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Self-Reflection Guide for PVAAS Teacher Reporting May 2019 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 education.pa.gov/

Self Reflection Guide For PVAAS Teacher Reporting...3. PVAAS Teacher Specific Reporting module - view in segments or all at once! Revised May 2019 5 PVAAS Help Menus 1. Detailed content

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Page 1: Self Reflection Guide For PVAAS Teacher Reporting...3. PVAAS Teacher Specific Reporting module - view in segments or all at once! Revised May 2019 5 PVAAS Help Menus 1. Detailed content

Self-Reflection Guide for PVAAS Teacher Reporting

May 2019

COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION

333 Market Street Harrisburg, PA 17126-0333

education.pa.gov/

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Commonwealth of Pennsylvania Tom Wolf, Governor

Department of Education Pedro A. Rivera, Secretary

Office of Elementary and Secondary Education Matthew Stem, Deputy Secretary

Bureau of Curriculum, Assessment, and Instruction Brian Campbell, Director

Division of Assessment and Accountability Brian Truesdale, Chief

The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, [sex] gender, sexual orientation, disability, age, religion, ancestry, union membership, gender identity or expression, AIDS or HIV status, or any other legally protected category. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990.

The following persons have been designated to handle inquiries regarding the Pennsylvania Department of Education’s nondiscrimination policies:

For Inquiries Concerning Nondiscrimination in Employment: Pennsylvania Department of Education Equal Employment Opportunity Representative Bureau of Human Resources Voice Telephone: (717) 783-5446

For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of Education Programs and Activities: Pennsylvania Department of Education School Services Unit Director 333 Market Street, 5th Floor, Harrisburg, PA 17126-0333 Voice Telephone: (717) 783-3750, Fax: (717) 783-6802

If you have any questions about this publication or for additional copies, contact: Pennsylvania Department of Education Bureau of Curriculum, Assessment, and Instruction 333 Market Street, 5th Floor, Harrisburg, PA 17126-0333 Voice: (717) 787-8913

All Media Requests/Inquiries: Contact the Office of Press & Communications at (717) 783-9802

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Table of Contents Purpose of the Teacher Self-Reflection Guide ........................................................................... 4

Using the Teacher Self-Reflection Guide ................................................................................... 4

................................................................................................................. Additional Resources 4

Who Do I Contact for Additional Support? .................................................................................. 5

Summary of Steps for Teacher-Specific Data Analysis and Action Planning .............................. 6

Making Meaning of PVAAS Teacher Specific Reporting: A process for Review and Planning .... 7

Step 1 – Analyze Teacher-Specific Value-Added Report ........................................................ 7 Step 2 – Analyze the Diagnostic Report ................................................................................. 8 Step 3 – Analyze Additional Data Sources ............................................................................. 9 Step 4 – Dig Deeper 10.............................................................................................................. Step 5 – Create an Action Plan ............................................................................................. 11Step 6 – Identify Currently Enrolled Students ........................................................................11 Step 7 – Plan to Monitor Progress 11

Action Plan ................................................................................................................................ 12

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Purpose of the Teacher Self-Reflection Guide This resource is intended to guide you, the educator, through an annual process of reflection regarding the growth of your students in the past in order to assist you in planning for your current students. A template for an action plan is included for you to document your data analysis, your intended actions, and your plan for using additional data to monitor your plan throughout the current year. This guide will not provide step-by-step directions for navigating your Teacher-Specific reports. If you need support with Teacher-Specific reports refer to the additional resources in this document.

Self-reflection is an essential component in one’s own professional growth in order to analyze what is going well (so that you keep doing that) and where your focus needs to be in order to continue to grow and improve outcomes for students.

Using the Teacher Self-Reflection Guide This guide can be used in a variety of ways.

1. You, as a teacher, may complete this guide independently and consider the findings asyou plan for your current students.

2. You may complete this guide independently in preparation for a conference with yoursupervisor where you jointly identify areas of strength and need.

3. You may ask that you and your supervisor complete this guide collaboratively during asupervisor-teacher conference.

4. You may have a trusted colleague or coach with whom you collaborative work throughyour data analysis and action plan.

Completion of this Teacher Self-Reflection Guide may be used as evidence toward proficiency in the domains of the Framework for Teaching. Most closely related to the use of this guide is Domain 4: Professional Responsibilities (4a, 4b, 4e). Educators may find additional direct connections depending upon the action plan created.

Additional Resources

If you need more detailed information about Teacher-Specific reporting please refer to the resources below. Many resources are available by visiting the PVAAS login page.

e-Learning Modules1. Free, online professional development2. Login or visit the PVAAS public website, and click on the e-Learning button at the top

right of the page. (You may also click on the e-Learning link located directly on the PVAAS login page.)

