Pennsylvania Value Added Assessment System (PVAAS) SY13-14 Teacher Specific Reporting Frequently Asked Questions

Transcription

1 Pennsylvania Value Added Assessment System (PVAAS) SY13-14 Teacher Specific Reporting Frequently Asked Questions April 2014

2 Table of Contents Purpose, Intent, and Use... 3 Definition of PVAAS Teacher-Specific Reporting... 3 Purpose of PVAAS Teacher-Specific Reporting... 3 Types of Information Provided in Reports... 3 Reporting by State Assessment or Section/Class... 4 SAS EVAAS for K-12 and Experience with Teacher Reporting... 4 Access to PVAAS Teacher-Specific Reporting... 4 Public Reporting of PVAAS Teacher-Specific Reporting... 4 Use of PVAAS Teacher-Specific Reporting... 4 Understanding PVAAS Teacher-Specific Reporting... 5 PDE s SY12-13 PILOT... 5 Inclusion of PVAAS Reporting in Act 82/Educator Evaluation... 5 Intent of PDE s Act 82 Regulations, Administrative Manual, and PVAAS FAQs... 5 Proportion of PA s Educator Effectiveness System... 5 PVAAS Teacher-Specific Reporting Compared to PVAAS School Reporting in the School Performance Profile... 6 Including on Final Rating Form... 6 Teacher Who Changes Districts, Schools, Grades, Subjects, and/or Courses Across School Years... 6 PVAAS Three-Year Rolling Average... 7 PVAAS Three-Year Rolling Average... 7 Formula for PVAAS Three-Year Rolling Average... 7 Three Consecutive Years of PVAAS Reporting... 7 Example of Not Having Consecutive Years... 7 Students Included in Three-Year Rolling Average... 7 Single Year PVAAS Reporting... 8 Teacher-Specific Data Used If No PVAAS Three-Year Rolling Average... 8 Methodology... 8 Proportion of Teachers Meeting/Not Meeting the Standard for PA Academic Growth... 8 Stability of PVAAS Teacher Measures... 9 Annual Release of PVAAS Teacher-Specific Reporting Variables Considered by PDE Consideration of Student Characteristics or Attributes Minimum Number of Students to Receive a Report No Teacher Report Received After Roster Verification Process April

3 Students Not Included in PVAAS Teacher-Specific Reporting Students Included in PVAAS Teacher-Specific Reporting for Keystones Summer Keystone Scores Students Who Change Schools or LEAs During the School Year Students with Two or More Teachers in the Same Subject/Grade/Course April

4 Purpose, Intent, and Use Definition of PVAAS Teacher-Specific Reporting The Pennsylvania Value-Added Assessment System (PVAAS) teacher-specific reporting provides an estimate of the growth of a teacher s group of students in a state assessed subject/grade/course for a specific school year or across three consecutive years. The PVAAS reports are based on the Education Value-Added Assessment System (EVAAS) methodology provided to Pennsylvania (PA) by SAS EVAAS for K-12, a division of SAS Institute, Inc. Although measuring academic achievement is critical, achievement only identifies how students are performing at a specific point in time rather than identifying how much academic growth has been made by a group of students. PVAAS provides a measure of academic growth for students by taking into account both their endpoint and their entering achievement level. Students arrive at school at different levels of achievement. By concentrating on growth, PVAAS puts the emphasis on what educators can influence. Through PVAAS, Pennsylvania teachers have access to information regarding the academic progress of their group of students. This gives the teacher additional measures of effectiveness of the instructional program, as well as a means to determine areas of strength and areas for growth. The teacher can monitor student progress, from low achieving to high achieving, ensuring growth opportunities for all students. This provides an additional measure for teachers to align professional development to their specific needs as a teacher. Purpose of PVAAS Teacher-Specific Reporting The purpose of PVAAS teacher-specific reporting is to provide a teacher-specific growth measure to be used as part of Pennsylvania s Educator Effectiveness System; provide diagnostic feedback to teachers regarding the academic growth of their group of students; and provide data for teachers and administrators to guide discussions about the academic growth of a teacher s group of students. Types of Information Provided in Reports Each teacher eligible for a PVAAS teacher-specific score will receive a PVAAS score in each PA-assessed grade/subject and/or course for each school year, as long as they meet the minimum N counts needed to yield a teacher-specific report. Additionally, the teacher will receive a PVAAS three-year rolling average when available. Diagnostic reports will also be provided for the teacher to use for continuous improvement of professional practice. This includes diagnostic reporting to assess the growth of students categorized by high-achieving, low-achieving, and middle-achieving students, as well as demographic subgroups of students served by a specific teacher(s). April

