Institute Queens North BFSC September 2015 Rajeev Bector, Advance Policy Field Manager Dr. Amy Reynolds, Advance Teacher Development Specialist Anna Bulatewicz, Advance Teacher Development Specialist Queens North BFSC September 2015 1

Advance Overall Ratings Report with MOSL Detail Data Agenda: Advance Overall Ratings Report with MOSL Detail Data Principal-Based Procedural Appeals Data Correction Request MOSL Detail Data Report MOSL Selections Process and Periodic Assessments Advance District Contacts

Objectives After today’s session participants will be able to: Understand teachers’ Advance Overall Ratings report and use MOSL Detail Data Analysis Protocol to inform and improve instruction Reflect and consider assessment selections for MoSL and Periodic Assessments as part of a strategic assessment plan. Understand the support structure of the new Advance roles at the Superintendent and BFSC offices.

Session Approach and Norms •Inquiry/Insight Model –Focus on making connections and asking questions. When questions arise during the presentation, please jot them on an index card, along with your email address. •High Engagement, Low Tech –Respect the learning space by using technology to engage with the work. •Contribute to the Learning –Learn from our collective experiences and deepen what we may already know. •Maximize Our Time Together –Use this day to collaborate, troubleshoot, and brainstorm with colleagues.

Advance Overall Rating Report with MOSL Detail Data Queens North BFSC

Advance Overall Rating (Delivery, DCR, PPA) Timeline *Beginning 9/1, principals can access Overall Rating Reports in the Advance Web Application to print, sign and place in the teachers’ files.

Measures of Teacher Practice As of September 1st Teachers Should Have Received Their 2014-15 Advance Overall Rating Report Via Email This year the Advance Overall Rating Report contains information about the students who are included in the teacher's State and Local Measures of Student learning. The email also includes a HEDI point value and HEDI rating for each subcomponent of the teacher’s Overall Rating. Measures of Teacher Practice State Measures Overall Rating   0 - 100 points: 78 Effective HEDI Rating Local Measures 0 -20 points: 9 Ineffective 0 -60 points: 55   Highly Effective HEDI Rating 0 -20 points: 14   Developing HEDI Rating

Teachers Can Now Access and Download Their Overall Rating Report From the Advance Web Application

Contains information about the Data Corrections Request (DCR) process Teachers Can Use The Advance Overall Ratings Guide to Better Understand How Their Advance Ratings Were Calculated Explains how MOTP and MOSL points and subcomponent ratings were calculated Explains when and how procedural appeals were applied to Overall Ratings Explains how MOTP and MOSL points were combined to create an Overall Rating Contains information about the Data Corrections Request (DCR) process

Teachers’ Overall Ratings Procedural Appeals

Some Teachers’ Overall Ratings Will be Recalculated According to Procedural Appeals Policies Teachers that meet ALL of the requirements listed below may have their Overall Rating recalculated according to Procedural Appeals policies: Measures of Teacher Practice (MOTP) Rating is Highly Effective or Effective Local and State Measures of Student Learning (MOSL) Ratings are Ineffective 50% or more of State and/or Local Measures is based on Group and/or Linked Measures An asterisk next to a teacher’s HEDI Rating indicates that a procedural appeal has already been applied to their Overall Rating. Overall Rating   0 - 100 points: 78 Effective* HEDI Rating (2 min) Good news is that there are fewer of them this year, but they can be confusing for people.

Requires principal input There are Four Types of Procedural Appeals that may Have Been Applied to an Overall Rating Teachers who receive an Ineffective rating for both State and Local Measures that are based on group and/or linked measures* may have been 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 and/or linked 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 and/or linked 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 and/or linked 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 and/or linked 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 and/or linked measures.

Teachers’ Overall Ratings Data Corrections Requests

Advance Data Corrections Requests (DCRs) Teacher-student linkages were determined through the roster maintenance and verification process, which should have been completed by all teachers and principals in the spring of 2015. Beginning September 1, teachers and principals will have access to teachers’ Overall Rating Reports. This report will include information about the students who were included in the teacher’s State and Local Measures of Student Learning (MOSL). Teachers are encouraged to submit Data Corrections Request (DCR) to their principals September 25. If the principal approves the request, then the principal will submit the request via an online survey October 2. The NYCDOE will analyze requests, and if actionable, recalculate Overall Ratings based on corrected student-level data. Teachers will receive an updated Advance Overall Rating via email by mid-October, only if the rating changed.

