Network Institute
Advance Measures of Student Learning
1
Agenda
•
2013-2014 Teacher Ratings
•
Measures of Student Learning (MOSL) overview
•
Supporting schools to:
 Set the stage for decision-making
 Review assessment options
 Review target population options
 Review growth measurement options
•
Practice Selecting Measures
•
Future milestones and resources
•
Closing
2
Timeline: Advance Overall Ratings Delivery
Sept. 2
Sept. 15
October 10
Advance Overall
Rating emailed to
teachers
Updated Advance
Overall Rating emailed to
teachers (updated with
principal-based
procedural appeals)
Updated Advance
Overall Rating
emailed to teachers
(updated with data
corrections)
Updated Overall Ratings
Summary Workbook
emailed to principals*
Updated Overall
Ratings Summary
Workbook emailed
to principals
Overall Ratings
Summary Workbook
emailed to principals
Teacher’s MOSL Detail
Workbooks available in
Advance Web App
SEPTEMBER
OCTOBER
Principal-Based Procedural
Appeals Process
Data Corrections Request
(DCR) Process
* Beginning 9/15, principals can access Overall Rating Reports in the Advance Web Application to print, sign
and place in teacher’s files
3
Procedural Appeals (Advance only)
Teachers who receive an Ineffective rating for both State and Local Measures that are based
on group measures* may be eligible for a procedural appeal in the following situations:
TYPE 1
TYPE 3
If their Measures of Teacher Practice
(MOTP) rating is Highly Effective and
BOTH State and Local Measures are
based on group measures, then their
Overall Rating was changed to Effective
If their Measures of Teacher Practice
(MOTP) rating is Effective and BOTH
State and Local Measures are based on
group measures, then their Overall
Rating was changed to Developing
TYPE 2
TYPE 4
If their Measures of Teacher Practice
(MOTP) rating is Highly Effective and
EITHER BUT NOT BOTH State and
Local Measures are based on group
measures, then their Overall Rating was
changed to Developing
If their Measures of Teacher Practice
(MOTP) rating is Effective and EITHER
BUT NOT BOTH State and Local
Measures are based on group measures,
then the principal can choose to maintain
or increase the Overall Rating. The
Rating will be changed to Developing if
the principal chooses not to respond.
Requires
principal
input
*50% or more of the State and/or Local Measure is based on group measures.
4
Timeline: Principal-Based Procedural Appeals
SEPTEMBER 2
 Advance Overall
Rating emailed to
teachers
 Overall Ratings
Summary
Workbook (by
teacher) emailed to
principals
 Networks notify
principals if
teacher(s) are
eligible for a
principal-based
procedural appeal
BY SEPTEMBER 9
 Principal responds
to appeal and
maintains or
increases Overall
Rating (may
increase to
Developing,
Effective, or
Highly Effective)
OR
 Principal chooses
not to respond and
the Overall Rating
is changed to
Developing
SEPTEMBER 15
 Updated Advance
Overall Rating
emailed to teacher,
only if their rating
changed
 Updated Overall
Ratings Summary
Workbook emailed
to principals
 Overall Ratings
Reports now
available in Advance
Web App to print,
sign and place in
teacher’s files
5
Advance Data Corrections Requests (DCRs)
• Teacher-student linkages were compiled through the roster maintenance
and verification process. Teachers will have the opportunity to review
and correct this student-level data.
