Frequently Asked Questions (FAQs):
Pennsylvania Value-Added Assessment System (PVAAS)
SY12-13 PILOT Teacher-Specific Reporting
April 18, 2013
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Contents
SECTION 1: PVAAS TEACHER-SPECIFIC REPORTING ......................................................................................................5
1.1 What is PVAAS teacher-specific reporting? .................................................................................................................. 5
1.2 What is the purpose of PVAAS teacher-specific reporting? ........................................................................................ 5
1.3 Who is SAS Institute Inc. and what is their experience with providing teacher-specific reporting? ............................ 5
1.4 In addition to using PVAAS as part of teacher evaluation, how can PVAAS teacher-specific reporting be used? ....... 5
SECTION 2: PVAAS TEACHER-SPECIFIC REPORTING IN PA’S EDUCATOR EFFECTIVENESS SYSTEM ...................................6
2.1 What will be the intent of PDE’s formal guidance for PVAAS teacher-specific reporting? ......................................... 6
2.2 What proportion of PA’s Educator Effectiveness System is based on PVAAS teacher-specific reporting? ................ 6
2.3 How many years of PVAAS teacher-specific reporting are needed for it to be included in a teacher’s evaluation? . 6
2.4 Until a teacher receives a PVAAS 3-year rolling average, what is used in place of the 15% for PVAAS teacherspecific reporting? ....................................................................................................................................................... 6
2.5 Will single year PVAAS teacher-specific reporting be provided to a teacher each year before a teacher receives a
3-year rolling average? ................................................................................................................................................ 6
2.6 What is the PVAAS teacher-specific reporting 3-year rolling average based upon? .................................................. 7
2.7 How is the PVAAS 3-year rolling average weighted- across school years, grades, subjects and courses? ................. 7
2.8 What is the minimum number of students required on a teacher’s PVAAS roster to produce a PVAAS teacherspecific report? ............................................................................................................................................................ 7
2.9 What types of Information will be provided by PVAAS teacher-specific reporting? .................................................. 7
2.10 Will the PVAAS teacher-specific reporting be provided by section/classes for a teacher? ........................................ 7
2.11 Who will have access to PVAAS teacher-specific reporting? ...................................................................................... 7
2.12 Will PVAAS teacher-specific reporting be reported publicly? .................................................................................... 7
SECTION 3: TEACHERS WITH ELIGIBLE PVAAS SCORES .................................................................................................8
3.1 Which teachers will receive PVAAS teacher-specific reporting?................................................................................. 8
3.2 What is a Keystone-related course? ............................................................................................................................. 8
3.3 What is content-specific instruction? .......................................................................................................................... 8
3.4 What is content-specific instruction in an online/technology enhanced learning environment? ............................... 9
3.5 Are special education teachers, intervention specialists, reading/math specialists, ESL teachers, and gifted
teachers eligible for a PVAAS score? ......................................................................................................................... 10
3.6 Are instructional coaches eligible for a PVAAS score? .............................................................................................. 10
3.7 Are teachers who provide instruction in non-state assessed grades/subjects/courses only (ex. Social Studies)
included in PVAAS teacher-specific reporting if they are responsible for teaching reading and writing across the
content areas? ........................................................................................................................................................... 11
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3.8 The PA Common Core includes “Standards for Literacy in History/Social Sciences, Science, and Technical
Subjects.” Do the teachers who provide instruction on these standards in non-tested subjects/grades/courses
receive PVAAS teacher-specific reporting? ............................................................................................................... 11
3.9 If a teacher provides instruction to students who take a PSSA and a Keystone exam in the same school year
(example, student taking grade 8 PSSA math and Algebra I in grade 8), does the teacher complete rosters for both
PSSA Math Grade 8 and Keystone Algebra I? ............................................................................................................ 11
3.10 Which teachers are attributed to a student taking the PSSA reading and/or PSSA writing in middle school if the
student has a teacher(s) for reading and a teacher(s) for language arts? ................................................................ 11
3.11 In a high school, which teachers are attributed to a student taking the Keystone Literature exam if the student
has a teacher(s) for reading and a teacher(s) for literature? .................................................................................... 11
3.12 Are teachers who provide instruction to students from multiple schools or LEAs included in PVAAS teacherspecific reporting? ..................................................................................................................................................... 11
3.13 Are teachers who provide instruction in more than one school within an LEA in a school year included in PVAAS
teacher-specific reporting? ....................................................................................................................................... 12
3.14 Are teachers who are employed by two different LEAs (not simultaneously) and provide instruction to students in
each LEA within the school year included in PVAAS teacher-specific reporting? ..................................................... 12
3.15 Do teachers providing “homebound instruction” or “instruction conducted in the home” receive PVAAS teacherspecific reporting? ..................................................................................................................................................... 12
3.16 Do teachers in charter and cyber charters receive PVAAS teacher-specific reporting?........................................... 12
3.17 How, if at all, does the PVAAS teacher-specific reporting impact Career and Technical Education programs (CTEs),
including part-time CTEs? For example, several CTEs have a small number of academic teachers with the majority
of teachers representing career and industry preparation. ...................................................................................... 12
3.18 How, if at all, does the PVAAS teacher-specific reporting impact PA certified teachers employed by an
Intermediate Unit (IU)? ............................................................................................................................................. 13
SECTION 4: STUDENTS IN PVAAS TEACHER-SPECIFIC REPORTING ............................................................................... 13
4.1 Are all students who take the Keystone exams included in PVAAS teacher-specific reporting? .............................. 13
4.2 Will students taking the Keystone exams during the summer testing window be included in PVAAS teacherspecific reporting? ..................................................................................................................................................... 13
4.3 Are students who change schools or LEAs during the school year included in PVAAS teacher reporting? .............. 13
4.4 If a student has 2 teachers in the same subject or grade during the school year, is the student attributed to both
teachers? ................................................................................................................................................................... 13
4.5 Will foreign exchange students who take a state assessment be included in a teacher’s PVAAS report? ............... 13
SECTION 5: PVAAS TEACHER-SPECIFIC ANALYSES AND REPORTING ............................................................................ 13
5.1 What variables are being considered by PDE as it develops guidance and policy for PVAAS teacher-specific
reporting? .................................................................................................................................................................. 13
5.2 Is PDE considering student characteristics or attributes as a variable to be used in PVAAS teacher-specific
reporting? .................................................................................................................................................................. 14