Purpose of DCR: What It Is and Isn’t DCR-Eligible Requests: If teachers find that inaccurate student roster data was used to calculate their MOSL ratings, they may ask their principal to submit a “Data Corrections Request” (DCR) to have their ratings corrected using updated student rosters. Is the request being made related to student roster or enrollment data? NOT DCR-Eligible: DCR process is not currently intended to address non- roster/enrollment issues.  

Teachers’ Overall Ratings Using MOSL Detail Data

MOSL Detail Data Can be Used to Reflect on Teaching and Learning MOSL Detail Data provide information about: How a teacher influenced students’ growth overall How a teacher influenced the growth of individual students How a teacher influenced the growth of groups of students This information can be used to: Reflect on instruction and how it influences student learning Plan to teach the standards and content more effectively Plan to strengthen practice by leveraging supports and resources (1 min) Note: MOSL Detail Data are only useful reflection tools for teachers that have measures with an individual target population. Therefore, this session is focused on individual measures.

The Report will Include Summary Reports for Measures of Teacher Practice as well as State and Local Measures of Student Learning (1 min)

MOSL Detail Data Analysis Protocol For each Measure of Student Learning: STEP 1 Analyze and reflect on overall student growth STEP 2 Analyze and reflect on individual student growth STEP 3 Analyze and reflect on growth of student subgroups STEP 4 Determine implications for instruction and next steps (1 min) HANDOUT – SAMPLE MOTP ScoreTracker HANDOUT – SAMPLE Overall Rating Report HANDOUT – MOSL Detail Data Analysis Protocol (Graphic Organizer) HANDOUT – Teacher Guide: How to Analyze Your MOSL Detail Data As TDECs and Advance Points you are able to influence schools and school leaders to think about how they can incorporate assessment data analysis into their yearly cycles of reflection and instructional growth with teachers. This MOSL Detail Data Analysis Protocol is one tool you can share with schools and school leaders as a resource for their teachers to use when analyzing their MOSL Detail Data in preparation for IPCs and the new school year. In addition, we have provided a handout of this analysis protocol with screenshots which you can feel free to share with school leaders and teachers in addition to this presentation. We are going to spend the next 30 minutes or so walking through this protocol so you feel comfortable sharing and explaining it to your schools and school leaders. Please feel free to use your Graphic Organizer to take notes along the way.

Resources and Supports for Fall 2015 School Leaders Can Support Teachers’ Ongoing Professional Learning by Connecting them with Targeted Opportunities or Designing and Delivering their Own Resources and Supports for Fall 2015 Advance Intranet Vision for School Improvement Collaborative Learning Through Peer Inter-visitation WeTeachNYC Professional Learning Workshops and Coaching The Handbook for Professional Learning Implementing Differentiated Professional Learning The Office of Periodic Assessment Assessment Literacy Series (offered throughout school year) (5 min) Once teachers have identified areas of practice they would like to focus on in the year ahead, school leaders can play a crucial role by connecting teachers with PL opportunities at the district and school level. The following is a list of PL opportunities and resources offered by the DOE which school leaders can share with their teachers. This presentation is also an example of a resource a principal could customize and deliver to their teachers to help them think through using MOSL data to inform their instruction. Copies of this presentation will be shared with participants who may wish to pass it along to their school leaders.

MOSL Selections Process and Periodic Assessments Queens North BFSC

In SY 2015-16, Teachers’ Overall Advance Ratings will Continue to Include a State and Local Measure of Student Learning (SY 2015-16),

In small schools with fewer than 30 classrooms, the Principal and UFT Chapter Chair can jointly agree to form a Committee of only 6 members (3 chosen by each).

SY 2015-16 UPDATED! Inherited

Assessment Options and Processes 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. Goal-setting is the required growth measurement for some assessments, due to small sample sizes or a lack of applicable historical achievement data. (5 min) This year additional NYC Performance Assessments and 3rd Party Assessments have been added to the Advance Assessment List. BFSC staff can also support schools to understand the new assessment options this year. Schools should note that the assessments selected for MOSL with an individual 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 selections. Some of the new assessments are only available to schools that used the assessment in SY 2012-2013 and/or 2013-2014. Due to small sample sizes or lack of historical achievement data, goal-setting is also the required growth for some of the new assessments. The specific limitations for each assessment can be found in Step 2 of the MOSL Selections Guide.

