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Introduction to the 2014-15
Measures of Student Learning Selections Guide

The New York City Department of Education (DOE) and the United Federation of Teachers (UFT) are pleased
to introduce the 2014-15 Measures of Student Learning (MOSL) Selections Guide. This guide is designed
to support schools in making thoughtful 2014-15 MOSL selections that are aligned to their student needs,
instructional priorities, and strategic assessment plan to drive improvements in student learning. Supplements
to the guide for Elementary Schools, Middle Schools, High Schools, and District 75 Schools will be
released in August 2014. These supplemental documents will provide schools with a menu of available MOSL
options for each grade/subject if they would like to begin the MOSL Selections process prior to the release of
the Advance Web Application for school year 2014-15 (anticipated mid-August 2014).

In this guide, you will learn about changes to the MOSL options for 2014-15. In response to the feedback you
and your colleagues shared throughout the year, the DOE and UFT made the following key MOSL changes in
order to provide expanded autonomy to schools and to support schools in making decisions that align to their
instructional priorities.

NYC Performance Assessment Mandate is eliminated: NYC Performance Assessments are
designed to help teachers capture instructionally valuable information about their students. Last year,
they were mandated in any grades and subjects for which they were available. For 2014-2015, we have
eliminated this mandate. The NYC Performance Assessments may be the right choice where
assessments align with schools instructional priorities and strategic assessment plans.

Fall Baseline Assessments are now optional: The administration of fall baseline assessments for
MOSL is now optional. Fall baseline assessments are an integral tool to help teachers know their
students strengths and support their growth throughout the year. Now schools have the flexibility to
administer fall baseline assessments in a way that is aligned with their students needs and their
schools priorities.

Additional Assessment Options are available: Additional NYC Performance Assessments and 3
rd

Party Assessments are now available to provide options in more content areas. For a full list of
Advance assessment options please see Appendix A in this guide.
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The DOE and UFT are committed to continuing to expand MOSL options in future school years, including
adding additional subject-based assessments and using portfolios and project-based learning to measure
student learning. Please note that the MOSL changes outlined here are in addition to the changes noted earlier
this month in this summary of UFT and DOE agreements regarding changes to Advance.

We will continue to provide critical updates and reminders about Advance in Principals Weekly and on the
Advance Intranet page. For questions and suggestions, contact the Advance Support Helpdesk at
advancesupport@schools.nyc.gov.

We are confident that with your continued support and investment, Advance will help us realize our shared
commitment to ensuring that all students in New York City graduate college and career ready.





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Pending New York State Education Department approval.

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TABLE OF CONTENTS
Use this Guide electronically to locate relevant information and print the page(s) you need. Click on
the headers in this table to navigate to the corresponding sections of this Guide.
SECTION PAGE(S)
OVERVIEW
PURPOSE OF THIS DOCUMENT
TIMELINE
MEASURES OF STUDENT LEARNING (MOSL)
NOTABLE CHANGES
ROLES AND RESPONSIBILITIES
DECISION-MAKING STEPS
4-8

STEP 1: DEFINE YOUR APPROACH 9-10
STEP 2: REVIEW ASSESSMENT OPTIONS 11-23
STEP 3: REVIEW TARGET POPULATION OPTIONS 24-33
STEP 4: REVIEW GROWTH MEASUREMENT OPTIONS 34-40
STEP 5: MAKE SELECTIONS BY GRADE/SUBJECT 41
STEP 6: PRESENT SELECTIONS TO PRINCIPAL 42
STEP 7: FINALIZE STATE AND LOCAL MEASURES 43-44
APPENDICES
ADVANCE ASSESSMENT LIST
LOCAL MEASURES DEFAULT
ADDITIONAL MOSL TIME FOR EDUCATORS
45-50


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OVERVIEW

Purpose of this Document
Review key Measures of Student Learning (MOSL) concepts: Review the key decisions to be made
by the School Local Measures Committee and the principal.
Understand key changes to MOSL for School Year 2014-15: Introduce new responsibilities of the
School Local Measures Committee and additional MOSL options available to schools.
Connect MOSL Selections to school instructional and assessment strategy: Provide a decision-
making framework that supports schools in making meaningful selections for their unique school
context.
Organize the work of the School Local Measures Committee: Connect the decision-making
framework to the key decisions that the School Local Measures Committee and principal will make.
Timeline



















Mid-August
(tentative):
Advance Web
Application is
released for SY
2014-15.

MOSL Selections
Guide Phase II
released*










July:
SY 2014-15
MOSL Selections
Guide released.


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





September 17
November 7:





Schools
administer fall
baseline
assessments, if
selected.



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





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

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


Committees
convene to make
Local Measures
recommendations
to principal.
Principals select
State Measures.

August &
September:








*The MOSL Selections Guide Phase II is designed to help schools enter their grade/subject MOSL selections into the Advance
Web Application and apply their grade/subject selections to individual teachers.


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Measures of Student Learning (MOSL)
Advance, New York Citys teacher evaluation and development system, includes multiple measures of teacher
performance, including Measures of Student Learning (MOSL). Measuring student learning allows educators to
better understand their students strengths and how best to support them.
Each year, schools get the opportunity to re-select their measures based on their learnings from the prior year,
re-examine their strategic use of assessment, and refine systems and structures to ensure assessment is used
to drive improvements in practice and increase student learning. By making thoughtful MOSL selections,
schools can measure student growth in meaningful ways that reinforce instructional priorities.
In an effort to continuously improve Advance, the NYCDOE has gathered feedback from educators and worked
with the United Federation of Teachers (UFT) to make some notable changes to the MOSL components of
Advance. The most significant changes to the MOSL selections process are briefly summarized below.
























SUBGROUPS: If the School Local Measures
Committee selects the same assessment and target
population as the State Measures, then the growth of a
subgroup of students will be used for the Local
Measures. School Local Measures Committees can
choose their subgroup of choice to apply in these
cases. This year, additional subgroup options are
available; a list of available subgroup options can be
found on page 32. School Local Measures Committees
can also choose to customize subgroup selections by
selecting different subgroups for different grade/subjects.
LOCAL MEASURES DEFAULT: The Local
Measures default now includes all State Assessments
administered for State Measures at the school. For more
information about the Local Measures Default, see
Appendix B: Local Measures Default Selections
TIME: To provide educators with more time to
implement MOSL and make MOSL decisions, time has
been allocated at the beginning and end of the school
year for educators to engage in MOSL-related activities.
For more information, see Appendix C: Additional MOSL
Time for Educators.
NUMBER OF LOCAL MEASURES: There is no
limit to the number of Local Measures that the School
Local Measures Committee can recommend for a
particular grade/subject.

*Note that the list of MOSL assessment options is
tentative pending State approval. A final list will be
available after August 1, 2014. Notable changes to
MOSL outlined in this document are also pending
State approval.

ASSESSMENT OPTIONS: There are more
assessment options available across grade/subjects.
Specifically, the NYCDOE has approved the use of
additional NYC Performance Assessments and 3
rd

Party Assessments. For a full assessment list see
Appendix A: Advance Assessment List.*
NYC PERFORMANCE ASSESSMENTS: New York
City Performance Assessments are not mandated for use
as State or Local Measures of Student Learning in 2014-
15. For a list of available NYC Performance Assessments
see Appendix A: Advance Assessment List.*
BASELINE ASSESSMENTS: The administration of
fall baseline assessments is now optional. Schools may
still choose to submit baseline assessment results to be
used in the calculation of growth models. For State
Measures, the principal will determine which baseline
assessments, if any, will be administered for MOSL
purposes. For Local Measures, the School Local
Measures Committee will recommend which baseline
assessments, if any, will be administered for MOSL
purposes. If the assessment is used for both the State and
Local Measures, then the principal will decide whether the
baseline will be administered for MOSL purposes.
Because baseline assessments can be instructionally
valuable, schools may also choose to administer fall
baseline assessments even if they choose not to use the
scores for MOSL purposes. See pages 20-22 for more
information.
LINKED TARGET POPULATION: Schools now
have the option to link teachers to ONLY the students they
teach, even if the assessment is not administered in a
course they teach. For more information on linked
measures see pages 29-30.



Notable MOSL Changes for SY 2014-2015




















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Roles and Responsibilities

MOSL SELECTIONS FOR EACH GRADE/SUBJECT
Each teacher will have two different Measures of Student
Learning: State Measures (20%) and Local Measures (20%).
Multiple measures offer a more valid, robust picture of teacher
performance, providing teachers with multiple sources of
feedback.
The School Local Measures Committee will recommend
Local Measures selections to principals for each grade/subject
in the school. The principal may accept the recommendations
or opt for the Local Measures default (see Appendix B for
information on the Local Measures default).
Where there is choice, the principal is responsible for
selecting State Measures for each grade/subject in the school.
In many cases, the State Measures are pre-determined by the
State.

