A Process for Self A Process for Self-Reflection ......A Process for Self –Reflection and ... instruction, and assessment focus on intended learning target (concepts/skills) at the

Fall 2014

A Process for Self –Reflection and Resources/Supports

PVAAS Teacher Specific Reporting:

• A Process for Self-Reflection

• Resources/Supports Fall 2014

PVAAS Statewide Team for PDE [email protected]

PVAAS: A Process for Self-Reflection and Resources/Supports

PVAAS Statewide Team for PDE [email protected] 1 Fall 2014

Table of Contents

A Few Tips for Navigation ........................................................................................................................................... 2

Making Meaning of PVAAS Teacher Specific Reporting: A Process for Review and Planning .......... 3

Digging Deeper: CIAO .................................................................................................................................................... 6

Digging Deeper: Framework for Teaching ............................................................................................................ 9

Accessing Support and Resources ............................................................................................................................ 12

mailto:[email protected]


A Few Tips for Navigation

Use the tabs to navigate between the value-added types of reports and the diagnostic types of reports:

To get back to Summary Reports, use the blue button above your current report view:

Caution! If you click on a student’s name, such as to view the Student History Report, use the back button to get back to your teacher specific reporting.

o If you select Teacher Reports from the menu bar instead of using the back button, you’ll need to log back in!



Making Meaning of PVAAS Teacher Specific Reporting: A Process for Review and Planning

1. Go to PVAAS Value-Added Summary Report. (Note: The % Total Instructional Responsibility is reflected in the Value-Added reporting.)

a. Observe patterns; make note of observations. What kind of growth do you see? Does this align with what you expected to see? What Growth Color Indicators are you seeing? What do these colors mean to you?

b. Begin to consider what might account for what you are seeing by reflecting on your practices. Think about what information you might need to go further in your analysis. Questions such, but not limited to: How strong is my content knowledge? How am I sure I am teaching the big ideas and the important concepts? How do I ensure I am clearly communicating the purpose of the lesson? Does my instruction reflect the “I DO, WE DO, YOU DO” gradual release of responsibility? Am I sure that I am teaching (input/modeling), providing sufficient guided practice, and independent

practice for each learning target? What formative assessment strategies am I using to assess ALL student levels? Am I using the allocated time efficiently? Are my routines and procedures intact so as to minimize transition time?

2. Go to PVAAS Diagnostic Summary report. (Note: The % Total Instructional Responsibility is NOT reflected in Diagnostic reporting.)

a. Were you the only teacher responsible for all of the students in the group(s), or was the responsibility for instruction of some/all of the students shared with another teacher(s)?

b. What proportion of the group(s) of students were high achieving, middle achieving, and low achieving relative to their peers statewide?

c. Observe patterns with low, middle, and high achieving groups. Observe patterns in subgroups. Make note of observations.



PVAAS Diagnostic Summary, cont’d

d. Is the growth consistent or different across the achievement groups? High achieving? Middle achieving? Low achieving? Subgroups?

3. Option/When Ready: Create Custom Diagnostic Report(s), to investigate questions about other “subgroups of students” that you define – students who share certain types of educational experiences in common (ex. students receiving interventions v. those students who did not, students in period 1 class v. last period class).

4. Dig Deeper: Why do you think the students (did/did not) make the growth you would like to have seen? What might be root cause(s) of all observations you've made about growth and patterns - of all students and subgroups of students? Consider the patterns, trends, and observations you’ve made on both the Value-Added Reports, Diagnostic Reports, and Custom Diagnostic Reports. (See the Digging Deeper Questions in the Appendix.)

5. Create, or get access to, Custom Student Reports (projections on your currently enrolled students in your subject/grade/course this current school year).

a. Who are the students you are teaching now and what are their projections to future state assessments?



6. Apply what you know about the growth of last year's students to the students you currently have this school year.

a. How does that match up with the growth that similar achieving students made in previous years?

7. Develop an action plan based on your findings and root causes(s).

Where would you like to see students make better growth this coming year?