5.3 What if a teacher changes districts, schools, grades, subjects, and/or courses across school years? ....................... 14
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5.4 Does a teacher need to have 3 consecutive years of PVAAS reporting to receive a PVAAS 3-year rolling average? 14
5.5 Why would teacher not receive consecutive years of PVAAS reporting? How does that impact the PVAAS 3 year
rolling average? ......................................................................................................................................................... 14
5.6 What if a teacher only teaches one small section of a Keystone-related course? ..................................................... 15
5.7 Will PVAAS be reliable and valid during the transition of Pennsylvania’s assessment system – Keystone exams and
the PSSA aligned to the common core? .................................................................................................................... 15
SECTION 6: PERCENT OF INSTRUCTIONAL RESPONSIBILITY ........................................................................................ 15
6.1 What is the Percent of Instructional Responsibility? .................................................................................................. 15
6.2 How is the Percent of Instructional Responsibility determined? ............................................................................... 15
6.3 What is the rationale for using enrollment rather than attendance in PVAAS teacher specific reporting? ............. 15
6.4 How is the “Percent Student + Teacher Enrollment” calculated?............................................................................. 16
6.5 Is “Percent of Student + Teacher Enrollment” the same as student attendance? ................................................... 16
6.6 Is there a minimum “Percent for Student + Teacher Enrollment” for a student to be included on a teacher’s roster
for PVAAS teacher-specific reporting? ...................................................................................................................... 16
6.7 What is “Percent of Instruction”? ............................................................................................................................. 16
6.8 Is there a minimum “Percent of Instruction” for a student to be included on a teacher’s roster? .......................... 17
6.9 Is there a minimum overall “Percent of Instructional Responsibility” for a student to be included on a teacher’s
roster? ....................................................................................................................................................................... 17
6.10 Does tutoring/supplemental instruction provided outside the scope of the employee’s contract count when
determining “Percent of Instructional Responsibility”? ............................................................................................ 17
6.11 Are there any considerations or adjustments in the” Percent of Instructional Responsibility” when there are
student teachers and/or paraprofessionals working with a PA certified educator? ................................................ 17
SECTION 7: STATEWIDE PILOT AND IMPLEMENTATION OF PVAAS TEACHER-SPECIFIC REPORTING.............................. 17
7.1 When will PVAAS teacher-specific reporting be provided? ...................................................................................... 17
7.2 What is PDE’s plan for the “pilot” for PVAAS teacher-specific reporting?................................................................ 18
7.3 What does the term “roster verification” mean? ..................................................................................................... 18
7.6 PIMS has links of teachers and students. Why is this roster verification process necessary? ................................. 18
7.8 How is roster verification handled for a Pennsylvania certified teacher who is employed and evaluated by two
LEAs? .......................................................................................................................................................................... 19
7.9 What is the teacher and district obligation/responsibility in terms of PVAAS roster verification for a teacher who
is out such as on an approved/extended leave of absence or no longer works for the LEA? .................................. 19
SECTION 8: PLANNING, SUPPORT AND PROFESSIONAL DEVELOPMENT...................................................................... 19
8.1 Will understanding PVAAS help with understanding PVAAS teacher-specific reporting? ........................................ 19
8.2 Are there resources to assist LEAs in preparing for PVAAS teacher-specific reporting? ............................................ 19
APPENDIX: Scenarios for Instructional Responsibility ................................................................................................ 20
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SECTION 1: PVAAS TEACHER-SPECIFIC REPORTING
1.1 What is PVAAS teacher-specific reporting?
The Pennsylvania Value-Added Assessment System (PVAAS) teacher-specific reporting estimates the effect
of a teacher’s performance on the academic growth of a group of students. The PVAAS reports are based
on the Education Value-Added Assessment System (EVAAS) methodology provided to Pennsylvania (PA) by
the SAS Institute Inc., SAS® EVAAS® for K-12 division.
Although measuring academic achievement is important, achievement only identifies where students are
at a specific point in time rather than identifying how much academic growth has been made by students.
PVAAS provides a measure of academic growth for students by taking into account both their endpoint
and their entering achievement level. Growth depends on the effectiveness of the instructional program in
meeting the needs of students. Students arrive at school at different levels of achievement. By
concentrating on growth, PVAAS puts the emphasis on what educators can influence.
For the first time in Pennsylvania teachers will have access to information regarding their influence on the
academic progress of students. This gives the teacher an opportunity to assess the effectiveness of the
instructional program, as well as determine areas of strength and areas for growth. The teacher can
monitor student progress, from low achieving to high achieving, ensuring growth opportunities for all
students. This gives teachers information to align professional development to their specific needs as a
teacher.
1.2 What is the purpose of PVAAS teacher-specific reporting?
The purpose of PVAAS teacher-specific reporting is to
 provide a teacher-specific growth measure to be used as part of Pennsylvania’s Educator
Effectiveness System;
 provide diagnostic feedback to teachers regarding their influence on the academic growth of
students; and
 provide data for teachers and administrators to guide discussions about a teacher’s influence on
the academic growth on groups of students.
1.3 Who is SAS Institute Inc. and what is their experience with providing teacher-specific reporting?
SAS Institute, Inc., provides the PVAAS reporting to PA. SAS EVAAS for K-12 is a division of SAS Institute Inc.
the largest privately-held software company in the world. The SAS EVAAS for K-12 team has been
providing teacher-specific reporting since 1996. In addition to PA, SAS EVAAS for K-12 has been involved in
statewide implementations of teacher-specific reporting in three other states (Ohio, Tennessee, and North
Carolina), as well as 24 regional and district implementations across the United States. SAS EVAAS for K-12
has been involved with research on the effectiveness of teachers as measured by value-added analyses for
over 20 years. Pennsylvania has benefited from the experiences and lessons learned about teacher-specific
reporting in other states and districts across the country.
1.4 In addition to using PVAAS as part of teacher evaluation, how can PVAAS teacher-specific reporting be
used?
PVAAS teacher-specific reporting serves as one source of data to inform decisions about which teachers
may best:
 promote differentiated instruction in the classroom;
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tutor students in need of extra support;
serve as mentors for beginning teachers;
serve as cooperating teachers assigned to work with student teachers;
serve as instructional coaches;
become lead teachers;
serve as members of a school-wide planning committees;
participate in curricular planning; and/or
provide professional development to colleagues.
SECTION 2: PVAAS TEACHER-SPECIFIC REPORTING IN PA’S EDUCATOR EFFECTIVENESS
SYSTEM
2.1 What will be the intent of PDE’s formal guidance for PVAAS teacher-specific reporting?
PDE is developing statewide policy and guidance for PVAAS teacher-specific reporting that fairly represents
the unique schedules, instructional programs, and a PA certified teacher’s contributions to student growth
in the tested subjects/courses where PVAAS reporting is applicable. PDE will provide flexibility and
guidance for LEAs to locally address, within the state policy and guidelines, teacher attribution to student
growth based on PVAAS teacher-specific reporting. PDE’s guidance, planned for release in spring of 2013,
will provide a framework for LEAs to make local decisions to ensure that teachers are linked accurately to
students for the proportion of time available to instruct each student.
