TVAAS

# Report District Evaluation Composites, District Lebanon, Test EOC

2021-2022 Composite Trends
Composite TypeOne-Year Trend*
IndexEffectiveness Level
Overall1.844
Literacy and Numeracy1.844
Literacy0.633
Numeracy1.924
*Year Trend
Educators using district composites for the growth component in the Tennessee Educator Acceleration Model (TEAM) select a district composite from the available options; all district composites use data from the most recent year (2021-22).

TDOE Policy
District TVAAS Composites are scores that assess growth at the district level. For 2021-22, district composites are used for the evaluation of educators who require district reporting. Scores will be reported on a 1-5 scale. The table above reports the 2021-22 district composites.

Note: The subjects listed for the CTE concentrator and CTE student composite include all the EOC subjects with value-added estimates. Some of these subjects might be excluded from CTE concentrator and CTE student composite if there were not enough CTE participants to produce a reliable estimate.

Science and Social Studies are listed as subjects that might be included in the composite, but they are not included for grade 3.

Descriptions of Composite Types
Composite TypeComposite Might Include
TestSubject
OverallEOCAlgebra I, English I
Literacy and NumeracyEOCAlgebra I, English I
LiteracyEOCEnglish I
NumeracyEOCAlgebra I
 Rules for Determining Effectiveness Level Level 5, Most Effective: Significant evidence that the district's students made more growth than expected (the district's index is 2 or greater). Level 4, Above Average Effectiveness: Moderate evidence that the district's students made more growth than expected (the district's index is between 1 and 2). Level 3, Average Effectiveness: Evidence that the district's students made growth as expected (the district's index is between -1 and 1). Level 2, Approaching Average Effectiveness: Moderate evidence that the district's students made less growth than expected (the district's index is between -2 and -1). Level 1, Least Effective: Significant evidence that the district's students made less growth than expected (the district's index is less than -2). Note: When an index falls exactly on the boundary between two levels, the higher level is assigned.