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
What is PVAAS?
PSSA Math
LOOKING BACK
Evaluating
Schooling
Effectiveness:
PSSA Reading
PSSA Science
PVAAS
Analyses
Value Added &
Diagnostic Reports
LOOKING AHEAD
Planning for
Students’ Needs:
PSSA Writing
Keystones
Student Projections
to Future Tests
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!
What is PVAAS?
PSSA Math
LOOKING BACK
Evaluating
Schooling
Effectiveness:
PSSA Reading
PSSA Science
PVAAS
Analyses
Value Added &
Diagnostic Reports
LOOKING AHEAD
Planning for
Students’ Needs:
PSSA Writing
Keystones
Student Projections
to Future Tests
How Are Projections Used?
Demand for Electricity
Population Growth
Investment Strategies
Inventory Management
Weather Forecasts
What Are Projections?
Given a specific set
of circumstances…
…what is the most
likely outcome?
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?
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
What Are PVAAS
Projections?
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?
PVAAS Student
Projection Report
What’s the Value of the
Projections?
Projections are NOT about
predicting the future.
They ARE about
assessing students’
academic needs
TODAY!
How often did students with
PVAAS probabilities of 70% or
higher score Proficient or
Advanced?
What Should Educators Know About
PVAAS Projections?
Found on the PVAAS login
page under the link,
What should educators
know about PVAAS student
probabilities?
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:
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?
Setting Goals and Raising
Expectations
Is proficiency the most
appropriate goal for all
students?
PVAAS projections allow
you to individualize goals
for students.
What Are Your Goals and
Expectations for This Student?
Student A
What Are Your Goals and
Expectations for This Student?
Student B
What Are Your Goals and
Expectations for This Student?
Student C
Questions?
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.
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.
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.
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
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.
Questions?
What is PVAAS?
PSSA Math
LOOKING BACK
Evaluating
Schooling
Effectiveness:
PSSA Reading
PSSA Science
PVAAS
Analyses
Value Added &
Diagnostic Reports
LOOKING AHEAD
Planning for
Students’ Needs:
PSSA Writing
Keystones
Student Projections
to Future Tests
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!
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!
Measuring Growth or Progress
Students don’t
all start the year
at the same place
academically!
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.
PVAAS Growth Measure &
Color Indicators
PVAAS yields a Growth Measure AND
A Growth Color Indicator
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 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
Concept of
Measuring Growth in PVAAS
Prior Achievement for Group
Most Recent School Year for Group
Higher Achievement
Higher Achievement
Lower 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
Can BOTH high-achieving
and low-achieving
groups of students make
growth?
Groups of Students with Lower
Achievement
Is a “green” in PVAAS sufficient in this scenario?
Prior Achievement for Group
Most Recent School Year for Group
Higher Achievement
Higher Achievement
Lower 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
Groups of Students with Higher
Achievement
Is a “green” in PVAAS sufficient in this scenario?
Prior Achievement for Group
(100% Advanced)
Higher Achievement
Lower Achievement
Most Recent School Year for Group
(100% Advanced)
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
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
Performance Diagnostic
Summary Report
Looking Deeper into Growth
PVAAS Performance Diagnostic
Summary Report
Color
Interpretation
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
White
Group of students did not meet the standard
for PA Academic Growth
Too few students to estimate growth
Questions?
Overview of
Growth Table
Longitudinal
View Of
Progress!
Value-Added Reports
Math, Reading, Writing, Science
Math & Reading,
Grades 4-8
Science & Writing,
All Grades Tested
Math & Reading,
Grades 9-11
Performance Diagnostic
Summary Reports
All Subjects Tested
All Grades Tested
Whole Grade &
Subgroups
Overview of Growth Table
Sample
Analyzing Patterns & Trends
Value-Added Data
Does the organization of the data matter
when looking for patterns and trends?
By Subject
By Grade
Value-Added Patterns
By Subject
vs
o Is the curriculum aligned to the state
standards?
o Is there consistent implementation of the
curriculum across all grade levels in each
school?
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?
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?
Value-Added Patterns
by Grade Level
vs
o Are effective instructional practices implemented across all
grade levels? Across classroom? Across all schools?
Value-Added Patterns
by Grade Level
Subject Area
Concern
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?
Value-Added Patterns
by Grade Level
Change from
Previous Years
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?
Analyzing Patterns & Trends
Performance Diagnostic Reports
Performance Diagnostic Patterns
Shed & Reverse Shed Patterns
System benefits lower-achieving students
System benefits higher-achieving students
Performance Diagnostic Patterns
Tent & V Patterns
System benefits middle level learners
System benefits higher-and lower-achieving students only
Performance Diagnostic Patterns
Opportunity Gap Pattern
System benefits all types of learners except those
right below proficiency
Performance Diagnostic Patterns
Desirable Pattern
System benefits all types of learners with more progress
occurring with the lower achieving students
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?
Consistent Patterns
More Systemic Pattern
One Grade
vs
Consistent Over Time
Consistent Across a Grade Level
In All Subject Areas
Consistent Across Grade Level
and Subgroups in Grade Level
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
Questions?
What patterns and
trends do you see in
your data?
What questions should
you ask when viewing
these data?
Discussion Points: Why might we be
seeing these patterns and trends?
PVAAS Resources
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
PVAAS Help Menus
Additional PVAAS Supports
PVAAS Materials or
Statewide Implementation
pdepvaas@iu13.org
717-606-1911
PVAAS Report Web Site
https://pvaas.sas.com
www.pde.state.pa.us
333 Market Street
Harrisburg, PA 17126