From Old Forge School District to Altoona, from the School District of Philadelphia to Tioga County – all across this great Commonwealth, school districts are increasing the academic rigor and supporting children like never before.

There is strong evidence to demonstrate that the collective efforts are causing student achievement to rise. Governor Edward Rendell is leading the charge as Pennsylvania’s education champion. The Rendell Administration has brought unprecedented levels of financial investments and supports to Pennsylvania’s public schools. These supports have assisted schools, as teachers and education leaders work hard to support children.

The Rendell Administration is committed to providing real supports to our 501 school districts. Research indicates that providing adequate support services are among the most effective approaches for boosting student achievement. That is why Pennsylvania is committing unprecedented funds and supports to schools across the Commonwealth.

PDE MISSION STATEMENT The mission of the Pennsylvania Department of Education is to lead and serve the educational community to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.

Pennsylvania Department of EDUCATION PROGRESS & & ACHIEVEMENT Pennsylvania Value Added Assessment System (PVAAS)

A Standards-based System –Goal to high achievement, college readiness Standards aligned Assessments aligned Safety nets aligned Curriculum aligned Instruction aligned Instructional materials aligned

Data Driven Decision Making Tools Provided to Districts Leading for Learning Getting Ready Getting Results Data Tools Data Reports PA GROW Context Tools Quality Reviews Tutoring Evaluations PVAAS

What is Value Added Assessment?

Student Learning Measures Status Measures –PSSA –% proficient or not proficient –Other local assessment data Improvement Measures –Safe Harbor –Pennsylvania Performance Index –Other local assessment data NEW MEASURE: Progress/Growth Measure –PVAAS

Value Added Analysis Provides a measure of what “effect” schooling has in a single year Formally described: Mixed model multivariate longitudinal analyses The statistical methodology has been reviewed by nationally renowned statisticians since the 1980’s The reporting has been used by educators for more than 10 years

PVAAS IS NOT : Another test Being used for teacher level accountability in Pennsylvania A “Mandate”

PVAAS IS : A statistical analysis of existing assessment data A precise measurement of student progress/growth over time Progress data to add to achievement data as schools are analyzing their work with students and making improvement plans

Stair-Step Expectations Grade Three Grade Four Grade Five Grade 3 Test Grade 4 Test Grade 5 Test In a perfect world students would start school at about the same academic level. Proficiency levels could simply be achieved by students gaining age appropriate knowledge and skills each year.

Differentiated Reality Grade Three Grade Four Grade Five Students begin school at different places, they often progress at different rates. Yet all students are expected to achieve the same level of academic proficiency each year. Grade 3 Test Grade 4 Test Grade 5 Test

The need for progress measures Grade Three Grade Four Grade Five To measure school effectiveness in this “differentiated” world, we need to pay attention not only to proficiency levels but also to how much progress students make in a given year. Grade 3 Test Grade 4 Test Grade 5 Test

High Achievement Average Achievement Low Achievement Current data collection approaches Achievement is based on each student’s ending point. Status Measures

PVAAS adds another variable to achievement - progress Low progress Expected Progress High progress Progress is based on each student’s starting point.

PVAAS: Patterns of Progress Expected progress Progress made by students who are Basic Progress made by students who are Advanced Progress made by students who are Proficient Progress made by students who are Below Basic

PVAAS: Patterns of Progress Expected progress Progress made by students who are Basic Progress made by students who are Advanced Progress made by students who are Proficient Progress made by students who are Below Basic

PVAAS: Historical Review

History of PVAAS Recommended by PLUS group Committee of practitioners reviewed and approved as part of NCLB State Board adopted as part of the NCLB plan in 2002 Workgroup, comprised of education and business leaders was formed in October 2004

Phase I and II Pilot Districts Phase I Pilot Districts – 31 Phase II Pilot Districts - 19, including Philadelphia and Pittsburgh Working with this new type of information as part of their local data driven decision-making practices Learning most effective use of this new progress measure Using new special education/subgroup reporting features

Where We are Going with PVAAS in Pennsylvania

How PVAAS Fits into PA Accountability Plan Currently in “pilot” phase Not tied to AYP Intended to serve as an additional tool for schools for improvement planning Many SEA’s looking to use as part of meeting AYP for subgroups

PVAAS: Implementation Plan SY02-03 –Phase I Pilot Districts - 31 SY03-04 –Phase I and II Pilot Districts - 50 total –Including Philadelphia and Pittsburgh SY04-05 –Phase I, II and III Pilot Districts - 93 total* *Additional applications being accepted SY05-06 –Statewide Implementation –Limited reporting in Fall 2006

Stakeholders, Resources and Supports

PVAAS Partnership Pennsylvania Department of Education –Providing Funding –Directing Statewide Implementation Lancaster-Lebanon IU13 –Managing Rollout to Districts –Managing Professional Development SAS Institute –Providing PVAAS Analysis –Providing Web-based Reporting

PVAAS Supports PVAAS Core Team –Building Capacity –Providing Support to districts Local Intermediate Units Lead districts from pilot phases

Capacity Building Supports Build capacity in local districts to use PVAAS data as one piece of information in the context of data driven decision-making Provide 1:1 consultation/technical assistance to districts Develop district implementation plan Provide professional development in Districts/IU regions Provide conference presentations

PVAAS Resources PDE Web site: –PVAAS Fact Sheet –PVAAS PowerPoint with Trainer Notes Overview Sessions by Core Team/IUs

For additional information Lancaster-Lebanon IU13: –Kristen Lewald or Pam McCartney To request an application for Phase III: –Teresa Bixler , ext. 3100

Sharon Kirk, Superintendent Dubois Area SD (Phase 1 District) “I need this new measure…it is another piece of information to use in making good decisions…an essential piece of information to improve student learning!”