Network 536 Principal’s Institute MOSL Overview August 28, 2013

1. Network 536 Principal’s Institute MOSL OverviewAugust 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

2. Fall Timeline See: ADVANCE TOOLS and TIMELINES

3. Scoring Assessments MOSL Scoring Requirements • In accordance with state teacher evaluation law, teachers may not score their own end-of-year assessments. • Schools may opt to either: • Have another teacher in the school score both baseline and end-of-year assessments for consistency. • Have the classroom teacher score the baseline and another teacher in the school score the end-of-year assessment.

4. Who is eligible? 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

5. Baseline Assessments Where choices exist, schools may opt to use a DOE-recommended baseline assessment or a school-selected baseline. • Remember: • Baselines only need to be selected for a few state assessments and AP exams.* All other 3rd party and Performance Assessments come with baseline assessments. • Where baselines must be selected, the PRINCIPAL chooses. • If the selected baseline is not on the DOE list, schools must use goal-setting. DOE targets provided to those schools will not include results from the baseline. * Principals also have the option of selecting an alternative baseline assessment for Discovery Math in K only.

6. When does a principal need to choose a baseline? The following assessments have required baselines: Look at page 9 of your FAQ

7. When does a principal need to choose a baseline?

8. Review: Growth Measurement Options After choosing assessments and target populations, committees must select one of two growth measurements for each assessment. • Growth Models: DOE calculates student targets, results, and teacherscores. Results are shared after assessments have been administered so student growth can be compared to similar students’ performance on assessments. • Goal-Setting: DOE provides targets for how students will perform on assessments that principals and teachers can adjust based on their knowledge of students. Principals approve targets.

9. 9 Content Review: Growth Models • Growth models allow us to compare the progress that students make in a year to similar students. • In the State Growth Model, similar students are defined by four student-level characteristics at the student and classroom levels: • Academic history • Economic disadvantage • Disability status • Language learner status • Citywide models account for similar characteristics to the State model. • Growth models control for the degree to which students are expected to make gains given their achievement history and demographic characteristics.

10. Content Review: Growth Models • Does not introduce additional work in schools. • Enables schools to compare their students’ performance to similar students. • Gives teachers credit for the degree to which students exceed predicted growth. • Better able to account for unexpected outcomes resulting from unfamiliar, new assessments. • Growth model score results are not available until after assessments have been administered (i.e., the following spring/summer). Benefits Challenges

11. Goal-Setting Baseline assessment administered (not required for all assessments). Report baseline assessment results. • Administer baseline assessment • DOE sends predicted student targets • Teachers review DOE- predicted targets • Principals approve or adjust targets • Administer end of year assessment • Teachers’ Ratings 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.

12. Goal-Setting • Particularly valuable for teachers/schools with unique student populations or high mobility. • Allows teachers and principals to individually tailor student goals. • Requires additional time/resources. • Teacher’s rating is based on the percentage of students who meet their target, but does not consider the degree to which students fall below or exceed their target. • Targets must be set early in the school year, possibly before much diagnostic info is gathered • Setting goals may be challenging if: • Teachers are not familiar with the comparability between assessments • Assessments are new or changing Benefits Challenges

13. Goal-Setting Considerations • This is not the same as the goal-setting you may typically see in schools. • Goals are scored against a state conversion chart which makes the target-setting process difficult and non-intuitive. • Before considering goal-setting, make sure you understand the work and additional training this entails.

14. Goal-Setting: Fall Implementation Steps

15. Goal-Setting – Who Sets Goals? • Teachers set goals for students in their classroom (target population: individual), but when goals go beyond an individual teacher’s students (target population: grade or school), the principal sets the goal and the superintendent approves. * 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.

16. MOSL QUiz Please use your MOSL FAQ Document to complete the MOSL quiz (orange paper) (First principal finished will receive a prize!!)

17. Performance Assessments – Overview • NYC Performance Assessments are available in multiple K-12 subjects, some as optional, others as required. These include baseline and end-of-year assessments (no additional selections for baseline needed). • If the principal and/or committee chooses the default option, the mandated NYC Performance Assessments in grades 4-8 ELA for the Local Measure do not need to be administered as all teachers in the school will use the default measure. • There are Performance Assessments required in some grades/subjects for the State Measure. Those assessments are not affected by the selection of the default option for the Local Measure. • In most grades/subjects with Performance Assessments, there is one type of assessment. However, in K-8 ELA, committees have two options within the Performance Assessment category: • Running Records NYC Performance Assessment (using one of three reading programs) (TC, DRA, F&P) • Writing-based NYC Performance Assessment

18. Performance Assessments: NYC Performance Assessments Considerations: • Review of where they exist on assessment list • ELA (writing-based): K-12 • Math: Grade 3, Integrated Algebra • Social Studies: 6-8, Global History, U.S. History • Science: 4, 6-8, Living Environment • In K-8 ELA, also have choice of Running Records. • All NYC Performance Assessments (except ELA) translated into 9 languages. • Require norming on rubrics at the school level. • Samples available for download(final versions by 9/9).

19. Performance Assessments: Implementation Steps

20. Deep Dive: NYC Performance AssessmentsActivity #1 – Task Design Investigation Objective Participants will be able to interpret a sample NYC Performance Assessment by analyzing the requirements for students and predicting students’ strengths and struggles. Activity 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.

21. Deep Dive: NYC Performance AssessmentsActivity #1 – Task Design

22. Deep Dive: NYC Performance AssessmentsActivity #2 – Norming & Scoring Objective 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. Activity 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).

23. Deep Dive: NYC Performance AssessmentsActivity #2 – Norming & Scoring

24. Deep Dive: NYC Performance AssessmentsActivity #3 – Planning For Instruction Objective 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. Activity 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.

25. Deep Dive: NYC Performance AssessmentsActivity #3 – Planning for Instruction

26. Deep Dive: NYC Performance AssessmentsActivity #4 – Implications Objective 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. Activity 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?

27. 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?

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