Target Population Options and Processes 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. (5 min) Network staff can support schools to understand that schools can choose from the individual, grade, school or linked target populations this year. Please note the following changes to the target population options: The linked target population is new and includes only the teacher’s students who take an assessment administered in another teacher’s course. For example, a HS Theater teacher is evaluated based on the growth of only his/her students on the 9th and 10th grade NYC Performance Tasks in ELA. Principals and School Local Measures Committee may either choose to assign a linked target population to a single assessment or a bundle of assessments. Networks can help schools to understand the following: 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. For this reason, schools should make selections for the grade/subjects where they plan to select an individual target population FIRST. From there they can determine where they would like to make the same assessment selection for other grade/subjects with a grade, school, or linked target population.

Growth Measurement Options and Processes In order to calculate a rating for teachers with an assessment using Growth model, a minimum of 16 student scores are needed for NYSED growth model (4-8 Math/ELA state tests) across all grade/subjects and a minimum of 6 student scores are needed for NYCDOE growth model within one grade/subject. If there are insufficient student scores, then goal-setting must be chosen as the growth measurement. 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 NEW: Alternate Assessments (5 min) Another change is that goal-setting is the required growth measurement for some of the new assessments that have been added to the Advance assessment list. This is due to small sample sizes or a lack of applicable historical achievement data for these assessments. The new assessments that require goal-setting are all Language other than English (LOTE) Exams, Second Language Proficiency (SLP) Exams, Career and Technical Education (CTE) Exams, and Arts Commencement Exams. 28 28

REVIEW GROWTH MEASUREMENT OPTIONS SCHOOL-LEVEL MOSL SELECTIONS: The Guide Contains Step-By-Step Guidance to Lead Schools Through the Decision-Making Process PREPARE FOR DECISION-MAKING STEP 1 STEP 1 REVIEW ASSESSMENT OPTIONS STEP 2 REVIEW TARGET POPULATION OPTIONS STEP 3 REVIEW GROWTH MEASUREMENT OPTIONS STEP 4 MAKE LOCAL MEASURES SELECTIONS BY GRADE/SUBJECT STEP 5 [2 min] The MOSL Selections Guide contains step-by-step guidance to lead schools through this decision-making process. In step 1, schools will reflect on last year’s MOSL selections and results and discuss priorities to prepare to make decisions that are aligned with the school’s student needs and strategic assessment plan. In step 2, schools will review the different types of assessments that can be selected for State and Local Measures of Student Learning (MOSL) and understand the potential benefits and challenges of selecting each type. In step 3, schools will review the different target populations that can be selected to determine which students will be included in the State or Local Measures. In step 4, schools will review the difference between goal-setting and growth models and understand the potential benefits and challenges of selecting each growth measurement. In step 5, schools will use this information to make informed, strategic State and Local Measure selections for each grade/subject in their school. In step 6, the School Local Measures Committee will present their recommended Local Measure selections to the principal. In step 7, the principal will accept all of the School Local Measures Committee recommendations or opt for the Local Measures default. All State and Local Measures selections must be finalized by September 29. In step 8, principals or a principal’s designee will enter final MOSL selections for each grade/subject in the web application. PRESENT RECOMMENDED LOCAL MEASURE SELECTIONS TO PRINCIPAL STEP 6 FINALIZE STATE AND LOCAL MEASURES STEP 7 ENTER FINAL MOSL SELECTIONS FOR EACH GRADE/SUBJECT IN THE WEB APPLICATION STEP 8

The MOSL Selections Guide and Supplements Will Be The Primary Tools Used to Support Schools to Make Selections 1 Provides an eight-step framework for decision-making Explains notable changes to the options and process for SY 2015-16 Includes considerations at each decision point Provides guiding questions to facilitate decision-making Outlines the decisions to be made for each school type (Elementary K-5; Middle School 6-8; and High School 9-12) Identifies where decisions are pre-determined by the State Provides a list of assessments available for each grade/subject Provides a space to record selection decisions for each grade/subject 2 (1 min) The MOSL Selections Guide and Supplements will be the primary tools used to support schools to make selections. Review key points on slide

School-Level MOSL Selections Review For each grade/subject offered at a school, the school must select a State Measure and a Local Measure. STATE MEASURE LOCAL MEASURE* For each state measure, the principal selects a(n): Assessment Target population Growth Measurement For each Local Measure the School Local Measures Committee recommends a(n). Assessment Target population Growth Measurement [1 min] During School-Level MOSL Selections, the principal and the School Local Measures Committee work together to make State and Local Measures selections for each grade/subject. Making selections at the grade/subject-level ensures that Measures of Student Learning are applied consistently and fairly across all teachers of similar programs at a school and students in the same grade/subject at the school are assessed in comparable ways. Selecting both a state and local measure for each grade/subject ensures that teachers are evaluated using multiple measures of effectiveness. Using multiple measures allows us to get a more complete picture of what’s happening in each classroom and provides teachers with more feedback on their performance. *Note: SLMC may recommend multiple Local Measures for each grade/subject.

