A TRANSFORMED ACCOUNTABILITY SYSTEMTO SUPPORT COMPETENCY EDUCATIONAND COLLEGE AND CAREER READINESS

FOR ALL STUDENTS

Education in NH: A Time for Change

We Need A New Goal-Line For Public Education in the U.S.

A Conceptual Playing Field of Preparation for College, Career and Life

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“What gets measured, gets done.”

Where do the ways we assess student progress today fall inside this learning field?

KNOW

KNOW-

HOW

FOUNDATIONAL KNOWLEDGEMastery of

English Math Science Social Studies Arts & Languages

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

GENERATIVE KNOW-HOWThe ability to understand and integrateResources Technology Information Systems InterpersonalTo meet personal, civic, and workplace objectives

Complex Authentic

Non-Authentic

SimulatedAuthentic

DebatingInternships

Jr. AchievementYearbook

Scouting Science Fair

Sports Term Paper

Defining College and Career Readiness

Knowledge – refers to mastery of rigorous content knowledge across

multiple disciplines (including but not limited to reading/language arts and

mathematics) that serve as a foundation for all learning.

Skills – refer to the higher-order skills that students need in order to extend and apply rigorous content knowledge in the ways that evidence indicates are

necessary for success in college and career.

Dispositions – Socio-emotional skills or behaviors (sometimes referred to

as habits of mind) that associate with success in both college and career.

• NH has adopted the CCSS in ELA and Math and has developed an implementation framework to drive state and local work (hardcopy provided).

• We have expanded our definition of CCR to include knowledge, skills and dispositions. This will inform our desired assessment and accountability system.

5

A New Kind Of Accountability ~State Level Underlying Assumptions

Every District, school, and educator has much to learn and demonstrate to accomplish the overall goal, every student college and career ready.

“Shaming and Blaming” districts, schools, educators, or students will not accomplish the big lift we need to accomplish.

“Readiness” means students exit high school prepared to succeed in high-quality postsecondary opportunities, whatever pathways they choose.

The Common Core Standards are foundational to College and Career Readiness but there are additional important dimensions.

Every student is entitled to an education that provides a foundation for success in lifelong learning, career, and citizenship.

Causing consistently high levels of learning among young people from widely varying backgrounds and with diverse needs will require radical changes in current policy, practice and structure

Outcomes Goal

1. States define and systematize college and career readiness

consistent with deeper learning

Prepare every

studentfor

college and

career4. States anchor accountability systems

with college and career readiness

5. States develop seamless pathways to college and career

3. States establish comprehensive assessment systems

to measure college and career readiness

2. State education systems providepersonalized learning to all students

CCSSO Innovation Lab Network State Policy Theory of Action

7

New Hampshire’s Theory of Action

If we believe that all students must be college- and career- ready... Then our system must

advance students as they demonstrate mastery of content, skills and dispositions…

Which requires a comprehensive system of educator and school supports.

Supporting the New Hampshire Ecosystem

NHDOE

Internal Liaisons

Knowledge Base

“Talent Cloud”

Organizing and leveraging assets to better support the overall strategy, with the ability to track and manage

“progress” against milestones while remaining attuned to staff interests and needs

NOW

NEXT

FUTURE“Inventin

g the New”

“Improving the

Existing”

NHDOE’s Vision & ChallengeHow do we build ONE aligned approach that perfects our

existing model, while simultaneously building what our students need for the future?

NCLB Future Accountability System

NH “Four Pillars” Strategy NH Future of Learning

A Truly Networked Strategy

Three types of networks – supporting efficient access to information, expertise and targeted supports – link NH education professionals with local, state-wide, and national resources.

Access to Networked Resources US/ Global NH NH

RegionsNH

Districts

EACH OTHER

INFORMATION

EXPERTISE – National Experts

EXPERTISE – Within & Across Districts

SUPPORTS – Technical Assistance Networks

SUPPORTS – Knowledge Networks

SUPPORTS – Innovation Networks

Building A Single, Integrated Model

Improve

Innovate

Crisis

Stable

Good

LearnExperiment (Existing)

Prototype (New)

Transform School

Transform DistrictGreat

Impact

Time

“Better for kids” is a continual process, not a destination…

Re-thinking Networks

Improvement Innovation

Time-limited/Rapid Prototype

Traditional, Standing Network

Building on existing structures, but being clearer about a continuum of options for districts and schools based on need and

interest

Seeding and Growing an Innovation Cycle

NHDOE

Growing Demand Based on Interest and Need within the Networks

Continually Driving Alignment to NHDOE “Four Pillars” Strategy

The New Hampshire Network

Benefits of This Push

15

All of this work will help accelerate our ability to build a new system to better meet your needs, which in turn removes obstacles and promotes better outcomes for kids

MOVING FROM EVOLVING TOWARD

Compliance Support

Punishments Rewards

Hierarchy Flexible Networks

Test-based Accountability Professional Responsibility

Standardized Personalized

Reactive Proactive

Static Dynamic

Supply “push” Demand “pull”

Understanding the New System - Waiver

Four principles underpin the Federal Waiver. This offers states the opportunity to implement an alternative accountability system. 33

states have been granted waivers to date.

Principle 1: College and

Career Ready for All Students

Principle 2: Differentiated Recognition,

Accountability & Support

Principle 3: Effective

Instruction & Leadership

Principle 4: Reducing

Duplication & Unnecessary

Burden

17

NH has adopted the College and Career Ready Standards in ELA and Math

We believe that the CCSS and the SBAC are “necessary, but not sufficient” in helping to define and assess college and career readiness

We are actively working with the Smarter Balanced Assessment Consortium to develop a competency-based approach to assessment and accountability.