2.2 What proportion of PA’s Educator Effectiveness System is based on PVAAS teacher-specific reporting?
PVAAS teacher-specific reporting comprises 15% of the overall educator effectiveness system in PA.
Teachers with an eligible PVAAS score are permanent or temporary professional employees who hold a
valid PA teaching certificate and who have full or partial responsibility for content specific instruction of
assessed eligible content as measured by PA’s assessments (PSSA and/or Keystone exams). See section 3.1
for additional details.
2.3 How many years of PVAAS teacher-specific reporting are needed for it to be included in a teacher’s
evaluation?
PVAAS teacher-specific reporting will not be used in PA’s Educator Effectiveness System until a teacher
receives a 3-year rolling average. The first year a 3-year rolling average could be yielded for any PA teacher
will be in the fall of 2016 (based on reporting from school years 2013-14, 2014-15, and 2015-16) to be used
on the SY15-16 final rating form. See question 5.6 for additional details.
2.4 Until a teacher receives a PVAAS 3-year rolling average, what is used in place of the 15% for PVAAS
teacher-specific reporting?
Prior to the availability of a PVAAS 3-year rolling average for a teacher eligible for a PVAAS score, the
Observation/Evidence will be used for the 15% portion in lieu of using PVAAS teacher-specific data.
2.5 Will single year PVAAS teacher-specific reporting be provided to a teacher each year before a teacher
receives a 3-year rolling average?
Teachers will receive single-year reporting for each year it can be provided. However, PVAAS teacherspecific reporting from a single school year will not be used in PA’s Educator Effectiveness System. A 3year rolling average is needed.
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2.6 What is the PVAAS teacher-specific reporting 3-year rolling average based upon?
A 3-year rolling average will be based upon value-added estimates for any subject(s), grade(s) and/or
courses for which the teacher provided content specific instruction in the past 3 school years.
This 3-year rolling average is a measure of the teacher’s impact on the academic growth of groups of
students over time (3 consecutive years of performance in any subject/course/grade and 3 different
groups of students).
2.7 How is the PVAAS 3-year rolling average weighted- across school years, grades, subjects and courses?
This is under review by PDE.
2.8 What is the minimum number of students required on a teacher’s PVAAS roster to produce a PVAAS
teacher-specific report?
PDE is conducting a PVAAS pilot in SY12-13. Once the pilot is completed PDE will provide this decision.
2.9 What types of Information will be provided by PVAAS teacher-specific reporting?
Each teacher eligible for a PVAAS teacher specific score will receive a PVAAS score in each PA assessed
grade/subject and/or course for each school year. Additionally, the teacher will receive a PVAAS 3 year
rolling average. See questions 5.4 for details.
Additionally, diagnostic reports will be provided for the teacher as data for continuous improvement of
professional practice. This includes diagnostic reporting to assess the growth of students categorized by
high-achieving, low-achieving, and middle-achieving students, as well as demographic subgroups of
students served by a specific teacher.
2.10 Will the PVAAS teacher-specific reporting be provided by section/classes for a teacher?
 No, PVAAS teacher-specific reporting is provided for each PA assessed course/grade/subject for a
teacher.
 Example: If a teacher provides instruction for grade 5 reading, mathematics, and writing, the
teacher will receive single year PVAAS teacher-specific reporting for grade 5 reading, grade 5
mathematics, and grade 5 writing separately.
 Example: If a teacher provides instruction for 5 sections of students for Algebra I, the teacher
will receive ONE PVAAS reporting for Algebra I.
 PVAAS teacher-specific reporting is not provided by sections for a teacher. If desired, the teacher can
do a PVAAS custom report to look at the academic growth for a specific group of students.
2.11 Who will have access to PVAAS teacher-specific reporting?
A teacher will have access only to his/her own specific reporting. Also a teacher’s building administrator(s)
and district administrator(s) will have access to teacher-specific reporting for his/her specific teachers.
2.12 Will PVAAS teacher-specific reporting be reported publicly?
Act 82 states that “An employee's individual rating form shall not be subject to disclosure under the act of
February 14, 2008 (P.L. 6, No. 3), known as the "Right-to-Know Law." PDE will follow the law on nondisclosure.
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SECTION 3: TEACHERS WITH ELIGIBLE PVAAS SCORES
3.1 Which teachers will receive PVAAS teacher-specific reporting?
Teachers receiving PVAAS teacher-specific reporting are permanent or temporary professional employees
who hold a valid PA teaching certificate and who have full or partial responsibility for content specific
instruction of assessed eligible content as measured by PA’s assessments (PSSA and/or Keystone exams).
This may include other teachers than those who are the teacher of record. Pennsylvania defines the
teacher of record as “a professional or temporary professional educator assigned by a school entity as the
primary instructor for a group of students.” (Source: Highly Qualified Teacher Guidelines on PDE website)
 This currently includes PA certified teachers providing content-specific instruction in assessed
eligible content in subjects/courses/grades assessed by the PSSA and Keystone exams (with and
without accommodations).
 This includes the grades/subjects/courses of PSSA reading and mathematics in grades four through
eight; PSSA science in grades four and eight; PSSA writing in grades five and eight; and Keystonerelated courses.
 Note: Pennsylvania’s Alternate System of Assessment (PASA) is not included in PVAAS analyses as
there are a very low number of students tested statewide. A significant number of students are
needed for each grade level and subject to build a statistical model to yield value-added measures
for teachers from this assessment.
3.2 What is a Keystone-related course?
 LEAs will identify each course which is the final course before a student takes Keystone exams
(Algebra I, Literature, and Biology). Only the teacher(s) of these final courses will be eligible for a
PVAAS score.
 Keystone-related courses will be tagged/coded in the PIMS Course/HQT file starting with the SY1314 PIMS collections.
 It is the final Keystone related course that will be linked to students and a teacher to receive a
PVAAS eligible score.
Example: For a sequence of courses such as Algebra I A - Algebra I B - Algebra I C, Algebra I C
is the course that will identified as the Keystone related course. In this example, teacher(s)
of the students in Algebra I C are the only teacher(s) eligible for a PVAAS score.
3.3 What is content-specific instruction?
 For the purpose of PVAAS teacher-specific reporting, content specific instruction occurs when a
teacher has the responsibility to plan the instruction of the assessed eligible content, provide the
instruction of the assessed eligible content, and use the assessment information to evaluate the
effectiveness of the instruction of the assessed eligible content on a PA state assessment.