5 Reporting by State Assessment or Section/Class PVAAS teacher-specific reporting is provided for each PA-assessed course/grade/subject for a teacher. Example: If a teacher provides instruction for grade 5 reading, mathematics, and writing, the teacher will receive single year PVAAS teacher-specific reporting for grade 5 reading, grade 5 mathematics, and grade 5 writing separately. Example: If a teacher provides instruction for five sections of students for Keystone Algebra I, the teacher will receive one PVAAS report for Keystone Algebra I. PVAAS teacher-specific reporting is not provided by sections for a teacher. If desired, the teacher can do a PVAAS Custom Diagnostic Report to look at the academic growth for a specific section/group of students. SAS EVAAS for K-12 and Experience with Teacher Reporting SAS EVAAS for K-12 provides the PVAAS reporting to Pennsylvania, and is a division of SAS Institute Inc., the largest privately-held software company in the world. The SAS EVAAS for K-12 team has been providing teacher-specific reporting since In addition to PA, SAS EVAAS for K-12 has been involved in statewide implementations of teacher-specific reporting in three other states (Ohio, Tennessee, and North Carolina), as well as 24 regional and district implementations across the United States. SAS EVAAS for K-12 has been involved with research on the effectiveness of teachers as measured by value-added analyses for over 20 years. Pennsylvania has benefited from the experiences and lessons learned about teacher-specific reporting in other states and districts across the country. Access to PVAAS Teacher-Specific Reporting A teacher will have access only to his/her own PVAAS teacher-specific reporting. The one School Admin account holder for each school and the one District Admin account holder for each LEA/district will automatically be provided with access to PVAAS teacher-specific reporting at the school or LEA/district levels respectively. LEAs decide if any other PVAAS account holders are provided access to PVAAS teacher-specific reporting at the school or LEA/district levels. Each user should have a PVAAS account. Accounts should never be shared. All access to the PVAAS system is documented and linked to each user account. Public Reporting of PVAAS Teacher-Specific Reporting Act 82 states that An employee's individual rating form shall not be subject to disclosure under the act of February 14, 2008 (P.L. 6, No. 3), known as the "Right-to-Know Law." PDE will follow the law on non-disclosure. Use of PVAAS Teacher-Specific Reporting PVAAS teacher-specific reporting may also serve as one source of data to inform decisions about which teachers may be considered to: demonstrate differentiated instruction in the classroom; tutor students in need of extra support; serve as mentors for beginning teachers; serve as cooperating teachers assigned to work with student teachers; serve as instructional coaches; April

6 become lead teachers; serve as members of school-wide planning committees; participate in curricular planning; and/or provide professional development to colleagues. Understanding PVAAS Teacher-Specific Reporting If educators understand the current district and school-level PVAAS reporting, they will be much better prepared to understand PVAAS teacher-specific reporting, including both value-added and diagnostic reporting. The concept behind measuring growth for groups of students is the same and applies for district, school, grade, subgroup, and teacher-specific reporting. Resources about this information are located at PDE s SY12-13 PILOT PVAAS teacher-specific reporting was released ONLY to PVAAS pilot LEAs in the fall of PDE implemented PVAAS teacher-specific reporting and roster verification as a pilot of the process during the school year. PDE offered all LEAs the opportunity to volunteer to pilot the new roster verification process in the spring of The roster verification process involves the use of a web-based system designed to ensure that teachers are linked accurately to students for the proportion of time available to instruct each student. Participation in the pilot provided LEAs with an opportunity to provide feedback to PDE about the process, web-based system, supports, professional development, and resources. Inclusion of PVAAS Reporting in Act 82/Educator Evaluation Intent of PDE s Act 82 Regulations, Administrative Manual, and PVAAS FAQs PDE provides flexibility and guidance for LEAs to locally address, within the state policy and guidelines, teacher attribution to student growth based on PVAAS teacher-specific reporting. These documents provide a framework for LEAs to make local decisions to ensure that teachers are attributed accurately to students within the implementation of Pennsylvania s Act 82 legislation and regulations. These documents for PVAAS teacher-specific reporting are intended to fairly represent the fact that LEAs have unique schedules, instructional programs, and various approaches for how PA-certified teachers provide instruction to students in the tested grades/subjects/courses where PVAAS reporting is applicable. Proportion of PA s Educator Effectiveness System PVAAS teacher-specific reporting comprises a minimum of 10% and a maximum of 15% of the overall educator effectiveness system in PA representing the teacher specific data of the evaluation system. Teachers with an eligible PVAAS score are permanent or temporary professional employees who hold a valid PA teaching certificate and who have full or April

