NTI Scenarios - Facilitator’s Guide
Grades 4-8 Individual Teacher Scenario
You are a 5th grade teacher who has been teaching for 10 years. You teach ELA and mathematics to your
homeroom, but your school is partially departmentalized, so you also provide math instruction for two
additional sections of students in the school. You have logged into the online Growth Reporting System,
where you’ve found the following report.
With a partner/table, answer the following questions:
 What is your MGP? What does the MGP represent?
o My adjusted MGP (used for evaluation) is 52, meaning my students on average perform as well
or better than 52 percent of students.
 How does your MGP in ELA compare to your MGP in mathematics?
o My adjusted MGP for mathematics is 53; my adjusted MGP for ELA is 47. Both MGPs are pretty
near the state averages.
 How do your MGPs for subgroups compare to your overall MGP?
o MGPs are only available for the economically disadvantaged subgroup, since scores are not
reported when the number of student scores is fewer than 16. The adjusted MGP for my
economically disadvantaged subgroup is 51, compared to my overall MGP of 52.
 What else do you notice about these results? What questions do you have? Where can you find
answers to these questions or resources to answer these questions?
o I do not have many low- or high-achieving students (students who scored at level 1 or level 4 in
prior year) in my classroom. Most students entered performing at middle levels and show
average growth compared to similar students.
o My overall rating is Effective.
o Some questions I have:
Network Team Institute
State-Calculated Growth Measures
EngageNY.org
NTI Scenarios - Facilitator’s Guide
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Are some of my students showing more growth than others?
 I can find grade-level breakdowns in the online Growth Reporting System and I
can find individual student SGPs (unadjusted) in the rosters. The Growth
Reporting System User Guide shows how to navigate the online reporting
system. I can also see subgroup breakdowns in the online Growth Reporting
System.
 Which students were included in my score?
 In the downloadable rosters in the online Growth Reporting System, I can see
which students were included in my score.
 How do my scores compare to others in the school or district? Is there another teacher
whose students are showing excellent growth with whom I can share ideas or
practices?
 I can use the comparison feature in the online Growth Reporting System to
review how my scores compare to others in the district and state. My principal
may be able to suggest other teachers that I might want to speak with based
on this growth and other information.
 How do my scores this year compare to last year’s scores?
 I can view last year’s scores in the online Growth Reporting System.
What others kinds of data do you have access to that relates to your teaching practice and student
outcomes? What next steps might you take in terms of reviewing data? Are there any other next steps
you might take?
o How does this data compare with observational feedback and my own classroom-level
assessments of student growth?
Now imagine that you have been the principal in this teacher’s school for the past 5 years. You are preparing
to review these results with her. With your partner/table, answer the following questions:
 In addition to the above report, what other data or information would you bring to the conversation.
What, if anything, would you ask the teacher to bring to the conversation?
 How would you begin the conversation? What would you focus on?
 What do the data suggest to you?
 What would you expect the teacher to do after the conversation?
o Are there any specific next steps that you would like the teacher to take?
With your partner/table, role-play a short conversation with a partner where one of you plays the principal
and one of you the teacher.
Network Team Institute
State-Calculated Growth Measures
EngageNY.org
NTI Scenarios - Facilitator’s Guide
Principal Scenario (Grades 4-8 Principal)
You are a principal of a school with grades 4-8 who has logged into the online Growth Reporting System,
where you’ve found the following report for your school. You’ve been the principal of this school for 5 years
and have hired about half of the current teaching staff.
With a partner/table, answer the following questions:
 What is your school’s MGP? How does it compare to the district and state MGP?
o My school’s adjusted MGP (used for evaluation) is 52, the same as the state and slightly higher
than the district MGP.
 What proportion of your teachers receive Highly Effective, Effective, Developing and Ineffective (HEDI)
ratings? How does this proportion compare to schools within the district and state?
o In my school, the percentages are: H: 0%; E: 86%; D: 13%; I: 1%. Compared to the district, the
school has more Effective and fewer Developing teachers. The district has no teachers rated
Ineffective. Compared to the state, the school also has more Effective and more Developing
teachers – fewer teachers rated are Ineffective or Highly Effective compared to the state.
 What do you notice about the MGPs of the teachers in the school? How do your teachers’ MGPs
compare to your overall school MGP?
o The teacher MGPs shown in this excerpt range from 20 to 48 to 63. The overall school MGP is
52, around average, but there is more variation at the teacher level. At least one teacher’s
MGP places her in the Ineffective category for this subcomponent.