 Content specific instruction is defined on the Framework for Teaching by both Domains 1 and 3:
a. Domain 1: Planning and Preparation
i. 1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
b. Domain 3: Instruction
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
i. 3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
Content specific instruction is a determination made locally by the LEA.
3.4 What is content-specific instruction in an online/technology enhanced learning environment?
 LEAs provide instruction to student using a range of approaches and resources. Many LEAs are
providing instruction using online courses and/or instructional technologies. This question is
intended to illustrate the alignment between instruction and online/technology enhanced learning
environments and provide examples of Domains 1 and 3 for these learning environments.
 For the purpose of PVAAS teacher-specific reporting, content specific instruction occurs when a
teacher has the responsibility to plan the instruction of the assessed eligible content, provide the
instruction of the assessed eligible content, and use the assessment information to evaluate the
effectiveness of the instruction of the assessed eligible content on a PA state assessment.
 Content specific instruction is defined on the Framework for Teaching by both Domains 1 and 3:
a. Domain 1: Planning and Preparation
b. Domain 3: Instruction
 Standards for online instruction: There are a range of resources describing effective online
instruction. Two examples:
a. International Association for K-12 Online Learning
i. http://www.inacol.org/
b. Best Practices in Online Teaching
i. http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-OnlineTeaching-Strategies-Membership.pdf

Content specific instruction is a determination made locally by the LEA.
DOMAIN
Domain 1:
Domain 1:
Domain 1:
Domain 1:
Domain 1:
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COMPONENT
1a Demonstrating Knowledge
of Content and Pedagogy
1b Demonstrating Knowledge
of Students
1c Setting Instructional
Outcomes
1d Demonstrating Knowledge
of Resources
1e Designing Coherent
Instruction
Online/Technology Enhanced Examples
Teacher ensures that content builds from prior
knowledge and is aligned to PA Common Core
Utilizing student data to guide student learning ;
Teacher adapts lessons/content based on
mastery of standards; Accommodations are
made for students who have IEPS or need
adaptations; Content is presented and adjusted in a
way to meet the needs of a range of learners
Ensures alignment to the PA Common Core;
Communicates goals to students
In addition to interactive course content, the
teacher provides resources such as: Internet
Resources (For supplement and extension to
learning) Community Resources—Community
Lesson instructions are detailed; Students have a
clear understanding and pathway of what they
need to accomplish in an online/ technology
9
Domain 1:
1f Designing Student
Assessments
Domain 3
3a Communicating with
Students
enhanced environment; Presenting content and
questions; Injecting knowledge from diverse
sources; Responding to technical concerns
Student assessments assess the learning objective;
Formative Assessments are used in online course
to inform and adjust instruction
Essential Questions are clearly defined and
students have an understanding of course
expectations through guidance of online teacher;
Frequent and meaningful interaction with students;
Domain 3
Domain 3
Domain 3
Domain 3
3b Using Questioning and
Discussion Techniques
3c Engaging Students in
Learning
3d Using Assessment in
Instruction
3e Demonstrating Flexibility
and Responsiveness
Focusing the discussion; Summarizing the
discussion;
Online discussion forums are used to promote
interactive and engaging class discussions
(synchronous and/or asynchronous)
Content is rigorous and relevant to course content;
Activities provide students with opportunities to
work on authentic learning activities/projects, 1:1 or
in small or whole group approaches
Provides frequent and meaningful feedback to
students. Feedback is used to adjust instruction
to create individual learning paths for the students;
Confirming understanding; Diagnosing
misperceptions; Alternative assignments are
made to differentiate and assess performance
Teacher is flexible in adjusting and modifying
lessons based on student needs; Teacher is willing
to respond to student questions and relate
questions to curriculum.
3.5 Are special education teachers, intervention specialists, reading/math specialists, ESL teachers, and
gifted teachers eligible for a PVAAS score?
 Yes, if the teacher is planning the instruction of the assessed eligible content, providing the
instruction of the assessed eligible content, AND assessing the effectiveness of the instruction of
the assessed eligible content as measured by a PA state assessment. There may be more than one
teacher planning, instructing and assessing the students (ex. co-teaching, team teaching).
3.6 Are instructional coaches eligible for a PVAAS score?
 If the role of the instructional coach is only to provide support and consultation to PA certified
educator(s) this does not meet the criteria for PVAAS teacher-specific reporting.
 PVAAS teacher-specific reporting is provided to those who provide content-specific instruction to
the students. (Framework for Teaching, Domains 1 and 3)
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3.7 Are teachers who provide instruction in non-state assessed grades/subjects/courses only (ex. Social
Studies) included in PVAAS teacher-specific reporting if they are responsible for teaching reading and
writing across the content areas?
 No, the PA School Performance Profile reflects the influence of all teaching staff on school-wide
academic results.
 The Electives component of a teacher’s evaluation can focus on this area for other content area
teachers. This is an LEA decision.
3.8 The PA Common Core includes “Standards for Literacy in History/Social Sciences, Science, and Technical
Subjects.” Do the teachers who provide instruction on these standards in non-tested
subjects/grades/courses receive PVAAS teacher-specific reporting?
 No, PVAAS teacher-specific reporting is aligned to those teachers providing content specific
instruction of the assessed eligible content on PSSA and Keystone exams. The Standards for
Literacy in History/Social Sciences, Science, and Technical Subjects are not assessed on the PSSA
and/or the Keystone exams.
 The Electives component of a teacher’s evaluation can focus on this area for other content area
teachers. This is an LEA decision.
3.9 If a teacher provides instruction to students who take a PSSA and a Keystone exam in the same school
year (example, student taking grade 8 PSSA math and Algebra I in grade 8), does the teacher complete
rosters for both PSSA Math Grade 8 and Keystone Algebra I?
Yes. PVAAS teacher specific reporting will be provided for all PA assessed subjects/grades and courses,
including situations where the student may take two state assessments in the same content area. IN this
scenario, the teacher would complete rosters for both tested subjects/grades/courses and therefore
receive PVAAS teacher specific reporting for both grade 8 PSSA math and Algebra I. It is under discussion
by PDE as to how two test scores in the same subject area will be calculated into a teacher’s PVAAS 3 year
rolling average.
3.10 Which teachers are attributed to a student taking the PSSA reading and/or PSSA writing in middle
school if the student has a teacher(s) for reading and a teacher(s) for language arts?
 LEAs will make this determination based on their local curriculum.
 An LEA will determine which teacher(s) are providing content specific instruction of the assessed
eligible content on the PSSA reading and/or PSSA writing assessment
3.11 In a high school, which teachers are attributed to a student taking the Keystone Literature exam if the
student has a teacher(s) for reading and a teacher(s) for literature?
