Network 536 Principal’s Institute MOSL Overview August 28, 2013. Agenda MOSL/ADVANCE Deadlines and Overview Baseline assessments and Growth Measures MOSL Quiz NYC Performance Assessments -Overview NYC Performance Assessments – Tools for Norming with Staff.
CFN 536 – Gerard Beirne, Network Leader
Center for Education Innovation – Public Education Association
Facilitators: Antonio Arocho and Niobe Hayes
See: ADVANCE TOOLS and TIMELINES
MOSL Scoring Requirements
Note that teachers who teach less than 40% are rated S or U—but still subject to Danielson rubric
Look at page 5 of your FAQ
Where choices exist, schools may opt to use a DOE-recommended baseline assessment or a school-selected baseline.
* Principals also have the option of selecting an alternative baseline assessment for Discovery Math in K only.
The following assessments have required baselines:
Look at page 9 of your FAQ
After choosing assessments and target populations, committees must select one of two growth measurements for each assessment.
Baseline assessment administered (not required for all assessments).
Report baseline assessment results.
DOE sends predictions for how individual students will perform.
Predictions are based on baseline performance, student achievement history, and student demographic characteristics.
Teachers may choose to adjust these targets based on additional information about their students.
Teachers submit student targets to principal.
Principal (or designee) reports finalized student targets.
End-of-year assessment administered to students.
Teachers’ HEDI ratings are calculated with a conversion chart based on students’ performance on outcome assessments relative to their targets.
* If a teacher fails to submit goals, the principal will set the goals for that teacher. The principal should not simply “approve,” but rather work with the teacher on adjusting targets as necessary.
Please use your MOSL FAQ Document to complete the MOSL quiz (orange paper)
(First principal finished will receive a prize!!)
Participants will be able to interpret a sample NYC Performance Assessment by analyzing the requirements for students and predicting students’ strengths and struggles.
Preview the sample NYC Performance Assessment and consider the four key questions on the handout. Use the chart to take notes while you’re reviewing the task and texts. Share your reflections with your table.
Participants will be able to apply the rubric as an evaluative tool for scoring student writing and establish a shared understanding of the expectations of the NYC Performance Assessments.
Individually read and score Sample 1 according to the rubric. For this experience, you are only asked to grade the rubric dimension of “Focus: Position”, and then discuss your findings with your table. Refer to evidence in the sample of student work and the rubric to justify your choices and seek consensus. Repeat the process for Sample 2 (time permitting).
Participants will be able to analyze a sample of student work within a specific element of the rubric to consider the implications of assessment practices on instruction and the development of student skills.
Choose one dimension/trait (in this case, we will choose “Focus: Position”) from the rubric to analyze in-depth. List the rubric dimension and key characteristics of the rubric, then use this as a lens to reread and analyze the sample. With this new lens, consider the student’s strengths and struggles as well as strategies that might support the student’s growth.
Participants will reflect on the cycle of assessment and identify the implications of this assessment option for a variety of stakeholders. They will then plan next steps.
As you review additional sample tasks, consider the implications of the NYC Performance Assessments on various stakeholders. As a result of today’s activities, what are the next steps? What questions, comments, or considerations are you contemplating?
Consider the implications of the nyc Performance Assessments on various stake-holders. As a result of today’s activities, what are the next steps? What questions, comments or considerations are you contemplating?