1. Supporting Students with IEPs: They CAN and ARE Making Progress! January 2013 Jennifer Ross, PVAAS Statewide Team for PDE Bonnie Dyer, AIU3 Curriculum & Instruction Coordinator

2. Keystones What is PVAAS?

3. Who has access to PVAAS reporting? LEAS that receive PDE PVAAS reporting o PA public districts/schools o Full-time CTCs o Charter schools o Cyber charter schools Examples of LEAs that do NOT receive PDE PVAAS reporting o Part-time CTCs o Non-public schools District and School Admin account holders determine access for ALL staff within their LEA!

4. Keystones What is PVAAS?

5. How Are Projections Used? Weather Forecasts Population Growth Demand for Electricity Inventory Management Investment Strategies

6. What Are Projections? Given a specific set of circumstances… …what is the most likely outcome?

7. Setting Expectations How do teachers set expectations for their students? Information o What do they know about this student? Experience o How have students like this one performed in the past? Beliefs o How are beliefs affecting our expectations of students?

8. PVAAS Projections What are they based on? Projections are based on what we know: o About this student » Prior test scores (PSSA), across subjects o About other students who have already taken the test (PSSA) » Their prior test scores (PSSA), across subjects » Their scores on the test (PSSA) to which we are projecting o About how much progress students, on average, at this school have made in the past in this subject at this grade level » Growth Measure from School Value-Added Report

9. Given a student’s testing history, across subjects… …what is the student likely to score on an upcoming test, assuming the student has the kind of schooling experience this school has provided in the past? What Are PVAAS Projections?

10. PVAAS Student Projection Report

11. What’s the Value of the Projections? Projections are NOT about predicting the future. They ARE about assessing students’ academic needs TODAY!

12. How often did students with PVAAS probabilities of 70% or higher score Proficient or Advanced?

13. What Should Educators Know About PVAAS Projections? Found on the PVAAS login page under the link, What should educators know about PVAAS student probabilities?

14. Why are there no Student Projection Report for some students?  Student has insufficient testing history Need a minimum of three prior data points Exception are projections to grade 4  Student was assessed with the PASA  Student was retained in last grade level  For additional info:

15. Assessing Students’ Needs  What are this student’s chances for success?  What goals are appropriate for this student this year? In future years? What can the school do to help this student get there? What can I (the teacher) do to help this student get there? What can the student do to get there?

16. Setting Goals and Raising Expectations Is proficiency the most appropriate goal for all students? PVAAS projections allow you to individualize goals for students.

17. What Are Your Goals and Expectations for This Student? Student A

18. Student B What Are Your Goals and Expectations for This Student?

19. Student C What Are Your Goals and Expectations for This Student?

20. Questions?

21. Projection Summary Reports What are they? o This is a report that summarizes the numbers and percentages of students in various likelihood ranges of performing at a proficient level or higher on a future PSSA exam. Cautions o This report provides ONE indicator about likelihood of future performance. o Additional data should be used with the projection for better decision-making.

22. District/School (Single Grade) Projection Summary Report Use the Projection tab in the blue menu bar to select projections to different grade levels and subjects.

23. Accessing Individual Students Sort the list of students by clicking on a column header. Access a Student Projection Report for a student by clicking on the probability for a selected student.

24. How Might Educators Use Projection Summary Reports? Administrators can use for program planning: o Intervention Planning o Resource Allocation o Course Availability & Placement Decisions o School Improvement Planning o Strategic Planning Teachers can use to facilitate instructional planning: o Proportion of students on a path to success (proficiency or higher) o Proportion of students at risk for reaching proficient or advanced levels of performance o Plan for instructional strategies and classroom practices based on students’ needs

25. Activity  Access a Projection Summary Report (Single Tested Grade) for a grade-level group of students  Identify students who have:  A higher probability than expected of reaching a Proficient level  A lower probability than expected of reaching a Proficient level  For each student, ask:  What additional data are needed?  Who do we need to engage in the conversation about a course of action for this student?  What is the current academic program for this student?  What changes might be needed for this student’s academic program? Courses, interventions, enrichment opportunities, etc.

26. Questions?

27. Keystones What is PVAAS?

28. Achievement vs. Progress Student Achievement: Where are we? o Highly correlated with demographic factors Student Progress: How far have we come? o Highly dependent on what happens as a result of schooling rather than on demographic factors By concentrating on the progress students make, PVAAS puts the emphasis on something educators can influence!

29. Demographics and Growth As long as you can sufficiently account for the prior achievement of the student,… …there is NO significant relationship between demographics and student progress, or growth! Demographics are NOT destiny!

30. Measuring Growth or Progress Students don’t all start the year at the same place academically!

31. Measuring Growth or Progress o Standard for PA Academic Growth Regardless of their entering achievement level, students should not lose ground academically. o Is it not a reasonable goal to at least maintain the achievement level of a group of students? Not necessarily increase their achievement level, but at least maintain their achievement level.