 LEAs will make this determination based on their local curriculum.
 An LEA will determine which teacher(s) are providing content specific instruction of the assessed
eligible content on the Keystone Literature exam
3.12 Are teachers who provide instruction to students from multiple schools or LEAs included in PVAAS
teacher-specific reporting?
Yes. This may occur in situations, including but not limited, to students in programs operated by an
Intermediate Unit, cyber schools, online learning courses, and/or district consortiums
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3.13 Are teachers who provide instruction in more than one school within an LEA in a school year included
in PVAAS teacher-specific reporting?
Yes. Teachers will complete a roster for each grade/subject/course by school. One value-added report will
be provided for each grade/subject/course, across schools within the LEA.
3.14 Are teachers who are employed by two different LEAs (not simultaneously) and provide instruction to
students in each LEA within the school year included in PVAAS teacher-specific reporting?
Yes. See 7.9 regarding LEA requirement for roster verification in absence of teacher or if teacher is no
longer employed by an LEA at the time of roster verification.
3.15 Do teachers providing “homebound instruction” or “instruction conducted in the home” receive PVAAS
teacher-specific reporting?
 Based on the role of the instructor, LEAs will make this determination. If the teacher provides
content specific instruction of the assessed eligible content as measured by a PA state assessment
and meets the criteria for the minimum number of students across all students (homebound,
instructed in the home and all others) instructed in a PA assessed subject/grade/course, the
teacher will receive a PVAAS teacher-specific report.
 "Homebound Instruction" is the instruction a district or charter school may provide when a student
has been excused from compulsory attendance under 22 Pa. Code §11.25 due to temporary mental
or physical illness or other urgent reasons. (PDE BEC “Instruction Conducted in the Home”)
 "Instruction conducted in the home" is included in the definition of special education located in the
federal regulations (34 CFR §300.39(a)(i)) and is recognized as a placement option on the
continuum of alternative placements for students with disabilities (34 CFR §300.115). The use of
instruction conducted in the home is restricted to students whose needs require full-time special
education services and programs outside the school setting for the entire day. Ordinarily, these will
be students who, because of a severe medical condition or mobility impairment, are unable to
leave home to attend school. (PDE BEC “Instruction Conducted in the Home”)
3.16 Do teachers in charter and cyber charters receive PVAAS teacher-specific reporting?
 Charter schools and cyber charter schools participating in Pennsylvania’s Race to the Top program
are required to use Pennsylvania’s new Educator Effectiveness System. This includes PVAAS teacher
specific reporting.
 The use of Pennsylvania’s new Educator Effectiveness System is an option for all other Pennsylvania
charter schools and cyber charter schools.
 PDE will provide PVAAS teacher specific reporting to charters/cyber charters if they voluntarily
participate in PVAAS roster verification.
3.17 How, if at all, does the PVAAS teacher-specific reporting impact Career and Technical Education
programs (CTEs), including part-time CTEs? For example, several CTEs have a small number of
academic teachers with the majority of teachers representing career and industry preparation.
If a CTE has PA certified teachers, who have either full or partial responsibility for content specific
instruction of assessed eligible content as measured by PSSA or Keystone exams, these teachers are
eligible for a PVAAS score. This will be used as part of a teacher’s final rating form.
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3.18 How, if at all, does the PVAAS teacher-specific reporting impact PA certified teachers employed by an
Intermediate Unit (IU)?
If the IU has PA certified teachers, who have full or partial responsibility for content specific instruction
of assessed eligible content as measured by PSSA or Keystone exams, these teachers are eligible for a
PVAAS score. This will be used as part of a teacher’s final rating form.
SECTION 4: STUDENTS IN PVAAS TEACHER-SPECIFIC REPORTING
4.1 Are all students who take the Keystone exams included in PVAAS teacher-specific reporting?
No, only students enrolled in the final Keystone-related course for a specific Keystone content area when
they take the Keystone exam are included in PVAAS teacher-specific reporting. If a student receives
supplemental services as a result of a need to retake a Keystone exam, the student is only included in
PVAAS teacher-specific reporting if he/she is retaking the Keystone-related course, followed by retaking
the Keystone exam. The data identifying which students are taking a Keystone-related course with a
Keystone exam are provided by each LEA. The LEAs will identify the link between the student and the
Keystone-related course. This link is then confirmed in the roster verification process (described later in
this document).
4.2 Will students taking the Keystone exams during the summer testing window be included in PVAAS
teacher-specific reporting?
 No, students taking summer Keystone exams will not be included in PVAAS reporting.
4.3 Are students who change schools or LEAs during the school year included in PVAAS teacher reporting?
Yes. All students receiving instruction in PA assessed grades/subjects /courses are to be claimed by a
teacher in the PVAAS roster verification process. A student may be represented on the roster of more than
one teacher, school and/or LEA.
4.4 If a student has 2 teachers in the same subject or grade during the school year, is the student attributed
to both teachers?
Yes. If both teachers are providing instruction in the same PA assessed grade/subject/course, both
teachers would claim the student via PVAAS roster verification. The student’s enrollment with each
teacher is documented on each teacher’s roster in PIMS and in the PVAAS roster verification system.
4.5 Will foreign exchange students who take a state assessment be included in a teacher’s PVAAS report?
 No.
SECTION 5: PVAAS TEACHER-SPECIFIC ANALYSES AND REPORTING
5.1 What variables are being considered by PDE as it develops guidance and policy for PVAAS teacherspecific reporting?
 PDE is taking into consideration the following factors:
o all students do not arrive on the first day of school or the first day of a subject/grade/course;
o all students do not stay until the last day of school or the last day of a subject/grade/course;
o all teachers do not start on the first day of school or the first day of a subject/grade/course; and
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o all teachers do not stay until the last day of school or the last day of a subject/grade/course.
PDE’s guidance will take co-teaching, team teaching, regrouping of students for content instruction,
general education-special education co-teaching, and other unique approaches to delivering
effective instruction to students into consideration when more than one teacher provides content
specific instruction of eligible content as assessed by PSSA or Keystone exams.
In these circumstances an LEA will need to reflect an accurate proportion of instruction that may be
applicable to more than one PA certified teacher.
5.2 Is PDE considering student characteristics or attributes as a variable to be used in PVAAS teacher-specific
reporting?
Years of documentation at the district, school, and grade level show that PA student characteristics and
attributes, such as economically disadvantaged, English Language Learners and students with
Individualized Education Plans (IEPs), are not correlated to the academic growth of groups of students.