SCHOOL LOCAL MEASURES COMMITTEE
The School Local Measures Committee is composed of 8 members of the school community. The principal
will select 4 members (either teachers or administrators) and the UFT chapter leader will select 4
members.
The principal and chapter leader may be members of the Committee. The principal should discuss the
expected State Measures selections with the Committee to ensure that State and Local Measures are
complementary.
In schools with fewer than 30 classroom teachers, the
UFT chapter chair and principal can jointly agree to
appoint only 3 members each.
Principals and chapter leaders are not obligated to select
members who served on last years Committee.
Because Local Measures options differ by grade and
subject, the principal and UFT chapter leader should
select Committee members who represent a diverse array
of grades and subjects.


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EXPANDED ROLE OF SCHOOL LOCAL MEASURES COMMITTEE
As a result of the changes to MOSL this year, the School Local Measures Committee will play an expanded
role in SY 2014-15.
SY 2013-14 Responsibilities SY 2014-15 Responsibilities
Recommend the assessment used in the Local
Measures for each grade/subject.
Recommend the assessment used in the Local
Measures for each grade/subject.
Recommend the target population used in the
Local Measures for each grade/subject.
Recommend the target population used in the
Local Measures for each grade/subject.
Recommend the growth measurement used in
the Local Measures for each grade/subject.
Recommend the growth measurement used in
the Local Measures for each grade/subject.
Work with the principal to communicate State
and Local Measures selections to teachers.
Recommend which fall baseline assessments the
school will administer and submit for each
grade/subject. See page 20 for more information.
Recommend a preferred subgroup option to
apply where assessment and target population are
the same across State and Local Measures. See
page 32 for more information.
Recommend that goals for grade or school-level
goal-setting be set by the Committee or by the
principal.
Recommend the grade/subjects that shall be
included in a teachers Local Measures, for
teachers with multiple grade/subjects (additional
guidance coming August 2014).
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Work with the principal to communicate State
and Local Measures selections to teachers.






BEST PRACTICE: Some schools may choose to use the School Local Measures Committee throughout
the year to communicate implementation steps and policies to school staff; facilitate norming sessions;
support the scoring and submission of MOSL baseline and end-of-year assessments; and/or facilitate the
use of assessment to drive improvements in practice and increase student learning.
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NOTE: For State Measures, principals must use the 50% rule to determine which grade/subjects will be included in a teachers
State Measures. Principals cannot choose to go above the 50% rule to include more than 50% of a teachers students in their State
Measures. Additional guidance about applying the 50% rule is forthcoming in August 2014.

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Decision-Making Steps
This guide is designed support principals and School Local Measures Committees to make strategic 2014-15
Measures of Student Learning (MOSL) selections. Principals and School Local Measures Committees may
follow the seven steps outlined below, using this document as a resource throughout the process.
For School Local Measures Committees, it is recommended that this step-by-step process take place over a
series of meetings. Principals can also use the information in this guide to inform their MOSL selections
decisions. The checklist at the beginning of each step in this Guide can serve as a meeting agenda. Schools
can use existing structures/time for committees to meet, or they can create additional time with per session
compensation. Note that the new UFT/NYCDOE Collective Bargaining Agreement allocates time at the
beginning and end of the school year for educators to engage in MOSL-related activities. For more information
see Appendix C: Additional MOSL Time for Educators.






























Principals finalize State and Local Measures by the September 17 MOSL
selections deadline. Principals and Committees work together to communicate State
and Local Measures selections to teachers.
STEP 7
By September 17
Set the stage to make decisions that are aligned with your schools student needs,
instructional priorities, and strategic assessment plan.
STEP 1
Summer 2014
Review assessment options to understand the different choices and the potential
benefits and challenges of selecting each type.
STEP 2
Summer 2014
Review target population options to understand the different choices and the
potential benefits and challenges of selecting each type.
STEP 3
Summer 2014
Review growth measurement options to understand the difference between goal-
setting and growth models and the potential benefits and challenges of selecting
each.
STEP 4
Summer 2014
The Local Measures Committee presents selections to the principal. The principal
may accept all recommendations or opt for the default Measures of Student Learning
(see Appendix B for default selections).
STEP 6
August/September
Make selections for each grade/subject. Review the menu of available options for
Local Measures for each grade/subject at your school in the Elementary School,
Middle School, High School, or D75 Supplement or the Advance Web Application
(anticipated release, mid-August 2014).
STEP 5
August/September

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STEP 1: SET THE STAGE FOR DECISION MAKING

KEY OUTCOMES:

Set the stage to make decisions that are aligned with your schools student needs, instructional
priorities, and strategic assessment plan.
















STEP 1
PRINCIPAL & SCHOOL LOCAL MEASURES COMMITTEE CHECKLIST:
Reflect on last years experience with Measures of Student Learning (MOSL)
selections and administration.
Review last years MOSL data (if available) for evidence of growth and gaps across
subject areas, grade levels, and student groups.
Discuss your schools instructional focus and how it relates to MOSL options.
Discuss school goals and structures for collaborative professional learning and how
MOSL could be used to support these goals.
Discuss how MOSL will be integrated into your schools strategic assessment plan.

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FRAMEWORK FOR DECISION MAKING
Advance Measures of Student Learning (MOSL) are designed to give schools a choice to select options that
best match their schools culture and needs. Schools can re-select their measures each year based on their
lessons learned, new options, and evolving student needs. This framework is aligned to the Citywide
Instructional Expectations and can help the principal and School Local Measures Committee make MOSL
selections that are aligned to their student needs, instructional priorities, and strategic assessment plan in
order to develop a culture of collaborative professional learning and to drive improvements in student learning.
This framework connects to a set of guiding questions at the end of each decision-making step (steps 2-4) that
will help principals and Committees identify which considerations are relevant to their unique school context
and will influence their selections.

































KNOWLEDGE OF
STUDENTS
Review last years MOSL assessment data for evidence of growth
and gaps across subject areas, grade levels, and student groups.
What strengths were identified for all students? Student subgroups?
What needs were identified for all students? Student subgroups?
What strategies were successful at addressing our students specific needs?
Discuss our schools instructional focus and how it relates to
MOSL.
What is our schools instructional focus? What do we want students to learn and
how will we know when they have learned it?
Do we want to target specific academic concepts, skills, and/ or behaviors? Do
we want to focus on specific student subgroups?
How did our 2013-14 MOSL selections support our instructional focus?
How could 2014-15 MOSL selections reinforce our instructional focus?

STRATEGIC
ASSESSMENT
PLAN
Discuss what role MOSL will play in our strategic assessment
plan.
What assessments are already part of our strategic assessment plan (e.g.,
formative classroom assessments, periodic/benchmark assessments, etc.)?
How could MOSL complement this strategic assessment plan?
How can MOSL and our strategic assessment plan support our Response to
Intervention efforts?
COLLABORATIVE
PROFESSIONAL
LEARNING
Discuss how MOSL can help our school build a culture of
collaborative professional learning.
How can our MOSL selections support our priorities and goals around individual
accountability and collective responsibility?
What formal or informal structures (e.g., vertical or grade-level teacher teams)
exist for teachers across content areas to plan and work together?
How can we leverage these existing structures in our MOSL selections?
INSTRUCTIONAL
FOCUS

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STEP 2: REVIEW ASSESSMENT OPTIONS

KEY OUTCOMES:
Understand the different types of assessments that can be selected for State and Local Measures of
Student Learning (MOSL) and the potential benefits and challenges of selecting each type.









STEP 2
PRINCIPAL & SCHOOL LOCAL MEASURES COMMITTEE CHECKLIST:
Review the different types of assessments and discuss new assessment options
available to your school.
Use the decision-making framework to identify and discuss key considerations that
will influence your assessment decisions in step 5 (see page 23 for guiding
questions).
Consider or discuss if your school should administer some, all, or no fall baseline
assessments.
Consider or discuss if your school should administer some, all, or no fall baseline
assessments for MOSL purposes.

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ASSESSMENT TYPES
Principals and School Local Measures Committees should consider the schools instructional strategy,
strategic assessment plan, and students academic needs as they make MOSL assessment selections. There
are three different types of assessment that principals and School Local Measures Committees can consider.
All three types of assessments were created in partnership with teachers, subject-matter experts, and
assessment experts. More information and the potential benefits and challenges associated with each type of
assessment is laid out on the following pages. For a full list of Advance Assessment options see Appendix A.
Note that the list of assessment options is tentative pending NYSED approval. A final list will be available after
August 1, 2014.


STATE ASSESSMENTS
Assessments developed by NYSED to
measure student learning (e.g., Regents
Exams, State ELA, Math or Science tests,
etc.).

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.).

