1. PVAAS and Grade-Level Planning
PVAAS Statewide Core Team
Fall 2008
Welcome
Team/Session Facilitator Introductions
Focus for Today’s Session: PVAAS for Grade Level Planning
We will spend this session answering the next two questions which are essential for continuous school improvement.
Evaluating Growth with PVAAS: Did all of your students make one year of growth?
Projecting Performance with PVAAS: Are your students projected to be proficient on a future PSSA?
Each of you will inspect your own data to begin to determine the answers to these two questions.

2. PA Data Tools… PSSA Data Interactive by eMetric PVAAS PAAYP
Interactive tool for analyzing PSSA data by district, school, grade, subgroup and student – Reporting category information is also available
PVAAS
Value-added tool that reports growth of cohorts of students and projections for individual and cohorts of students for performance on future PSSAs
PAAYP
Public site that reports all AYP related data on district, school, grade and subgroup - Reporting category information is also available
4Sight Member Center
Reporting site for benchmark data by grade, class, subgroup and student – intended to be formative and used often throughout the school year
PDE provides several data tools to Pennsylvania schools. These include PSSA Data Interactive by eMetric, PVAAS and paayp.com. Additionally many districts are using the 4Sight benchmark assessment. Each tool serves unique purposes. PVAAS in the only tool that yields measures of growth of cohorts of students – and the only tool that provides probabililities of a student’s likelihood of being proficient on a future PSSA.

3. Context: 3-Phase Data-Informed Inquiry Cycle
Analysis
Discovery
Data
Solutions
What data do we have regarding achievement, growth and positive results for students?
What do the data tell us about the areas of strength and areas of concern?
and
Why do the data look that way? What are the “root causes”?
What are we going to do about it all? Which evidence-based strategies must we consider in our improvement plan?
(ex. What Works Clearinghouse)
(ex. SAS-Math)
Through Pennsylvania’s three-phase data-informed inquiry cycle, schools can (1) define the data available on both achievement and growth, (2) discover the areas of strength and concern, (3) examine why the data looks like it does, and (4) identify appropriate evidence-based solutions that address the real problem, or “root cause”.
In the first phase we call “Data,” schools define all data available including demographic, perceptual, achievement, and growth data. In the second phase called “Data Analysis and Discovery,” school improvement teams collect and analyze data to provide a clearer picture of a school’s student performance and growth, and prioritized areas of instructional need. Schools should analyze data from PSSA, PVAAS, and 4Sight (if available), as well as other pertinent sources. School teams identify areas of strength and areas for improvement in student learning. Schools should also examine why the data looks like it does. Schools ask themselves probing questions about Clear Standards, Fair Assessments, Big Ideas (Curriculum), Instruction, Interventions (Safety Nets) and Instructional Materials and Resources. Schools work to discover the contributing factors and root causes that are impeding student achievement and/or growth in a specific area. This leads to the last of the three phases called “Solutions”, where schools identify appropriate evidence-based solutions that address the real needs of a school. Examples of sources for decisions regarding Solutions include What Works Clearinghouse and the new Standards-Aligned System in Mathematics.

4. Unit of Analysis: The Grade/Course
Purpose of Analysis:
Plan to Improve Student Achievement and At Least Meet AYP Targets by Grade Level
Analyze Grade-Level Results
Not student level, different meeting purpose
Grade-level Goal Setting
Ensure Instructional Program Coherence/Alignment
Curriculum
Instruction
Assessment
Supports (infrastructure including scheduling, staffing, etc)
Monitoring Implementation and Effectiveness of Grade-Level Program
Each unit of analysis (school, grade, and student) has a specific purpose or focus. At the grade level, the purpose is to:
Plan to Improve Student Achievement and At Least Meet AYP Targets by Grade Level
Analyze Grade-Level Results
Not student level, different meeting purpose- this occurs in another meeting
Grade-level Goal Setting
Ensure Instructional Program Coherence/Alignment
Curriculum
Instruction
Assessment
Supports (infrastructure including scheduling, staffing, etc)
Monitoring Implementation and Effectiveness of Grade-Level Program