7 partial responsibility for content specific instruction of assessed eligible content as measured by PA s assessments (PSSA and/or Keystone exams). PVAAS Teacher-Specific Reporting Compared to PVAAS School Reporting in the School Performance Profile What these two things have in common is the measurement of growth via PVAAS (the Pennsylvania Value-Added Assessment System). However, the rules of attribution are handled differently for schools as compared to teachers. PVAAS growth for Teacher- Specific Data in the Educator Effectiveness system is only provided to those teachers who had instructional responsibility towards the assessed eligible content in a grade/subject/course that is assessed by a PSSA (the exception being grade 3) or Keystone exam (for those students enrolled in a Keystone-designated course). PVAAS growth in the School Performance Profile, however, is the growth of ALL students in the school who are assessed on eligible content in a grade/subject/course that is assessed by a PSSA (the exception being grade 3) or Keystone exam (for those students enrolled in a Keystonedesignated course). Including on Final Rating Form PVAAS teacher-specific reporting will not be used on a teacher s final rating form until a teacher receives a PVAAS three-year rolling average. The first year a three-year rolling average will be yielded for any PA teacher will be after the completion of SY15-16 (based on reporting from school years , , and ) to be used on the SY15-16 final rating form. Teacher Who Changes Districts, Schools, Grades, Subjects, and/or Courses Across School Years PVAAS value-added data will follow a PA-certified teacher as s/he moves from school to school within an LEA. Likewise, PVAAS value-added data will follow a PA-certified teacher as s/he changes PA-assessed grades, subjects and/or courses within an LEA. Example: The teacher works in the same LEA for three consecutive school years. Year 1: The teacher provides instruction in Grade 5 PSSA Math and Reading. Year 2: The teacher provides instruction in Grade 5 PSSA Math only. Year 3: The teacher provides instruction in Grade 5 PSSA Reading only. The teacher will receive a PVAAS score for each PA-assessed grade/subject for each school year. The teacher will receive one PVAAS three year rolling average at the end of school year three. If a teacher changes LEAs within the Commonwealth, PVAAS data will only follow a teacher if authorized by the teacher. The process to operationalize these regulations is in development by PDE. The specific wording is as follows, 22 Pa. Code 19.1(IV)(b)(4), which reads: (4) If a classroom teacher, who is working or has worked for other LEAs in the Commonwealth, is being considered for employment by a different LEA, the prospective employer may ask the April

8 teacher for written authorization to obtain the teacher s teacher-specific data from a current or previous employer to provide for the continuity of the three year rolling average described in Paragraph IV(b)(2)(iv). PVAAS Three-Year Rolling Average PVAAS Three-Year Rolling Average A PVAAS three-year rolling average will be based upon all single year value-added estimates for any subject(s), grade(s) and/or course(s) for which the teacher provided content-specific instruction in the three most recent consecutive school years. This does not need to be in the same subject/grade/course each year. Formula for PVAAS Three-Year Rolling Average This is in development by PDE. Three Consecutive Years of PVAAS Reporting Yes, a teacher needs three consecutive school years of value-added reporting to receive a PVAAS three-year rolling average. This can be in any PA-assessed grade/subject and/or course. This does not need to be in the same grade/subject and/or course each year, however. No single-year PVAAS data or two year average will be used on a teacher s final rating form. A PVAAS three-year rolling average is needed. Example of Not Having Consecutive Years There may be times when a teacher does not receive a PVAAS three-year rolling average. This may occur when a teacher does not provide instruction in a PA-assessed grade/subject/course in a school year such as teaching in a non-state tested subject/grade/course. This may also occur if the teacher has taken a year off from teaching. When a teacher has a lapse in PVAAS teacher-specific reporting, the next school year is Year 1 towards a PVAAS three-year rolling average, if the teacher is providing instruction in a state assessed subject/grade/course. Students Included in Three-Year Rolling Average PVAAS is a year by year look at the students a teacher had instructional responsibility for during that school year in a tested subject/grade, or for students enrolled in a Keystonedesignated course. If a teacher is eligible for PVAAS teacher-specific reporting (which is determined by the students being enrolled in the subject/grade assessed by the PSSA or being enrolled in the Keystone-designated course assessed by the Keystone exam), then PVAAS growth is based on the roster (group of students) of that teacher for that specific grade/subject/course for that specific school year, NOT on the roster of another teacher. For most teachers, it will represent three (3) different groups of students, one for each of the three consecutive years; the exception would be in cases such as looping or where teachers follow the students as they progress through courses or grade levels. April