3
RD
PARTY ASSESSMENTS
Other approved assessments purchased
from an assessment vendor, which may or
may not be part of a schools strategic
assessment plan (e.g., Performance Series,
Advanced Placement exams, etc.).
TESTING ACCOMODATIONS
Note that some students with IEPs, students with 504 Plans, English Language Learners (ELLs), and former
ELLs may need testing accommodations to participate fully in MOSL assessments (including baseline and
end-of-year MOSL assessments). Testing accommodations support students in demonstrating their skills,
knowledge, and abilities by minimizing the impact of their disabilities or English proficiency status. In all cases,
the decision to provide certain accommodations for MOSL assessments must be made based on students
individual needs and must directly address the students documented diagnosis, disability, or language need.
Please see the Testing Accommodations FAQ for additional information on testing accommodations for
students with IEPs, 504 Plans, and for ELLs. Schools should work with their Network Assessment Point to
determine which students are eligible to receive testing accommodations for MOSL baseline assessments.
NYC



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STATE ASSESSMENTS

In many cases, State Assessments are required as the State Measures of Student Learning. State
Assessments are developed by the New York State Education Department (NYSED) and are required to be
administered to students throughout the State. These assessments are aligned to New York States Learning
Standards and are intended to provide educators with a measure of student proficiency in the knowledge and
skills students need to succeed in college and careers. State Assessments include the following:
Elementary and
Middle School ELA
and Math
Grades 3-8
These assessments are designed to measure the Common Core
Learning Standards in ELA and Math. They contain both multiple-
choice and open-response questions. For the most recent sample
questions released by the State, see the EngageNY website here.
Elementary and
Middle School
Science
Grades 4, 8
These assessments are designed to measure the content and skills
contained in the Science Core Curriculum based on the New York
State Learning Standards for Mathematics, Science, and Technology.
They contain both a written test (multiple-choice and open-response
questions) and a performance test (hands-on tasks). Test samples
can be found on the NYSED website here.
Regents Exams Grades 7-12
These assessments are designed to measure students mastery of
New York State Learning Standards and are available in
Comprehensive English; English Language Arts (Common-core
aligned); Integrated Algebra; Algebra I (Common-core aligned);
Geometry; Geometry (Common-core aligned); Algebra
2/Trigonometry; Global History; US History; Chemistry; Earth
Science; Living Environment; and Physics. Past examinations can be
found on the NYSED Regents website here.
NYSESLAT Grades K-12
The New York State English as a Second Language Achievement
Test (NYSESLAT) is designed to assess the English proficiency of all
English Language Learners enrolled in Grades K12. Test samples
can be found here.
NYSAA Grades 3-12
This assessment is a datafolio-style assessment for students with
severe cognitive disabilities and is designed to measure mastery of
New York State Common Core Learning Standards in ELA and Math
and New York State Learning Standards in Science and Social
Studies. More information can be found here.


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CONSIDERATIONS:
ELA and Math assessments are aligned to the Common Core Learning Standards.
If selected as Measures of Student Learning (MOSL), State Assessments do not introduce new
assessments or additional work in schools.
In some cases, teachers who teach a grade/subject that ends with a State Assessment must be
held accountable for the growth of their own students as their State Measure.
There may be State Assessments that are not selected as a State Measure that can be selected
as the Local Measures. For example, a 4th grade teacher could use the 4th grade State Science
test for his/her Local Measures and use the 4
th
grade State Math and ELA tests for his/her State
Measure.
Even if an individual teacher does not teach a grade/subject ending with a State Assessment, that
teacher could use a grade, school, or linked target population on these State Assessments as
their State or Local Measures. More information on target populations can be found in Step 3.
These measures may support increased collaboration and accountability amongst staff if
structures exist or are created for teachers across content areas to plan and work together.


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NYC PERFORMANCE ASSESSMENTS
New York City Performance Assessments are performance
assessments that require students to construct a response, create a
product, or perform a task to demonstrate knowledge or skills. Unlike
school year 2013-14, NYC Performance Assessments are not mandated
for use as State or Local Measures in school year 2014-15. The
NYCDOE will provide funding for costs associated with administering
assessments for MOSL purposes. More information on the process for
paying for these assessments is forthcoming.
NYC Performance Assessments include the following:
NYC Performance
Tasks: ELA
Grades K-12
1

Tasks (e.g., open-ended response) scored against a common
rubric. These tasks were developed by the NYCDOE with
input from NYC teachers, subject-matter experts, and
assessment experts. NYC Performance Task samples can be
found on the Advance Intranet page here.
2

EXPANDED FOR
SY 2014-15!
NYC Performance
Tasks: Math
K-8
1
, Integrated
Algebra, Geometry,
Algebra II/ Trigonometry
EXPANDED FOR
SY 2014-15!
NYC Performance
Tasks: Science
4, 6-8, Living
Environment,
Chemistry, Physics,
Earth Science
EXPANDED FOR
SY 2014-15!
NYC Performance
Tasks: Social
Studies
6-8, Global History I/II,
Global History III/IV, US
History,
Economics/Government
EXPANDED FOR
SY 2014-15!
Running Records
(DRA2, F&P,
TCRWP and
mCLASS: Reading
3D)
Grades K-5
3


Running Records of Literacy are on-demand, one-to-one
assessments during which teachers observe and record
students oral reading behaviors at increasing levels of
complexity. Click on the links for more information:
Developmental Reading Assessment 2nd Edition (DRA2)
Fountas & Pinnell (F&P)
Teachers College Reading and Writing Project (TCRWP)
NEW FOR SY 2014-15! mCLASS: Reading 3D
Note that mCLASS: Reading 3D is only available to schools
that used the assessment in SY 2012-13 and/or 2013-14.

1
Assessments can only be used for Local Measures in any grade/subject where the State Assessment is required to be used for the
State Measure.
2
Note that these are 2013-14 samples and there will be some changes to the design for 2014-15.
3
Running Records in grades 6-8 are no longer available for use as MOSL.
New York City Performance
Assessments are not
mandated for use as State
or Local Measures of
Student Learning in 2014-
15.

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SANDI/FAST
1
K-12 grade equivalent
One of two NYC Performance Assessment options for
students who take alternate assessments. The assessment
is aligned to the Common Core Learning Standards and
contains performance tasks with built-in accommodations.
For more information see the SANDI/FAST Assessment
Webinar.
2

NEW FOR SY
2014-15!
WebABLLS
(online version of
the ABLLS-R)
K-5 grade equivalent
One of two NYC Performance Assessment options for
students who take alternate assessments.
2
This assessment
includes an assessment tool, curriculum guide, and skills-
tracking system used to help guide the instruction of
language and critical learner skills for alternate assessment
students.
NEW FOR SY
2014-15!
Language Other
Than English
(LOTE) Exams
High School students
who have completed six
LOTE course credits
These assessments are designed to assess students who
have completed six LOTE course credits in a single
language and are available in a 22 languages. For a full list
of available LOTE exams see the Advance assessment list
in Appendix A. NOTE: Goal-setting is the required growth
measurement for LOTE exams because this assessment
has an accompanying fall baseline assessment and there is
a lack of applicable historical achievement data.
NEW FOR SY
2014-15!
Second Language
Proficiency (SLP)
Exams
Students who have
completed 2 LOTE
courses in grades K-8
or 1 accelerated LOTE
course in grade 8.
These assessments are offered in French, Italian, Latin, and
Spanish are offered to students in schools that offer these
courses and have met the course requirements in
accordance with Checkpoint A learning standards for
Second Language Proficiency. NOTE: Goal-setting is the
required growth measurement for SLP exams because this
assessment has an accompanying fall baseline assessment
and there is a lack of applicable historical achievement data.
NEW FOR SY
2014-15!
Arts
Commencement
Exams
For Dance, Theater and
Visual Arts, courses
with students who have
achieved 6+ credits
For Music, courses with
students who have
achieved 8+ credits
This two-part assessment is available in Music, Theater,
Dance, Visual Arts. This assessment is administered in the
culminating arts commencement course at schools providing
10 or more credits of arts instruction in a given discipline.
NOTE: These assessments are only available to schools
that used the assessment in SY 2012-13 and/or SY 2013-14
AND goal-setting is the required growth measurement.



1
Teachers may score their own students assessments for SANDI/FAST. Teachers may score their own students on the oral
component of the LOTE or SLP exams in certain languages. Similarly, teachers may score their own students on the performance or
portfolio components of the Arts Commencement Exams. More information on this policy is forthcoming in August 2014.
2
Note that the NYCDOE will only cover the cost of either SANDI/FAST or ABLLS for MOSL purposes. More information on the process
for paying for these assessments will be available in August 2014.

17




































1
Schools are not required to establish school-based distributed scoring structures for SANDI/FAST or ABLLS. Schools may not be
required to establish school-based distributed scoring structures for the oral component of the LOTE or SLP exams in certain
languages. Similarly, schools may not be required to establish school-based distributed scoring structures for the performance or
portfolio components of the Arts Commencement Exams. More information on this policy is forthcoming.