Because PDE wants to be certain there are no unintended consequences that will require adjustments for
student characteristics at the teacher level, PDE has asked SAS Institute Inc. to use actual PA teacherstudent data to gather evidence and to document that adjustments for student characteristics are not
necessary. The results of their analyses will be reported to PDE.
5.3 What if a teacher changes districts, schools, grades, subjects, and/or courses across school years?
 PVAAS value-added data will “follow” a PA certified teacher as he/she moves from school to
school within an LEA.
 PVAAS value-added data will “follow” a PA certified teacher as he/she changes PA assessed
grades, subjects and/or courses within an LEA.
o Example: The teacher works in the same LEA for 3 consecutive school years. Year 1: The
teacher provides instruction in Grade 5 PSSA Math and Reading. Year 2: The teacher
provides instruction in Grade 5 PSSA Math only. Year 3: The teacher provides instruction in
Grade 5 PSSA Reading only. The teacher will receive a PVAAS score for each PA assessed
grade/subject for each school year. The teacher will receive one PVAAS 3 year rolling
average at the end of school year 3.
 If a teacher changes LEAs within the Commonwealth, PVAAS data will only follow a teacher if
authorized by the teacher (pending regulatory review).
5.4 Does a teacher need to have 3 consecutive years of PVAAS reporting to receive a PVAAS 3-year rolling
average?
Yes, a teacher needs three consecutive school years of value-added reporting to receive a PVAAS 3-year
rolling average. This can be in any PA assessed grade/subject and/or course. This does not need to be in
the same grade/subject and/or course each year. No single-year PVAAS data or 2 year PVAAS data will be
used on a teacher’s final rating form. A PVAAS 3-year rolling average is needed.
5.5 Why would a teacher not receive consecutive years of PVAAS reporting? How does that impact the
PVAAS 3 year rolling average?
 This may occur when a teacher does not provide instruction in a PA assessed grade/subject/course.
This may also occur if the teacher has taken a year off from teaching.
 When a teacher has a lapse in PVAAS teacher specific reporting, the next school year is Year 1
towards a PVAAS 3 year rolling average if the teacher is providing instruction in a state assed
subject/grade/course.
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5.6 What if a teacher only teaches one small section of a Keystone-related course?
PDE is developing guidance and business rules regarding PVAAS teacher-specific reporting. The guidance
and business rules will address the “minimum number of students” necessary to yield PVAAS teacherspecific reporting.
5.7 Will PVAAS be reliable and valid during the transition of Pennsylvania’s assessment system – Keystone
exams and the PSSA aligned to the common core?
Yes, SAS Institute Inc. has been providing teacher-specific value-added reporting since 1996, including the
transition required when assessment systems were changed. During 2012 and 2013, PDE has been working
closely with the SAS EVAAS analytic team to ensure quality measures are provided with PVAAS reporting. A
full document of FAQs on PVAAS and the transition of PA’s assessment system are available on the PVAAS
login page at: https://pvaas.sas.com.
SECTION 6: PERCENT OF INSTRUCTIONAL RESPONSIBILITY
6.1 What is the Percent of Instructional Responsibility?
 The percent of instructional responsibility represents the amount that each student will be
weighted in the value-added analyses for PVAAS teacher-specific reporting.
 PVAAS teacher-specific reporting should fairly represent the proportion of instructional
responsibility for each student. This proportion may vary by student.
 Students with less than 100% instructional responsibility are weighted less than those with 100%
instructional responsibility.
6.2 How is the Percent of Instructional Responsibility determined?
There are two pieces of information used to determine the total “% of Instructional Responsibility” for
each student instructed by a teacher.
 Part 1 of 2: “Percent of Student + Teacher Enrollment”
The percent of school days that a student and a teacher are concurrently enrolled in a
grade/subject/course together; and
 Part 2 of 2: “Percent of Instruction”
o The percent of content specific instruction for which a teacher is responsible for a
grade/subject/course.
o The Percent of Instruction is 100% if there is only one PA certified teacher who is fully
responsible for the instruction.
o The Percent of Instruction will be less than 100% if there is more than one PA certified
teacher who is responsible for the instruction, such as co-teaching and team teaching.
o See question 6.7 for details.
6.3 What is the rationale for using enrollment rather than attendance in PVAAS teacher specific reporting?
 The district, school and the individual teacher(s) each have a role in preventing and intervening
with student attendance issues.
 The School Performance Profile reflects the effectiveness of the school’s efforts to address student
attendance.
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


The use of enrollment in PVAAS teacher specific reporting reflects the responsibility of individual
teachers in preventing and intervening with student attendance issues.
Teachers are responsible for the education of each student in a subject/grade/course which results
in a subject/ course grade, as well as performance on state assessments.
Teacher specific strategies include areas such as high expectations, relevant/meaningful/engaging
instruction, relationship building with students, mentoring, parent communication, and group and
individual incentive programs and continuity of instruction (teacher attendance).
Students can be dropped/un-enrolled from a course based on LEA policy.
6.4 How is the “Percent Student + Teacher Enrollment” calculated?
 The percent of school days that a student and a teacher are enrolled together (concurrently
enrolled) for a subject/grade/course, up to and including the last school day before the LEA’s
testing window opens.
 Total # Days Student + Teacher Concurrently Enrolled/ Total # Days for Course/Subject/Grade
 Total # Days Student + Teacher Concurrently Enrolled  Number of school days for a
course/subject/grade that student AND teacher are enrolled together, up to and including last
school day before LEA testing window.
o Examples of days that can decrease this number:
 Student and/or teacher enroll part way through a subject/grade/course
 Student and/or teacher un-enroll from a subject/grade/course
 Extended board-approved leave of absence for student or teacher
o Examples of days that cannot decrease this number:
 Teacher or student absent for sick day or vacation
 Instruction provided by student teacher or paraprofessional
 Student out for extracurricular activity
 Teacher out for meeting, professional development, or coaching
Total # Days for Course/Subject/Grade  Number of school days for a course/subject/grade, up to
and including last school day before LEA testing window.
• Does NOT include days when ALL students are not in school:
o Holidays
o Student-Parent-Teacher Conferences
o Professional Development Day
6.5 Is “Percent of Student + Teacher Enrollment” the same as student attendance?
No, it is specific to the percent of school days that a student is enrolled in a subject/grade/course while the
teacher is responsible for content specific instruction for the course/grade/subject. See question 6.3 above
for details.
6.6 Is there a minimum “Percent for Student + Teacher Enrollment” for a student to be included on a
teacher’s roster for PVAAS teacher-specific reporting?
This will be determined from the PVAAS pilot using analyses actual data.