What groups of students challenge you the most?

What strategies do you think might make a difference for growth with students at various achievement levels in your class(es)?

What kind of support do you need to influence the growth of students in your class(es) this year?



Digging Deeper: CIAO

How might my practices and knowledge level related to Curriculum, Instruction, Assessment, and Organization contribute to the PVAAS growth results of my students?

*See linkage to domains of Framework for Teaching PP= Planning and Preparation E=Environment I= Instruction PR= Professional Responsibility

Curriculum Degree of knowledge in all subjects/courses/ grade level PA Core Standards for which I am

responsible (PP)

Frequency and fidelity of use of district/LEA’s written curriculum in planning, in instruction, and in design and use of assessments (PP)

Awareness of and ability to deconstruct/unpack the standards to ensure that planning, instruction, and assessment focus on intended learning target (concepts/skills) at the appropriate level of rigor (Webb’s Depth of Knowledge) (PP)

What students are to know (concepts)

What students are to be able to do (skills)

Use of pacing guides (if available) or in absence of written pacing guide, pacing of instruction is managed through frequent checks (PP)

Alignment of lesson plans to LEA/district’s written curriculum (PP)

Use of additional curriculum resources to supplement available documents (pdesas.org) (PP)

Use of LEA’s written curriculum to determine pre-requisite learning targets and/or enrichment learning targets (PP)

Instruction

Instruction differentiated based on assessment data and students’ levels of risk/students’ needs (I, E)

Flexible grouping

Tiered assignments

Questioning strategies

Technology integrated to engage students and promote 21st century learning across all subjects/grades/ courses as appropriate and tied to PA Core Standards (I)

Clear communication through written and verbal means to establish learning targets for each lesson (I)

Grouping of students appropriate to needs of students; flexible grouping used as appropriate (I)

Instruction based on gradual release model (I Do, We Do, You Do) (I)



High-leverage/evidence based strategies used in instruction appropriate to content and students’ needs (I)

Which students might benefit from use of which strategies? Evidence based strategies examples: visual organizers, identifying similarities

and difference, summarizing and note taking, providing feedback, etc. Formative assessment strategies varied and used daily to check for understanding and to

provide students with ongoing feedback (I)

Re-teaching occurs as necessary, as informed by formative assessments practices as well as summative assessment analysis (I)

Students actively engaged; engagement equitable across all levels of students (I, E)

Tasks structured with clear expectations and aligned to lesson/unit objectives and/or essential questions (I)

Projects are of appropriate time length, and tightly address intended learning outcomes (I)

Appropriate time devoted to guided practice to ensure students receive corrective feedback (I)

Corrective feedback used in timely manner to correct/address misconceptions and errors (I)

Correcting errors through re-teaching (e.g.: “a comma goes here, not there”)

Supportive feedback is provided to encourage and motivate students (I)

Encouragement (e.g.: “good job”)

Homework assigned appropriately, based on need for distributed practice as well as massed practice; homework is purposeful and has clear connection to intended learning outcomes (I)

Distributed practice is practice that reviews previously taught skills and is intended to maintain the acquisition of the skill or concept)

Massed practice is used as a form of guided practice to strengthen students’ acquisition of the currently taught skill(s)/concept(s).

Questioning techniques are utilized, including but not limited to wait time, student name placement in questioning, random and strategic calling on students, high level questioning mixed with appropriate lower level questions (I)

Students monitor their own progress through formal and informal means, including graphing their own progress (I)

Closure is included in each lesson, tied to lesson outcomes (I)

Visual organizers and other scaffolds are used to adapt and/or modify instruction (I)

Assignments and tasks are at appropriate levels of rigor, including text complexity (I)



Assessment

Formative assessment embedded into instruction to inform instruction (I)

Varied and used frequently within any given teaching episode

Summative assessments clearly aligned to learning targets (I)

Tests and quizzes are valid, measuring what is intended to be measured (I)

Tests and quizzes follow effective design principles (high quality stems, foils, etc. in design of questions) (I)