CONSIDERATIONS:
NYC Performance Tasks in ELA and Math are aligned to the Common Core Learning Standards.
The rubrics, checklists, and fall baseline assessment results from these assessments can be used
to drive instruction and increase student learning throughout the year.
NYC Performance Tasks and SANDI/FAST require schools to print materials.
K-2 NYC ELA Performance Tasks and Running Records may require schools to order texts.
For baselines (if schools opt to administer) and end-of-year assessments, schools must score
these assessments and submit the results.
Per State law, teachers cannot score their own end-of-year assessment.
1
Schools that select NYC
Performance Assessments must establish structures for school-based distributed scoring of these
assessments. This includes investing time in norming scoring practices, scoring assessments, and
submitting students results in relevant data systems.
Assessment results must be submitted in ATS (NYC Performance Tasks), STARS (DRA2 and
F&P), AssessmentPro (TCRWP), or the SANDI/FAST Online Portal (SANDI/FAST).
Assessments selected for MOSL must align to the standards of the course in which the
assessment will be administered. More information on the impact of this policy on MOSL
selections is forthcoming in August 2014.
NYC

18




3
RD
PARTY ASSESSMENTS

3
rd
Party Assessments are approved assessments provided by an assessment vendor. These assessments
are developed by assessment experts and have been approved for use as a Measure of Student Learning by
NYSED and the NYCDOE. Many of these assessments are already used in schools across NYC. However, not
all 3
rd
Party Assessments used in NYC schools have been approved for use as a Measure of Student
Learning. Current approved assessments are:
EXPANDED FOR SY
2014-15!
Performance Series:
ELA
1

Grades 3-11
Performance Series assessments are web-based, computer-
adaptive assessments. For more information about these
assessments, see the Performance Series website here.
Performance Series:
Math
Grades 3-9,
Algebra, Geometry
Advanced Placement
Exams
Grades 9-12
Advanced Placement (AP) Exams are assessments that
combine multiple-choice questions with a free-response
section either in essay or problem-solving format. For more
information about Advanced Placement (AP) Exams see the
College Board website here. NOTE: Due to State
regulations, these assessments are only available as a Local
Measures selection.
NEW FOR SY 2014-15!
Career and Technical
Education (CTE)
Assessments: NOCTI &
Certiport
Grades 9-12 (full-
year CTE courses
only)
NOTE: These assessments are only available to schools
that used the assessment in SY 2012-13 and/or SY 2013-
14, AND are only available for full-year CTE courses, AND
goal-setting is the required growth measurement. Click on
the links for more information:
NOCTI assessments
Certiport assessments (NOTE: Due to State
regulations, Certiport assessments are only available
as a Local Measures selection).






1
Assessments can only be used for Local Measures in any grade/subject where the State Assessment is required to be used for the
State Measure.


19
































CONSIDERATIONS:
Some of these assessments are part of the Periodic Assessment Portfolio. Schools may choose to
administer these assessments for instructional purposes even if they choose not to submit the
scores for MOSL purposes.
In August 2014, schools will have the opportunity to adjust their Periodic Assessment (PA)
selections in order to ensure their PA selections and MOSL selections are complementary and
that the schools assessment strategy best fits the needs of teachers and students.
3
rd
Party Assessments may be especially valuable to use if already integrated into your schools
strategic assessment plan.
Many of these assessments are computer-based assessments and/or are scored by vendors and
do not require schools to establish structures for school-based distributed scoring.
Schools have to meet the technical requirements to administer computer-based assessments.
The NYCDOE will reimburse schools for use of certain approved 3rd Party Assessments as a
Measure of Student Learning.
Assessments selected for MOSL must align to the standards of the course in which the
assessment will be administered. Due to the diversity of MOSL-eligible CTE assessments and
courses, schools should ensure that the selected CTE assessments are appropriately aligned to
the standards of the courses in which they will be administered. More information on making
appropriate MOSL selections for CTE schools is forthcoming in August 2014.


20


BASELINE ASSESSMENTS
The administration of fall baseline assessments for MOSL is now optional.
1

This provides schools with more autonomy to implement Advance in
accordance with their schools context and instructional priorities.
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. However, the
administration of baseline assessments also requires the commitment of
operational resources and teacher time for norming and scoring.
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 Measures of Student Learning (MOSL)
purposes.
KEY TERMS
Fall Baseline Assessment: Assessment that is administered in the current school year that can be used to
determine incoming student achievement (e.g., fall administration of a NYC Performance Task).
Historical Achievement Data: Results from assessments administered in prior school years that will be used to
determine incoming student achievement (e.g., State Assessments, prior years PSAT).
GROWTH MODELS
For the assessments listed below, principals and Local Measures Committees can elect to administer
baseline assessments for MOSL purposes (i.e., the results of the assessments will be included in the
calculation of growth models):

Certain NYC Performance Assessments:
o All NYC Performance Tasks
o Running Records (DRA2, F&P, TCRWP, and mCLASS: Reading 3D)
2

o SANDI/FAST
3

o WebABLLS-R
Certain 3
rd
Party Assessments
o Performance Series: ELA
o Performance Series: Math
For SY 2014-15, the fall baseline assessment administration window is September 17 November 7. Note
that principals and Local Measures Committees may only select to administer baseline assessments for
MOSL purposes for assessment selections with Individual target populations. For more information on
target populations, see page 25.


1
This policy refers to the administration of baseline assessments for MOSL purposes only. Any assessments that are a
required component of Response to Intervention must still be administered.
2
For growth models and goal-setting, Running Records assessments should be administered at the beginning of the year
even if the results of these assessments are not used for MOSL purposes.
3
Given the nature of these assessments, the SANDI assessment and the WebABLLS-R assessment must be
administered at the beginning of the year even if the results of these assessments are not used for MOSL purposes.
The administration of
fall baseline
assessments is now
optional.

21



For State Measures, the principal decides which of these baseline assessments, if any, will be administered
for MOSL purposes. For Local Measures, the School Local Measures Committee recommends which of
these baseline assessments, if any, will be administered for MOSL purposes. If the assessment is used for
both the State and Local Measures, then the principal decides whether the baseline assessment will be
administered for MOSL purposes.
Note that schools must decide prior to administering fall baseline assessments whether or not the results of
the assessments will be used for MOSL purposes (by September 17). The NYCDOE will only use students
baseline assessment results for MOSL purposes if the schools MOSL selections reflect this decision in the
Advance Web Application.
If selected, fall baseline assessment results will be combined with applicable historical achievement data to
determine a students starting point for growth model calculations. If the principal or School Local Measures
Committee chooses NOT to administer baseline assessment for MOSL purposes, then teachers growth
model results will be based on historical achievement data only. Note that historical achievement data is
limited in Grades K-3 so schools are encouraged to administer fall baseline assessments in these grades.

For all other MOSL assessments, teachers may administer a school-selected fall baseline assessment
in order to gain valuable information about their students. The results of these school-selected fall
baselines will not be used for MOSL purposes (i.e., the results will not be included in the calculation of
growth models).

GOAL-SETTING
For Local Measures, the School Local Measures Committee may recommend which fall baseline assessments
will be administered. Teachers can use baseline assessment results to inform the goals they set for each
student. More information about the goal-setting process can be found on pages 38-39.
NEW FOR SY 2014-15 Downloading and Printing Baseline NYC Performance Tasks: During the baseline
assessment administration window, NYC Performance Tasks will be available to download in Schoolnet.
Baseline NYC Performance Tasks will be available to all schools for instructional use, regardless of whether or
not they were selected as a MOSL. Schools are responsible for printing NYC Performance Tasks and
accompanying materials.
NEW FOR SY 2014-15 Using Schoolnet as an Instructional Resource: In SY 2014-15, NYC Performance
Tasks, certain Periodic Assessments
1
, and accompanying assessment results will be available to all schools
in Schoolnet. Schools that choose to administer the fall baseline for these assessments will be able to view the
results in Schoolnet. These results will be available to all schools that administered them, regardless of
whether or not they will be used for MOSL purposes. The principal and/or School Local Measures
Committee should clearly communicate to teachers whether or not the administration of a fall baseline
assessment is for MOSL purposes. As a reminder, the NYCDOE will only use students baseline
assessment results in the calculation of growth models if the schools MOSL selections reflect this decision in
the Advance Web Application.

1
These include Periodic Assessments that can also be selected as a MOSL and other assessments from the Periodic Assessment
portfolio. For more information about Periodic Assessments available in Schoolnet, review the 2014-15 Periodic Assessment Guide.

22



CONSIDERATIONS:
Growth Models:
o If the principal or School Local Measures Committee choose NOT to administer baseline
assessments for MOSL purposes, then teachers growth model results will be based on
historical achievement data only.
o In Grades K-3, students have limited historical achievement data for use in the calculation
of growth models. Baseline assessments can help to determine incoming student
achievement in these grades. Schools are encouraged to administer baseline
assessments for MOSL purposes in Grades K-3.
Goal-setting:
o If the principal and/or School Local Measures Committee choose NOT to administer
baseline assessments, then teachers will not have this data to inform their students goals.
Assessment is an integral tool to knowing your students strengths and supporting their growth.
Baseline assessments can provide valuable information about where students are starting the
year.
Assessment selections and baseline administration should be aligned to your schools
instructional focus and strategic assessment plan.
Administering baseline and end-of-year NYC Performance Assessments requires the commitment
of operational resources and teacher time for norming and scoring.

