents A Few Tips for Navigation .................................................................................................................. 3 Making Meaning of PVAAS Teacher Specific Reporting: ....................................................... 4 Action Plan ................................................................................................................................................ 8 Accessing Support and Resources .................................................................................................. 9

HAVE YOU SEEN THE PVAAS TEACHER SPECIFIC REPORTING E-LEARNING MODULE? ● ● ● To learn more about PVAAS Teacher Specific Reporting, check out the e-Learning Module available on the PVAAS site, https://pvaas.sas.com.

How to get there:

From the login page, click on Public Access. In the blue menu bar, click the e-Learning button and scroll to find the Teacher-Specific Reports modules: one is available for teachers, and one for administrators. When logged into PVAAS, the e-Learning button can also be found in the blue menu bar.

What topics are covered? The module is approximately 45 minutes, but it is broken into several segments that you may view all at once or by specific section, at your convenience. Segments and approximate times are listed here:  Welcome and Introduction (5 min)  How growth is measured (10 min)  Getting there (2 min)  Value-Added Summary (3 min)  Value-Added Reports (11 min)  Diagnostic Summary (4 min)  Diagnostic Reports (8 min)  Custom Diagnostic Reports (3 min)

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

2

A Few Tips for Navigation  Log into PVAAS and select “Teacher Reports” from the Reports menu. (You’ll be prompted to enter your PPID & password before being directed to your reports.)

 From the Value Added Summary report, click on the subject and grade, or course in the table at the bottom to navigate to the single subject version of the Value Added report.

 Use the tabs to navigate between the Value Added types of reports and the Diagnostic types of reports:

 To get back to Summary reports, use the blue button above your current report view:

 Caution! If you click on a student’s name, you will leave teacher reporting and see the Student History Report, use the back button to get back to your Teacher Specific reporting. o If you select Teacher Reports from the menu bar instead of using the back button, you’ll need to log back in!

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

3

Making Meaning of PVAAS Teacher Specific Reporting: A Process for Review and Planning NOTE: This guide is designed to investigate a single subject and grade, or course. If you teach across subject areas, you’ll want to follow this process for each subject area. 1. Go to Teacher Specific Value-Added Report for a single subject and grade, or course. (Note: The % Total Instructional Responsibility is taken into account and reflected in Value-Added reporting only.)

Sample Report

Sample responses have been included to assist you. Please delete those responses and enter your own answers. What subject and grade or Keystone course are you viewing? 8th grade math

What is the growth index for the most recent year?

What growth color do you see?

1.66

Light blue

Where does your color fall in the statewide distribution of teachers of the same subject and grade, or course? Out of 619

(insert total # of teachers) teachers, I am one of the

teachers to fall in the light blue

72

(insert # of teachers in your color)

(insert color) range.

How is your color defined in the report legend? Moderate evidence that the teacher's group of students exceeded the standard for PA Academic Growth.

How would you explain the definition of the color in your own words? My students on average made gains…..or the achievement of my group increased.

If you have multiple years of data in this subject and grade or Keystone course, what pattern(s) do you see? For the past three years, the growth measures for my students have exceeded the growth standard.

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

4

2. Before beginning to consider what might account for what you are seeing, you should drill deeper into your reports. Go to the Diagnostic Report for the same subject and grade, or course. (Note: The % Total Instructional Responsibility is NOT reflected in diagnostic reporting.) This report is available in both a bar chart and pie chart version. Use the button spotlighted below by the → to select your preference.

Sample Bar Chart Version

Sample Pie Chart Version

For the most recent year, what percentage of your student group was in each of the achievement groups relative to their peers statewide in the same grade and subject, or course? Lowest achieving:

Middle achieving:

Highest achieving:

52%

28%

18%

For the most recent year, describe the growth for each achievement group: gaining ground (light blue), maintaining (light green), falling behind (pink) Lowest achieving:

Middle achieving:

Highest achieving:

gaining or light blue

gaining or light blue

maintaining or green

If you have multiple years of data, compare the growth of groups in the current year to the growth of groups in the previous year? The pattern is the same. However, the makeup of the achievement groups was very different. This year the majority of my students fell in the bottom group and they gained. Last year, the majority of my students fell in the highest group and they maintained.

If you have enough students in a particular subgroup, use the “Filter By: Subgroup” button to select a subgroup (e.g., Economically Disadvantaged, Special Education, Historically Underperforming). If you see white slices of the pie chart or no bar graph for the group, you do not have enough students to get a growth measure for that group.