•
Beginning September 15, teachers and principals will have access to
teacher’s MOSL Detail Workbooks on the Advance Web Application
 Workbooks include information about the students who were included
in their State and Local Measures of Student Learning (MOSL)
• Teachers can submit a Data Corrections Request (DCR) to their
principal. If the principals approves the request, then he/she will submit the
request via an online survey
• The NYCDOE will analyze requests, and if actionable, recalculate Overall
Ratings based on corrected student-level data
6
Timeline: Advance Data Corrections Requests (DCRs)
SEPTEMBER 15
 Teacher’s MOSL Detail
Workbooks available in
the Advance Web
Application
BY SEPTEMBER 29
 Principals may approve
and submit DCR via
online survey
BY SEPTEMBER 19
 Teachers submit Data
Corrections Request
(DCR) to principal
OCTOBER 10
 Updated Advance
Overall Rating emailed
to teachers, only if
rating changed
 Updated Overall Ratings
Summary Workbook
emailed to principals
7
Timeline: Principal Performance Review Ratings Delivery
Sept. 2
Sept. 15
October 10
Principal
Performance
Review (PPR)
Overall Rating
emailed to principals
Updated PPR
Overall Rating
emailed to principals
Updated PPR Overall
Rating emailed to
principals
Superintendents
receive updated
PPR Overall Ratings
Summary Workbook
Superintendents
receive updated PPR
Overall Ratings
Summary Workbook
PPR MOSL Detail
Workbooks
available in
Principals’ Portal
Refreshed PPR
MOSL Detail
Workbooks available
in Principals’ Portal
Superintendents
receive PPR Overall
Ratings Summary
Workbook
SEPTEMBER
OCTOBER
Review of student graduation
rates and credit accumulation
data
Data Corrections Request
(DCR) Process
8
PPR Data Corrections Requests (DCRs)
• Principal-student linkages were compiled through the roster
maintenance and verification process. Similar to teachers, principals
will also have the opportunity to review and correct this student-level data.
• Beginning September 15, principals will have access to their PPR MOSL
Detail Workbooks on the Principals’ Portal
 Workbooks include information about the students who were included
in their State and Local Measures of Student Learning (MOSL)
• Principals can submit a Data Corrections Request (DCR) via an online
survey
• The NYCDOE will analyze requests, and if actionable, recalculate PPR
Overall Ratings based on corrected student-level data
9
Timeline: PPR Data Corrections Requests (DCRs)
SEPTEMBER 15
 PPR MOSL Detail
Workbooks
available on the
Principals’ Portal
BY SEPTEMBER 29
 Principals submit
Data Corrections
Request (DCR) via
online survey
OCTOBER 10
 Updated PPR
Overall Rating
emailed to
principals, only if
rating changed
 Superintendents
receive updated
Overall Ratings
Summary Workbook
10
Objectives
Participants will be able to:
•
Share information with schools about the State and Local
Measures of Student Learning decision-making process,
including key changes to the decision-making process for
2014-15.
•
Support schools to ensure that MOSL selections are aligned to
the school’s instructional focus, promote professional
learning and teacher collaboration, and are integrated into a
plan for the regular assessment of student strengths and
needs.
11
2014-2015 Overview:
Timeline for implementing Measures of Student Learning
Grade/subject
MOSL selections
by September 17
Aug
Sep
Use assessment
results to inform
instruction
(ongoing)
Oct
Nov
Baseline
assessment
administration
September 17 –
November 7
Dec
Jan
Feb
March
April
May
June
End-of-year
assessment
administration
(dates TBD)
Teacher-level
MOSL selections
(October TBD)
Goal-Setting*
by November 17
*Only for schools that selected goal-setting as a growth measurement.
12
2014-2015 Overview:
Timeline for implementing Measures of Student Learning
Grade/subject
MOSL selections
by September 17
Aug
Sep
Use assessment
results to inform
instruction
(ongoing)
Oct
Nov
Baseline
assessment
administration
September 17 –
November 7
Dec
Jan
Feb
March
April
May
June
End-of-year
assessment
administration
(dates TBD)
Teacher-level
MOSL selections
(October TBD)
Goal-Setting*
by November 17
*Only for schools that selected goal-setting as a growth measurement.
13
MOSL Selections: Roles and Responsibilities cont.
NETWORK STAFF
 Share information with schools about the State and Local Measures of Student
Learning decision-making process, including key changes to the decision-making
process for 2014-15
 Support schools to ensure that MOSL selections are aligned to the school’s student
needs and instructional focus; leverage or enhance collaborative professional
learning structures; and are integrated into the school’s strategic assessment plan
 Answer questions and concerns from schools about the State and Local Measures
of Student Learning decision-making process
14
MOSL Selections: Roles and Responsibilities
PRINCIPAL
 Select State Measures for grade/subjects that are not pre-determined by the state
(assessment, target population, growth measurement)
 Accept ALL of the School Local Measures Committee recommendations or NONE
of the recommendations and opt for Local Measures default
 For State Measures, determine if your school should administer some, all, or no
fall baseline assessments for MOSL purposes. Also determine if your school
should administer some, all, or no fall baseline assessments for instructional
purposes.