6.7 What is “Percent of Instruction”?
 The “Percent of Instruction" is defined as the percent of instruction for a course/grade/subject for
which the teacher is responsible for the content specific instruction for a student.
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o This cannot be greater than 100%. A student’s instruction cannot be claimed for more than
100%.
o If a teacher is the ONLY PA certified educator providing the content specific instruction of
the assessed eligible content, the “% of Instruction” is 100%.
o In most situations the percent of instruction will equal 100%.
o If the teacher shares the responsibility for the content specific instruction of the assessed
eligible content with another PA certified teacher, the “% of Instruction” is adjusted
accordingly.
 Example: Co-teaching, team teaching
o The “Percent of Instruction” is NOT adjusted based on enrollment or attendance. The % of
instruction is based on which PA certified teachers provide instruction in a
subject/grade/course to a student.
6.8 Is there a minimum “Percent of Instruction” for a student to be included on a teacher’s roster?
This will be determined from the PVAAS pilot using analyses of actual data to make the determination.
6.9 Is there a minimum overall “Percent of Instructional Responsibility” for a student to be included on a
teacher’s roster?
This will be determined from the PVAAS pilot using analyses of actual data to make the determination.
6.10 Does tutoring/supplemental instruction provided outside the scope of the employee’s contract count
when determining “Percent of Instructional Responsibility”?
No, unless the employed and PA certified teacher is providing instruction in a subject/grade/course (such
as a Keystone related course) which falls outside the scope of a traditional school day schedule. For
example, online courses in a Keystone related area would meet this criteria.
6.11 Are there any considerations or adjustments in the” Percent of Instructional Responsibility” when there
are student teachers and/or paraprofessionals working with a PA certified educator?
 No, PA certified teachers working with a student teacher and/or paraprofessional are responsible
for the content specific instruction of the students and are not excluded from PVAAS teacherspecific reporting.
 Student teachers and paraprofessionals are NOT included in PVAAS teacher-specific reporting
because they are not serving in a position that requires a PA instructional certification.
 Although a teacher is working with a student teacher/paraprofessional, a teacher eligible for PVAAS
teacher-specific reporting would still claim 100% responsibility of instruction unless that instruction
is shared with another PA certified teacher (i.e., co-teaching, team teaching).
SECTION 7: STATEWIDE PILOT AND IMPLEMENTATION OF PVAAS TEACHER-SPECIFIC
REPORTING
7.1 When will PVAAS teacher-specific reporting be provided?
A pilot of PVAAS teacher-specific reporting will be released in the fall of 2013 ONLY to teachers in the pilot
LEAs who completed roster verification in spring 2013. This will allow for “opening the curtain” for
teachers and administrators to view and learn about PVAAS teacher-specific reporting before it counts
toward the 3-year rolling average. This pilot year of reporting will not count toward the first 3-year rolling
average to be used in a teacher’s evaluation system.
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7.2 What is PDE’s plan for the “pilot” for PVAAS teacher-specific reporting?
PVAAS teacher-specific reporting will be released ONLY to PVAAS pilot LEAs in the fall of 2013. PDE is
implementing PVAAS as a pilot of the process during the 2012-13 school year. PDE offered all LEAs the
opportunity to volunteer to pilot the new “roster verification process” in the spring of 2013. The roster
verification process involves the use of a web-based system designed to ensure that teachers are linked
accurately to students for the proportion of time available to instruct each student. Participation in the
pilot provides LEAs a chance to provide feedback to PDE about the process, web-based system, supports,
professional development, and resources.
7.3 What does the term “roster verification” mean?
Roster verification is a process used by an LEA for teachers and administrators to document that teachers
are linked accurately to students for the correct PA assessed grade/subject/course and correction the
proportion of instructional responsibility for each student. The goal is to provide PVAAS teacher-specific
reporting based on accurate data. This will be accomplished via a PVAAS web-based roster verification
system provided to LEAs by PDE. It is a secure, web-based system with double levels of authentication and
login to ensure security of teacher-specific reporting. All roster changes are date and time-stamped to
reflect who made the edit and when the edit occurred.
7.4 How should LEAs handle rosters if a student is over-claimed (>100% Instruction) within a school or LEA?
School admin will work with other school admin within the same LEA to correct the over-claiming of any
student within the same LEA. Any teacher roster which is modified is returned to the teacher to review and
then will be resubmitted to the School Admin.
7.5 How should LEAs handle rosters if a student is over-claimed (>100% Instruction) with a different LEA?
It is not realistic to expect LEAs to contact other LEAs regarding students who are over-claimed across
LEAs. For any student who is overclaimed across LEAs, the LEA where the student is most recently enrolled
will claim that student. The previous LEA(s) will have that student remove from teacher rosters.
7.6 PIMS has links of teachers and students. Why is this roster verification process necessary?
The goal is to provide accurate PVAAS teacher-specific reporting for use in PA’s Educator Effectiveness
System. This requires correctly linking teachers to the correct students, in the correct PA assessed
grades/subjects/courses for appropriate percent of instructional responsibility for each student. While
PIMS collects data linking students to a teacher of record, this may not reflect all PA certified teachers,
who actually provide content specific instruction of the assessed eligible content to students. This also
does not reflect the proportion of time spent instructing each student as described above. Input from the
teachers and the administrators in the roster verification process is essential to ensure accurate PVAAS
teacher-specific data and reporting, which includes data that will be used in PA’s Educator Effectiveness
System. The linkages between students, teachers, and the proportion of instructional responsibility are
locally determined based on PDE guidance. Once the PVAAS teacher-specific reporting is released each
fall, teachers and administrators will be able to drill-down within the reporting and make sure the students
reflect those verified in the roster verification process.
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7.7 Will PIMS data collection be changing as a result of the needs for data for Educator Effectiveness (EE)?
Yes. The PIMS data collection will be enhanced to save time for teachers and administrators in the PVAAS
roster verification process. LEAs can anticipate there will be an alignment between PIMS and PA’s EE
system starting in SY13-14. PDE will communicate these changes to LEAs using the same means of
communication about PIMS changes used each school year. LEA district level administrators are
encouraged to pay close attention to PIMS data collections as they impact district/school reporting and
accountability, as well as Educator Effectiveness.
7.8 How is roster verification handled for a Pennsylvania certified teacher who is employed and evaluated
by two LEAs?
 If a teacher is employed by two LEAs, they should complete two roster verifications, one at each LEA,
with the students they taught through that LEA.
 When roster verification is complete, the web-based system is based on the assumption that the LEA(s)
a teacher completed roster verification with is their “employed” LEA(s).
 If a teacher completed roster verification at more than one LEA, they will receive value-added
reporting from each LEA.
