New York City Department of Education

Measures of Student Learning: 2014-15 Overview

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Agenda
1. Inspiration and Reflection
2. MOSL Policy Updates for 2014-15
3. MOSL Selections Process and Guide
4. Connecting MOSL Selections to Instructional Goals
5. Next Steps


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Participants will be able to:
Explain the State and Local Measures of Student Learning
decision-making process to members of the School Local
Measures Committee, including key changes to the decision-
making process for 2014-15.
Discuss a framework for organizing the work of the School
Local Measures Committee and ensure that MOSL selections
are aligned to the schools instructional focus, promote
professional learning and teacher collaboration, and are
integrated into a plan for the regular assessment of student
strengths and needs.
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Objectives: MOSL Overview Session


September 17
November 7:

Mid-August
(tentative):
Advance Web
Application launches
for SY 2014-15.
MOSL Selections
Guide Phase II
released.





2014-15 Measures of Student Learning (MOSL) Selections
Timeline
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Committees convene
to make Local
Measures
recommendations to
principal.
Principals select
State Measures.

August &
September:













July:
SY 2014-15
MOSL Selections
Guide released.






Late-August
(tentative):
2014-15
Advance Guide
for Educators
released.









Schools
administer fall
baseline
assessments, if
selected.




July/ August:
Schools teams
attend Advance
School Team
Training.





By June 26:
Schools
convene first
Committee
meeting to
reflect on SY
2013-14 MOSL
selections.

By September
17:
Final State and
Local Measures
selections must
be made.


Setting Up the School Local Measures Committee
for Success
Your Committee can serve a critical role in ensuring that your school
starts the year strong with MOSL selections that support the instructional
priorities and unique context of your school.

Here are some suggested next steps to jumpstart the selection
process after todays session:
Email your Committee members and share todays materials.
Schedule your next Committee meeting to collaboratively discuss
MOSL options.
Reflect on what you learn today and share the highlights with your
Committee members.
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Passing the Baton to the School Local Measures
Committee
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Whenever you see the Passing the Baton image, you will have an
opportunity to record your thoughts and new information learned.
This will help you keep track of the most important messages to
communicate to your School Local Measures Committee members.

To support your School Local Measures Committee to make well-informed,
thoughtful, and meaningful MOSL selections, you will be asked to share
information from todays session with them.

Principal Testimonial Reflecting on Year One
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I saw my role with regards to MOSL as a facilitator of the School Local Measures
Committee process and I worked to distribute leadership by empowering my
School Local Measures Committee to make selections that were meaningful to our
school.

In turn, the Committee thought deeply about our school culture and our past
experience with performance based assessments as they made MOSL selections
for each grade and subject. After making selections, they articulated student and
teacher rationales that helped the rest of the staff understand why we made these
selections and how they support our instructional vision.

This built a sense of trust and collaboration across
the school and set us on a path for successful
implementation throughout the year."

- Indiana Soto, Principal (I.A.), P.S. 71Q Forest
Passing the Baton (Part A)
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Reflect on the MOSL Selections process with your Committee last
year. What aspects were successful, and what might you change?
Reflect on MOSL implementation throughout last year. What aspects
were successful, and what challenges did you face?
Refer to your Passing the Baton handoff document:

After recording your reflections, discuss them with your tables.


Agenda
1. Inspiration and Reflection
2. MOSL Policy Updates for 2014-15
3. MOSL Selections Process and Guide
4. Connecting MOSL Selections to Instructional Goals
5. Next Steps


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By collaboratively making
thoughtful MOSL
selections, schools can
measure student growth in
meaningful ways that
reinforce their instructional
priorities.
Teachers can incorporate
assessment results into their
comprehensive strategies for
supporting students academic
development throughout the
year.

School leaders can work with
their instructional teams to
incorporate assessment results
into comprehensive strategies
for supporting students
academic development
throughout the year.
.
Measuring student
learning allows
educators to better
understand their
students strengths and
how best to support
them.