 Work with the School Local Measures Committee to communicate State and Local
Measures selections to teachers
15
MOSL Selections: Roles and Responsibilities cont.
SCHOOL LOCAL MEASURES COMMITTEE
 Recommend Local Measures for all relevant grade/subjects (assessment, target
population, growth measurement)
 Work with the principal to communicate State and Local Measures Selections to
teachers
NEW FOR SY 2014-15!
 For Local Measures, determine if your school should administer some, all, or no
fall baseline assessments for MOSL purposes
 Recommend a preferred subgroup option (if necessary). Optional: Customize
subgroup selection for some or all grade/subjects
 If goal-setting is selected, recommend that goals for grade or school-level goalsetting be set by the Committee or by the principal
16
The MOSL Selections Guide will be the primary tool to
support schools to make selections
Seven-step
framework for
decision-making
Detailed
explanation of
notable changes to
the options and
process for SY
2014-15
Considerations at
each decision point
(assessment, target
population and
growth measurement
selection)
Guiding questions
to facilitate
decision-making
17
The MOSL Selections Guide contains step-by-step
guidance to lead schools through the decision-making
process
STEP 1
SET THE STAGE FOR DECISION MAKING
STEP 2
REVIEW ASSESSMENT OPTIONS
STEP 3
REVIEW TARGET POPULATION OPTIONS
STEP 4 REVIEW GROWTH MEASUREMENT OPTIONS
STEP 5
MAKE SELECTIONS BY GRADE/SUBJECT
STEP 6 PRESENT SELECTIONS TO THE PRINCIPAL
STEP 7
FINALIZE STATE AND LOCAL MEASURES
18
Agenda
•
Measures of Student Learning (MOSL) overview
Supporting schools to:
 Set the stage for decision-making
 Review assessment options
 Review target population options
 Review growth measurement options
•
Practice Selecting Measures
•
Future milestones and resources
•
Closing
19
Today we will focus on how Network staff can support
schools to implement the first four steps
STEP 1
SET THE STAGE FOR DECISION MAKING
STEP 2
REVIEW ASSESSMENT OPTIONS
STEP 3
REVIEW TARGET POPULATION OPTIONS
STEP 4 REVIEW GROWTH MEASUREMENT OPTIONS
STEP 5
MAKE SELECTIONS BY GRADE/SUBJECT
STEP 6 PRESENT SELECTIONS TO THE PRINCIPAL
STEP 7
FINALIZE STATE AND LOCAL MEASURES
20
Supporting schools to set the stage for decision making
STEP 1
SET THE STAGE FOR DECISION MAKING
STEP 2
REVIEW ASSESSMENT OPTIONS
STEP 3
REVIEW TARGET POPULATION OPTIONS
STEP 4 REVIEW GROWTH MEASUREMENT OPTIONS
STEP 5
MAKE SELECTIONS BY GRADE/SUBJECT
STEP 6 PRESENT SELECTIONS TO THE PRINCIPAL
STEP 7
FINALIZE STATE AND LOCAL MEASURES
21
Step 1 contains a decision-making framework that
outlines key considerations across four categories
KNOWLEDGE OF
STUDENTS
When making MOSL selections, schools should
consider student strengths and needs.
INTRUCTIONAL
FOCUS
When making MOSL selections, schools should
consider the academic concepts, skills and behaviors
they are seeking to build.
COLLABORATIVE
PROFESSIONAL
LEARNING
When making MOSL selections, schools should
consider the structures in place for collaboration and
goals around collective responsibility.
STRATEGIC
ASSESSMENT
PLAN
When making MOSL selections, schools should
consider how they use assessment to monitor
progress towards school-wide goals and inform
instruction and planning.
22
Network Team Discussion: Together with your Network colleagues,
identify one example of a school that either:
Made a meaningful MOSL selection last year that was aligned to student
needs, instructional priorities and the school’s strategic assessment plan
• What were the implications?
• How did this selection help to develop a culture of collaborative
professional learning or drive improvements in student learning?
OR
Had a “missed opportunity” last year and did not consider student needs,
instructional priorities or the school’s strategic assessment plan when
making MOSL selections.