5. School Structures for Data-Informed Decision Making
District-Level Support
(Budgetary Support, Professional Development, Resources and Time)
Demographic l Perceptual l Process Data
Student Learning Data
Building Level
School Demographic Data
PennData
Discipline Data
Attendance Data
Mobility Rate Data
Parent Surveys
Annual Building-Wide Planning Process
Focus: All Students
Who: School-Wide Team
How: PDE Getting Results, Data Retreat,
School/Continuous Planning Process
Building Level
PSSA & PVAAS
Final 4Sight Benchmark Test
Standardized Assessments
District End-of-Year Tests
EAP/Tutoring Assessments
Grade/Course Level
Initial: PSSA/PVAAS/Final Tests
Class/Subgroup Levels
Cyclical:
4Sight Benchmark Data – Grade Level
District Quarterly Assessments
Common Classroom Data
Classroom Summaries
EAP/Tutoring Assessments
Periodic Grade-Level
Planning Process
Focus: Groups of Students
Who: Teacher Teams
How: Regular 1-2 Hour meetings
Grade/Course Level
Class Demographic Data
Class Engagement Data
Satisfaction Data
Attendance Data
Walk Through Data
The graphic on this slide illustrates how schools can organize their structures to support a data-informed culture. A truly data-informed district recognizes that data analysis occurs at multiple levels and can serve different purposes for a school district.
The foundation of this structure is the clear support from the District Office. It may be productive to have the Superintendent articulate a clear commitment for budgetary, professional development, resources and time to accomplish this paradigm shift.
Schools should consider three levels of planning:
The Annual Building-wide Planning Process,
The Periodic Grade Level Planning Process, and
The Student Planning Process.
Each of these levels has its own focus and team:
The Annual Building-wide process focuses on the entire building utilizing a school-wide team. Outcomes from this level should be building-wide year-long goals.
The Periodic Grade Level should consist of teams of teachers teaching the same grade or course. The focus of the meetings are the students who the teachers have in common. This is generally the hardest level to create since it has potentially a significant impact on scheduling.
The Student Planning Process reflects the practices of excellent teachers by which they continually monitor and adjust instruction on a daily basis with their children. In addition, teachers will have the information from the Monthly Planning Process meetings that will help to provide a focus for the delivery of their individual instructional plans with their own students.
Trainers should emphasize the two-sides arrows and how the data and conclusions flow between the levels on a routine basis. This communication flow enhances the effectiveness and impact of each planning process.
Each level has different data that it considers:
The data for the Annual Process has been characterized as an autopsy or audit of the previous year’s experience since the students have moved on to the next grade. It is still valuable for analyzing the “big picture” and for informing the process of creating building-wide goals. PSSA and PVAAS fit into this category since the results are not published until the students have moved on to the next grade or course.
The Demographic, Perceptual and Process data for the Periodic Level is more specific to the group of students of interest. The achievement data now focus on more cyclical and regular uniform assessments that “take the pulse” of the students. It is most important that the Periodic meetings occur shortly after the administration of the assessments so that the data will be as timely as possible.
At the student planning level, individual teachers are encouraged to document student learning and collect data that can be used to diagnose skills and monitor student progress.
Student-Planning Process
Focus: Classroom
of Students
Who: Teacher
Classroom Level
Initial: PSSA/PVAAS/Final Tests
Student-Level Achievement and Growth Data
Cyclical:
4Sight Benchmark Data – Student Level
Continuous
Individual Classroom Assessments
EAP/Tutoring Assessments
Progress Monitoring
Classroom Level
Qualitative Data
Student Historical Information
Student Medical Information
Student Learning Information

6. Periodic Grade-Level Planning Meetings
Unit of Analysis:
Grade Level/Course
Let’s talk more specifically about planning for grade level meetings that use data for instructional planning.

7. Aligning Meetings to Delivery of Results: Elementary Example
Assessment
Data Report Delivery
PSSA
Summer
PVAAS
Late Summer
4Sight Benchmarks –
Math and Reading
Baseline – September
Then each quarter
DIBELS
September, January, May
This example is perhaps more representative of an elementary plan:
(click)
PSSA, PVAAS
All 5 4Sight Benchmarks
DIBELS three times a year
Local assessments – reports available at the end of each quarter.
Local Assessments
At the end of each quarter: November, January, March, June

8. Post the Data Deliveries
Baseline Benchmark Data
Baseline DIBELS
Benchmark Data
DIBELS Data
Local Assessment
PSSA & PVAAS
DIBELS
Benchmark Assessments
Local Assessments
June Sept Jan Mar June
We begin posting the date the data is delivered– approximate at best:
(click) PSSA and PVAAS
(click)
Benchmarks – note the June posting on the left represents the final benchmark from the previous grade while the June posting on the right represents the final benchmark for the current year.
Now we add DIBELS.
Now we add the local assessment.
Challenge the audience to determine how the meetings should be configured. For our example, we show only 5 meetings planned.
Click through the placement and description of the data meetings.
PSSA & PVAAS Reports; Final Benchmark
Final DIBELS
Final Benchmark
Final Local Assessment
Benchmark Data
Local Assessment