Together the DOE and UFT are committed to ensuring that
all students in NYC graduate college and career ready.
In Year 1, schools learned valuable
lessons about how Measures of Student
Learning can be used to enhance
professional collaboration and improve
instructional practice.
The DOE and UFT have worked together
to provide schools with more autonomy,
more options, and more time to
implement Measures of Student Learning
in accordance with unique school contexts
and instructional priorities.
The DOE and UFT will continue to gather
feedback from educators and work to
improve Advance in years to come.
This year, we hope key changes to MOSL will help further
support schools instructional priorities.
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Assessment is an integral tool to knowing your students strengths and supporting their growth.
Assessment selections and baseline administration should be aligned to your schools instructional
focus and strategic assessment plan.
Teachers should be evaluated on multiple measures.
Administering baseline and end-of-year NYC Performance Assessments requires the commitment
of operational resources.
New in Year Two: Expanded Autonomy
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We heard that you wanted more autonomy to implement Advance in accordance
with your schools context and instructional priorities.
New York City Performance
Assessments are not mandated for
use as Measures of Student
Learning in 2014-15.
The administration of fall baseline
assessments is now optional.
Things to keep in mind as you make your decisions:
New in Year Two: Additional Assessment Options
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We heard that schools wanted more assessment options to better meet the needs
of specific student populations and provide coverage for more content areas.
SY 2013-14 NYC Performance Assessment Options
ELA K-12 (including Running Records in grades K-8)
Math K-3, Integrated Algebra
Science 4, 6-8, Living Environment
Social Studies 6-8, Global History III/IV, US History
Alternate Assessment SANDI/FAST
Other Subjects
* For a full list of existing and new MOSL assessment options, along with requirements for use, see MOSL Guide
grade-level supplements.

Additional NYC Performance Assessment Options
New in Year Two: Additional Assessment Options
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We heard that schools wanted more assessment options to better meet the needs
of specific student populations and provide coverage for more content areas.
SY 2014-15 NYC Performance Assessment Options
ELA K-12 (including Running Records in grades K-5 only)
Math K-8, Integrated Algebra, Geometry, Algebra II/Trig
Science 4, 6-8, Living Environment, Chemistry, Physics, Earth Science
Social Studies
6-8, Global History I/II, Global History III/IV, US History,
Economics/Government
Alternate Assessment SANDI/FAST, WebABLLS-R
Other Subjects
Languages other than English (LOTE), Second Language
Proficiency (SLP), Arts Commencement
* For a full list of existing and new MOSL assessment options, along with requirements for use, see MOSL Guide.
* Please Note: This assessment list is pending State approval. A final list will be available after August 1.

Additional NYC Performance Assessment Options
New in Year Two: Additional Assessment Options
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We heard that schools wanted more assessment options to better meet the needs
of specific student populations and provide coverage for more content areas.
* For a full list of existing and new MOSL assessment options, along with requirements for use, see MOSL Guide
grade-level supplements.

Additional 3
rd
Party Assessment Options
SY 2013-14 NYC Performance Assessment Options
Performance Series: ELA 3, 9-11
Performance Series: Math 3-9, Algebra, Geometry
AP Exams All Areas
New in Year Two: Additional Assessment Options
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We heard that schools wanted more assessment options to better meet the needs
of specific student populations and provide coverage for more content areas.
* For a full list of existing and new MOSL assessment options, along with requirements for use, see MOSL Guide.
* Please Note: This assessment list is pending state approval. A final list will be available after August 1.


Additional 3
rd
Party Assessment Options
SY 2014-15 NYC Performance Assessment Options
Performance Series: ELA 3-11
Performance Series: Math 3-9, Algebra, Geometry
AP Exams All Areas
Career & Technical
Education (CTE)
NOCTI & Certiport Assessments in grades 9-12
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At your tables reflect on the following question:
Considering Year One of Advance, and the new Year Two
information, what have you learned about how Measures of
Student Learning can be used to increase professional
collaboration and improve instructional practice?
New in Year Two: Additional Target Population
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This year, teachers without a MOSL assessment option specific to the
grade/subjects they teach can be evaluated based on the performance of ONLY
THEIR students taking an assessment in a different grade/subject.
h
INDIVIDUAL
Includes all the teachers students who take the assessment in the teachers
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 teachers students who take an assessment administered in
another teachers course
(e.g., a HS Theater teacher is evaluated based on the growth of only his/her
students on the 9
th
and 10
th
grade NYC Performance Tasks in ELA).
Additional Linked Target Population Option
With linked measures, teachers are evaluated based on the
performance of THEIR students taking an assessment in a
different grade/subject.
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Grade/Subject: 9
th