3. PVAAS Teacher Specific Reporting module - view in segments or all at once!

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PVAAS Help Menus 1. Detailed content and explanations of:2. Navigating and Interpreting Teacher-Specific Reports

PVAAS Resources for Teachers A webpage is available that provides resources related to how PVAAS can support the work teachers do. Visit this webpage by clicking on the Teachers link found under the Using PVAAS section on the PVAAS login page.

Who Do I Contact for Additional Support?

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

For questions about the PVAAS application, such as: 1. Logging in or managing accounts, usernames, passwords, and PPIDs2. Accessing or understanding the reporting

Contact the PVAAS Statewide Team Send an email to [email protected], or call (717) 606-1911.

For policy questions or guidance from the PVAAS Statewide Team, such as: 1. Creating/updating a PVAAS District Admin account2. Understanding how Teacher-Specific reports can be used and interpreted

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Summary of Steps for Teacher-Specific Data Analysis and Action Planning Step 1 Analyze Teacher-Specific Value-Added Report for a single subject, grade, course. (Note: The % Total Instructional Responsibility, as calculated during the Roster Verification process, is reflected in the Value-Added reporting only.) See page 7 for specific questions to ask when analyzing this data.

Step 2 Analyze the Diagnostic Report to understand growth of different types of students. You will typically see two years of data: the most recent year and the prior year’s. This report is available in both bar chart and pie chart versions. Select your preference at the bottom of the chart. (Note: The % Total Instructional Responsibility is NOT reflected in diagnostic reporting.) See page 8 for specific questions to ask when analyzing this data.

Step 3 Analyze Additional Data Sources that are available for the students represented in your growth data – e.g. CDT (or other diagnostic assessment), DIBELS, benchmark data, AIMSWeb, etc. See page 9 for specific questions to ask when analyzing this data.

Step 4 Dig Deeper to determine the root cause in order to plan for improvement and enhancements for the students you have this year. Consider analyzing areas where you have shown success, as well as areas where you may want to grow. See the specific questions on page 10 of this document or go to the Digging Deeper Guides accessible on the PVAAS login page for additional questions.

Step 5 Create an Action Plan for your instruction of your current students that is developed around information learned from your past data and focuses on the greatest needs and the most likely root cause(s) identified. Identify colleagues and other resources that can support the work you want to undertake. Review and complete the Action Plan on page 11.

Step 6 Identify Currently Enrolled Students by creating PVAAS Custom Student Reports, which show projections on your currently enrolled students in your subject/grade/course for this current school year. Sort the report by the projected percentile column to see which of your current students are projected to fall into the three achievement groups: Lowest (percentiles 1-33), Middle (percentiles 34-66), and Highest (67-99). Think back to the diagnostic report you viewed in step 2 to determine who are in your current classes and which students you need to do something different with to focus on their growth for the current school year. This will be considered your focus group(s). Go to the Using PVAAS Custom Student Reports document for guidance on using that report to support this work.

Step 7 Plan to Monitor the Progress of your currently enrolled students’ and their change in academic performance throughout the school year. Consider the following:

1. What tool or data will you use to monitor student progress?2. How often will you monitor student progress?3. What will be the criteria for success?

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Making Meaning of PVAAS Teacher Specific Reporting: A process for Review and Planning Note: This guide is designed to investigate a single subject and grade, or course. If teaching across subject areas or grade levels, this process should be followed for each subject area and/or grade level to determine an overall area for goal setting.

Step 1 – Analyze Teacher-Specific Value-Added Report Analyze Teacher-Specific Value-Added Report for a single subject, grade, course. (Note: The % Total Instructional Responsibility, as calculated during the Roster Verification process, is reflected in the Value-Added reporting only.)

Sample Report

What subject and grade or Keystone course are you viewing?

How would you explain the definition of the color? What does this mean to you?

If you have multiple years of data in this subject and grade or course, what pattern(s) do you see?

What is the growth index for the most recent school year?

What growth color do you see?

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Step 2 – Analyze the Diagnostic Report Before considering what might account for the results, drill down deeper into the reports. Go to the Diagnostic Report for the same subject, grade, or course. (Note: The % Total Instructional Responsibility is NOT reflected in diagnostic reporting.) This report is available in both bar chart and pie chart versions. Use the drop-down menu spotlighted by the → to select your preference. You will typically see two years of data: the most recent year and the prior year.

Sample Bar Chart Version Sample Pie Chart Version

For the most recent year, what percentage of your student group was in each of the achievement groups relative to their peers statewide in the same grade, subject, or course? Describe the growth for each achievement group: gaining (light blue), maintaining (light green), or falling behind (pink). White signifies that there were not enough students in the group to calculate growth.

Based on the data above, indicate the group that will be a focus for you in the upcoming school year in order to achieve different results?

If you have multiple years of data, compare the growth of groups in the current year to the growth of groups in the previous year. Is there a change, and what might that indicate?

Lowest achieving: Highest achieving: Middle achieving:

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Step 3 – Analyze Additional Data Sources Review and analyze other data sources that are available for the students represented in your growth data – e.g. CDT (or other diagnostic assessment), DIBELS, benchmark data, AIMSWeb, etc.