9 Single Year PVAAS Reporting Teachers will receive single-year PVAAS reporting for each year it can be provided. However, PVAAS teacher-specific reporting from a single school year or two school years will not be used on a teacher s final rating form. A PVAAS three-year rolling average is needed. Teacher-Specific Data Used If No PVAAS Three-Year Rolling Average See the PDE Administrative Manual, Part I, on the PDE website for this information for each school year. Methodology Proportion of Teachers Meeting/Not Meeting the Standard for PA Academic Growth The observation on the SY12-13 PVAAS teacher reporting scatterplots that there are as many data points (teachers) above the line (standard for PA Academic Growth) as below the line raises several interesting and complex issues. As an initial point, there are not simply winners and losers in PVAAS as what may be a perception on the scatterplot. In addition to a value-added estimate, each district, school, and teacher receives a standard error. PVAAS uses both metrics (the value-added estimate and the standard error) to ascertain whether, on average, there is enough evidence to show that students made decidedly more than the expected growth, decidedly less than the expected growth, or there is not enough evidence to show students made anything different than the expected growth. A district or school may have a slightly negative valueadded estimate, but there may not be enough evidence to say that students are decidedly making less than the expected growth. There is always some uncertainty in statistics and using the standard error with the value-added estimate is a way to factor this into the reporting and protect districts, schools, and teachers from the risk of misclassification. For any subject/grade/course, there are typically a large number of districts, schools, and teachers who have met the standard for PA Academic Growth. When viewing the scatterplots and observing the numbers of teachers whose group of students made more than the expected growth (or less than the expected growth), it is not simply a split down the middle because of those entities that made about the expected growth. There are typically a similar proportion of entities making more than the expected growth as those entities making less than the expected growth, but it isn t necessarily the case, and the relative size varies by subject/grade/course/year. Additionally, a multiple-year estimate (PVAAS 3-year rolling average) is required for PVAAS to be used as part of a teacher s evaluation, so this can also result in a different distribution for any subject/grade/course/year. It is important to remember that there are a number of ways to define growth, even within the same statistical model, and we work with PDE and SAS EVAAS for K-12 to consider April

10 each option very closely. Historically, PVAAS reporting for PSSA Math and Reading used a base year approach (2006 as the base year) so that the growth expectation is consistent from year to year. However, Pennsylvania needed to address the issue of transitioning its assessment system to align to the PA Core Standards. Currently, an intra-year approach is being used. So, what does that mean? The base year for PVAAS reporting for PSSA Math and Reading in grades 4-8 was reset starting with the SY12-13 assessment results. During the transition period of Pennsylvania s state assessments, each year will serve as its own base year, and growth will be based on students maintaining their position in the statewide distribution of scores for each year. Pennsylvania will also be resetting the base year for Math and Reading in grades 4-8 for SY13-14 and SY In SY15-16, Pennsylvania will decide whether to keep resetting the base year, or to set the base year as done previously with Even if the statewide performance/achievement results change significantly from the old PSSA to the new PSSA aligned to the PA Core Standards, PVAAS still assesses whether a group of students maintained their relative position on the statewide distribution relative to themselves. If a group of students for a district, school, or teacher was higher achieving, average achieving, or lower achieving on the easier test, is the group of students for a district, school, or teacher at least maintaining their achievement and at the same relative position of achievement on the newer or harder test? In this approach, the definition of growth is that students maintain their relative place in the distribution from one year to the next. It is a relative definition of growth specific to each year, but it is also the most fair and statistically valid approach due to the testing changes in Pennsylvania. SAS EVAAS for K-12 has had years of experience with transitioning standards and assessments with other statewide clients. Learning from the experiences in other states has been very helpful as the plan was established for Pennsylvania. Stability of PVAAS Teacher Measures Many critics use the repeatability of teacher value-added estimates as a proxy for their reliability. However, perfect repeatability is not the goal, as some year-to-year variation among individual teachers estimates is to be expected. Cohorts of students change every year, and teachers may yield more growth with one group than others. Also, some teachers may improve, or worsen, in their influence on the academic growth of students over time. However, the presence of strong reliability indicates that teachers value-added estimates are related to their consistent skills and are not generated primarily from a random component. SAS research and analysis has compared a variety of modeling approaches and found the following. The standard PVAAS methodology for teachers yields repeatability estimates around 0.70 and 0.80 for three-year teacher estimates. The repeatability estimate and residual coefficients (a measure of bias) taken together suggest the existence of a relationship between the estimates themselves and the actual teacher s influence on the academic growth of students. April