Grade ELA
Local MOSL: 9
th
Grade
NYC Performance Task
(Individual)
Grade/Subject: 10
th
Grade ELA
Local MOSL: 10
th

Grade NYC
Performance Task
(Individual)
Grade/Subject: Art
Theater (High School)
Local MOSL: 9
th
-10
th

ELA NYC Performance
Tasks (LINKED)
9
th
Grade 10
th
Grade
HS Theater
New in Year Two: Additional Subgroup Options
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We heard that schools wanted the option to focus on subgroups of students
other than their lowest third of performers.
Schools can choose from multiple subgroup options for the
Local Measure where assessment and target population are
the same as the State Measure.
Subgroup Options Considerations
Lowest performing-third

English Language Learners

Students with Disabilities

Overage/under-credited

Black/Latino males

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.
New in Year Two: Flexibility with Assigning Measures
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Last year, schools used the 50% rule to assign teachers of multiple grades/subjects
to MOSLs. We heard that schools wanted more flexibility to make this decision for
teachers in your school.
For teachers with multiple courses, Committees will determine
which grades and subjects shall be included in a teachers Local
Measure (additional guidance coming fall 2014). Principals cannot
choose to go above the 50% rule for State Measures.

Allows Committees to consider how best to provide teachers with multiple, different
measures to offer a more valid, robust picture of teacher performance and provide
teachers with multiple sources of feedback.
Administering different assessments across grade/subjects requires the commitment
of operational resources.
Considerations
This additional flexibility allows schools to consider how
best to provide teachers with multiple measures.
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STATE MEASURE:
Regents Global History
(Individual)
LOCAL MEASURE:
NYC Performance Assessment
Global History
(Individual)
High School History Teacher
STATE MEASURE:
Regents U.S. History
(Individual)
New in Year Two: More Time to Implement MOSL
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We heard that schools wanted more time to implement MOSL and make
MOSL decisions.
During the baseline assessment and end-of-year assessment
windows, schools can dedicate the 75-minute block after the
regular instructional day to MOSL related work.










Considerations
Review MOSL guidance
documents
Norm scoring practices
Score and submit baseline or
end-of-year MOSL assessments
Analyze MOSL assessment data
and student work to inform
planning and instruction

Collaboratively analyze MOSL
assessment data and student
work to inform planning and
instruction
Perform roster maintenance
and verification
Set student goals (goal-setting
only)
Schools may consider using this 75-minute block to:

As a result of these changes, the Local Measures
Committee will play an expanded role.
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MOSL Selections:
Decide whether or not the school will administer fall baseline assessments for
relevant grade/subjects.
Select a preferred subgroup option to apply where assessment and target population
are the same across State and Local Measures. (Optional) Customize subgroup
selections by grade/subject.

Assigning Measures to Teachers:
Determine which grade/subjects shall be included in a teachers Local Measure, for
teachers of multiple courses (additional guidance coming fall 2014).

Goal-Setting (if selected as a growth measurement):
For grade or school target populations, recommend that targets be set by the
Committee or by the principal.


In addition to their responsibilities in year 2013-14, the following are additional
responsibilities of the Committee this year:
Passing the Baton (Part B)
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Which of the MOSL policy changes are most relevant to your school?
How and when will you communicate these to your Committee?
How and when will you (and your Committee) communicate these to
your teachers?
Now that we have reviewed the key policy changes, lets pause to think about
how this process will look in your own school.