• What were the implications?
• How might they have chosen differently?
23
Supporting schools to review assessment options
STEP 1
SET THE STAGE FOR DECISION MAKING
STEP 2
REVIEW ASSESSMENT OPTIONS
STEP 3
REVIEW TARGET POPULATION OPTIONS
STEP 4 REVIEW GROWTH MEASUREMENT OPTIONS
STEP 5
MAKE SELECTIONS BY GRADE/SUBJECT
STEP 6 PRESENT SELECTIONS TO THE PRINCIPAL
STEP 7
FINALIZE STATE AND LOCAL MEASURES
24
Network staff can support schools to understand roles
and responsibilities for selecting assessments
PRINCIPAL
SCHOOL LOCAL
MEASURES COMMITTEE
 Review assessment options for
State Measures
 Review assessment options for
Local Measures
 Determine if the school should
administer some, all, or no State
Measure baseline assessments for
MOSL purposes
 Recommend if the school should
administer some, all, or no Local
Measure baseline assessments for
MOSL purposes
25
Network staff can support schools to understand key
changes to assessment options and processes
2013 2014
2014 2015
NYC Performance Assessments
were mandated as State and Local
Measures for some grade/subjects.
NYC Performance Assessments are
not mandated for State or Local
Measures.
•
Schools have the flexibility to select assessments that are aligned to their
instructional focus and strategic assessment plan.
•
Schools should also consider how to evaluate their teachers on multiple
measures to offer a more valid, robust picture of teacher performance and provide
teachers with multiple sources of feedback.
•
Schools should also consider that administering baseline and end-of-year NYC
Performance Assessments requires the commitment of operational resources.
•
Principals should discuss the expected State Measures selections with the
Committee to ensure that State and Local Measures are complementary.
26
Network Team Discussion: Together with your Network team
colleagues review the Elementary School, Middle School, and High
School Supplements and consider the following questions:
• Which selections are pre-determined? Where do principals and
School Local Measures Committees have a choice?
• How can we support schools to ensure that teachers are
evaluated on multiple measures to offer a more valid, robust
picture of teacher performance and provide teachers with
multiple sources of student learning data?
27
Network staff can support schools to understand key
changes to assessment options and processes
2013 2014
2014 2015
The administration of fall baseline
assessments was required.
The administration of fall baseline
assessments is optional.
•
Because baseline assessments can be instructionally valuable, schools may
choose to administer fall baseline assessments even if they choose not use the
scores for Measures of Student Learning (MOSL) purposes.
•
Schools have the flexibility to administer only those baseline assessments that will
be part of their strategic assessment plan to monitor progress towards schoolwide goals and inform instruction and planning.
•
When considering whether or not to administer baseline assessments for MOSL
purposes, schools should also consider the operational resources required and
the implications for growth models.
28
Dear _____________,
My School Local Measures Committee and I have selected the following State and Local Measures for
the Common Branch Kindergarten - 2nd Grade grade/subjects (see below). We already administer the
Running Records – F&P in the fall as part of our strategic assessment plan so the Committee
recommended that we should submit the results of this baseline assessment for MOSL
purposes.
Because they are instructionally valuable, I also plan to have teachers administer the fall baseline
assessments for the NYC Performance Task – Writing Prompt and the NYC Performance Task – Math
but I am still deciding if we should submit them for MOSL purposes. Can you explain the
implications for growth models if we don’t submit these scores?
GRADE/SUBJECT
Kindergarten, 1st & 2nd
Grade Common Branch
□
n/a
STATE MEASURE
ELA Assessment(s): NYC Performance
Task – Writing Prompt
Target Population: Individual
Growth Measurement: Growth Model
□
(Optional) Baseline
Math Assessment(s): NYC Performance
Task - Math
Target Population: Individual
Growth Measurement: Growth Model
□
(Optional) Baseline
LOCAL MEASURE
Assessment(s): NYC Performance
Assessment – Running Records (F&P)
Target Population: Individual
Growth Measurement: Growth Model_
□
(Optional) Baseline
29
Network staff can support schools to understand key
changes to assessment options and processes
2013 2014
Advance Assessment list included
State Assessments, NYC
Performance Assessments, and 3rd
Party Assessments.