Common assessments are in place (across teachers for specific subjects/courses/grades) (I)

Assessments include open-ended items and opportunities for short and long responses from students (I)

Performance assessments are used; balance between objective and performance assessments exists(I)

Rubrics are designed to measure the intended learning targets and are clear and available to all students (I)

Students engage in self-assessment using rubrics

Frequency of summative assessments is appropriate to content (I)

Baseline assessments and PVAAS projection reports used to inform instructional flexible grouping and instructional needs of individual and groups of students (I)

Diagnostic assessments, aligned to PA Core Standards, used regularly (I)

e.g.: Classroom Diagnostic Tool (CDT) (pdesas.org)

Benchmark assessments used to monitor progress along the way (I)

Assessments align to written and taught curriculum (I)

What is written matches what is taught and assessed

Organization

Appropriate time is allocated to the subject in the master schedule (PP, E)

Allocated time for the subject is used effectively and efficiently (E, I)

Smooth transitions and established classroom routines

Materials organized and accessible to students with minimal time disruptions

Plans in place for students who finish assignments early

Make-up work and “extra” help is planned and communicated clearly; consistently occurs as needed (PP, I)

Data and record-keeping on student progress is organized and accessible for planning and instruction (PR)

Opportunities for collaboration with colleagues are sought and/or created (PR)

Note: These are offered as examples and as such are not intended to be an all-inclusive list. Instead, these examples are provided to stimulate and guide reflection in determining what might be contributing to growth results.



Digging Deeper: Framework for Teaching

How might any of the fol lowing practices have contributed to the PVAAS growth results of my students ?

Domain 1: Planning and Preparation Degree of content knowledge in specific subjects/courses/grades

Knowledge of PA Core Standards/assessment anchors/eligible content in a particular subject/grade/course for which I am responsible (1a)

Lesson plans clearly indicate the concepts (what students are to know) and skills (what students are to be able to do) as related to the PA Core Standards (1a)

Lesson plans demonstrate the appropriate level of rigor as indicated in the standard(s) (Webb’s Depth of Knowledge) (1a, 1c)

Prerequisite skills and possible misconceptions in a specific content area are addressed in planning and preparation (1a)

Homework is purposeful, and is aligned to specific learning targets. Homework is planned to provide both distributed (practice to reinforce previously taught skills to aid in retention) and massed practice(practice on new skills) (1a)

Sufficient time is allocated for a specific subject/course in the daily and annual master schedule (1a, 1e)

Planning includes differentiation strategies, e.g. scaffolding, tiered assignments, flexible grouping in order to meet the needs of all levels of learners (1b)

Consistent planning for the use of daily formative assessment to check for understanding and provide feedback to students along the way (1b, 1c, 1f)

Use of “on the spot” formative assessment strategies

Use of planned formative assessment strategies

Summative assessments are tightly aligned to the targeted learning outcomes (objectives/essential questions) (1b, 1c, 1f)

Use of diagnostic assessments to inform my instruction (1b, 1c, 1f)

Formal: example, CDT (Classroom Diagnostic Tool, pdeasas.org)

Informal: Think/Pair/Share

Use of benchmark assessments to monitor progress towards the intended outcomes (1b, 1c, 1f)

Interventions for students receiving multi-tiered supports (RtII) are aligned to the core program/core instruction (1b)

Deliberate planning for re-teaching, as informed by formative assessments (1b)



Monitoring and planning the pacing of instruction to ensure that written curriculum is delivered in timely fashion, accounting for differentiation and re-teaching as necessary (1b)

Use and analysis of baseline assessment data to determine students’ levels of risk and plan appropriately (1b)

Alternate means of demonstrating mastery exist for students needing varied means of demonstrating mastery of specific learning targets (1b)

Daily lesson plans are tightly and consistently aligned to district/LEA’s written curriculum (1d)

Use of varied resources to meet needs of students (1d)

Integration of technology to address 21st century learning (1d, 1e)

Use of every available minute for instruction to maximize learning opportunities for all students (1e)