When Making MOSL Selections, Schools Consider Three Different Types of Assessments STATE ASSESSMENTS Assessments developed by NYSED to measure student learning (e.g., Regents Exams, State ELA, Math or Science tests, etc.). f NYC PERFORMANCE ASSESSMENTS Performance assessments that require students to construct a response, create a product, or perform a task to demonstrate knowledge or skills (e.g., NYC Performance Tasks, Running Records, etc.). 3RD PARTY ASSESSMENTS Other approved assessments purchased from an assessment vendor (e.g., Performance Series, Advanced Placement exams, etc.).  The following parameters guided which assessments the NYCDOE made available as MOSL-eligible assessments. Assessments were considered in partnership with teachers, subject-matter experts, and assessment experts: - State Rules Regarding Allowable Assessments: SED released rules about what assessments are allowed in each grade and subject, including specific rules about 3rd Party and NYC Performance Assessments. - Assessment Quality: NYC assessment options aspire to support instructional value, validity and reliability. - Security and Comparability: Assessments must be available across all NYC schools and students cannot have access to them prior to administration. School-created assessments are not allowed for outcome assessments.* - Existing Practice in Schools: Whenever possible, NYC assessment options build on existing assessment practices in NYC schools. NYC

When Making MOSL Selections, Schools Consider Four Different Target Population Options INDIVIDUAL Includes all the teacher’s students who take the assessment in the teacher’s course (e.g., a 9th grade ELA teacher is evaluated based on the growth of his/her students on the 9th grade NYC Performance Task - ELA). f GRADE Includes all the students in a given grade who take the assessment (e.g., a 7th grade Science teacher is evaluated based on the growth of all 7th grade students on the 7th grade State Math Assessment). SCHOOL Includes all students in the school who take the assessment (e.g., a K-5 Music teacher is evaluated based on the growth of all students in the school on all State Math Assessments). LINKED Includes only the teacher’s students who take an assessment administered in another teacher’s course (e.g., a HS Theater teacher is evaluated based on the growth of only his/her students on the 9th and 10th grade NYC Performance Tasks in ELA). You must use a linked measure with an assessment that those students will take, otherwise it will lead to an incalculable MOSL.

Measures Of Student Learning (MOSL): Baseline Assessment Administration AMY – Assessment is an integral tool to knowing your students’ strengths and supporting their growth, and baseline assessments can provide valuable information about where students are starting the year. The administration of baseline assessments also requires the commitment of operational resources and teacher time for norming and scoring. Administration of fall baseline assessments for MOSL is optional in most cases for 2015-16.2 This provides schools with more autonomy to implement Advance in accordance with their school’s context and instructional priorities.

2015-2016 MOSL Implementation Stages: Baseline Assessment Administration By Sept. 28: Schools make meaningful school-level MOSL selections that are aligned with student needs, instructional priorities, and strategic assessment plans. By March: Schools revise teacher-level MOSL selections if roster changes necessitate. Ongoing: Schools use ongoing assessments to track student progress and inform instruction STAGE 1: Preparing for SY 2015-16 STAGE 2: Starting smart STAGE 3: Tracking progress STAGE 4: Finishing strong By Late May: Teachers in Grades 4-8 ELA and Math complete the RMV Process. By June 10 Schools administer all end-of-year MOSL-eligible assessments. Schools must score and submit all assessment results by June 24. By end of June: Schools use end-of-year measures of student learning data to reflect on practice and plan for SY 2016-17. . By Nov 6: Schools make teacher-level MOSL selections By Oct. 30: (If baseline administration is selected). Schools administer all baseline assessments to determine student starting points. By Nov. 13 Schools must score and submit all baseline assessment results for MOSL purposes. By Nov. 16: Schools set goals for students or groups of students (if assessments require goal-setting). . (3 min) Point out that the baseline assessment score submission deadline is the same day as the teacher-level MOSL selections deadline. If teacher-level MOSL selections have not been made prior to the start of assessment administration, schools are encouraged to use school-level MOSL Selections and their strategic assessment plan to determine what assessments teachers should administer. AMY- Because baseline assessments can be instructionally valuable, schools may also choose to administer fall baseline assessments even if they choose not use the scores for MOSL purposes. For the 2015-16 school year, the fall baseline assessment administration window is September 9 – October 30. Additional information on baseline assessments is available in the 2015-16 MOSL School-Level Selections Guide and the 2015-16 MOSL: Assessment Administration Handbook.

