from old forge school district to altoona, from the school district of philadelphia to tioga county...
TRANSCRIPT
From Old Forge School District to Altoona, from the School District of Philadelphia to Tioga County – all across this great Commonwealth, school districts are increasing the academic rigor and supporting children like never before.
There is strong evidence to demonstrate that the collective efforts are causing student achievement to rise.
Governor Edward Rendell is leading the charge as Pennsylvania’s education champion.
The Rendell Administration has brought unprecedented levels of financial investments and supports to Pennsylvania’s public schools.
These supports have assisted schools, as teachers and education leaders work hard to support children.
The Rendell Administration is committed to providing real supports to our 501 school districts.
Research indicates that providing adequate
support services are among the most effective
approaches for boosting student achievement.
That is why Pennsylvania is committing unprecedented funds and supports to schools across the Commonwealth.
PDEMISSION STATEMENTThe mission of the Pennsylvania Department of Education is to lead and serve the educational community to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.
Pennsylvania Department of EDUCATION
PROGRESSPROGRESS&&
ACHIEVEMENTACHIEVEMENTPennsylvania Value Added Assessment System (PVAAS)
AStandards-based
System– Goal to high achievement, college
readiness•Standards aligned•Assessments aligned•Safety nets aligned•Curriculum aligned•Instruction aligned•Instructional materials aligned
Data Driven Decision Making Tools Provided
to Districts• Leading for Learning• Getting Ready• Getting Results• Data Tools• Data Reports• PA GROW• Context Tools• Quality Reviews• Tutoring Evaluations• PVAAS
What is Value Added Assessment?
Student Learning Measures
• Status Measures– PSSA– % proficient or not proficient– Other local assessment data
• Improvement Measures– Safe Harbor– Pennsylvania Performance Index– Other local assessment data
• NEW MEASURE: Progress/Growth Measure– PVAAS
Value Added Analysis
• Provides a measure of what “effect” schooling has in a single year
• Formally described: Mixed model multivariate longitudinal analyses
• The statistical methodology has been reviewed by nationally renowned statisticians since the 1980’s
• The reporting has been used by educators for more than 10 years
PVAAS IS NOT:
•Another test•Being used for teacher
level accountability in Pennsylvania
•A “Mandate”
PVAAS IS:
• A statistical analysis of existing assessment data
• A precise measurement of student progress/growth over time
• Progress data to add to achievement data as schools are analyzing their work with students and making improvement plans
Stair-Step Expectations
Grade Three Grade Four Grade Five Grade 3 Test Grade 4 Test Grade 5 Test
In a perfect world students would start school at about the same academic level. Proficiency levels could simply be achieved by students
gaining age appropriate knowledge and skills each year.
Differentiated Reality
Grade Three Grade Four Grade Five
Students begin school at different places, they often progress at different rates. Yet all
students are expected to achieve the same level of academic proficiency each year.
Grade 3 Test Grade 4 Test Grade 5 Test
The need for progress measures
Grade Three Grade Four Grade Five
To measure school effectiveness in this “differentiated” world, we need to pay attention
not only to proficiency levels but also to how much progress students make in a given year.
Grade 3 Test Grade 4 Test Grade 5 Test
High Achievement
Average Achievement
Low Achievement
Current datacollection
approaches
Achievement is based Achievement is based on each student’s ending point.on each student’s ending point.
Status Measures
PVAAS adds another variable to
achievement - progress
Low progress
Expected Progress
High progress
Progress is based on each student’s starting point.
PVAAS: Patterns of Progress
Expected progress
Progress made by students who
are Basic
Progress made by students who are Advanced
Progress made by students who
are Proficient
Progress made by students who are Below Basic
PVAAS: Patterns of Progress
Expected progress
Progress made by students who
are Basic
Progress made by students who are Advanced
Progress made by students who
are Proficient
Progress made by students who are Below Basic
PVAAS: Historical Review
History of PVAAS
• Recommended by PLUS group• Committee of practitioners reviewed
and approved as part of NCLB• State Board adopted as part of the
NCLB plan in 2002• Workgroup, comprised of education
and business leaders was formed in October 2004
Phase I and IIPilot Districts
• Phase I Pilot Districts – 31
• Phase II Pilot Districts - 19, including Philadelphia and Pittsburgh
• Working with this new type of information as part of their local data driven decision-making practices
• Learning most effective use of this new progress measure
• Using new special education/subgroup reporting features
Where We are Going with PVAAS in Pennsylvania
How PVAAS Fits into PA Accountability Plan
• Currently in “pilot” phase
• Not tied to AYP
• Intended to serve as an additional tool
for schools for improvement planning
• Many SEA’s looking to use as part of
meeting AYP for subgroups
PVAAS: Implementation Plan• SY02-03
– Phase I Pilot Districts - 31• SY03-04
– Phase I and II Pilot Districts - 50 total– Including Philadelphia and Pittsburgh
• SY04-05– Phase I, II and III Pilot Districts - 93 total*
• *Additional applications being accepted
• SY05-06– Statewide Implementation
– Limited reporting in Fall 2006
Stakeholders, Resources and
Supports
PVAAS Partnership
• Pennsylvania Department of Education– Providing Funding
– Directing Statewide Implementation
• Lancaster-Lebanon IU13– Managing Rollout to Districts
– Managing Professional Development
• SAS Institute– Providing PVAAS Analysis
– Providing Web-based Reporting
PVAAS Supports
• PVAAS Core Team– Building Capacity– Providing Support to districts
• Local Intermediate Units• Lead districts from pilot phases
Capacity Building Supports
• Build capacity in local districts to use PVAAS data as one piece of information in the context of data driven decision-making
• Provide 1:1 consultation/technical assistance to districts
• Develop district implementation plan• Provide professional development in
Districts/IU regions• Provide conference presentations
PVAAS Resources
• PDE Web site: http://www.pde.state.pa.us
–PVAAS Fact Sheet
–PVAAS PowerPoint with Trainer Notes
• Overview Sessions by Core Team/IUs
For additional information
Lancaster-Lebanon IU13:
– Kristen Lewald or Pam McCartney
• 717-560-4611
To request an application for Phase
III:
– Teresa Bixler
• 717-541-4960, ext. 3100
Sharon Kirk,Superintendent
Dubois Area SD(Phase 1 District)
“I need this new measure…it is
another piece of information to
use in making good decisions…
an essential piece of information
to improve student learning!”