 If a teacher taught at multiple schools within the same LEA, they would still only get one report for
each grade/subject for each school.
7.9 What is the teacher and district obligation/responsibility in terms of PVAAS roster verification for a teacher who is
out such as on an approved/extended leave of absence or no longer works for the LEA?
The School Admin and LEA must complete the roster verification process on behalf of teacher.
SECTION 8: PLANNING, SUPPORT AND PROFESSIONAL DEVELOPMENT
8.1 Will understanding PVAAS help with understanding PVAAS teacher-specific reporting?
If educators understand the current district and school-level PVAAS reporting, they will be much better
prepared to understand PVAAS teacher-specific reporting, including both value-added and diagnostic
reporting. The concept behind measuring growth for groups of students is the same and applies for
district, school, grade, subgroup, and teacher-specific reporting. Resources about this information are
located at https://pvaas.sas.com.
8.2 Are there resources to assist LEAs in preparing for PVAAS teacher-specific reporting?
 There are a range of resources that will be developed, including resources on PDE’s website on
Educator Effectiveness, archived PVAAS webinars on PVAAS teacher-specific reporting, and PVAAS
Virtual Learning Modules.
 Additionally, IU PVAAS contact(s) and the PVAAS Statewide Team for PDE are available to answer
questions and assist LEAs in understanding and making use of these new data.
 PDE will provide professional development specific to the roster verification process and web-based
system. This will include statewide webinars, Virtual Learning Modules, PDE guidance documents, and
FAQs.
 When PVAAS teacher-specific reporting is available, PDE will also provide statewide webinars, Virtual
Learning Modules, live professional development sessions across the Commonwealth, resource
documents, PowerPoint templates, and detailed help menus.
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APPENDIX: Scenarios for Instructional Responsibility
Example 1: All 4th grade students were enrolled from Day 1 of the grade/subject/course through the
last school day before the testing window of the district/school. All teachers were enrolled for the
entire grade/subject/course. Sample Elementary School began the school year with three (3) 4th
grade teachers but enrollment continued to increase. 10% into this timeframe, the school was
allotted an additional position for 4th grade. Students were redistributed and assigned to the new
teacher, Teacher Smith. Teacher Smith did not teach his students the entire school year. He only
taught the students for 90% of this timeframe. Both teachers were the only teachers providing
content specific instruction (Domains 1 and 3) for all grade 4 subjects to their respective group of
students.
 For the students taught by Teacher Smith and the other 4 th grade teachers:
o Teacher Smith would claim his students at 90% Student + Teacher Enrollment
o The other teachers, who had the students originally at the beginning of the year only, would
claim them for 10% Student + Teacher Enrollment
o All teachers would indicate 100% Full or Partial % Instruction
Example 2: Teacher Walters had a baby and is absent from school for 20% of the
grade/subject/course for the school year. A long term substitute (LTS) covers this course for the
remainder of the year. Teacher Walters was the only teacher providing content specific instruction
(Domains 1 and 3) for the PA assessed grade/subject/course while she was enrolled with the
students. The LTS is employed and evaluated by the LEA, therefore subject to Act 82 evaluation
requirements including PVAAS teacher specific reporting.



Enter 80% for % Student + Teacher Enrollment for Teacher Walters because this teacher was
concurrently enrolled for 80% of the school year with all of these students.
Enter 20% for % Student+ Teacher Enrollment for the long term substitute for this teacher and the
students who were concurrently enrolled for 20% of the school year
Both teachers would indicate 100% Full or Partial % Instruction
Example 3: A student named Johnny has been enrolled from Day 1 of the grade/subject/course
through the last school day before the testing window of the district/school. Teacher Jones at ABC
Elementary School has Johnny, in her class who is noticeably having challenges. For 40% of the
school year, Teacher Jones has tried everything possible to meet Johnny’s needs. Johnny was
evaluated and now has an IEP and receives special education services. He was moved from Teacher
Jones’ class to Teacher Apple’s class for special education services within the same school. Teacher
Apple provided content specific instruction of the assessed eligible content for the remaining 60% of
the school year in this grade/subject/course. Both teachers were enrolled for the entire school year
for the grade/subject/course. Both teachers were the only teachers providing content specific
instruction (Domains 1 and 3) for all PA assessed subjects to their respective group of students.



Teacher Jones would claim 40% Student + Teacher Enrollment for Johnny
Teacher Apple would claim 60% Student + Teacher Enrollment for Johnny
Both teachers would indicate 100% Full or Partial % Instruction
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Example 4: For the first 20% of the school year, a student was not enrolled in Teacher Johnson’s
grade 6 math class. He was in a different school/district. For the last 80% of the school year, the
student was enrolled in Teacher Johnson's grade 6 math class. Both teachers were enrolled for the
entire grade/subject/course. Both teachers were the only teacher providing content specific
instruction (Domains 1 and 3) for grade 6 math to their respective group of students.


Enter 80% for % Student + Teacher Enrollment for math because the student and this teacher
were concurrently enrolled for 80% of the grade 6 math class
Enter 100% for Full or Partial % Instruction
Example 5: Michael is taking Algebra I in the fall and does not pass the course or the Keystone Exam.
In the spring Michael is taking the Algebra I Keystone related course again, as well as the Keystone
Exam. Both teachers were enrolled for the entire grade/subject. Both teachers were the only
teacher providing content specific instruction (Domains 1 and 3) for the Keystone Algebra I course
for Michael.
 His teacher, Fall Teacher, will claim and enter 100% of the Student + Teacher Enrollment for
the fall course for Michael. Enter 100% for Full or Partial % Instruction
 The Spring Teacher will claim and enter 100% of the Student + Teacher Enrollment for the
spring course for Michael. Enter 100% for Full or Partial % Instruction
 In this case any student taking the Algebra I course again during the school year will be claimed
by two teachers within this same school year, but for two separate tested courses - and two
different test scores.
Example 6: For the first 25% of the school year until Day 1 of the testing window, a student was not
enrolled in Teacher Jackson’s math class. For the remaining 75% of the year, the student was
enrolled in this Teacher Jackson’s class, but also received instruction in a pull-out program 2 days a
week from a PA certified educator (Teacher Davis) responsible for Domains 1 and 3 in The
Framework for Teaching.


Enter 75% for % Student + Teacher Enrollment for both Teacher Jackson and Teacher Davis because
the student was enrolled for 75% of the year until the first day of the testing window
Enter 60% for Full or Partial % of Instruction for Teacher Jackson because this teacher was
responsible for the math instruction of the student three out of five days every week (3 divided
by 5=0.6 or 60%). Teacher Davis would enter 40% for Full or Partial % of Instruction.
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