23


STEP 2: GUIDING QUESTIONS
Use this decision-making framework to identify and discuss key considerations that will influence your
assessment selections in Step 5.

















INSTRUCTIONAL
FOCUS
KNOWLEDGE OF
STUDENTS
What needs were identified for all students? Student subgroups?
What assessment selections could help drive improvements in this
learning?
How could MOSL assessments be used to advance instructional goals
and priorities in SY 2014-15?
How could MOSL assessments or assessment tools (e.g., rubrics,
checklists, etc.) be used to inform instruction?
Does a specific assessment format help to promote the skills, and/ or
behaviors we are trying to build?
STRATEGIC
ASSESSMENT
PLAN
What role should MOSL assessments play in our plan for the regular
assessment of student strengths and needs?
Which of the available assessments are we currently using as part of our
strategic assessment plan, including Response to Intervention?
What are the implications of using existing assessments vs. adding new
assessments?
If we choose to introduce additional assessments, how will we communicate
the rationale to our school community?
COLLABORATIVE
PROFESSIONAL
LEARNING
Do we want to link teachers to assessments not administered in their
grades/subject in order to promote collaboration?
If so, what knowledge, skills, and/or behaviors do we want teams of
teachers to collaborate around?
OPERATIONAL
NEEDS
What capacity do we have to norm, score, and submit assessments?
What capacity do we have to establish structures for school-based
distributed scoring?
What printing/materials capacity do we have that may influence
assessment selections?
Do we meet the technology requirements to administer computer-based
assessments?

24




STEP 3: REVIEW TARGET POPULATION OPTIONS

KEY OUTCOMES
Understand the different target populations you can select to determine which students will be included
in the State or Local Measures.









STEP 3
PRINCIPAL & SCHOOL LOCAL MEASURES COMMITTEE CHECKLIST:
Review the different target populations and discuss new options available to your
school.
Use the decision-making framework to identify and consider or discuss key
considerations that will influence your target population decisions in Step 5 (see
page 33 for guiding questions).
Local Measures Committees: Select your subgroup of choice and determine if you
would like to customize subgroup selections in Step 5.

25



TARGET POPULATIONS

Target population refers to the students who will be included in the measure. Principals will select a target
population for each State Measures selection where the target population is not pre-determined by the State.
School Local Measures Committees will recommend a target population for each Local Measures selection.
Principals and Committees can choose from the following four options listed below. Some target populations
are not available for specific assessments. Review the menu of available options in the Elementary School,
Middle School, High School or D75 Supplement OR the Advance Web Application (anticipated release, mid-
August 2014) for specific target population restrictions.
h
INDIVIDUAL
Includes all the teachers students who take the assessment in the
teachers course
(e.g., a 9
th
grade ELA teacher is evaluated based on the growth of
his/her students on the 9
th
grade NYC Performance Task - ELA).
f
GRADE
Includes all the students in a given grade who take the
assessment
(e.g., a 7
th
grade Science teacher is evaluated based on the
growth of all 7
th
grade students on the 7
th
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).

NEW FOR SY 2014-15!
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).





26




INDIVIDUAL TARGET POPULATION

For both State and Local Measures, the individual target population includes all the teachers students who
take the assessment in the teachers course (e.g., a 9
th
grade ELA teacher is evaluated based on the growth of
his/her students on the 9
th
grade NYC Performance Task - ELA).
Note that 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. See below for an example of how to select and
how not to select an individual target population to a particular grade/subject.


*This consideration is particularly relevant to courses that traditionally have small class sizes or large
populations of first-year English Language Learner students who are exempt from ELA assessments.
Grade/Subject: Non-Regents ELA (High School)

Assessment: NYC Performance Task ELA
Target Population: Individual
Growth Measurement: Growth Model







CONSIDERATIONS:
Teachers are only held accountable for the growth of students that they teach directly on
assessments administered in the subject they teach.
For the NYCDOE to apply the individual target population for growth models, the teachers
students must be scheduled in STARS in courses to which the teacher is assigned.
In some cases, it may be difficult to meet the minimum number of students required to calculate a
growth score. For NYSED growth models, NYSED will not calculate growth scores for teachers if
they have fewer than 16 students (across all applicable subjects/grades). For NYCDOE growth
models, the NYCDOE will not calculate growth scores for teachers if they have fewer than 6
students taking that particular assessment. There is no minimum number of students for goal-
setting. For more information on when NYSED and NYCDOE growth models apply see Step 3.*
In some cases, the individual target population is required for the State Measures. If the Local
Measures are based on an individual target population for the same assessment as the State
Measures, then the subgroup selection will apply. See more information about subgroup selections
here.
Grade/Subject: Physical Education (High School)

Assessment: NYC Performance Task ELA
Target Population: Individual (Individual not allowed,
use Grade, School, or Linked)
Growth Measurement: Growth Model







27






GRADE TARGET POPULATION

For State and Local Measures, the grade target population includes all the students in a given grade who take
the assessment (e.g., a 7
th
grade Science teacher is evaluated based on the growth of all 7
th
grade students on
the 7
th
grade State Math Assessment). This year, principals and School Local Measures Committees may
select a grade or school target population with NYC Performance Assessments. This was not an available
option in SY 2013-14.
*Note that the grade target population can only be selected for an assessment if that assessment is also
selected with an individual target population for another grade/subject.

















CONSIDERATIONS:
Reduces assessment burden because teachers can be evaluated based on the growth of students
on assessments administered by other teachers.
Provides more MOSL options for grade/subjects that have limited options.
Helps to build a culture of collective responsibility for the outcomes of groups of students. May
support increased collaboration across grades and subjects if structures exist for teachers to plan
and work together.
The New York State teacher evaluation law requires that teachers with a vested interest in a
students results may not score his or her final assessment. It may be challenging to establish
school-based distributed scoring structures if many subject area teachers are linked to the same
NYC Performance Assessment.
Can only be selected for grade specific assessments (e.g., 5
th
Grade NYC Performance Task -
ELA). For this reason, the grade target population cannot be selected in conjunction with any High
School assessments. All other assessments must be selected in conjunction with an individual,
school, or linked target population.
Grade/Subject: Science (7
th
Grade)
(for State or Local Measures)
Assessment: 7
th
Grade NYC Performance Task - Math
Target Population: Grade*
Growth Measurement: Growth Model







Grade/Subject: Math (7
th
Grade)
(for Local Measures only)
Assessment: 7
th
Grade NYC Performance Task Math
Target Population: Individual*
Growth Measurement: Growth Model








28






SCHOOL TARGET POPULATION

For State and Local Measures, the school target population 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).
Note that the school target population can only be selected for an assessment if that assessment is also
selected with an individual target population for another grade/subject.
*The State Measures for Math (3
rd
Grade) and Math (5
th
Grade) are not displayed here but are also pre-
determined by the State and are based on the State Math Assessment in the relevant grade.
**Note that the school target population can only be selected for an assessment if that assessment is also
selected with an individual target population for another grade/subject.















CONSIDERATIONS:
Reduces assessment burden because teachers can be evaluated based on the growth of students
on assessments administered by other teachers.
Provides more MOSL options for grade/subjects that have limited options.
Helps to build a culture of collective responsibility for the outcomes of groups of students. May
support increased collaboration across grades and subjects if structures exist for teachers to plan
and work together.
This year, School Local Measures Committees may select a group measure (i.e., grade or school
target population) with NYC Performance Assessments. This was not an available option in SY
2013-14. The New York State teacher evaluation law requires that teachers with a vested interest
in a students results may not score his or her final assessment. It may be challenging to establish
school-based distributed scoring structures if many subject area teachers are linked to the same
NYC Performance Assessment.
Grade/Subject: Art Music (K-5
th
Grades)
(Local Measures)
Assessment(s): State Test Math (all Grades)
Target Population: School**
Growth Measurement: Growth Model







Grade/Subject: Math (4
th
Grade)*
(Pre-determined State Measures)
Assessment: State Test Math (4
th
Grade)
Target Population: Individual**
Growth Measurement: Growth Model








29






LINKED TARGET POPULATION

This year, teachers whose courses do not have an associated MOSL assessment can be evaluated based
only on the growth of the students they teach. For example, the Local Measures Committee could recommend
that High School Theater teachers be linked to their students who take the 9
th
and 10
th
Grade NYC
Performance Tasks ELA (see image below) using a linked target population.
Note that the linked target population 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 they may choose to assign a linked target population to a bundle of assessments.
If the principal or Committee chooses to assign a linked target population to a single assessment, then
teachers in that grade/subject will be evaluated based on their own students growth on the selected
assessment, even though these teachers do not administer the assessment. If the principal or Committee
chooses to assign a linked target population to a bundle of assessments, then teachers will be evaluated
based on their own students growth on all of the assessments in the bundle, even though these teachers do
not administer any of the assessments in the bundle.
For Local Measures, bundle choices include:
All ELA assessments students take
All Math assessments students take
All Science assessments students take
All Social Studies assessments students take

For State Measures, the linked target population may only be used with a single State Assessment or a bundle
of ALL State Assessments.