College Ready Standards and Assessment

All graduating students will demonstrate college and/or career readiness by 2017

A new definition of college and career readiness requires: Conversations with Higher Education ~

NH has engaged this conversation through the implementation of the Common Core State Standards across the NH IHEs

Conversations with Business and Industry ~ NH has created a new Business Education Roundtable to advance this discussion as the system is constructed.

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CCSS Progressions

Curricular Progressions

Instructional Progressions

Learning Progressions

As we build evidence of alternative paths students can traverse, this provides empirical justification for offering students choices among alternatives

As students demonstrate that they have reached specific stages, we can assure them that they are on the path to success

As teachers gain a fine-grained understanding of the steps of learning and the problems students are likely to encounter, then they have a basis for identifying evidence in student work to locate where a learner is in the progression and for responding to this evidence in ways calculated to help them deal with any problems and keep moving ahead.

Our Approach to Instruction ~ Learning Progressions: The significant stages students go through in order to

reach a defined educational outcome

Marge Petit Consulting, MPC 21

Additive Reasoning

Equations and

ExpressionsProportionality

FractionsMultiplicative

Reasoning

Functions and Algebra

Calculus

The Number System

Opera

tions

and

A

lgeb

raic

Thin

kin

g

Progression of Big Ideas

K-2

3-5

6-8

High School

+

Mathematical Practices

Note: This model does not reflect all the mathematics at these grade levels or all the relationships

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SBAC Proficiency-based Learning Report

The top two priorities are:

1. Prioritize increasing the number of assessments available in the SBAC interim assessment bank in order to make these “secure.”

2. Form a working group of experts and state representatives to create a detailed framework on how to implement competency-based learning and use the SBAC assessments to support this effort, to be published by June 2013.

Transition to Balanced Assessment System

23

• NH is a governing state for the Smarter Balanced Assessment Consortium and will lead a task force focused on proficiency based assessments.

• A partnership with the Center for Collaborative Education and the National Center for Assessment is ongoing to develop performance/competency based assessments.

Dispositions Skills

Science/Alt

Math

Writing

Reading

2012-13 2013-14 2014-15 2015-16

Performance Assessments

Pilot Performance Assessments

Smarter Balanced Assessments

Pilot Smarter Balanced Assessments

NECAP Assessment Transition Timeline

NH will adopt a balanced system to assess student mastery along learning progressions.

Linda Darling-Hammond

Performance Assessment Timeline

Cohort 1: Early Adopters

Discipline Grade Span Launch DateMathematics and English language arts

Development Year 2012-20139-12 2013-2014K-8 2014-2015

Science and Social Studies

Development Year 2013-20149-12 2014-2015K-8 2015-2016

Cohort 2: Middle Adopters 

Discipline Grade Span Launch DateMathematics and English language arts

Development Year 2013-20149-12 2014-2015K-8 2015-2016

Science and Social Studies

Development Year 2014-20159-12 2015-2016K-8 2016-2017

Cohort 3: Late Adopters 

Discipline Grade Span Launch DateMathematics and English language arts

Development Year 2014-20159-12 2015-2016K-8 2016-2017

Science and Social studies

Development Year 2015-20169-12 2016-2017K-8 2017-2018

Defining a Methodology: Performance Assessment TA Network

Paul LeatherNHDOE staff team

CCSSO ICCSILN

Linda Darling-

Hammond,David

Conley, Center For Assessment

Available onNHDOE

Website Portal &www.qualityperformanceassessment.or

g

PD CentersKeene State

CollegeCenter for

Collaborative Education; Center for

Assessment; Rose Colby

Owner:

Partners:Experts: “Talent Cloud”College & Career

Ready Standards

KnowledgeBase:

27

NH System of Educator Effectiveness

NH Teacher Evaluation Measurement Framework

Planning and

Preparation

Classroom Environmen

tInstruction

Professional Responsibili

ty

Student Performanc

e

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Student Learning Objectives (SLOs)

SLOs are content- and grade/course-specific measurable learning objectives that can be used to document student learning over a defined period of time.

Educators establish learning goals for individual or groups of students, monitor students’ progress toward these goals, and then evaluate the degree to which educators help students achieve these goals.

SLOs are designed to reflect and incentivize good teaching practices such as setting clear learning targets, differentiating instruction for students, monitoring students’ progress toward these targets, and evaluating the extent to which students have met the targets.

Defining a Methodology: Teacher Effectiveness TA Network

Commissioner BarryKaren Soule

NHDOE

CCSSO SCEE

Center for Assessment –Scott Marion--CharlotteDanielson

Group

Available onNHDOE

Website Portal

PD CentersIHEs

Center for Assessment

Comprehensive Center

REL

Owner:

Partners:Experts: “Talent Cloud”Effective

Educators

KnowledgeBase

31

National Policy Recommendations

Approach policy decisions for education with the student at the center, supporting student performance Personalization, including Move On When Ready 1:1 Computing System of Supports for Students ~ Network the

Nation! Professional Development for all! Systems of Accountability and assessment that

support personalized progress Data Systems ~ Mass Customization

Equitable Funding!!!

To Recap:What Did We Learn Along The Way?

It is important to look outward, to other states, other countries to see what can work to accomplish the goal.

You can’t expect innovative, groundbreaking practice if you don’t incent it through the larger system.

A New Theory of Action is necessary.To succeed in today’s lightening fast environment,

innovation and improvement must be completely connected.

To integrate innovation and improvement, you need professionals who are treated like professionals on the ground.

This reality becomes the basis of a new Theory of Action.