If you have enough students in a particular subgroup, use the “Filter By: Subgroup” button to select a subgroup (e.g., Economically Disadvantaged, Special Education, English Learner). If you see white slices of the pie chart or no whisker for the group, you do not have enough students to get a growth measure.

How does the pattern for subgroups compare to the pattern for the group as a whole?

In the data analyzed in the above steps, what areas do you identify as strengths?

In the data analyzed in the above steps, what areas do you identify as needing improvement?

List the data source(s)

How does the PVAAS growth data compare to other assessment data collected across the year? Does the progress they made indicate similar results?

Based on the relationship between the school year data and PVAAS growth data, what actions might you take with your current students? How might your data analysis process be impacted?

What does this data indicate about the students’ progress during the school year?

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Step 4 – Dig Deeper Now that you have identified strengths and concerns (what happened) in the data, the next step is to determine the root cause (the why) in order to plan for improvement and enhancements (the actions) for the students you have this year. Consider your responses to the following questions for areas where you have shown success, as well as areas where you may want to grow.

What might be root cause(s)? Below are some potential questions you may want to use for root cause analysis. It may be helpful to see the content specific questions located in the Digging Deeper Guides listed below.

1. How strong is my content knowledge?2. Do my assignments reflect the depth of understanding that is required for the PA Core

Standards?3. How do I ensure I am clearly communicating the purpose of the lesson(s)?4. In what ways to I provide opportunities for students to engage in productive struggle

with each learning target?5. How am I using the formative assessment process to enhance instruction for ALL

students?6. How often do I develop assessment questions by using the PDE SAS Assessment

Builder? PDE Standards Aligned System website7. What might be some ways that I could allocate my/my students’ time more efficiently?8. What evidence do I have that my routines and procedures minimize transition times?9. How often do I use diagnostic assessment data to plan instruction for the needs of

specific students?10. How often do I use flexible grouping to meet the needs of specific groups of

students?11. What evidence do I have that my questioning and discussion techniques stretch

advanced learners? How do I know that I promoting higher level thinking with allstudents?

12. How have I continued to increase my repertoire of instructional strategies to meet theneeds of all students? Do I have a repertoire of strategies to use with students whohave a history of low achievement?

To delve more deeply into specific needs, see the following Digging Deeper resources: 1. English Language Arts – Grades 3-5, 6-8, Keystone Literature2. Mathematics – Grades 3-5, 6-8, Keystone Algebra I3. Science – Grades 4 & 8, Keystone Biology4. Students with a History of Higher Achievement5. Students with a History of Lower Achievement

These documents include questions to ask in the areas of curriculum, instruction, assessment, and organization. You can access the documents by clicking on the Digging Deeper link on the PVAAS login page.

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Step 5 – Create an Action Plan After establishing possible root causes for the growth data, prioritize the specific grade, subject, course, type of students in terms of achievement, or a combination of those areas. What is important is that you, the teacher, consider your past data and use that information to develop a specific plan of action for your current students, focusing on the greatest needs and the most likely root cause(s). Identify colleagues and other resources that can support the work you want to undertake. Review and complete the Action Plan below.

Step 6 – Identify Currently Enrolled Students Create, or get access to PVAAS Custom Student Reports (projections on your currently enrolled students in your subject/grade/course for this current school year). Custom Student Reports can be created for all of your students, or by period or course if you are departmentalized or teaching at the secondary level. Sort the report by the projected percentile column to see which of your current students are projected to fall into the three achievement groups: Lowest (percentiles 1-33), Middle (percentiles 34-66), and Highest (67-99). Think back to the diagnostic report you viewed in step 2 to determine who are in your current classes and which students you need to do something different with to focus on their growth for the current school year. Consider identifying this group/s as a focus group on your SLO. Go to the Using PVAAS Custom Student Reports document for guidance on using that report to continue this work. This will be considered your focus group(s).

For directions on how to create Custom Student Report, visit Online Help for step-by-step directions or view the e-Learning module, Custom Student Report & Student Search. These options can be module can be found in the blue menu bar in the PVAAS website.

Step 7 – Plan to Monitor Progress Once you have identified your focus group/s, determine your plan for monitoring change in students’ academic performance throughout the school year. Consider the following:

1. What tool or data will you use to monitor student progress?2. How often will you monitor student progress?3. What will be the criteria for success?

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

What subject/grade/group of students will be of particular focus for you this year? Could this be a focus group for you this year?

What actions and strategies will you implement to improve or enhance the instruction for this group?

What root causes from your analysis led you to this area of focus?

What is your measurable goal for student growth for this year for your focus group/s? Example: High achieving students that scored in the red will now score green or above

How will you determine the instructional needs of the students in your focus group/s?

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What data will you use to track student change in performance throughout the school year?

What supports do you need to achieve your goal?