Agenda
1. Inspiration and Reflection
2. MOSL Policy Updates for 2014-15
3. MOSL Selections Process and Guide
4. Connecting MOSL Selections to Instructional Goals
5. Next Steps


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MOSL Selection Guide: A Decision-Making Framework
This seven-step framework outlines the roadmap for Committees to make
their recommendations and for principals to finalize selections.

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Like last year, the
MOSL Selection Guide
will be the primary tool
to support principals
and Committees as
they make MOSL
selections. This years
Guide has been
updated and enhanced
based on feedback
from last year.
MOSL Selection Guide: A Decision-Making Framework
This seven-step framework outlines the roadmap for Committees to make
their recommendations and for principals to finalize selections.

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Set the stage
Review assessment options
Review target population options
Review growth measurement options
Make selections by grade/subject
Present selections to principal
Finalize State and Local Measures
Whats new in the MOSL Selections Guide?
Explanation and rationale for changes to MOSL policies
Step One (Set the Stage) added to prompt the Committee to intentionally
reflect on the schools experience with MOSL last year and define their
approach to Local Measures selections this year
Outlines considerations at each decision point (assessments, target
populations, and growth measurements) to better support the Committee in
making informed selections
Contains guiding questions that help the Committee to organize their
decision-making around four categories
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KNOWLEDGE OF STUDENTS
INSTRUCTIONAL FOCUS
STRATEGIC ASSESSMENT PLAN
COLLABORATIVE PROFESSIONAL LEARNING
Agenda
1. Inspiration and Reflection
2. MOSL Policy Updates for 2014-15
3. MOSL Selection Process and Guide
4. Connecting MOSL Selections to Instructional Goals
5. Next Steps


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Make meaningful MOSL selections to increase teacher
investment and support instructional goals.

By taking time at the beginning of the year to engage in an authentic
Committee process, schools can increase teacher investment and take
advantage of the instructional value of MOSL processes for the rest of the
year.
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Question: How can schools make meaningful MOSL selections?
Answer: Choose assessment, target population, growth measurement,
and baseline selections that align with your schools culture, instructional
focus, student population, and current strategic assessment plan.
?
Turn and Talk: Examples of Meaningful MOSL Selections
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A middle school that organizes their
teachers by grade teams, each with
shared expectations for students
Discuss which MOSL selections might strategically support the following schools:

School A
School B
School C:
Description

Example of a meaningful MOSL selection

?
?
?
A high school with a STEM academic
theme and an instructional focus on
connecting learning to experience
through text-based activities
A K-8 school emphasizing integration
of Core Curriculum recommendations
across content areas, including
science and social studies

Turn and Talk: Examples of Meaningful MOSL Selections
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A K-8 school emphasizing integration
of Core Curriculum recommendations
across content areas, including
science and social studies

A middle school that organizes their
teachers by grade teams, each with
shared expectations for students
A high school with a STEM academic
theme and an instructional focus on
connecting learning to experience,
through text-based activities
Now review the examples provided that demonstrate possible selections these
schools might make.

School A
School B
School C:
Description

Example of a meaningful MOSL selection

Selects a grade or linked target population for
each teacher to encourage collaboration
Selects the NYC Performance Tasks for math
and science, where available, to give students
open-ended opportunities to demonstrate
learning
Selects the State ELA assessment for science and
social studies teachers but also selects a Linked
Measure option to base those teachers MOSL
ratings solely on their students growth
Agenda
1. Inspiration and Reflection
2. MOSL Policy Updates for 2014-15
3. MOSL Selection Process and Guide
4. Connecting MOSL Selections to Instructional Goals
5. Next Steps

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Passing the Baton (Part C)
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Begin by reviewing the questions in Step 1 with your school-based
colleague(s). Look through the steps in the Guide to see how your
thoughts on the following four dimensions might affect your Committees
MOSL selections.




Use the Step One Planning Table in your Passing the Baton
document to jot down final notes and reflections to set your Committee
up for success.
What do they need to know about each of these dimensions? By when?
KNOWLEDGE OF STUDENTS
INSTRUCTIONAL FOCUS
STRATEGIC ASSESSMENT PLAN
COLLABORATIVE PROFESSIONAL LEARNING
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Q & A