- Using PVAAS for a Purpose
- Key Concepts
- PEERS
- About PEERS
- Understanding the PEERS pages
- Evaluation List
- Evaluation Summary
- Evaluation Forms
- Add Educator
- Add Evaluator
- Manage Access
- Add a school-level Educator to PEERS
- Add a district-level Educator to PEERS
- Add the Evaluator permission to a user's account
- Remove the Evaluator permission from a district user's account
- Add the Evaluator or Administrative Evaluator permission to a district user's account
- Remove the Administrative Evaluator permission from a district user's account
- Remove an Educator from PEERS
- Restore a removed Educator
- Assign an Educator to a district-level Evaluator
- Assign an Educator to an Evaluator
- Unassign an Educator from an Evaluator
- Assign an Educator to a school
- Unassign an Educator from a school
- Link a PVAAS account to an Educator
- Working with Evaluations
- Switch between Educator and Evaluator
- View an evaluation
- Use filters to display only certain evaluations
- Print the Summary section of an evaluation
- Understanding evaluation statuses
- Determine whether other evaluators have access to an evaluation
- Lock or unlock an evaluation
- Save your changes
- Mark an evaluation as Ready for Conference
- Release one or more evaluations
- Download data from released evaluations to XLSX
- Make changes to an evaluation marked Ready for Conference
- Reports
- School Reports
- LEA/District Reports
- Teacher Reports
- Student Reports
- Comparison Reports
- Human Capital Retention Dashboard
- Roster Verification (RV)
- Getting Started
- All Actions by Role
- All Actions for Teachers
- All Actions for School Administrators or Roster Approvers
- Manage teachers' access to RV
- Assign other school users the Roster Approver permission
- View a teacher's rosters
- Take control of a teacher's rosters
- Add and remove rosters for a teacher
- Copy a roster
- Apply a percentage of instructional time to every student on a roster
- Batch print overclaimed and underclaimed students
- Remove students from a roster
- Add a student to a roster
- Return a teacher's rosters to the teacher
- Approve a teacher's rosters
- Submit your school's rosters to the district
- All Actions for district admin or district roster approvers
- Assign other LEA/district users the Roster Approver permission
- Take control of a school's rosters
- View a teacher's rosters
- View the history of a teacher's rosters
- Edit a teacher's rosters
- Add and remove rosters for a teacher
- Copy a roster
- Apply a percentage of instructional time to every student on a roster
- Batch print overclaimed and underclaimed students
- Return a school's rosters to the school
- Approve rosters that you have verified
- Submit your district's rosters
- Understanding the RV Pages
- Viewing the History of Actions on Rosters
- Additional Resources
- Admin Help
- General Help
Understanding Projections
Student projections indicate how a student is likely to score if the student makes the amount of growth that was typical for students who took an assessment in the most recent prior year available. By considering how all other students performed on the assessment in relation to their individual testing histories, the model calculates a projection for each student.
Interpreting projection probabilities can help you use the data to inform instructional choices. Think about projection probabilities similar to weather forecasts probabilities. If the forecast says there is an 80% chance of rain today, you might take an umbrella as you leave the house. In other words, the probability of an outcome informs your actions.
Student projections function in much the same way. If a student has an 80% probability of reaching at least the proficient level, then the student is likely to succeed in scoring above that mark. Similarly, if a student has a 20% chance of reaching the proficient level the student may be at risk of not reaching the proficient level due to a low probability percentage. As a result, you can provide a sustained intervention throughout the school year to increase the student's chances of success. Students with different probabilities have different academic needs. If a student's projection report indicates a low probability of reaching proficiency, and educators respond by providing additional support and interventions, the student may outperform the projection.
There are no set thresholds for determining which students are at risk for not reaching proficiency. However, a 50% probability indicates a student may or may not be at risk. Students with probabilities below 50% are at risk but there is no set threshold to determine how far above 50% a student must be to have confidence in their likelihood of reaching proficiency. However, these thresholds can be a helpful starting point for considering how to interpret the probabilities.
| Value | Interpretation | Recommendation |
|---|---|---|
Greater than 70% | Student is likely to score in Proficient range or above | Continue with student's current program, investigate what has worked – the student is on a path towards scoring Proficient or above. |
40% to 70% | Student may or may not score at least in the Proficient range | Investigate and implement adjustments to student's program to increase likelihood of scoring Proficient or above. For ACCESS for ELLs, collaboration between ESL and classroom teachers is important as students work towards English language proficiency. |
Less than 40% | Student is not likely to reach the Proficient range | Investigate and implement significant changes to student's program to increase likelihood of scoring Proficient or above. For ACCESS for ELLs, collaboration between ESL and classroom teachers is important as students work towards English language proficiency. |
If the student experiences less than average growth, the student is likely to fall short of the projection. However, if appropriate and effective instruction, supports, interventions, and enrichment opportunities are provided, and the student makes more than average growth as a result, they are likely to meet or outperform the projection.
Finally, projections are not intended to be used solely for the purpose of identifying students who are at risk for not reaching proficiency. They can be used for a wide range of purposes with a wide range of students, from low-achieving to high-achieving. Some additional uses for projections include:
- Placing students into courses
- Placing students with teachers
- Identifying students who need a sustained intervention
- Identifying students who would benefit from enrichment opportunities
- Planning for differentiated instruction in the classroom
- Planning for students' college readiness
When using projections for any purpose, it is important to use them along with other data and information you have about each student.