 What other kinds of data do you have access to that relates to teaching practice and student outcomes
in your school, or to your leadership? What next steps might you take in terms of reviewing data? Are
there any other next steps you might take?
Network Team Institute
State-Calculated Growth Measures
EngageNY.org
NTI Scenarios - Facilitator’s Guide
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It may be worth reviewing other data about teaching practice, such as observational data, or
other student outcome data. Possibly the principal could review scores from last year, if
available, to see if any patterns emerge for particular teachers or the school. The principal may
want to consider different follow-up steps for teachers after reviewing all data – e.g. peer
mentoring, professional development, or other possible actions.
What else do you notice about these results? What questions do you have? Where can you find
resources to answer these questions?
o Questions:
 If I could review the scores by grade, subject, or subgroup, would I notice any
differences for the school or for individual teachers? Are we more effective with some
students or subjects than others?
 The principal can find disaggregated data in the online Growth Reporting
System and individual student SGPs (unadjusted) in the rosters. The Growth
Reporting System User Guide shows how to navigate the online reporting
system.
 How do scores this year compare to last year’s scores?
 Most of my teachers are Effective, i.e. around the state average – what can we do as a
school to further advance student learning?
Now imagine that you are this principal’s supervisor and you are preparing to review these results with her.
You’ve been this principal’s supervisor for one year. With your partner/table, answer the following questions:
 In addition to the above table, what other data or information would you bring to the conversation?
What, if anything, would you ask the principal to bring to the conversation?
 How would you begin the conversation? What would you focus on?
 What do the data suggest to you?
 What would you expect the principal to do after the conversation?
With your partner/table, role-play a short conversation with a partner where one of you plays the principal’s
supervisor and one of you plays the principal.
Network Team Institute
State-Calculated Growth Measures
EngageNY.org
NTI Scenarios - Facilitator’s Guide
Principal Scenario (Grades 9-12)
You are a principal of a school that serves grades 9-12 who has logged into the online Growth Reporting
System, where you’ve found the following report about your high school. You’ve been the principal of this
school for 15 years.
With a partner/table, answer the following questions:
 What is your MGP? What does the MGP represent?
o The adjusted MGP (used for evaluation) is 55.5, meaning on average students in the school
performed as well or better than about 55% of students statewide.
 What value is your Comparative Growth in Regents Passed score? What does this score represent?
o The Comparative Growth in Regents Passed score is .25, meaning that on average students in
the school passed .25 more Regents Exams than similar students in the state.
 How do your scores compare to district and state scores?
o The MGP is slightly higher than district and state MGPs; the Comparative Growth in Regents
Passed score is much higher than district and state.
 How does your MGP in Algebra compare to ELA?
o The Algebra MGP (58) is higher than the ELA MGP (51).
 What else do you notice about these results? What questions do you have? Where can you find
answers to these questions or resources to answer these questions?
o The Comparative Growth in Regents Passed score results in a Highly Effective rating – the
school is doing an excellent job of moving students toward passing Regents Exams required for
graduation and beyond compared to similar students. The MGP scores suggest that students
are achieving scores somewhat above the average for similar students. Are there ways in
which the school could advance students beyond passing Exams even further?
o If I could disaggregate the scores by cohort or subgroup, would I notice any differences for the
school? Are we more effective with some students than others?
Network Team Institute
State-Calculated Growth Measures
EngageNY.org
NTI Scenarios - Facilitator’s Guide
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I can find disaggregated data in the online Growth Reporting System and I can find
individual student SGPs (unadjusted) and Regents Exam data in the rosters. The
Growth Reporting System User Guide shows how to navigate the online reporting
system.
What others kinds of data do you have access to that relates to teaching practice and student
outcomes in your school, or to your leadership? What next steps might you take in terms of reviewing
data? Are there any other next steps you might take?
o The principal may want to review other data about student outcomes and progress, such as
credit accumulation and graduation rates, to see if similar patterns exist.
Now imagine that you are this principal’s supervisor and you are preparing to review these results together.
You’ve been the principal’s supervisor for 15 years. With your partner/table, answer the following questions:
 What other data or information would you bring to the conversation or what would you ask the
principal to bring to the conversation?
 How would you begin the conversation? What would you focus on?
 What do the data suggest to you?
 What would you expect the principal to do after the conversation?
o Are there any specific next steps you would want this principal to take?
With your partner/table, role-play a short conversation with a partner where one of you plays the principal
and one of you the teacher.
Network Team Institute
State-Calculated Growth Measures
EngageNY.org