How does the pattern for subgroups compare to the pattern for the group as a whole? I looked at my students that fall in the ED subgroup. The pattern was similar to the pattern for the group as a whole.

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

5

3. Other Data: Analyze other data sources – e.g. DIBELS, AIMSWeb, benchmark data, etc. Data source?

What strengths and concerns can you identify from the data?

4. Dig Deeper: Now that you have identified strengths and concerns (what happened) in the data, the next step is to determine the root cause(s) (the why) in order to plan for improvement and enhancements (the actions) for the students you have this year. What might be root cause(s)? Below are some potential questions you may want to use for root cause analysis. It may be helpful to see the content- specific questions located in the resource listed below.        



  

How strong is my content knowledge? How am I sure I am teaching the big ideas and the important concepts? How do I ensure I am clearly communicating the purpose of the lesson(s)? Does my instruction reflect the “I DO, WE DO, YOU DO” gradual release of responsibility? Am I sure that I am teaching (input/modeling), providing sufficient guided practice, and independent practice for each learning target? What formative assessment strategies am I using to assess ALL students? Am I using the allocated time efficiently? Are my routines and procedures intact so as to minimize transition time? Do I know my students to the degree that I plan and prepare lessons targeted to my students’ needs? Am I planning coherent instruction that differentiates for groups of students? Am I using flexible grouping to meet the needs of specific groups of students? Am I using questioning and discussion techniques that stretch advanced learners? Am I promoting higher level thinking with all students? Am I responsive to the needs of all students by seeking approaches for students who need support? Do I have a repertoire of strategies to use with students who are low achieving?

To delve more deeply into specific content areas see the following resources:  English Language Arts grades 3-5, 6-8, Keystone Literature  Mathematics grades 3-5, 6-8, Keystone Algebra I  Science grades 4 & 8, Keystone Biology These documents include questions to ask at both the school/system and teacher level. You can access the documents at https://pvaas.sas.com!

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

6

5. Create, or get access to, Custom Student Reports (projections on your currently enrolled students in your subject/grade/course for this current school year). Sort the report by the projected percentile column to see which of your current student are projected to fall into the three achievement groups. Think back to the Diagnostic report you viewed in step 2 to determine which students are in your current classes and which students you need to do something different with to focus on their growth for this school year.

For help on creating a Custom Student Report, see the e-Learning module with step-by-step directions. The module can be found clicking on the e-Learning button, at the top right in the blue menu bar, when you are logged into PVAAS. See the module called Custom Student Report & Student Search.

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

7

Action Plan Develop an action plan based on your findings and root causes(s). What group(s) of students will be a focus for you this year?

What root cause(s) from your analysis led you to this area of focus for this year?

What actions and strategies will you implement to make improvement or enhancements for the group(s)?

What is your measurable goal for student growth for this year for your focus group(s)? Example: High achieving students that scored in the pink will now score green or above.

How will you achieve this goal?

What support do you need to achieve your goal?

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

8

Accessing Support and Resources e-Learning Modules • • •

Free, online professional development Login or visit the PVAAS public website, and click on the e-Learning button at the top right of the page. PVAAS Teacher Specific Reporting module (47 min) - View in segments or all at once!

PVAAS Help Menus •

Detailed content and explanations of: − Concept of Growth − Terminology − Use of Information

PVAAS Login Page - https://pvaas.sas.com Resources at your fingertips! •

Under the Using PVAAS section, click on the link for Teachers: Using PVAAS for a Purpose

● ● ● ● ● Who Do I Contact for Additional Support For questions about working with the PVAAS application, such as…   

Logging in or managing accounts, usernames, passwords, and PPIDs Accessing or understanding the reporting Completing Roster Verification o Adding/removing teachers, rosters, or students o Verification and submitting rosters o Sending rosters back to a teacher or school administrator

For policy questions or guidance from the PVAAS Statewide Team, such as…   

Creating/updating a PVAAS District Admin account Understanding how Teacher Specific reports affect evaluations Completing Roster Verification o Understanding claiming issues o Understanding percentages of instructional responsibility o Understanding the importance of roster verification

Contact PVAAS Technical Support Use the “Contact Us” link at the top right of the PVAAS site, and select this option.

PVAAS Statewide Team for PDE  [email protected] Self-Reflection Guide for PVAAS Teacher Reporting, v. 10/3/2017

Contact the PVAAS Statewide Team [email protected]  (717) 606-1911

9