9. Aligning Meetings to Delivery of Results: Secondary Example
Assessment
Data Report Delivery
PSSA
Summer
PVAAS
Late Summer
4Sight Benchmarks –
Math and Reading
Baseline, December, June
Local Assessments
Midterm and Final exam – year long courses
We begin with an example of a “typical” secondary configuration:
(click)
PSSA, PVAAS
Just 3 of the 4Sight Benchmarks
Midterm and Final exams
A more complicated and expansive example follows.

10. Post the Data Deliveries
PSSA & PVAAS
Baseline Benchmark Data
Benchmark Assessments
Local Assessments
June Sept Jan Mar June
We begin posting the date the data is delivered – approximate at best:
(click) PSSA and PVAAS
(click)
Benchmarks – note the June posting on the left represents the final benchmark from the previous grade while the June posting on the right represents the final benchmark for the current year.
Now we add the local assessment.
Challenge the audience to determine how the meetings should be configured. For our example, we show only three meetings planned.
A major data review prior to school opening.
A midterm data review.
A final data review scheduled just after school is completed focused on preliminary goals for next year.
PSSA & PVAAS Reports; Final Benchmark
Final Benchmark
Final Exam
Benchmark Data
Midterm Exam

11. Considerations
Should you schedule an assessment without scheduling the data meeting to interpret the data and make instructional decisions?
Does the number of data meetings in your school depend on the frequency and clustering of the deliveries of the assessment data reports?
Emphasize that an assessment without analysis and action is a waste of time and energy!

12. What Does Grade-Level Planning Look Like Now In Your School?
Does it occur Monthly? Weekly?
Who is at the table?
Principals
Teachers (Regular Educators, Special Educators)
Others
Is there an established protocol?
Ex. Mike Schmoker’s protocol
Who leads process?
What data are used?
Does this result in an action plan?
Is the action plan followed?
Process monitored to ensure strategic use of time?
Small Group
Discussion
Consider small group discussion or large group report out on the following based on session time:
Does it occur Monthly? Weekly?
Who is at the table?
Principals
Teachers (Regular Educators, Special Educators)
Others
Is there an established protocol?
Ex. Mike Schmoker’s protocol
Who leads process?
What data are used?
Does this result in an action plan?
Is the action plan followed?
Process monitored to ensure strategic use of time?

13. Data Packets: Grade Level
Timing
Source
Report
Initial Meeting – Looking Back
eMetric
PVAAS
eMetric/PVAAS
Performance Levels
Reporting Categories
Value Added Report
Performance Diagnostic Report
PSSA/ PVAAS Scatterplots
Initial Meeting– Looking Forward
4Sight Baseline
Projection Summary Report
Subscale Reports
Initial Meeting– Subgroup Comparisons
Same as above
Periodic Meetings
4Sight
Local Formative
Assessment
The data used at each meeting is based on when the results are available for analysis and use.
Annual PSSA data and PVAAS data are released one time per year - hence they would only be analyzed annually.
However other data tools like 4Sight and classroom assessments would be reviewed on a regular basis throughout the year as there is new assessment data available on an interval basis.
Now, let’s look at what PVAAS reports you would use at an initial grade level meeting at the beginning of the school year.

14. PVAAS Performance Diagnostic Report The Key is the RED Whisker!
The PVAAS Performance Diagnostic Report –available by grade level and subject.
PVAAS provides the only opportunity to disaggregate data based on predicted performance levels.
This report details the mean gain of students predicted to be Below Basic, predicted to be Basic, predicted to be Proficient, and predicted to be Advanced.
As will be displayed on the following screen the red whisker is the key to interpretation of this report!!!!