•
•
•
•
2014 2015
Additional NYC Performance
Assessments and 3rd Party
Assessments have been added to
the Advance Assessment List.
Assessments selected for MOSL with an individual target population must align to
the standards of the course in which the assessment will be administered.
Due to State regulations, some assessments are only available as a Local
Measures selection.
Some of the new assessments are only available to schools that used the
assessment in SY 2012-13 and/or SY 2013-14.
Goal-setting is the required growth measurement for some of the new
assessments, due to small sample sizes or a lack of applicable historical
achievement data.
30
Network Team Discussion: Together with your Network team
colleagues review the assessment options on pages 13-19 of the
MOSL Selections Guide and consider the following questions:
• Which assessments are new? Which of these assessments
might be relevant to the schools we support?
• What specific considerations should our schools take into
account when looking at these new assessments?
31
Supporting schools to review target population options
STEP 1
SET THE STAGE FOR DECISION MAKING
STEP 2
REVIEW ASSESSMENT OPTIONS
STEP 3
REVIEW TARGET POPULATION OPTIONS
STEP 4 REVIEW GROWTH MEASUREMENT OPTIONS
STEP 5
MAKE SELECTIONS BY GRADE/SUBJECT
STEP 6 PRESENT SELECTIONS TO THE PRINCIPAL
STEP 7
FINALIZE STATE AND LOCAL MEASURES
32
Network staff can support schools to understand roles
and responsibilities for selecting target populations
PRINCIPAL
SCHOOL LOCAL
MEASURES COMMITTEE
 Review target population options for
State Measures
 Review target population options for
Local Measures
 Select “subgroup of choice” and
determine if you would like to
customize subgroup selections by
grade/subject
33
Network staff can support schools to understand key
changes to target population options and processes
2013 2014
Schools chose from the individual,
grade, or school target populations.
2014 2015
Schools can choose from the
individual, grade, school or linked
target populations.
•
The individual target population can only be assigned to an assessment if the
assessment will be administered in the grade/subject for which it was selected.
•
In some cases, the individual target population is required for the State Measures.
•
The grade, school and linked target populations can only be selected for an
assessment if that assessment is also selected with an individual target
population for another grade/subject.
•
Principals and School Local Measures Committee may either choose to assign a
linked target population to a single assessment or a bundle of assessments.
34
With linked measures, teachers are evaluated based on the
performance of THEIR students taking an assessment in a
different grade/subject.
Grade/Subject: Art –
Theater (High School)
Grade/Subject: 9th
Grade ELA
Local MOSL: 9th Grade
NYC Performance Task
(Individual)
9th-10th
Local MOSL:
ELA NYC Performance
Tasks (LINKED)
9th Grade
10th Grade
HS Theater
Grade/Subject: 10th
Grade ELA
Local MOSL: 10th
Grade NYC
Performance Task
(Individual)
35
PASSING THE BATON
Work with your Network colleagues to determine which of these four scenarios is
an appropriate application of the linked target population.
Grade/Subject: Physical Education (High
School)
Assessment: NYC Performance Task - ELA
Target Population: Individual
Growth Measurement: Growth Model
Grade/Subject: Technology (K-5th Grades)
Assessment: All math assessments
Target Population: Linked
Growth Measurement: Goal-setting
Grade/Subject: Art – Theater (6th-8th Grades)
Assessment: All ELA assessments
Target Population: Linked
Growth Measurement: n/a
Grade/Subject: Other subjects (K-5th
Grades)
Assessment: All assessments*
Target Population: Linked
Growth Measurement: n/a
36
PASSING THE BATON
Work with your Network colleagues to determine which of these four scenarios is
an appropriate application of the linked target population.
Grade/Subject: Physical Education (High
School)
Grade/Subject: Art – Theater (6th-8th Grades)
Assessment: NYC Performance Task - ELA
Assessment: All ELA assessments
Target Population: Individual
Target Population: Linked
Growth Measurement: Growth Model
Growth Measurement: n/a
Grade/Subject: Technology (K-5th Grades)
Assessment: All math assessments
Target Population: Linked
Growth Measurement: Goal-setting
Grade/Subject: Other subjects (K-5th
Grades)
Assessment: All assessments*
Target Population: Linked
Growth Measurement: n/a
* For Local Measures only
37
A principal asks you to come in and talk to the School Local
Measures Committee about Linked Measures and how they can be used to
encourage professional collaboration.