30



GROWTH MEASUREMENT
Principals and School Local Measures Committees will not select a growth measurement with Linked
Measures. Instead, the Linked Measure will inherit the growth measurement that has already been selected
for this assessment in the grade/subject(s) with an Individual Measure. In the Local Measures example above,
the High School PE teacher would inherit the growth measurement associated with the Grade 9 NYC
Performance Assessment - ELA selection and the Grade 10 NYC Performance Assessment - ELA selection.



















CONSIDERATIONS:
Reduces assessment burden because teachers can be linked to assessments administered by
other teachers.
Provides more MOSL options for grade/subjects that have limited options.
Helps to build a culture of collective responsibility for the outcomes of groups of students. May
support increased collaboration across grades and subjects if structures exist for teachers to plan
and work together.
Teachers can only be linked to assessments that are administered in their building (i.e., they must
have been selected at the individual target population for another grade/subject).

31



ELIGIBLE TARGET POPULATIONS FOR EACH ASSESSMENT
ASSESSMENT INDIVIDUAL GRADE SCHOOL


LINKED
State
Assessments
State Math & ELA
Assessments
(Grades 3-8)

1


State Science
Assessments
(Grades 4, 8)



NYSAA



NYSESLAT



Regents Exams
2


NYC
Performance
Assessments
NYC Performance
Assessments
(Grades K-8 except
SANDI/FAST, and
ABLLS)



NYC Performance
Assessments
(SANDI/FAST, ABLLS,
and High School)



3
rd
Party
Assessments
3
rd
Party Assessments
(Grades K-8)



3
rd
Party Assessments
(High School)




1
For schools with Grade 3, a school target population will not include the results of the grade 3 State ELA or Math exams.
2
For Regents Exams administered in Middle School, the school target population can only be used with a single Regents Exam
grade/subject. For Regents Exams administered in High School, the school target population can be used with either all Regents
Exams taken at the school, or for a single Regents Exams grade/subject.


32



SUBGROUP SELECTION (School Local Measures Committees only)
The intent of having both State and Local Measures of Student Learning is
to provide a more valid, robust picture of teacher performance, giving
teachers multiple sources of feedback and principals more information about
whats happening in the classroom. For this reason, the selections for
State and Local Measures cannot be exactly the same.
If the School Local Measures Committee selects the same assessment and
target population as the predetermined or principal-selected State
Measures, then the growth of a subgroup of students will be used for the
Local Measures.
1

School Local Measures Committees can choose their subgroup of choice to apply in all cases where
the same assessment and target population are selected for both State and Local Measures.
School Local Measures Committees can also choose to customize subgroups by selecting different
subgroups from the list for different grade/subjects when they make final selections in step 5.
Subgroup choices:
Lowest performing third of students
English Language Learners
Students with Disabilities
Overage/under-credited students
Black/Latino males








NOTE: Subgroups should not be selected if the subgroup reflects the entire population of students in the
grade/subject or is likely to reflect the entire population of students in an individual teachers classroom (e.g., if
all students in 1
st
Grade ELA are English Language Learners, the Committee should not select the English
Language Learner subgroup). In the event that schools select the same assessment and same target
population for State and Local Measures, but the School Local Measures Committees does not select a
subgroup of choice OR the school selects the Local Measures default, then the lowest performing third of
students will be used.

1
The Local Measures Committee should recommend a subgroup selection as described above, but should understand that the
subgroup selection will only be applied in cases where the same assessment and target population are selected for State Measures
and Local Measures.
Schools can now
choose from multiple
subgroup options for
the Local Measures
where assessment and
target population are
the same as the State
Measures.

33


STEP 3: GUIDING QUESTIONS
Use this decision-making framework to identify and discuss key considerations that will influence your target
population selections in Step 5.

























INSTRUCTIONAL
FOCUS
KNOWLEDGE OF
STUDENTS
Do we want to focus on the needs of specific subgroups?
In cases where we select the same assessment and target population as
the State-determined or principal-selected State Measures, what
subgroup of students would we recommend?
How could MOSL target populations be used to advance instructional
goals and priorities in SY 2014-15?
Are there specific assessments we would like to link multiple teachers to
because they are aligned with our instructional focus?
STRATEGIC
ASSESSMENT
PLAN
What are the implications of using existing assessments vs. adding new
assessments?
If we choose to introduce additional assessments, how will we communicate
the rationale to our school community?
COLLABORATIVE
PROFESSIONAL
LEARNING
Do we want to use Measures of Student Learning to build a culture of
individual accountability for student results? Or collective responsibility for
the outcomes of groups of students (i.e., where there is choice available, do
we prefer to be held accountable for school-wide outcomes or do we prefer
individual teacher outcomes)?
For teachers with group measures or linked measures, how can we establish
structures to encourage teacher collaboration and sharing of best practices?
What structures already exist to support this?

OPERATIONAL
NEEDS

Do we have the capacity to administer, norm, score, and submit all
assessments needed for teachers to be linked to individual measures?
Are there grade/subjects where it may be difficult for teachers to meet the
minimum number of students required to calculate a growth score?

34




STEP 4: REVIEW GROWTH MEASUREMENT OPTIONS

KEY OUTCOMES:
Understand the difference between goal-setting and growth models and the potential benefits and
challenges of selecting each growth measurement.


PRINCIPAL & SCHOOL LOCAL MEASURES COMMITTEE CHECKLIST:
Review the different growth measurements (growth models and goal-setting).
Use the decision-making framework to identify and discuss key considerations that
will influence your growth measurement decisions in Step 5 (see page 41 for guiding
questions).
Local Measures Committees: (If selecting goal-setting with a grade or school target
population for Local Measures) Determine if you will recommend that the Committee
set goals for any assessments paired with a grade or school target population.
STEP 4

35




GROWTH MEASUREMENTS

Principals and School Local Measures Committees will choose between one of the two growth measurements
below for each assessment and target population selected. It will be important for principals and School Local
Measures Committees to consider which growth measurement aligns with the schools beliefs about student
learning, student population, and assessment recommendations. More information and key considerations for
each growth measurement are laid out on the following pages.


GROWTH MODELS
Measure the growth of students over the course of the year
compared to growth of similar students across the city or
across the State (depending on the assessment).


GOAL-SETTING
For assessments with individual target populations,
teachers set goals for how students will perform on end-of-
year assessments and submit them to their principal.
Principals then finalize and approve goals. A teachers
growth score is determined by calculating the percentage of
students that meet or exceed their goals.
For assessments with grade or school target populations,
the Local Measures Committee can recommend that the
Committee set the goals for how students at the grade or
school-wide level will perform on these assessments. The
Committee then sets the goals. If the Local Measures
Committee recommends that the principal sets the goals,
then the principal sets these goals and the superintendent
finalizes and approves the goals.


36






GROWTH MODELS

If growth models are selected, either the NYSED Growth Model or the NYC Growth Model will be used to
measure average student growth.
The NYSED Growth Model will be applied to State Assessments in Grades 4-8 ELA & Math and measures the
growth of students over the course of the year compared to growth of similar students across the State.
The NYC Growth Model will be applied to all other eligible assessments
1
and measures the growth of students
over the course of the year compared to growth of similar students across the city. Growth models do not
require significant action on the part of schools or teachers (with the exception of administering assessments
for MOSL purposes and performing Roster Maintenance and Verification).
For more information on the NYSED Growth Model, see the 2012-13 State Growth Scores resources released
on the Advance Intranet page here. More information about NYC Growth Models will be released on the
Advance Intranet page at a later date.
NEW FOR SY 2014-15! Some assessments are not available for use with growth models due to small sample
sizes or a lack of applicable historical achievement data.
For the following assessments, schools may NOT use growth models as a growth measurement:
Languages other than English (LOTE) exams
Second Language Proficiency (SLP) Exams
Career and Technical Education (CTE) Exams (both NOCTI and Certiport assessments)
Arts Commencement Exams













1
Some assessments must be used with goal-setting.

37











B
e
n
e
f
i
t
s

C
h
a
l
l
e
n
g
e
s

CONSIDERATIONS:
Does not introduce additional work in schools. Requires significantly less investment of teacher
and principal time than goal-setting.
Gives teachers credit for the degree to which students exceed predicted growth (goal-setting
calculates teachers ratings based on the percent of students who met or exceeded their target).
Better able to account for unexpected outcomes resulting from unfamiliar, new assessments.
Growth model results are not available to teachers until after final ratings have been calculated
and the school year has concluded (by September 1, 2015). Growth model results may not
facilitate brainstorming and discussion about individual student performance and goals.
Student growth is compared to the performance of similar students (i.e., similar incoming
achievement and demographics).
The mechanics of growth models and growth model results may be more difficult to explain to
teachers. Schools may have to address misconceptions about how growth models are calculated.
For NYSED growth models, NYSED will not calculate growth scores for teachers if they have
fewer than 16 student scores (across all applicable subjects/grades). For NYC growth models, the
NYCDOE will not calculate growth scores for teachers if they have fewer than 6 student scores
(there is no minimum number of students for goal-setting).