32. PVAAS Growth Measure & Color Indicators o The Growth Measure represents the amount of growth a group of students has made. o The Growth Color Indicator represents the level of evidence we have in the data to say whether or not the group of students increased, decreased, or maintained their achievement levels on average. PVAAS yields a Growth Measure AND A Growth Color Indicator

33. PVAAS Value-Added Growth Indicators DB Significant evidence that the district/school exceeded the standard for PA Academic Growth LB Moderate evidence that the district/school exceeded the standard for PA Academic Growth G Evidence that the district/school met the standard for PA Academic Growth Y Moderate evidence that the district/school did not meet the standard for PA Academic Growth R Significant evidence that the district/school did not meet the standard for PA Academic Growth

34. Prior Achievement for Group Most Recent School Year for Group Higher Achievement Concept of Measuring Growth in PVAAS Lower Achievement Higher Achievement Lower Achievement For grades 4-8, Math and Reading - represents the mean achievement level of the group of student For Science, Writing, & grades 9-11, Reading/Math - represents the mean predicted and observed/actual achievement level of the group of students

35. Can BOTH high-achieving and low-achieving groups of students make growth?

36. Groups of Students with Lower Achievement Is a “green” in PVAAS sufficient in this scenario? Higher Achievement Lower Achievement Prior Achievement for GroupMost Recent School Year for Group Higher Achievement Lower Achievement For grades 4-8, Math and Reading - represents the mean achievement level of the group of student For Science, Writing, & grades 9-11, Reading/Math - represents the mean predicted and observed/actual achievement level of the group of students

37. (100% Advanced) Groups of Students with Higher Achievement Higher Achievement Lower Achievement Prior Achievement for Group Most Recent School Year for Group (100% Advanced) For grades 4-8, Math and Reading - represents the mean achievement level of the group of student For Science, Writing, & grades 9-11, Reading/Math - represents the mean predicted and observed/actual achievement level of the group of students Is a “green” in PVAAS sufficient in this scenario?

38. Regardless of the entering achievement level of the group… Students should NOT lose ground academically A reasonable goal would be to AT LEAST MAINTAIN the achievement level of the group All groups of students CAN make progress, or growth

39. Performance Diagnostic Summary Report Looking Deeper into Growth

40. PVAAS Performance Diagnostic Summary Report ColorInterpretation Light Blue Group of students exceeded the standard for PA Academic Growth Light Green Group of students has met the standard for PA Academic Growth Pink Group of students did not meet the standard for PA Academic Growth WhiteToo few students to estimate growth

41. Questions?

42. Overview of Growth Table Longitudinal View Of Progress!

43. Value-Added Reports Math, Reading, Writing, Science Math & Reading, Grades 4-8 Science & Writing, All Grades Tested Math & Reading, Grades 9-11

44. Performance Diagnostic Summary Reports All Subjects Tested All Grades Tested Whole Grade & Subgroups

45. Overview of Growth Table Sample

46. Analyzing Patterns & Trends Value-Added Data

47. Does the organization of the data matter when looking for patterns and trends? By Subject By Grade

48. Value-Added Patterns By Subject o Is the curriculum aligned to the state standards? o Is there consistent implementation of the curriculum across all grade levels in each school? vs

49. Value-Added Patterns By Subject Grade level Concern o Has there been a thorough review of the concepts and competencies that are to be taught at this grade level? o Are expectations different for students in this grade level? o Is there a shift in instructional time? o Is there a change in the supports that are available for this grade level? o Is the time allocated for instruction the same at this grade level? o What has been in place at the other grade levels that is not in place at this grade level?

50. Value-Added Patterns By Subject Consistency Over Time o What changes have been made to account for the change in growth results? o Has a new curriculum been implemented? o Has there been a year-long focus of professional development for Reading in the district? o Are Literacy Coaches supporting classroom teachers in all grades? o Has intervention time been scheduled in all grades in the master schedule?

51. Value-Added Patterns by Grade Level o Are effective instructional practices implemented across all grade levels? Across classroom? Across all schools? vs

52. Value-Added Patterns by Grade Level o Is the Reading curriculum aligned to the standards? o Are effective instructional practices implemented across all subject areas? o Has comprehensive professional development been provided in the area of Reading? How long ago? Subject Area Concern

53. Value-Added Patterns by Grade Level o What is different about the grade level this year from the previous 3 years? o Has there been a change in the core programs this past year? Change from Previous Years

54. Analyzing Patterns & Trends Performance Diagnostic Reports

55. Performance Diagnostic Patterns Shed & Reverse Shed Patterns System benefits lower-achieving students System benefits higher-achieving students

56. Performance Diagnostic Patterns Tent & V Patterns System benefits middle level learners System benefits higher-and lower-achieving students only

57. Performance Diagnostic Patterns Opportunity Gap Pattern System benefits all types of learners except those right below proficiency

58. Performance Diagnostic Patterns Desirable Pattern System benefits all types of learners with more progress occurring with the lower achieving students

59. Diagnostic Patterns When Viewing Overview of Growth Table Is the pattern: o consistently found in one grade level or consistent across all grade levels in a subject area? o consistent over time? o consistent across a grade level in all subject areas? o consistent across a grade level and subgroups in the grade level?

60. Consistent Patterns One Grade More Systemic Pattern vs

61. Consistent Over Time

62. Consistent Across a Grade Level In All Subject Areas

63. Consistent Across Grade Level and Subgroups in Grade Level

64. Desirable Patterns All performance levels in all grade levels in a subject making positive growth And…..very few students predicted to be in the lower performance levels

65. Questions?

66. What patterns and trends do you see in your data?

67. What questions should you ask when viewing these data?

68. Discussion Points: Why might we be seeing these patterns and trends?

69. PVAAS Resources

70. NEW! Virtual Learning Modules o New FREE real-time, online professional development o Interactive o Designed in sections for ease of viewing o Navigating, Interpreting, and Using Reports o Concepts & Foundations of Measuring Growth o High Achievement & High Growth

71. PVAAS Help Menus

72. Additional PVAAS Supports

73. PVAAS Materials or Statewide Implementation pdepvaas@iu13.org 717-606-1911 PVAAS Report Web Site https://pvaas.sas.com

74. www.pde.state.pa.us 333 Market Street Harrisburg, PA 17126