CEI-PEA CFN 536

MOSL Training WebinarAugust 6, 2013

1:00pm

Welcome to our MOSL training webinar!

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Key Terminology

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For each measure, the following three items need to be considered:

State Measures (20%)The MOSL category that includes State Assessments or, where there are no State Assessments, a list of allowable assessments that can be used (chosen by principal where there is choice). (pg. 10-12)

Local Measures (20%)The MOSL category with options chosen by the School Local Measures Committee and submitted to the principal who may accept the recommendation or opt for the default measures.

Assessment(s)Student growth is measured based on one or more of the following types of assessments: , 3rd Party Assessments, or NYC Performance Assessments.

Target Population

Refers to the students included in the measure – this can include students school-wide, in a particular grade level, or only those students a teacher teaches. If the same assessment is selected for the State and Local Measures, the target population for the Local Measures will be the lowest third of students.

Growth MeasurementsThe method by which student growth is measured on a given assessment. For MOSL, options include teacher/principal goal-setting or growth models.

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Taken from High School MOSL guide

page 4

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MOSL Checklist Tips for PrincipalsItems to consider prior to the first committee meeting:

1. Review MOSL committee composition, noting that principal participation is strongly advised in order to ensure that committee decisions align with the school’s mission.

2. Review the MOSL guide to identify which decisions are predetermined by the state. (These items are highlighted in black font)

3. Identify the areas on the state measures where you, as principal, are responsible for making a decision and be aware of the options. (These items are highlighted in orange font)

4. Identify the areas where the MOSL committee is responsible for making a recommendation. (These items are indicated in blue font)

5. Be aware of the default option, noting that such an option may be a viable choice.

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MOSL Checklist Tips for PrincipalsItems to consider prior to the first committee meeting:

1) Review MOSL committee composition, noting that principal participation is strongly advised in order to ensure that committee decisions align with the school’s mission.

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MOSL Checklist Tips for PrincipalsItems to consider prior to the first committee meeting:

2) Review the MOSL guide to identify which decisions are predetermined by the state. (These items are highlighted in black font)

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MOSL Checklist Tips for PrincipalsItems to consider prior to the first committee meeting:

3) Identify the areas on the state measures where you, as principal, are responsible for making a decision and be aware of the options. (These items are highlighted in orange font)

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MOSL Checklist Tips for PrincipalsItems to consider prior to the first committee meeting:4)Identify the areas where the MOSL committee is responsible for making a

recommendation. (These items are indicated in blue font)

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MOSL Checklist Tips for PrincipalsItems to consider prior to the first committee meeting:

5) Be aware of the default option, noting that such an option may be a viable choice.

The “Default” guidelines are

located in Appendix C of

all MOSL guides

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General Guidelines on Baseline Assessments:• When State assessments are

used for the State or Local Measure, historical data will be used (where available) for the baseline.

• Where there is no historical data, baseline measures should be selected.

• Where there is choice, the principal selects the baseline measure.

• The options for baseline measures are listed in the “Assessment Options” section in each MOSL guide. The orange baseline notes list options.

• If a principal chooses school selected baselines, then he/she should know that the growth measurement must then be goal-setting.

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Target PopulationTarget Population refers to the students who are included in the measure for a given assessment.

• Each MOSL guide will specify where the principal needs to select the target population.

• Keep in mind that the target population for the State Assessment may not be the same for the local assessment.

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In this case, the principal may not chose the target population

In these cases, the principal may select the target population

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Growth Measurement Options

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Goal-Setting: DOE provides targets for how students will perform on assessments that principals and teachers can adjust based on their knowledge of students. Principals approve targets.

Growth Models: DOE calculates student targets, results, and teachers’ scores. Results are shared after assessments have been administered so student growth can be compared to similar students’ performance on assessments.

After choosing assessments and target populations, the next step is choosing one of two growth measurements for each assessment.

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Goal-Setting: DOE will provide predicted targets based on students’ baseline and historical achievement and demographic characteristics. Teachers and principals set targets for how students will perform on

assessments, based on their baseline performance and other student characteristics. Principals approve teachers’ goals.

Considerations:

• Requires schools to allocate additional time and resources for setting targets and recording results in centralized data system.

• May be particularly valuable for teachers/schools with unique student populations or high mobility.

• Will be more challenging in grades and subjects with new or changing assessments.

• Goal-setting can be at the class, grade or whole school level.

Measurement Options: Goal-Setting

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Note: If a principal chooses a school-selected baseline for State Measures, the school must use goal-setting as their growth measurement for that assessment.

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Measurement Options: Goal-Setting

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Administer baseline assessments (only sometimes necessary).

DOE sends teachers and schools predicted student targets that describe how individual students are predicted to perform on assessments.

Teachers review DOE predicted targets. Teachers may choose to adjust these targets based on additional information about their students. Teachers submit student targets to principals.

Principals approve or adjust student targets. Principals and teachers report finalized student targets.

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Growth Models: DOE calculates student targets, results, and teachers’ scores. Results are shared after assessments have been administered so

student growth can be compared to similar students’ performance on assessments.

Considerations:• Do not introduce new work in schools.

• Enable schools to compare student and teacher performance to similar students.

• Give teachers credit for exceeding predicted growth (goal-setting measures if they achieved average growth).

• Results are not available until after assessments have been administered (i.e., the following spring/summer).

Measurement Options: Growth Models

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Growth Models: Overview

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Growth models allow us to compare the progress that students make in a year to similar students.

• In the State Growth Model, similar students are defined by four student-level characteristics at the student and classroom levels:

Academic history Economic disadvantage Disability status Language learner status

• Citywide models account for similar characteristics to the State model.

Growth models control for the degree to which students are expected to make gains given their achievement history and demographic characteristics.

M3: Growth Growth Models Goal-Setting Practice

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Slide 17

Consider having available the following documents for the first MOSL committee

meeting:

Multiple copies of the appropriate MOSL guides.School mission statementSchool assessment dataMost recent Quality Review report (focusing on

areas that the school does well and areas where the school needs to improve).

Where available, copies of NYC Performance Assessments and 3rd party assessments.

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Questions?

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