Which Assessments Include Matching MOSL-eligible Baseline Assessments as an Option?  NYC Performance Tasks All subjects Running Records F&P DRA2 TCRWP SANDI/FAST WebABLLS Performance Series ELA & Math [1 min] Include MOSL Eligible Baseline Assessments as an Option for Local Measures.

Most Baseline Assessments are Optional for MOSL Purposes* However, schools may elect to administer MOSL-eligible baseline assessments even if they choose not use the scores for Measures of Student Learning (MOSL) purposes.  What are some reasons why schools may choose to administer baselines for MOSL and non-MOSL purposes? [5 min] Talking Points: Baseline assessments can provide valuable information to help teachers understand their students’ starting points and plan instruction for the year. As part of the Goal-Setting process, teachers can also use baseline data to adjust DOE-provided goals. AMY- Because baseline assessments can be instructionally valuable, schools may also choose to administer fall baseline assessments even if they choose not use the scores for MOSL purposes. *Baselines are required for: SANDI/Fast Kindergarten grade/subjects when an individual target population and growth model are selected

New Policy: Baseline Assessment Administration is Required in Some Cases 2014 - 2015 2015- 2016 The administration of fall baseline assessments was optional for all grade/subjects. The administration of fall baseline assessments is required in Kindergarten if an individual target population AND growth model are selected, and strongly encouraged for Grades 1 and 2. Schools must select Goal-Setting for the Alternate Assessment grade/subjects. Baseline Assessment Updates are available on the Advance Intranet TURN AND TALK What questions do you still have about assessments? While not required, what is the value of administering baseline assessments in Grade 1 & 2? [5 min] It is best practice to review historical achievement data and/or baseline assessment data at BOY to gauge student starting points, group students, and identify students in need of targeted interventions, etc. While baseline administration was optional for all grade/subjects last year, this year the administration of fall baseline assessments is required for Kindergarten grade/subjects if selecting the growth model. The NYCDOE lacks Kindergarten historical data needed when calculating growth. For this reason, the administration of baseline assessments is required with the growth model growth measurement. If the school wants to use an individual measure without administering a baseline, they can select goal-setting as the growth measurement. In grades 1st and 2nd , there is limited historical data. Thus, administration of baseline assessments is strongly encouraged. In the Assessment Administration Handbook – you will find links to all the Assessments Available to you, with detailed information.. ASSESSMENT CHAPTERS Included in the handbook are assessment “chapters” for each MOSL-eligible assessment. The assessment- chapters provide in-depth, step-by-step instructions for successful implementation of each individual assessment. Information included in the chapters can be used to support both baseline and end-of-year assessment administration, scoring, and submission. Links to each assessment chapter can be found below. ….New York City Performance Tasks (NYCPT) are standards-based performance assessments that require students to construct a response, create a product, or perform a task to demonstrate knowledge or skills. These tasks were developed with input from NYC teachers and assessment experts and are offered in English Language Arts (ELA), math, science and social studies. For each grade and subject, the NYCDOE has designed a matching baseline and end- of-year task. The baseline task covers the comparable discipline-specific skills as the end-of-year task and the scoring rubrics are the same for both. While topic selection in each grade was influenced by the New York City scope and sequence documents, the tasks are designed to be content-contained where feasible. -- should you how to access, administer, score… Schoolnet With the exception of kindergarten, the administration of baseline NYC Performance Tasks for MOSL purposes is optional1. Schools made this selection during the school- level MOSL selections process.

