Participants Understand, Interpret, and Use Growth Data to Plan for Instruction
PK-12 Administrators & Data Teams
William Sanders, one of the fathers of modern value-added assessment systems, has written that “a rigorous value-added approach is the fairest, most objective way to hold districts and schools accountable.” Yet even proponents of Pennsylvania’s Value-Added Assessment System — PVAAS — admit that understanding the concepts and procedures underlying the state’s growth scores is challenging.
OnHand Schools works with districts and schools to understand the theoretical and practical underpinnings of PVAAS, how to read and interpret PVAAS reports, the logic behind PVAAS calculations included in SPP reports, how to use summative school-level PVAAS data to make curricular and instructional adjustments, and how to use student projection data to implement classroom enhancements and interventions to ensure a year’s worth of growth for all.
This session begins with a plain-language explanation of why a school’s “maintaining its position in a distribution of scores” indicates students made a year’s worth of growth. OnHand Schools consultants also discuss the application of certain well established statistical procedures for predicting academic outcomes — again in the language of educational professionals — and review common concerns and misconceptions about value-added modeling, including why ethnicity, socio-economic status, and special education identification are not related to the growth measure in Pennsylvania.
Workshop participants then practice interpreting the most useful PVAAS reports. And since SPP reports have recently gained in importance within the context of the Educator Effectiveness process in Pennsylvania, special attention is given to interpreting the components of the School Performance Profile PVAAS components, including the derivation of scale scores and final scores.
Finally, session participants practice generating their own PVAAS reports, using their own school’s data, and discuss their practical applications for curriculum reform, academic enhancements, and interventions designed to exceed growth projections when associated achievement levels are not high. Scatter plot reports are also covered in these sessions, providing administrators and teachers with the opportunity to contrast their districts’ achievement and growth outcomes with neighboring districts or with districts from across the state. These final steps are designed to lead to further analysis of growth and projection data after the session has ended and to the development of associated action plans for reform.