With your Network colleagues, reflect on the following questions:
• How would you explain this concept to the School Local Measures
Committee?
• How can Linked Measures be used to encourage professional
collaboration?
• What are the benefits of other target population choices?
• What questions would you encourage the School Local Measures
Committee to consider when making this decision?
38
Network staff can support schools to understand key
changes to target population options and processes
2013 2014
If the Committee selected the same
Local Measure assessment and
target population as the State
Measure, then the growth of the
lowest performing third of students
was applied.
2014 2015
If the Committee selects the same
Local Measure assessment and
target population as the State
Measure, they can choose from
multiple subgroup options.
•
Committees choose one preferred subgroup option for their school, but can also
customize by grade/subject.
•
Schools should avoid choosing subgroups that represent the majority or all of their
student population.
•
Schools should consider last year’s MOSL assessment data and the evidence of
growth and gaps across student groups when selecting a “subgroup of choice” and
customizing subgroup selections.
39
PASSING THE BATON
Independently review page 32 of the MOSL Selections Guide. Turn to the
person next to you and take turns teaching the concept back to each other:
In 60 seconds or less, describe the selection of subgroups (when the
School Local Measures Committee should make this selection, when it will
apply, what the options are).
40
Network Team Discussion: Together with your Network team
colleagues consider the following questions:
• How will the changes to target population options and
processes impact the selection process in the schools you
support?
• What might schools do differently and what are the
implications?
41
BREAK
42
Supporting schools to review growth measurement
options
STEP 1
SET THE STAGE FOR DECISION MAKING
STEP 2
REVIEW ASSESSMENT OPTIONS
STEP 3
REVIEW TARGET POPULATION OPTIONS
STEP 4 REVIEW GROWTH MEASUREMENT OPTIONS
STEP 5
MAKE SELECTIONS BY GRADE/SUBJECT
STEP 6 PRESENT SELECTIONS TO THE PRINCIPAL
STEP 7
FINALIZE STATE AND LOCAL MEASURES
43
Network staff can support schools to understand roles
and responsibilities for selecting growth measurements
(growth model or goal setting)
PRINCIPAL
 Review growth measurement
options for State Measures
SCHOOL LOCAL
MEASURES COMMITTEE
 Review growth measurement
options for Local Measures
 (If selecting goal-setting with a grade
or school target population for Local
Measures) Determine if you will
recommend that the Committee or
the principal set goals.
44
Network staff can support schools to understand key
changes to goal setting processes
2013 2014
The principal set goals for any
assessment paired with a grade or
school target population
2014 2015
For Local Measures, the Committee
may recommend that the principal
OR the Committee set goals for any
assessment paired with a grade or
school target population.
•
The School Local Measures Committee will recommend this option to the principal
at the same time they make the recommendations for Local Measures selections
(by September 18).
•
This will require the School Local Measures Committee to reconvene and finalize
goals by November 17.
•
If the School Local Measures Committee is unable to agree on these goals, then
the principal will set the goals and submit them to the superintendent for approval.
45
Network staff can support schools to understand key
changes to growth measurement options and processes
2013 2014
Schools chose between growth
models or goal-setting for any
assessment
(where the growth measurement was
not pre-determined by the state).
2014 2015
The addition of new assessments
broadens options, but some new
assessments require the use of
goal-setting due to small sample
sizes or a lack of applicable
historical achievement data.
For the following assessments, schools must use goal-setting as the growth
measurement:
•
Language other than English (LOTE) Exams
•
Second Language Proficiency (SLP) Exams
•
Career and Technical Education (CTE) Exams (both NOCTI & Certiport)
•
Arts Commencement Exams
46
Network staff can support schools to understand key
changes to goal setting processes
2013 2014
The goal-setting scoring chart did not
always allow for rigorous goalsetting.
•
•
•
2014 2015
The goal-setting scoring chart has
been changed to allow educators to set
more meaningful and reasonable goals
that support fair and accurate ratings.