15. What the whiskers tell us…
Exceeded Growth Standard;
More than One Year’s Growth
Green
Met the Growth Standard;
Made One Year’s Growth
Yellow
Growth Standard (One Year’s Growth)
The key to understanding this report is to focus on where the red whiskers are located relative to the Growth Standard value of 0 (green line) that represents one year’s growth.
If the red whisker intersects the green (one year’s growth) line at all (i.e., if the red whisker touches the one year’s growth line), we interpret that there is insufficient evidence to indicate a change in position in the statewide distribution of scores. This means that the group has maintained their position and therefore has met the Growth Standard or made one year’s growth.
If the red whisker is completely below the green (one year’s growth) line, we interpret that the evidence indicates that the group has lost position in the statewide distribution of scores and therefore did not make one year’s growth.
If the red whisker is completely above the green (one year’s growth) line, we interpret that the evidence indicates that the group has improved its position in the statewide distribution of scores and made more than one year’s growth.
Below Growth Standard;
Less than One Year’s Growth
Rose

16. Performance Diagnostic Report
Every performance level (below basic, basic, proficient, advanced) in each grade has met or exceeded a year’s worth of growth?
(“Getting Results!”™, p. 12)
The Performance Diagnostic report is the only report available that allows you to look at growth by predicted PSSA performance levels (Advanced, Proficient, Basic, and Below Basic). This report can be viewed for an entire grade level or for different demographic subgroups. The Performance Diagnostic Report is used as part of Pennsylvania’s Getting Results School Improvement, Generation 5 process. Schools use this report to determine and identify patterns or trends of progress among students at different achievement, or performance, levels. This is also a very meaningful report to use as part of grade level meetings where teams of teachers review data to identify patterns of growth, or lack of, with groups of students.
The performance subgroup gains come from a statistical process that is less conservative than the process used to calculate the School Value-Added Reports. This report is intended to be used for diagnostic purposes, not for accountability purposes.

17. The chart on the top half of the report offers a visual representation of the growth of students based on their predicted performance level.
The table on the bottom half of the report provides the details of growth displayed in the chart. It contains gain values, standard errors, and number and percent of students in the performance level subgroup for each of the four predicted performance level subgroups.
The green Reference Line on the chart represents the Growth Standard or one year’s growth. This line indicates the amount of progress students in each predicted performance level must make in order to maintain their level of achievement from one school year to the next. To reiterate, this zero line represents one year’s growth for one year’s worth of schooling.
The blue bars in the chart show the amount of gain in the most recent school year. The gold bars show the amount of gain for up to three previous cohorts, when data are available. No bar is presented for subgroups with fewer than five students.
The red vertical line, or red whisker, that intersects each bar indicates one standard error above and below the gain. The standard error allows the user to establish a confidence band around the estimated gain. This red whisker indicates that the gain could technically be anywhere from the top of the red line (whisker) to the bottom of the red line (whisker).
By clicking on the “% of Students” that is hyperlinked on the report we can see the same data but relative to the percent of students in each Predicted Proficiency Group.

18. Greater Detail – based on % of students
When viewing the pie chart version of this report, each of the four pie wedges represents a predicted performance level subgroup of students. The percentage indicated tells you the proportion of students in that grade level that were predicted to be in that performance category. The color of the wedge indicates whether or not that group of students made a year’s worth of growth, or more or less than a year’s growth.
A green indicates the group of students exceeded the growth standard (they made more than one year’s growth).
A yellow indicates the group of students met the standard (they made one year’s growth).
A rose, or pink, indicates the group of students did not meet the growth standard (they did not make one year’s growth). These students are falling behind their peers.
White indicates that there were less than five students predicted to be in the performance group; therefore, there is no estimated gain or representation on the Performance Diagnostic Report.
Use caution when interpreting the colors on this report. The colors on this report have different meaning than the colors used on the District/School Value-Added Report.

19. Subgroups
As districts and schools begin to analyze their PVAAS data, teachers and administrators need to look at their effectiveness across the entire continuum of students. To assist with this analysis, schools may view diagnostic reports for specified subgroups of students. This can be achieved by [CLICK]ing on “Yes” in response to subgroup reporting and selecting the desired subgroups. Each category must have at least five students predicted to be in the performance group to have an estimated gain and be represented on the graph.
This report displays the Performance Diagnostic Report for the special education subgroup for an entire district for 4th grade math. Performance Diagnostic Reports focusing on subgroups in individual schools is also available.
[CLICK]

20. Check for Understanding: Performance Diagnostic Report
What do the Gain and Standard Error values mean?
What do the colors mean on the pie chart version of this report?
What does the red whisker, or red line, mean? How does it help in the interpretation of this report?
What do the blue bars represent versus the gold bars?
This slide should be used when providing professional development to trainers. If time allows, this can also be used with district trainings.
Take a few minutes for participants to think, pair and share on how they would address answering these questions.
What do the Gain and Standard Error values mean?
What do the colors mean on the pie chart version of this report?
What does the red whisker, or red line, mean? How does it help in the interpretation of this report?
What do the blue bars represent versus the gold bars?