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GOAL-SETTING

Goal-setting requires teachers and principals to set performance goals for how their students will perform on
the end-of-year assessment based on any baseline assessments the school chooses to administer, any other
information about the students performance, and other student characteristics. For some assessments, the
NYCDOE will provide teachers and principals with suggested goals based on students historical achievement
and demographic characteristics.
INDIVIDUAL TARGET POPULATIONS
For assessments that are paired with an individual target population, teachers should:
Review NYCDOE suggested goals, when available, and adjust them based on any additional
information about their students (including fall baseline assessment results, if administered), and
Submit their student goals to their principal by October 15, 2014.
Principals must finalize and approve teachers goals by November 17, 2014. More information about the SY
2014-15 goal-setting process for individual target populations will be available in August 2014. More
information on the SY 2013-14 goal-setting process for individual target populations is available on the
Advance Intranet page here.
GRADE AND SCHOOL TARGET POPULATIONS
State Measures
For assessments that are paired with a grade or school target population, principals should:
Review NYCDOE suggested goals, if available, and adjust them based on any additional information
about their students (including fall baseline assessment results if administered), and
Submit their student goals to be approved by their superintendent.
The deadline for superintendents to approve goals is November 17, 2014. More information about the 2014-15
goal-setting process for grade and school target population will be available in August 2014. To review the SY
2013-14 goal-setting process for grade and school target populations, see the Advance Intranet page here.
Local Measures
NEW FOR SY 2014-15! For Local Measures, the School Local Measures Committee may recommend that the
Committee set goals for any assessments 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 17).
1
The Local Measures Committee must
finalize goals by November 17, 2014. 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. More
information about how the School Local Measures Committee will set goals in these cases will be available in
August 2014.

1
If the Local Measures Committee does not recommend that the Committee set goals or the principal opts for the Local Measures
default, then the principal sets the goals for grade and school target populations according to the process for State Measures.


39



As with all other recommendations made by the Local Measures Committee, the principal may choose to
accept this recommendation or choose the Local Measures Default. For information about the Local Measures
Default option see Appendix B: Local Measures Default Selections.
NEW FOR SY 2014-15! Some assessments are required for use with 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:
Languages other than English (LOTE) exams
Second Language Proficiency (SLP) Exams
Career and Technical Education (CTE) Exams (both NOCTI and Certiport assessments)
Arts Commencement Exams
NEW FOR SY 2014-15! The goal-setting scoring system has been changed to allow educators to work within a
more meaningful and reasonable goal-setting process that supports fair and accurate ratings for teachers:
85%-100% of students must meet or exceed goals for a teacher to be rated Highly Effective
55%-84% of students must meet or exceed goals for a teacher to be rated Effective
30%-54% of students must meet or exceed goals for a teacher to be rated Developing
0%-29% of students must meet or exceed goals for a teacher to be rated Ineffective













CONSIDERATIONS:
Goal-setting is valuable for teachers/schools with unique student populations because the
process allows teachers and principals to take into account a broader range of qualitative
information about their students.
Goal-setting is valuable for teachers/schools with high mobility because goals can be set when
students enter the classroom late in the year.
Goal-setting requires significantly more investment of teacher and principal time than growth
models.
A teachers rating is based on the percentage of students who meet their goal but does not
consider the degree to which students fall below or exceed their goal.
Goal-setting may be challenging educators are not familiar with the assessment(s). Educators
may need to use student performance information from one assessment to set goals for
students end-of-year performance on a different assessment.
Goal-setting may be challenging if the assessment selection is new to educators or the
assessment has changed significantly since SY 2013-14.
Goal-setting may or may not complement existing school processes for setting student goals.
Note the speed with which schools finalize course schedules at the beginning of the term
directly impacts the timeline for the goal-setting process. In future years, schools may need to
set goals for non-annualized course assessments on an accelerated timeline. The DOE and
UFT will work with schools in SY 2014-15 to encourage and better understand how to support
finalizing schedules as soon as possible.


40


STEP 4: GUIDING QUESTIONS
Use this decision-making framework to identify and discuss key considerations that will influence your growth
measurement selections in Step 5.

















INSTRUCTIONAL
FOCUS
KNOWLEDGE OF
STUDENTS
Do we have a unique student population where it would be important for
us to take into account a broader range of qualitative information about
our students?
Do we have high mobility at our school?
How did your SY 2013-14 growth measurement choices support your
instructional focus?
How could MOSL growth measurements be used to advance instructional
goals and priorities in SY 2014-15?
Which method best aligns with our beliefs about student learning, our
student population, and our assessment preferences?
STRATEGIC
ASSESSMENT
PLAN
What role should MOSL assessments play in our plan for the regular
assessment of student strengths and needs?
Which of the available assessments are we currently using as part of our
strategic assessment plan?
What are the implications of using existing assessments vs. adding new
assessments?
If we choose to introduce additional assessments, how will we communicate
the rationale to our school community?
COLLABORATIVE
PROFESSIONAL
LEARNING
How do we currently set goals for student progress?
In what ways may the MOSL goal-setting process complement this
process?
What misconceptions might our school community have about growth
models? If selected, how can we address these misconceptions?
OPERATIONAL
NEEDS
Do we have the capacity to set and record student goals early in the
school year?

41



STEP 5: MAKE SELECTIONS BY GRADE/SUBJECT

KEY OUTCOMES:
Local Measures Committees should review the menu of available options for each grade/subject at the
school. The School Local Measures Committees recommends Local Measures selections for each
grade/subject to the principal. In SY 2014-15, there is no limit to the number of Local Measures that the
School Local Measures Committee can recommend for a particular grade/subject.
The principal finalizes State Measures decisions where the State Measures are not pre-determined by
the State (see Step 7). The principal should discuss the expected State Measures selections with the
Committee to ensure that State and Local Measures are complementary.
The selections outlined in this guide (e.g., assessments, target populations, growth measurements, and
baseline administration) are all interrelated decisions. Principals and School Local Measures
Committees should make selections in the order that makes the most sense for their school.









STEP 5
SCHOOL LOCAL MEASURES COMMITTEE CHECKLIST:
Review the available assessment, target population, growth measurement, and
baseline assessment options for each grade/subject at your school using the
Elementary School, Middle School, High School or D75 Supplement
(supplements available in July 2014). Local Measures Committee may also
review these options in the Advance Web Application (anticipated release, mid-
August 2014) by requesting access from their principal.
Recommend the Local Measures assessment(s) for each grade/subject at your
school.
Recommend the Local Measures target population(s) for each grade/subject at
your school.
Recommend the Local Measures growth measurement(s) for each grade/subject
at your school.
Recommend which fall baseline assessments the school will administer and
submit for each grade/subject (Step 2).
Recommend the schools subgroup of choice (Step 3). The Committee may
also recommend customized subgroup selections for each grade/subject.
Recommend that either the Local Measures Committee or the principal set goals
for assessments with grade or school target populations, if applicable (Step 4).

42




STEP 6: PRESENT SELECTIONS TO THE PRINCIPAL

KEY OUTCOMES:
The School Local Measures Committees recommends Local Measures selections for each
grade/subject to the principal.















SCHOOL LOCAL MEASURES COMMITTEE CHECKLIST:
If the principal is not on the Committee, decide which member(s) of the
Committee present recommended selections to the principal.
Present recommended selections and rationale to the principal.
Discuss with the principal when approval decision will be made.
The principal may accept the recommendation or opt for the default Local
Measures of Student Learning (see Appendix B for default selections).
o Note that the principal must choose to accept either all of the
Committees recommendations or none of the Committees
recommendations.
o If the Committee makes recommendations for Local Measures in
only some grade/subjects, the principal may accept those
recommendations and the Local Measures default would apply for
the grade/subjects for which there was no recommendation.
BEST PRACTICE Agree on protocol for presenting final selections and rationale
to the school community.
If introducing new assessments or processes (e.g., goal-setting), work
with the principal to establish a process for answering teachers
questions.
BEST PRACTICE: The School Local Measures Committee members can serve as Measures of Student
Learning (MOSL) experts throughout the year to answer teachers questions. Since Committee members
are armed with the rationale for Local Measures selections and may have a detailed knowledge of
assessments, target populations, and growth measurements they can serve as the first line of support for
teachers.