11 Not all value-added approaches are created equal. More simplistic value-added approaches do NOT yield robust repeatability estimates and residual coefficients. This has enormous implications in terms of the usefulness of the PVAAS reporting: educators and policymakers can rely on the teacher estimates to inform their decisions. This reliability does not simply exist in a research setting. PVAAS teacher value-added estimates, derived from a similar approach as the PVAAS district and school model and provided to teachers in another state over the span of 14 years, have similar repeatability. An analysis of their estimates yielded important insights into how different kinds of teachers may change in effectiveness over time. More specifically: Teachers with groups of students yielding high growth are very likely to continue to do so. Teachers with groups of students yielding high growth after their first three years of teaching were extremely likely to remain as teachers with groups of students yielding high growth three years into the future (about 95% were either average or above average in effectiveness). Teachers with groups of students yielding low growth may improve over time. For the teachers with groups of students yielding low growth based on three-year estimates, approximately half of them will be identified as ineffective three years later. Thus, if policymakers, administrators, and educators make high-stakes decisions based on three-year estimates, there is very little risk that the teachers identified as effective will be identified as ineffective three years later. Annual Release of PVAAS Teacher-Specific Reporting PVAAS teacher-specific reporting is released several weeks after SAS EVAAS for K-12 receives the final student level PSSA and Keystone files. A pilot of PVAAS teacher-specific reporting was released in the fall of 2013 only to teachers in the pilot LEAs who completed roster verification in spring This allowed for opening the curtain for teachers and administrators to view and learn about PVAAS teacher-specific reporting before it counts toward the three-year rolling average. This pilot year of reporting will not count toward the first three-year rolling average to be used in a teacher s evaluation system. PVAAS Teacher Specific Reporting for SY13-14 will be released in fall of Variables Considered by PDE PDE considered the following factors: All students are not enrolled the first day of a subject/grade/course; All students are not enrolled until the last day before the testing window opens; All teachers are not enrolled the first day of a subject/grade/course; All teachers are not enrolled until the last day before the testing window opens; Schools use approaches such as co-teaching, team teaching, regrouping of students for content instruction, Response to Instruction and Intervention (RtII), push-in April

12 programs, pull-out programs, and other unique approaches to delivering effective instruction to students where more than one teacher provides content-specific instruction of the eligible content as assessed by PSSA and/or Keystone exams. LEAs will work with teachers to reflect an accurate proportion of instructional responsibility for each teacher for each student in each state-assessed subject/grade/course. Consideration of Student Characteristics or Attributes Years of value-added reporting in Pennsylvania at the district, school, and grade levels have yielded data that PA student characteristics and attributes, such as economically disadvantaged, English Language Learners, and students with Individualized Education Plans (IEPs), are not correlated to the academic growth of groups of students. However, PDE wants to be certain there are no unintended consequences that would require adjustments for student characteristics at the teacher level. PDE has asked SAS EVAAS for K-12 to use actual PA teacher-student data to gather evidence and provide data to PDE regarding value-added reporting with and without additional, direct controls for student demographics. The results of these analyses will be reported to PDE in fall of Minimum Number of Students to Receive a Report Teachers need to have at least 11 different students enrolled with them in a tested subject, grade, or course during the school year in order to receive a PVAAS teacher-specific report in that subject/grade/course. Additionally, teachers must have an active N count of six students to receive a PVAAS teacher-specific report. This is like the concept of an FTE a Full Time Equivalent student. The active N count is calculated by considering the percentage of instructional responsibility claimed for each student. For example, a teacher may have an actual N count of 20 students in a tested subject, grade, or course in a school year. Each of those students, however, may be claimed with only 50% overall instructional responsibility. In this case, the active N count would be 10 students (20 x 0.50), not 20. The actual N count met the minimum requirement of 11 students and the active N count met the minimum requirement of 6 students. No Teacher Report Received After Roster Verification Process There were several decisions made by PDE following the Spring 2013 Roster Verification PILOT for PVAAS teacher-specific reporting. Three of these decisions are related to minimum requirements for teachers to receive PVAAS teacher-specific reporting. 1. Overall N Count: A teacher needs to have a minimum of 11 students on his/her roster for a tested subject/grade/course to receive a PVAAS teacher-specific report in that tested subject/grade/course. Additionally, each of those 11 students must have taken the PSSA or Keystone exam, with or without accommodations. 2. Minimum % Instructional Responsibility Threshold: A student must be claimed for a minimum threshold of 10% total Instructional Responsibility or higher to be included in a teacher s value-added reporting. This 10% threshold may impact the overall N count as described in #1. Teachers DO need to roster these students so April