21. Patterns: Performance Diagnostic Report
Every performance level (below basic, basic, proficient, advanced) in each grade has met or exceeded a year’s worth of growth?
(“Getting Results!”™, p. 12)
In the school Performance Diagnostic report, students’ mean performances are disaggregated by predicted proficiency groupings based on students’ prior histories. Since this part of the report is to be used only for diagnostic purposes, one standard error is used in interpreting the significance of results.
This report addressed the displayed Getting Results question directly.
PVAAS data can also be disaggregated into quintile groupings in which students are grouped relative to performances of all students in the state for that subject and grade level.
The report provides a visual representation of the school’s Performance Diagnostic report. It shows the most recent information as well as the previous cohort’s information.
Again, this report does not tell us WHY progress is being made or not made. It tells us about the amount of progress made for different groups of students.
The following slide aids in the interpretation of the standard error bars in the display.
[CLICK]

22. Patterns of Growth A C B A: Upward Shed Pattern
This pattern occurs when school learning experiences benefit higher-achieving students more than their lower-achieving peers. This tends to occur less often than other patterns but occurs where instructional focus is on those students at the higher end of the achievement spectrum. If this pattern continues over time with the same student cohort, the achievement gaps will widen.
B: Downward Shed Pattern
This pattern occurs when school learning experiences benefit lower-achieving students more than their higher-achieving peers. This pattern tends to occur more often in schools with a “pure” accountability focus. Efforts may be focused on low-achieving students whose needs are more obvious than those students at the upper end of the achievement spectrum. In this case, many of the high-achieving students are not being challenged. Maintaining this pattern in the earlier grade levels can result in fewer higher-achieving students in later grade levels.
C: Tent or TeePee Pattern
This pattern occurs when school learning experiences benefit middle-achieving students more than their lower-achieving and higher-achieving peers. For many reasons, the system is not appropriately addressing the needs of all students, but rather has a focus on the middle-achieving students.

23. Line Of Inquiry: Questions for Grade-Level Teams
Where are we doing well? Which groups are showing a significant positive gain?
Where are we not doing as well? Which groups are showing negative gain?
What patterns are you seeing across the groups?
Is this consistent with previous reports?
What is the impact of this growth on achievement?
As grade level teams review their PVAAS data, these are the questions they may ask themselves:
Where are we doing well? Which groups are showing a significant positive gain?
Where are we not doing as well? Which groups are showing negative gain?
What patterns are you seeing across the groups?
Is this consistent with previous reports?
What is the impact of this growth on achievement?

24. Hands-On with Performance Diagnostic Reports
Review by Grade Level
Review by Subject
Be Sure You Know How to Locate Subgroup Reports as well
Discuss Patterns and Meaning of Patterns

25. PVAAS HELP Menus: Great Resource!
HELP Menu for Performance Diagnostic Report has been greatly enhanced
All HELP Menus will be organized into following areas:
Navigating
Understanding
Interpreting
Using
Assistance
Other report HELP menus will be developed throughout the school year

26. Custom Diagnostic Report
What is it?
Procedure to examine growth patterns based on user-defined educational criteria for groups of 15 or more students.
How might a grade-level team use this report?
Explore effects of intervention programs, etc.
Explore effects of varied curricular and/or instructional experiences.
Compare growth patterns:
COMPARE Group A (15+ Students)- Intervention #1 TO Group B (15+ Students)- Intervention #2
Cautions
This report does not infer any causal relationships between any educational variables and student growth.
The Custom Diagnostic Report, brand new feature in 2008 reporting, provides procedures for examining the growth of user-defined subgroups of 15 or more students. In a one hour training on PVAAS and Grade Level Planning do not spend extensive time on this feature.
Lead the audience through the bullets – stressing in particular the last caution.
What is it?
Procedure to examine growth patterns based on user-defined educational criteria for groups of 15 or more students.
How might a grade-level team use this report?
Explore effects of intervention programs, etc.
Explore effects of varied curricular and/or instructional experiences.
Compare growth patterns:
COMPARE Group A (15+ Students)- Intervention #1 TO Group B (15+ Students)- Intervention #2
Cautions
This report does not infer any causal relationships between any educational variables and student growth.