STEP 6

43




STEP 7: FINALIZE STATE AND LOCAL MEASURES


KEY OUTCOMES:
The principal must finalize State and Local Measures selections for each grade/subject by September
17. The principal or designee enters State and Local Measures selections in the Advance Web
Application.

PRINCIPAL CHECKLIST:
Review the available assessment, target population, growth measurement,
and baseline assessment options for each grade/subject at your school using
the Elementary School, Middle School, High School or D75 Supplement
(supplements available in July 2014). You may also review these options in
the Advance Web Application (anticipated release, mid-August 2014).
Select the State Measures assessment(s) for each grade/subject at your
school.
Select the State Measures target population(s) for each grade/subject at your
school.
Select the State Measures growth measurement(s) for each grade/subject at
your school.
Select which fall baseline assessments, if any, the school will administer and
submit for each grade/subject.
Select which fall baseline assessments, if any, the school will administer and
submit for each grade/subject for MOSL purposes.
Accept all Local Measures selections recommended by the School Local
Measures Committee or opt for the Local Measures default (see Appendix B)
by September 17.
Work with School Local Measures Committee to communicate selections to
your school community.
Enter selections into the Advance Web Application (anticipated release, mid-
August 2014)
Review and plan for next steps regarding Teacher-Level MOSL Selections.
See Next Steps overview on the next page.
STEP 7

44



TEACHER-LEVEL MOSL SELECTION NEXT STEPS
This purpose of this guide is to help principals and School Local Measures Committees make meaningful
MOSL selections for each grade/subject in their school by September 17. 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.

In many schools, however, individual teachers may teach multiple grade/subjects throughout the day
especially in middle and high schools. This means that an individual teacher may be evaluated based on
different Measures of Student Learning selections for each of the grade/subjects that he/she teaches. The
process by which schools apply the grade/subject MOSL selections to individual teachers is called Teacher-
Level MOSL Selections. You may remember completing this process in the spring of school year 2013-14.

In SY 2014-15, the Teacher-Level MOSL Selections process is different in two ways:

1. The Teacher-Level MOSL Selector in the Advance Web Application will be available earlier in the
school year. More information about completing the Teacher-Level MOSL Selection process will be
available in August 2014.

2. In SY 2013-14, the grade/subject selections included in an individual teachers State and Local
Measures were determined by the application of the 50% rule. The 50% rule states that if a teacher
does not teach grades 4-8 ELA and/or Math, or the students in his/her grades 4-8 ELA and/or Math
courses account for fewer than 50% of his/her students, then other grade/subjects that a teacher
teaches will be added one-by-one (starting with the grade/subject with the highest enrollment) until
50% or more of the teachers students are included in his/her State Measures.
In SY 2014-15, the 50% rule only applies to a teachers State Measures. Principals cannot go above
the 50% rule when adding additional grade/subjects to the State Measures. For Local Measures, the
School Local Measures Committee will recommend to the principal which grade/subject selections will
be included in the teachers Local Measures. The principal can accept all of the Committees
recommendations or reject all of the recommendations; in this case, the Local Measures will use the
same grade/subjects as the State Measure. This process will require the School Local Measures
Committee to reconvene after September 17. More information on this process is forthcoming in
August 2014.









45




APPENDICES
A. Advance Assessment List
Note that the list of assessment options is tentative pending State approval. A final list will be available after
August 1, 2014.

STATE ASSESSSMENTS
Assessments Subject Grade
Elementary and
Middle School
ELA
3-8
Math
Science 4, 8
NYSAA
ELA
Grade equivalents 3-8 and High
School
Math
NYSESLAT ESL K-12
Regents
Comprehensive English
7-12
English Language Arts (Common-
core aligned)
Integrated Algebra
Algebra I (Common-core aligned)
Geometry
Geometry (Common-core aligned)
Algebra 2/Trigonometry
Global History
US History
Chemistry
Earth Science
Living Environment
Physics
Continued on the next page

46



NYC PERFORMANCE ASSESSMENTS
Assessments Subject Grade
EXPANDED FOR SY 2014-15!
NYC Performance Tasks
ELA Writing Prompt K-8
ELA 9-12
Math K-8
Integrated Algebra Regents Year
Geometry Regents Year
Algebra II/Trig Regents Year
Social Studies 6-8
Global History I/II 9-12
Global History III/IV Regents Year
US History Regents Year
Economics/Government 9-12
Science 4, 6-8
Living Environment Regents Year
Chemistry Regents Year
Physics Regents Year
Earth Science Regents Year
Running Records of Literacy
DRA2 K-5
Fountas & Pinnel K-5
TCRWP K-5
mCLASS: Reading 3D K-5
NEW FOR SY 2014-15!
Arts Commencement
Music
12
Theater
Dance
Visual Arts
Continued on the next page

47



NEW FOR SY 2014-15!
LOTE
Available in:
Spanish, French, German, Italian,
Latin, Albanian, Arabic, Bengali,
Chinese-simplified, Chinese-
traditional, Greek, Haitian Creole,
Hebrew, Hindi, Japanese, Korean,
Polish, Punjabi, Russian, Urdu,
Vietnamese
High School students who have
completed six LOTE course credits
NEW FOR SY 2014-15!
Second Language Proficiency
Exams
Available in:
Spanish, Italian, French and
German
8
SANDI/FAST Alternate Assessment Students K-12 grade equivalent
NEW FOR SY 2014-15!
ABLLS
Alternate Assessment Students K-12 grade equivalent

Continued on the next page


48



3
RD
PARTY ASSESSMENTS
Assessments Subject Grade
Advanced Placement (AP) Exams
Arts all
9-12
English all
Language other than English all
Math all
Science all
Social Studies all
NEW FOR SY 2014-15!
CTE Certiport Assessments
Available in:
Microsoft Office Specialist
PowerPoint 2010; Microsoft Office
Specialist Word 2010; Microsoft
Office Specialist Excel 2010;
Microsoft Office Specialist
PowerPoint 2007; Microsoft Office
Specialist Word 2007; Microsoft
Office Specialist Access 2007;
Microsoft Office Specialist Excel
2007; Adobe Certified Associate
Rich Media Communication using
Adobe Flash; Adobe Certified
Associate Video Creation and
Editing using Adobe Premier Pro;
Adobe Certified Associate Visual
Communication using Adobe
Photoshop; Adobe Certified
Associate Web Communication
using Dreamweaver; Microsoft
Technical Assistant.
9-12 (full-year CTE courses only)
NEW FOR SY 2014-15!
CTE NOCTI Assessments
For a full list of all approved subject
areas click here.
9-12 (full-year CTE courses only)
EXPANDED FOR SY 2014-15!
Performance Series
ELA 3-11
Math 3-9, Algebra, Geometry




49




B. Local Measures Default Selections
The Local Measures Committee is responsible for making the following recommendations for each
grade/subject at the school.
Local Measures Committees SY 2014-15 Recommendations
O Recommend the assessment used in the Local
Measures for each grade/subject.
O Recommend a preferred subgroup option to
apply where assessment and target population are
the same across State and Local Measures. See
page 32 for more information.
O Recommend the target population used in the
Local Measures for each grade/subject.
O Recommend that goals for grade or school-level
goal-setting be set by Committee or by principal.
O Recommend the growth measurement used in
the Local Measures for each grade/subject.
O Recommend the grade/subjects that shall be
included in a teachers Local Measures, for
teachers with multiple courses (additional
guidance coming fall 2014).
1

O Recommend which fall baseline assessments
the school will administer and submit for each
grade/subject.


The principal must choose to accept either a) all of the Committees recommendations or b) none of the
Committees recommendations and opt for the Local Measures default. The Committee may also recommend
No Decision for any grade/subject. If the principal accepts all of the Committees recommendations, then the
Local Measures default will apply only in those grade/subjects where No Decision was selected.
Local Measures Default for SY 2014-15
ASSESSMENT: All assessments administered at the school used for State Measures
TARGET POPULATION: School
MEASUREMENT: Growth Model
SUBGROUP: Lowest performing third of students
BASELINE ASSESSMENTS: None
There is no State Measures default. Principals are required to make decisions for State Measures for all
applicable grades/subjects in their school by the September 17 deadline. If principals do not make State
Measures decisions by the deadline, then the superintendent will make State Measures decisions.

50


C. Additional MOSL Time for Educators
To provide educators with more time to implement Measures of Student Learning (MOSL) and make MOSL
decisions, time has been allocated at the beginning and end of the school year for educators to engage in
MOSL-related activities.
During the baseline assessment administration window (September 17 November 7) and end-of-year
assessment administration window (TBD), teachers can dedicate the 75-minute block after the regular
instructional day to MOSL-related work.
Schools may consider using this 75-minute blocks to:
Review MOSL guidance documents
Norm scoring practices
Score baseline or end-of-year MOSL assessments
Submit assessment data
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 (individual goal-setting only)