Timeline for Implementing MOSL & Assessment Administration Grade/subject MOSL selections by September 28 Use assessment results to inform instruction (ongoing) Aug Sep Oct Nov Dec Jan Feb March April May June Baseline assessment administration & submission September 9 – November 13 Teacher-level MOSL selections November 6 Goal-Setting* by November 15 End-of-year assessment administration May 2 – June 10 (most assessments)** (3 min) This slide illustrates the timeline for the implementation of key MOSL milestones this year. The first milestone is the selection of State and Local Measures of Student Learning for each grade/subject in the school. Grade/subject MOSL selections must be made by September 18. Following this, schools will work to assign State and Local Measures to individual teachers. This process is referred to as Teacher-Level MOSL Selections. Schools will also implement selected baseline assessments and, if goal-setting is selected as a growth measurement at their school, set student goals for performance on the end-of-year assessment. Throughout the year schools will use assessment to identify student strengths and needs, inform planning and instruction, and drive improvements in student learning. And the final milestone is the administration of end-of-year assessments used to measure student learning. The exact dates have yet to be determined but will be build around the NYSED assessment schedule and will likely be similar to last year. *Only for schools that selected goal-setting as a growth measurement. **see MOSL Assessment Administration Handbook for more information.

MOSL Selections: Roles and Responsibilities PRINCIPAL Select State Measures for grade/subjects that are not pre-determined by the state (assessment, target population, and/or 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 by October 13th. (3 min) During the MOSL selection process, the principal, the School Local Measures Committee and Network staff all have different roles and responsibilities. The principal is responsible for 1) selecting State Measures for grades/subjects that are not pre-determined by the state; 2) accepting all of the Committees recommendations or NONE of the recommendations and opting for Local Measures default instead; 3) determining if his/her school should administer some, all, or no fall baseline assessments for State Measures and if the results should be used for MOSL purposes; 4) Working with the Committee to communicate State and Local Measures selections to teachers.

MOSL Selections: Roles and Responsibilities cont. SCHOOL LOCAL MEASURES COMMITTEE Recommend Local Measures for all relevant grade/subjects (assessment, target population, growth measurement) 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 goal- setting be set by the Committee or by the principal Work with the principal to communicate State and Local Measures Selections to teachers (3 min) Like last year, Committees should recommend Local Measures for all relevant grades and subjects, and work with the principal to communicate State and Local Measures Selections to teachers. This year, the Committee will have three new responsibilities: 1) determine if the school should administer some, all, or no fall baseline assessments for Local Measures and if the results should be used for MOSL purposes; 2) recommend a preferred subgroup option, and optionally customize the subgroup selection for some grades and subjects and; 3) If grade- or school-level goal-setting is selected as a growth measurement, they will recommend which party will set the goals – the principal or the Committee.

Periodic Assessments Queens North BFSC

Overview of Periodic Assessment The Common Core Learning Standards (CCLS) set a high bar for students and require teachers to provide a more rigorous academic experience for students. As we increase rigor in the classroom, we need a way to identify specific areas of strength and need to in order to provide targeted instruction for all students. Understanding how our students are learning and growing on a regular basis is fundamental to achieving our goal of preparing all New York City students to graduate ready for college and careers. Teach Assess Reflect Teach the skills and knowledge identified in the standards Analyze the results and reflect on practice to decide what action is needed next to increase student learning   AMY - Over the last four years, NYCDOE has provided guidance to schools regarding the transition to the Common Core Learning Standards (CCLS) in the form of Citywide Instructional Expectations. In coordination with the Framework for Great Schools, the focus of the work continues to be on reflecting and refining that work in order to prepare all students to graduate college and emerge career ready. Assessments given throughout the year, particularly common assessments across a grade or subject, play a crucial role in: tracking growth in teaching and learning, identifying gaps and trends, and reflecting on and adjusting instruction to meet student needs. The Periodic Assessment program continues to support inquiry work by: Developing resources that support a variety of preexisting curriculum and instruction through multiple modes of assessment Providing schools with valuable data-driven feedback on student performance to support academic growth and Supporting strong assessment practice through professional development Assess student mastery of the skills and knowledge identified in the standards  

MOSL and Periodic Assessment Selections Should Be Viewed As One Comprehensive Decision Making Process

A Strategic Assessment Plan Can Be Used to Provide Feedback and Data to Support CCLS Implementation Amy - Each year, schools get the opportunity to re-select their Measures of Student Learning based on re-examining their strategic use of assessment and refining systems and structures to ensure assessment is used to drive improvements in practice and student learning. MOSL selections should be aligned with a school’s strategic assessment plan—which includes all assessments administered at a school for teacher evaluation and other instructional purposes. A well-designed assessment plan does not test for testing’s sake; rather assessments are used to gauge student learning to improve teacher practice.