27. How do you get a custom diagnostic report?– follow these steps!
By [CLICKING] on the subject in the table, you will be brought to a student list (including state NCE scores and actual performance levels) on a selection screen for the Custom Diagnostic Report.
[CLICK]

28. Custom Diagnostic Report Selection Screen
This slide displays the Custom Diagnostic Report Selection Screen.
Remember that there must be a minimum of 15 students in a subgroup in order to get a report. The criteria for the selection is user-defined and should be established before selecting the students.
Select students by checking the box next to their names or press the Select All button at the bottom of the screen.
Once the students have been selected, press the Submit button at the bottom of the screen.

29. Custom Diagnostic Report
Here is an example of a Custom Diagnostic Report for a subgroup of students.
Selected students are split into three equally-sized subgroups based on their previous performances. The placement in the lower 3rd, middle 3rd and upper 3rd is based on the scores relative to the scores of only the selected students. The blue bars display the mean gain for each of the three groups.
Emphasize that placement in the lower, middle or high group is relative only to the set of selected students and not any larger set of students.
The report also provides the mean gain for each of the disaggregated groups and a list of the students in each group.

30. Projection Summary Reports
What is it?
Report that summarizes the numbers and percents of students in likelihood ranges of performing at the proficient level on a future PSSA exam.
How might a grade-level team use this report?
Intervention Planning
Resource Allocation
Strategic Planning
School Improvement Planning
Cautions
This report is one indicator about likelihood of future performance and should not be used in isolation.
PVAAS now includes Projection Summary Reports as of the 2008 PVAAS reporting – a report that summarizes the numbers and percents of students in likelihood ranges of performing at the proficient level on a future PSSA exam.
List the possible uses… Remind the audience of these uses when they see the reports on the following slides.
How might a grade-level team use this report?
Intervention Planning
Resource Allocation
Strategic Planning
School Improvement Planning
Always remind the audiences that any tool is only ANOTHER INDICATOR… no silver bullets.

31. Grade Projection Summary Report
Is our grade level on the trajectory to meet the AYP targets?
The Grade Level Projection Summary Report is displayed on this slide summarizing the projections of all students at that grade level whose records contain sufficient data to calculate projections.
Notable features:
The number and percent of students who are likely to be proficient are summarized as
Likely – probabilities between 70% and 100%
Marginally likely – probabilities between 40% and 70%; and
Unlikely – probabilities between 0% and 40%
[CLICK]
Note also that you may select one year projections or two year projections for longer range projections.

32. Which Grade Projection Reports can you see?
Those of the cohorts last tested in your building, unless you have an account with district-wide access
There may be a need to send grade projection summaries to the “receiver building” from the “feeder” building(s)
Or give receiving buildings access to feeder buildings’ school level data
No current solution – need for additional data from schools, by student would need feeder school AUN and receiver school AUN, state level file needed for this to be doable

33. Hands-On with Grade Projection Summaries
Review by Grade Level
Review by Subject
Discuss Meaning as It Relates to AYP Targets
Discuss as It Relates to Other Building/District Goals
Discuss When These Would Be Used by Grade Level Teams
Provide time for hands-on with grade level summaries reports
Review by Grade Level
Review by Subject
Discuss Meaning as It Relates to AYP Targets
Discuss as It Relates to Other Building/District Goals
Discuss When These Would Be Used by Grade Level Teams

34. Questions and Feedback

35. Additional Professional Development
Each IU has a PVAAS contact
Fall 2008 Professional Development
21 statewide webinars for districts
Dates on PDE website
42+ days of hands-on professional development offered at IUs
Contact your IU for registration/details
Follow-up support
Professional Development Materials
PDE website
For continuous support and professional development opportunities, various webinars and mini-modules have been developed and archived on the PDE website. These include:
The Use and Interpretation of PVAAS reporting
in grades 4 through 8
in grades 9 through 11
for ESL students
for Special Education students
for Title I students
Understanding the Growth Standard Methodology
Understanding the Projection Methodology
The Use and Interpretation of Scatter Plots
The Use and Interpretation of the Projection Summary Tool

36. Statewide PVAAS Professional Development, Support & Materials
Contact Information;
Account Management Questions
If you have any questions about statewide PVAAS support and materials, feel free to contact the state-wide core team using this or phone number.
To access reports, please use the URL
PVAAS Website

37.
PVAAS is provided by the Department of Education as a data tool for continuous school improvement.
Gerald L. Zahorchak, Secretary of Education
Gerald L. Zahorchak, D.Ed Secretary of Education Commonwealth of Pennsylvania