Domain 2: Classroom Environment Creation and maintenance of classroom culture in

which students at all levels believe they can learn (2a)

Established routines and procedures that result in little loss of instructional time (2c)

Expectations and assessment criteria for each lesson and assignment clear to all students(2b)

Students engage in self-assessment to monitor their own progress towards learning standards

Domain 3: Instruction

Clear and explicit communication of the purpose of the lesson; lesson targets communicated verbally and visually for students on daily basis and referenced throughout instruction (3a)

Use and choice of high-leverage strategies (evidence-based) applied to relevant topics based on both content and students’ level of risk/needs (3b, 3c)

Examples: similarities and differences, non-linguistic representations, cues/questions/advance organizers

Active participation techniques used consistently and engagement of students evident and monitored (3c)

Students clear on expectations and assessment criteria for all activities and assignments; students of varying ability levels can articulate such (3d)

Re-teaching occurs when indicated through formative and summative assessments; re-teaching targets specific areas of misunderstandings or lack of mastery (3b, 3e)

Effective questioning strategies applied to all levels of learners (3b)

Wait time, name placement, level of thinking (Webb’s DOK)

Instruction is modified “on the spot” in response to checks for understanding (3b)



Homework is checked and used to monitor students’ retention of priority concepts and skills; students’ homework is used to inform current instruction (re-teaching, differentiation needs, etc.) (3c)

Variety of formative assessment strategies used, avoiding “over-reliance” on a few strategies (3d)

A balance of paper/pencil and performance assessments are used (3d)

Flexible grouping of students is used to differentiate for varying levels of students (3c)

Tiered assignments are used to differentiate as appropriate to content and students’ needs (3c)

Activities used during instructional segment are clear and purposeful in meeting the lesson objectives/essential questions, etc. (3c)

Projects assigned to students are truly aligned to the intended outcomes (3d)

Domain 4: Professional Responsibility

Daily reflection on instruction (4a)

Annual reflection on student growth

(ex: PVAAS Teacher Specific Reports) (4a)

Collaboration with colleagues in item analysis of common assessments to guide instruction (4d)

Classroom data on students is managed effectively to facilitate use of data to inform planning and instruction (4b)

Note: This document provides examples of using the Framework for Teaching in the analysis of student growth results. It is not intended to be an inclusive list of reflective topics which may be generated through the use of the Framework for Teaching.



Accessing Support and Resources

Virtual Learning Modules • Free, online professional development • Access through PVAAS website (on both the public or password-protected site!)

Click the eLearning button at the top right of the page • PVAAS Teacher Specific Reporting module (45 min)

View in segments or all at once!

PVAAS Help Menus • Detailed content and explanations of:

− Concept of Growth − Terminology − Use of Information

PVAAS Login Page - https://pvaas.sas.com Resources at your fingertips!

• Common misunderstandings addressed in “Misconceptions about PVAAS Teacher Reporting” • Professional Development information & schedule • Frequently Asked Questions and Guides to Reporting

● ● ● ● ●

Who Do I Contact for Additional Support?

For questions about working with the PVAAS application, such as…

Logging in or managing accounts, usernames, passwords, and PPIDs

Accessing or understanding the reporting

Completing Roster Verification o Adding/removing teachers, rosters, or

students o Verification and submitting rosters o Sending rosters back to a teacher or

school administrator

Contact PVAAS Technical Support

Use the “Contact Us” link at the top right of the PVAAS site, and select this option.

For policy questions or guidance from the PVAAS Statewide Team, such as…

Creating/updating a PVAAS District Admin account

Understanding how teacher specific reports affect evaluations

Completing Roster Verification o Understanding claiming issues o Understanding percentages of

instructional responsibility o Understanding the importance of

roster verification

Contact the PVAAS Statewide Team [email protected] (717) 606-1911



Documents

A Process for Self A Process for Self-Reflection ......A Process for Self –Reflection and ... instruction, and assessment focus on intended learning target (concepts/skills) at the