2. U TILIZING TVAAS R EPORTS F ALL 2008 1

3. G ETTING T HERE C LICK THE A DMINISTRATOR T AB 2 Administrators

4. C LICK T ESTING R ESOURCES 3

5. C LICK TVAAS R ESTRICTED S ITE 4

6. L OG I N (T HIS SITE IS CASE SENSITIVE ) 5

7. C HANGING Y OUR P ASSWORD Click My Account…Change Password 6

8. N AVIGATION 7 Move to the previous screen Print the screen

9. U SING TVAAS R EPORTS 8

10. S TATE S UMMARY R EPORT Compares the district with others across the state in a particular subject. Mean NCE Gain Over Grades measures the progress of a system's average student in grades four through eight. The system's three-year average NCE Gain is compared to both the Growth Standard and the State three-year average. Total Progress of Current 8th Graders These two columns show how students in the districts percentiles compare to other students in the state. The percentiles demonstrate today's eighth-graders based on their third-grade position. 9

11. S TATE S UMMARY R EPORT 10 Reading/Language Progress Since 3rd Grade of Current 8th Graders Science Progress Since 3rd Grade of Current 8th Graders Social Studies Progress Since 3rd Grade of Current 8th Graders

12. S TUDENT OR S CHOOL S EARCH Search by name Only search for schools or students within your district 11

13. 12 C USTOM S TUDENT R EPORTS Select Custom Student Report 12

14. 13 C USTOM S TUDENT R EPORTS 13

15. 14 C USTOM S TUDENT R EPORT 14

16. 15 C USTOM S TUDENT R EPORT Choose Report Click View/Edit 15

17. 16 C USTOM S TUDENT R EPORTS Click Add Students 16

18. 17 C USTOM S TUDENT R EPORT Restrict by Grade Select Third Grade 17

19. 18 C USTOM S TUDENT R EPORT Restrict by School 18

20. 19 C USTOM S TUDENT R EPORT On Next Four Options, Choose NO 19

21. 20 C USTOM S TUDENT R EPORT Click Yes on Projected Proficiency Level Choose Test Proficiency Level and Probability as shown 20

22. 21 C USTOM S TUDENT R EPORT Click Search 21

23. 22 C USTOM S TUDENT R EPORT Click on PA1 to sort probability from lowest to highest. Click on Individual Student Names to see State Percentile 22

24. 23 I NDIVIDUAL S TUDENT R EPORT 23

25. C USTOM S TUDENT R EPORT 24

26. S P E D S TUDENT M ATH R EPORT 25 Choose Report Click View/Edit

27. S P E D S TUDENT M ATH R EPORT 26 Click Add Students

28. S P E D S TUDENT M ATH R EPORT 27 Choose Grade Choose School Choose Demographic (Special Ed) Choose Subject & Proficiency% 27

29. ACT M ATH 19 28

30. ACT M ATH 19 29 Choose Report Click View/Edit

31. ACT M ATH 19 30 Click Add Students

32. ACT M ATH 19 31

33. ACT M ATH 19 32 TVAA reports that 380 8 th graders have a 0% to 70% chance of making a 17 on the ACT test and provides a list of those students. This same report can predict those who will have a composite score of 21 on the ACT and be eligible for the HOPE Scholarship.

34. S CHOOL V ALUE A DDED C HOOSE S CHOOL 33

35. S CHOOL V ALUE A DDED C HOOSE S UBJECT 34 C HART L EGEND

36. 35 V ALUE -A DDED R EPORT 35

37. D RILL D OWN TO D IAGNOSTIC R EPORT 36

38. R EADING THE D IAGNOSTIC R EPORT 37 Which group made the greatest gain in 2008? The least gain?

39. R EADING THE D IAGNOSTIC R EPORT 38 Which group made the greatest gain over the 3 cohort year? The least gain?

40. R EADING THE D IAGNOSTIC R EPORT 39 Where can I find a percentage chart for 2008? For the 3 Cohort years?

41. U TILIZING THE D IAGNOSTICS R EPORT Use this report for diagnostic purposes only and not for accountability. NOTE: When interpreting this report, use caution; the subgroup mean scores come from a liberal statistical process and are less conservative than the estimates of a school's influence on student progress found in the School Value Added Report. 40