13 that all students are accounted for, but SAS EVAAS for K-12 would not include the student in a teacher s value-added Reporting. 3. Active N Count: The second N count to be considered is the active N count, meaning the full-time equivalent of 6 students for a teacher to receive PVAAS teacher-specific reporting. The active N count takes into account the total % Instructional Responsibility for each student. For example, if a student is claimed as 50% Instructional Responsibility, then this student would count as 0.5 active student(s). A student claimed as 25% Instructional Responsibility would could as 0.25 active student(s). Once the % Instructional Responsibility is taken into account, a teacher must have a minimum of 6 active students to receive a PVAAS teacher-specific report in that tested subject/grade/course. Students Not Included in PVAAS Teacher-Specific Reporting There are several reasons why a student may not be included in PVAAS teacher-level analyses and reporting. These include: Student took the PASA (PA alternate assessment) Student is a first year ELL (English Language Learner) Student is a Foreign Exchange Student Student did not have sufficient testing history in prior years o This applies to the subjects of Science, Writing, Algebra I, Literature, and Biology. Teacher had <10% Total Instructional Responsibility for the student o Any student claimed for less than 10% will NOT be included; however, all students should be included in the roster even if the total instructional responsibility is less than 10%. Please know that it is the responsibility of the teacher and the School and District Admins to ensure that all students for which a teacher has instructional responsibility are included on the teachers rosters. SAS EVAAS for K-12 will apply the business rules stated above, and then exclude the student(s) in the teacher s analyses and reporting accordingly. Students Included in PVAAS Teacher-Specific Reporting for Keystones Only students enrolled in the LEA s identified Keystone-related course for a specific Keystone content area when they take the Keystone exam are included in PVAAS teacherspecific reporting. If a student receives supplemental services as a result of a need to retake a Keystone exam, the student is only included in PVAAS teacher-specific reporting if he/she is retaking the Keystone-related course, followed by retaking the Keystone exam. Students must be enrolled in the Keystone-related course AND take the Keystone exam to be included in PVAAS teacher-specific reporting. If students are not enrolled in a Keystonerelated course but took the Keystone exam, they are NOT to be included in PVAAS rosters or reporting. This means that students who take the Keystone exam only, without being enrolled in the Keystone-related course the same semester/year are NOT to be included in PVAAS reporting (for example, grade 11 students for federal accountability or students retaking the Keystone exam but are not enrolled in the Keystone-related course). April

14 The data identifying which students are taking a Keystone-related course with a Keystone exam are provided by each LEA. The LEAs will identify the link between the student and the Keystone-related course. This link is then verified or edited in the roster verification process. Summer Keystone Scores Students taking summer Keystone exams will not be included in PVAAS teacher-specific reporting. Students Who Change Schools or LEAs During the School Year All students receiving instruction in PA-assessed grades/subjects/courses are to be claimed by each teacher who had instructional responsibility in the state assessed subject/grade/course. A student may be represented on the roster of more than one teacher, school, and/or LEA. Students with Two or More Teachers in the Same Subject/Grade/Course If each teacher is providing instruction in the same PA-assessed grade/subject/course, each teacher would claim the student via PVAAS roster verification. The student s enrollment with each teacher is documented on each teacher s roster in PIMS and in the PVAAS roster verification system, as is the percentage of full/partial instruction. April