New goal-setting scoring chart:
• 85%-100% of students must meet or exceed goals to be rated Highly Effective
• 55%-84% of students must meet or exceed goals to be rated Effective
• 30%-54% of students must meet or exceed goals to be rated Developing
• 0%-29% of students must meet or exceed goals to be rated Ineffective
The new goal-setting chart may complement existing school processes for setting
student goals.
Goal-setting still requires more investment of teacher and principal time than growth
models.
47
Look at your MOSL Guide pages 38-40 and consider the following sample
email.
Dear ______________,
Last year my School Local Measures Committee and I did not consider
goal-setting because we thought that this process would require a lot of
additional time to set student goals at the beginning of the year and record
student results at the end of the year. However, this year we have selected
a LOTE exam, which requires goal-setting. I heard there have been some
changes to the goal-setting process this year. Can you explain the changes
to me? What are the implications of these changes?
48
Agenda
•
Measures of Student Learning (MOSL) overview
•
Supporting schools to:
 Set the stage for decision-making
 Review assessment options
 Review target population options
 Review growth measurement options
Practice Selecting Measures
•
Future milestones and resources
•
Closing
49
Practice Selecting Measures
• Review case study with your Network colleagues. (5 minutes)
• With your Network colleagues, discuss the questions listed on page 1 of
the case study. (10 minutes)
• With your Network colleagues, practice making Local Measures
selections for Science (6th Grade), Social Studies (6th Grade), and ESL
(6th Grade). Discuss the rationale for these selections. (10 minutes)
50
Agenda
•
Measures of Student Learning (MOSL) overview
•
Supporting schools to:
 Set the stage for decision-making
 Review assessment options
 Review target population options
 Review growth measurement options
•
Practice Selecting Measures
•
Future milestones and resources
•
Closing
51
Early fall milestones:
Teacher-level MOSL selections, baseline assessment
administration, and goal-setting
Use assessment
results to inform
instruction
(ongoing)
Grade/subject
MOSL selections
by September 18
Aug
Sep
Oct
Nov
Baseline
assessment
administration
September 17–
November
Dec
Jan
Feb
March
April
May
June
End-of-year
assessment
administration
(dates TBD)
Teacher-level
MOSL selections
(October TBD)
Goal-Setting*
by November 17
*Only for schools that selected goal-setting as a growth measurement.
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Future resources
•
Guidance on how to enter final grade/subject
MOSL selections in the Advance Web App
•
Guidance on how to assign measures to teachers
and confirm teacher-level MOSL selections in the
Advance Web App
•
Guide for educators that explains the key features
of Advance, including what you can expect, and
where you can find support throughout the year.
•
Guidance on how to administer, score and submit
baseline assessments
•
Information about using SchoolNet as an
instructional resource
•
Information about the individual goal-setting
process for teachers and principals
•
Information about the grade and school-level goalsetting process for principals and School Local
Measures Committees
MOSL Selections Guide Phase II
Advance Guide for Educators
Baseline Assessment Handbook
Goal-Setting Resources
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Agenda
•
Measures of Student Learning (MOSL) overview
•
Supporting schools to:
 Set the stage for decision-making
 Review assessment options
 Review target population options
 Review growth measurement options
•
Practice Selecting Measures
•
Future milestones and resources
•
Closing
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Teacher Improvement Plans
• Focus on professional development
• Engage in collaborative conversation
• Include three required meetings:
•
Initial Planning Conference
•
Second Meeting (January 2 - April 30)
•
End-of-Year Conference
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Advance Web Application Wireframe—MOSL
Selection
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Next steps
NETWORK STAFF
 Share information with schools about the State and Local Measures of
Student Learning decision-making process, including key changes to the
decision-making process for 2014-15.
 Support schools to ensure that MOSL selections are aligned to the school’s
instructional focus, promote professional learning and teacher
collaboration, and are integrated into a plan for the regular assessment of
student strengths and needs.
 Answer questions and concerns from schools about the State and Local
Measures of Student Learning decision-making process.
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Network Team Discussion: Together with your Network team
colleagues, discuss the following questions and record any next steps
on a blank index card (found on your table):
• Which schools in our network will require more support to select
State and Local Measures of Student learning?
• Having been introduced to this content, where do we anticipate
schools being confused/needing extra support?
• How will we go about assessing the needs of schools?
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Q&A
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