42. P ATTERNS OF G ROWTH Provides an indication of the effectiveness of schools based on School Diagnostic Reports. 41

43. 42 4 P ATTERNS OF G ROWTH Reverse Shed-Low achieving students have not maintained a years growth, while high performing students have made more than a years growth. Shed Pattern- High achieving students have not maintained a years growth, while low performing students have made more than a years growth. 42

44. 43 P ATTERNS OF G ROWTH Tent Pattern- high and low performing students are not maintaining a years growth. Optimal Pattern- All students make positive gains with the low achieving students making the most gain. 43

45. 44 N ARROW CURRICULAR FOCUS CAN CAUSE A REVERSE SHED PATTERN LIKE THIS REPORT. 44

46. T HE R EVERSE S HED P ATTERN E XAMPLE 45

47. R EADING THE R EVERSE S HED P ATTERN This pattern reveals more than a years growth for high-performing students, while the low-achieving group has not maintained a years growth. 46

48. T HE T ENT P ATTERN This pattern shows more than a years growth for average students, while both high- and low-performing groups are not maintaining a years growth. Low-performing students are falling further behind. 47

49. T HE T ENT P ATTERN E XAMPLE 48

50. T HE T ENT P ATTERN 49

51. R EADING THE T ENT P ATTERN This pattern reveals more than a years growth for middle-performing students, while the low-achieving group and the high- achieving group have not maintained as much growth. 50

52. T HE O PTIMAL P ATTERN This is the optimal pattern with all students making positive gains. Low-achieving students are making the most gains. Over time this pattern has the potential to close the achievement gap. 51

53. T HE O PTIMAL P ATTERN E XAMPLE 52

54. T HE O PTIMAL P ATTERN E XAMPLE 53

55. R EADING THE O PTIMAL P ATTERN This pattern reveals more than a years growth for low-performing students, while the middle- achieving group and the high- achieving group have not maintained as much growth. A true Optimal pattern has all groups performing above the growth scale. 54

56. D IAGNOSTIC R EPORTS ARE AVAILABLE BY SUBGROUPS 55

57. 56 Performance Diagnostic Report Students are assigned to a performance level on the basis of their predicted score, assuming they have the average schooling experience. Performance levels are not assigned based on a single score, or a bias will be introduced into the results. Tennessee uses the predicted score (a function of multiple scores and less likely to introduce bias) for this diagnostic report. 56

58. 57 TVAAS R ESTRICTED S ITE ACT Explore PLAN 57

59. A CT S YSTEM V ALUE A DDED 58

60. ACT, PLAN, OR E XPLORE S CHOOL V ALUE A DDED 59

61. ACT, PLAN, OR E XPLORE S CHOOL V ALUE A DDED 60 Choose Test Choose Content

62. S TUDENT P ATTERN L IST 61 The Student Pattern Report enables you to see how effective the school has been with the lowest, middle, and highest achieving students in the group you have selected.

63. S TUDENT P ATTERN L IST 62

64. F EEDER P ATTERN L IST 63

65. F EEDER P ATTERN L IST 64

66. N EED H ELP ? On each screen, click HELP if terminology, graphs, or data need further clarification. 65

67. 66 K NOW THE C URRICULAR S TANDARDS Grade Below Teaching Grade Grade Above 66

68. 67 E XAMPLE OF G OOD S TUDENT O PPORTUNITIES Quintiles Mean Gain 67

69. 68 W HAT DO WE KNOW ABOUT TEACHERS ? Teaching effectiveness improves with experience. In many classrooms, 2/3 of the students make appropriate progress. Teachers need Knowledge of content Intra-classroom assessment skills Differentiated instruction 68