If we are not teaching the Keystone course, just administering the test, how does that impact the course / course instructor ..templates?
Only those temporary and permenant professional employees who have responsibility for the content specific instruction are to have students attributed to them
Do we have to submit instructional time for multiple teachers for Grade 3 courses since these are not being uploaded to PVAAS?
What about per diem substitute teachers that are in for 6, 8, or 12 weeks? We do not submit per diem subs for any template. The teacher of record now gets instructional responsibility for that time he/she was out on leave. How should we report this?
Each teacher who is subjectÂ to Act 82 should ONLY have the % of Instructional Responsibility actually reflect the % that it is - see PVAAS FAQ document on PVAAS website pvaas.sas.com for details on Instructional Responsibility (see section 6)
If a Reading Specialist for grades K-2 is in the classroom giving regular direct instruction to students should she be date-tracked and her percentage configured?
No, PVAAS is only for teachers in tested grades / subjects / courses. K-2 does not administer statewide assessments.
At the elementary level, we have one course for students in grades 1-3 for reading and math and one course for grades 4-6. We do not break down the course schedule by grade level. How will this affect our PVAAS upload? Will we need to create new courses for each grade level so that we can code them by the correct course coding for example S51044 or can we just use the code SEUG since it is a mixture of grades?
Students take grade level PSSA assessments. For PVAAS teacher specific reporting for grades 4-6 each student needs to be attributed to the teacher(s) who have responsibility for working towards that grade level content on what is assessed on the state assessment for that grade level for that students
This is more important for HQT than anything else. One class or broken out classes both work for PVAAS. If they actually teach the students individually by grade level, they should be reporting it as separate classes by grade. If they teach all students the same material, regardless of grade, they should report it as a single course.
If a support teacher is a Special Ed teacher that will be marked with additional instructional time - does the original course code need to be a Keystone Special Ed Course Code or would it just be a regular Keystone Course Code?
If the special ed teacher is co-teaching with a regular ed teacher, they can be reported as an additional instructor in the existing regular ed course. If the special ed teacher is teaching the student a separate course that is designed to help the student with the Keystone, it would need to be reported as a special ed, Keystone course.
How are the levels of PVAAS security for teachers determined? Not just the existence of the teacher in the STAFF template but there level of Security within PVAAS. My understanding that depending on what type of teacher you are, depends on what security you will be able to use.
PVAAS access is controlled by the LEA. The LEA’s PVAAS administrator and school administrators can change access as they see fit. PIMS Staff template is only used to create the accounts with a preset security level. LEAs are responsible for maintaining and modifying accounts from that point forward. Teachers needing to verify PVAAS rosters and have access to PVAAS teacher specific reporting need a PVAAS School User account.
Special Ed question: If the student is not taking the Keystone this year, but studying Keystone content (3 years prepping for Keystone in Biology), do we put the student in the Keystone Special Ed course all three years? If not, where do we put them the first two years?
Only use a Keystone Course code in the course when the students will actually take the exam. Use the non-Keystone version of the course code in other years. Students in Keystone courses are to take the Keystone exam.
For students being mainstreamed/included, are there any guidelines on how to determine the percentage of time between the regular ed teacher and the special ed or visually impaired teacher for the same subject? For example: student is in the regular ed class, then goes to the learning support room for additional help with the subject.
This is an LEA decision. PDE is not releasing any guidance that explicitly speaks to specific roles, such as special ed teachers or specialists. With the spectrum of services offered across the Commonwealth, it is impossible for PDE to make a definitive statement about any specific role. Similarly, LEAs must determine how instructional responsibility is split between their teachers.
I need clarification on an answer to a question at the SAS Institute last week. The question was regarding teachers counting minutes that students are out of their classrooms. The answer provided was that that level of detail does not need to be counted, which lead to interpretation that we don't have to count the minutes a student and teacher are together. I think we need to count the minutes a teacher and student are together but looking at the minutes for a course. If we only look at enrollment dates for a student and/or teacher's course, then the Instructional Relationship will not be accurate for students and teachers that are not together every time a course meets (ie - a teacher that pulls a student out for 30 minutes every other day). In this scenario, we need to account for minutes in order to report an accurate Instructional Relationship.