Periodic Assessments & MOSL-eligible Assessments The Periodic Assessment Portfolio contains most of the assessments that have previously been considered eligible for MoSL purposes: NYC Performance Tasks (K-12/ELA, Math, Science, Social Studies) Running Records of Literacy (DRA2, F&P, TCRWP) Performance Series (3-12) Sandi/Fast and WebABLLS CTE: Certiport / NOCTI Arts Commencement Amy - See Additional Resources Packet for list of all MOSL Eligible Assessments – Culled from 2015-2016 Measures of Student Learning School-Level Selections Guide

Periodic Assessment Selection Tool Periodic Assessment Selections Reopen: The PA Selection Tool will remain open through September 30 in order to allow sufficient time to adjust your PA selections and ensure their alignment with your school’s upcoming Measures of Student Learning decisions for Advance. If your school made a selection by September 11, PA will send student-facing materials and books. AMY - Going forward from September 12th – Order from FAMIS / Print out materials from Schoolnet if applicable.

Periodic Assessment Guide and Worksheets PA Guide contains: Program summary Detailed descriptions of assessment choices Step-by-Step guides to making selections Selections worksheets http://intranet.nycboe.net/Accountability/ Assessments/PeriodicAssessments/ Script: Before we get into the content assessments that PA has improved to help support schools implement the Common Core Learning Standards, I wanted to draw your attention to the PA Selections Guide. http://intranet.nycboe.net/Accountability/Assessments/PeriodicAssessments/ Correct the link on printout. All of the information discussed here is available in the Periodic Assessment Selections Guide which is available online now on the Periodic Assessment Intranet page. This page will be incredibly important for you throughout the school year, as it is contains PA news from Principals Weekly, assessment calendars, and additional resources that are updated throughout the year. Does anyone here NOT know where to access the Periodic Assessment Intranet page? It’s GREAT that a lot of people know where to access the Periodic Assessment Intranet page. But I also see that BLANK doesn’t, and it’s so important that I want to point out how to get there. 49

Accessing the Advance Web Application (AWA) NOTE: Principal or Principal MoSL Designee (via Manage User Roles & Access) can enter School-Level MoSL Selections in the AWA. https://www.nycenet.edu/advance/Login

NEW FEATURE! Copy last year’s School-Level MoSL Selections

Data Systems and Deadlines Assessment Data System Deadline Fix Errors by NYC Performance Tasks Schoolnet October 30 November 13 Running Records: F&P and DRA2 STARS Classroom Running Records: TCRWP AssessmentPro Performance Series Performance Series Website SANDI/FAST SANDI/FAST Online Portal November 6 WebABLLS [1 min] Review assessment deadlines and data systems We should have links to these

For assessments scored at school-sites, schools can access results as soon as scores are submitted DATA SYSTEM RELEVANT REPORTS NYC Performance Tasks Schoolnet Assessment Details, Item Analysis, Standards Mastery DRA2 and F&P STARS Classroom All Formal Assessment Elements, Critical Elements of Reading, Student Strengths/Weaknesses TCRWP AssessmentPro Export School Data mCLASS Reading 3D mCLASS: Home Portal Class Summary Report, Student Summary Report SANDI/FAST SANDI/FAST Online Portal FAST Class View, FAST Results, Standards Report WebABLLS Total Grid View, Category View, Progress and Benchmark Reports SLP/LOTE ATS Status Report, Item Report, Item Distribution Report Do I want to include this?

Advance Support Roles Queens North BFSC

Teacher Development and Evaluation Coaches (TDECs) by District: your first point of contact. COMMUNITY DISTRICTS: Teresa Caccavale 24 Debbie White-Winkler 25 Brian Contarsy 26 Erica Urena-Thus 30 HIGH SCHOOLS: Lisa Grevenberg Districts 24, 25, 26 Tracy Atkins Renewal HS Angelica Beissel New Visions [5 min] Review roles and responsibilities of TDECS and BFSC Advance Points and provide an opportunity for participants to ask questions and clarify expectations.

Thank you! Please take a moment to complete the feedback form before leaving For a copy of this presentation please email your TDEC (10 min) We will take the next ten minutes to answer any questions that you have about how to support schools to make meaningful MOSL selections for each grade/subject or any other questions you have about MOSL this year. 56