The official PDE guidance related to concurrent enrollment (aka Relationship Weight) is given in terms of days. LEAs are only required to account for precision down to the day, not to the minute. However, many LEAs are using minutes as a factor in determining shared responsibility (aka Responsibility Weight). that is a local decision. We provide caution to LEAs not to use minutes to determine both Relationship Weight and Responsibility Weight. If time is used as the driving force behind both calculations, LEAs run the risk of incorrectly under-claiming students.
I received notes from a meeting that one of our administrators attended at the SAS Institute. The note stated that Act 82 only applies to temporary and professional employees, thus, long term subs or substitutes are not eligible for a PVAAS Teacher Reporting Score. In previous webinars we were instructed to report substitutes if they were the teacher of record, in an assignment for more than 70 days, etc. Can you clarify the statement made at the SAS Institute and if the previous information is still valid? If we are to report substitutes, will you know that they aren't eligible for a PVAAS score based off the fact that they are reported as sub in field 44 of the Staff template?
Act 82 does only cover Temporary Professional and Professional employees. The PIMS data collection serves multiple purposes:
1. Populate PVAAS Rosters
2. SPP Courses of Rigor
3. Verify some substitute work for level II certification
Field 44 will be part of the filter that decides which records are sent to PVAAS. While LEAs may need to report some subs, those records that are marked as subs in field 44 of the Staff template will be filtered out for PVAAS
When will Vo-Tec courses be a part of the course upload?
See PVAAS FAQ 3.17
Elementary-It is my understanding that pull-outs do not need to be reported for this PIMS submission, but can be added in PVAAS. However, my superintendents would like all of the situations to be included so that they will get sent to PVAAS. In this case, since it is elementary, we can have more than one teacher with responsibility. Can I report all of, for instance, Language Arts as one course and give a percentage for each teacher/student combination? Or, since they are separate courses (although related to one PVAAS area), do I need to report each course separately? If they are reported separately, how will these be combined (or will they be combined) in PVAAS
Each course section should be reported separately. You may choose to split instructional responsibility across courses. Percentages in PVAAS will appear as they were reported in PIMS. See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 4, 9, & 10 for additional information.
Similarly for secondary, what if a student is taking more than one English course, or more than one math course, related to the PVAAS - are they weighted in some way?
Keystone exams are end-of-course exams. LEAs must decide which courses will culminate in a Keystone exam. LEAs have reported anomalies in which students could take two Keystone Literature courses simultaneously. This unusual situation might lead to a split of instructional responsibility across courses. The LEA must then determine how instructional responsibility would be split in tthese cases. It would be very unlikely that a student would take two Keystone Algebra courses simultaneously, as both courses would need to be able to independently prepare the student for the exam. See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Question 7 for additional information.
7th grade reading class - System 44, 10 students, teacher + special ed teacher in coteaching model.
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 4
Could we get a list of state course codes identified as PVAAS courses.
A mapping document is currently working its way through PDE's Communications Office so that it may be posted on the PIMS web page. Please email RA-DDQDataCollection@pa.gov if you would like a copy before it is posted.
Does the special education language arts-ungraded course identification trigger a roster verification? A list of courses that trigger a roster verification would be helpful.
If you don't have a specific writing course, how do you handle that attribution?
Language Arts codes are also mapped to the Writing PSSA.
In order to include a staff member on staff/student/course, does that staff member need to have been on the staff assignment template? Since you cannot submit the staff assignment template during the course collection, I assumed you only had to include that staff member on the update staff template that can be submitted during the course collection.
The staff member must be submitted to PIMS in the Staff template prior to submitting the Course Instructor, and Staff Student Course templates. If the staff member was not previously submitted in the Staff template, the Data Quality Engine (DQE) will prevent the Course Instructor and Staff Student Course templates from uploading until the staff member is reported in the Staff template. A person does not need to appear in the Staff Snapshot or Staff Assignments templates to be reported in the Course/HQT collection.
If a student is educated in a cyber program that the district contracts with the IU for ... should the district report the teacher PPID or the 9999999 private vendor code?
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 6
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