2014 BEST PRACTICES CONFERENCE ON CURRICULUM, INSTRUCTION & ASSESSMENT

IN NEW HAMPSHIRE

September 25, 2014

THE FUTURE OF ASSESSMENT & ACCOUNTABILITY

IN NEW HAMPSHIRE

“Efforts to improve student achievement can succeed only by building the capacity of teachers to improve their practice and the capacity of the school system to advance teacher learning.”

Wei, Darling-Hammond, Andree, Richardson, and Orphanos, 2009

New Hampshire’s Theory of Action

If we believe all students must be college-

and career-ready…

then our educational

system must

advance students as

they demonstrate mastery of content, skills and

work-study practices…

which requires a comprehe

nsive system of educator

and school supports.

Elements of a Strong Instructional System

Committed school vision Strong shared leadership Clear, high standards Curriculum framework Aligned, personalized instruction Multiple and fair assessments Effective educator evaluation and support

system Community engagement Continuous improvement to move toward

innovation

Leveraging the “S Curve” to Drive Innovation

NOW

NEXT

FUTURE

INNOVATEthe System We Need

IMPROVEthe System We Have

(Incremental = Diminishing

Returns)

(Cross the Chasm =

Difficult, But Promising)

By doing “both, and” simultaneously, we must engineer ways to jump from one curve to the next.

Crisis

Stable

Good

Great

LearnExperiment (Existing)

Prototype (New)

Transform School

Transform District

© 2Revolutions

Charting Organizational Progress

InnovationCulture

Time

Entry Emerging Adapting Sustaining

Organizations(States, Districts,

Schools)

Organizations can begin to chart and track their own progress against the key

factors that build innovation culture

(EX: STATE) Entry Emerging Adapting Sustaining

Leadership • No vision• Lone innovators

• Emerging vision• Few examples to

point to/rally around

• Clear vision• Explicit

permission & encouragement

• Champion existing

• Pushing ahead

Communication• No story• No/mixed

definitions

• Emerging story• Developing

shared definitions

• Consistent story & definitions

• Regular comm

• Shared understanding

• Ongoing comm

Policy Context • preventive • Permissive• Passive

• Enabling• Explicit, detailed

• Proactive• Anticipating

barriers

Support Structure • Little/no• Awareness of

need• advocacy

• Core infrastructure in place

• Adding new

• Maintain existing• Anticipate future

needs

Managing & Measuring Change

• No plan• No metrics

• Developing plan & metrics

• Explicit CM strategy

• Shared metrics• Adapt existing &

pioneer new

Entry Emerging Adapting SustainingFactor

Rubric to Track Organizational Progress

New Hampshire

DISTRICT REFLECTION

Evolutions in the NH Department of Education

NH Core Values and the Instructional Core

11

Creating a System of Assessments Consider a continuum of assessments that can

address different purposes and users: policymakers, teachers, parents, students, IHEs and employers.

Develop state and local indicators that can provide a profile of student abilities and accomplishments.

  Connect these assessments to curriculum,

instruction, and professional development in a productive teaching and learning system.

Create an accountability system that encourages the kinds of learning and practice that are needed to reach the goals of college and career readiness.

Linda Darling-Hammond, July, 2014

Encouraging a Systems Approach to Locally-Driven, Personalized Assessment Systems

Smarter Balanced

PACE

SAT/ACT Suite

Assessments in New Hampshire Assessment in New Hampshire

SBAC: THE statewide assessment for mathematics and English language arts

NECAP Science: THE statewide assessment for science NH ALPs Science: THE statewide alternate assessment for

science Dynamic Learning Maps (DLM): THE statewide alternate

assessment for mathematics and English language arts – pending G&C approval

Data Privacy: NO student identifiable information collected! NO non-academic questions are asked!

On-line, Adaptive Assessment vs. Paper/Pencil We want to take advantage of the engaging aspects that

adaptive, on-line tests can have for students.* Assessment results: 4-6 weeks

Emphasis: Removing the test as being the focus of the assessment

Overview: Important Points SBAC Operational Vendor Selected

In conjunction with NEAC States (CT & VT) Approval through G&C in October Training, documentation and portion of reporting Interim Assessments (K12) & Digital Library ARE

included

NHDOE Assessment Communication Plan ALT information has begun to be disseminated SBAC materials are being developed (more in a

moment)

Practice & Training Tests, Scoring Guides, Documentation

See: http://sbac.portal.airast.org/

Emphasis: Removing the test as being the focus of the assessment

Student Data Privacy

NHDOE worked closely with legislators (esp. Rep. Neal Kurk) since 2005 to ensure that laws protect student data

Data is protected by state and federal laws: Federal law prohibits disclosure of student identifiable

data, even to the US ED State law guides NHDOE efforts:

Name and student data must be kept separate Student ID is a completely random number (SASID) Few at NH DOE can access student identifiable data to even

assist schools Violation of student data laws: $25,000/violation, Class b

Felony and involuntary termination of employment New law (189:68): prevents collection of parents name,

criminal records, etc. Increased transparency

Student Data Privacy

Data stored onsite at the NH DOE on secure servers

Smarter Balanced Consortium: States own the/their data. No data can be released without state permission

Smarter Balanced Assessment: Online assessment has even greater security (unique SBAC-ID – no name and no SASID)

Primary purpose of collecting data: aid schools in improving instruction

Online vs. Paper/Pencil

• Adaptive (online) adjusts to student vs. non-adaptive (p/p) fixed

• Online – greater security (p/p lost/misplaced paper, changes numerous hands, etc.)

• Online – faster results (p/p must wait until all test results are in)

• Online – Performance Tasks (p/p no performance tasks)• Online – more usability, accessibility and accommodations

(p/p fewer)• Language supports (glossaries in 10 languages &

dialects, full Spanish translations of math assessment)

• Deaf or hard of hearing receive tests in American Sign Language, signed by recorded human interpreters

• Refreshable Braille keyboards and real-time embossers allow blind students to receive online tests in Braille

• Accommodations uploaded (IEP & 504)

Online vs. Paper/Pencil

• Online – will assess a broader range of students because of the many adaptive and accessibility features

• Online resources

• P/P is only temporary and shortly must move to online

• Most other assessments are going online

• Students are accustom to electronic interactions – it is part of their current experience

For more information…

603-271-3844

603-271-3844

Scott.Mantie@doe.nh.gov

Please contact Dr. Scott Mantie if you have any questions!

Information & Practice/Training Test Resources:

http://sbac.portal.airast.org/

Communication Planning – Assessment Transition Stakeholder Advisory Group

Assisting with the development of a communications plan around standards, competencies and assessments

Preparing communication resource documents FAQs; talking points; parent resources

Organizing and redesigning public information on the NH DOE website

Collecting and redesigning educator resources on the NH Network

NH System of Educator Effectiveness

Educator Effectiveness

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Educator Preparation

What’s happening in our public and private preparation programs:

Teachers

Leaders

“Research shows that each dollar spent on recruiting high quality teachers and deepening their knowledge and skills nets more gain in student learning than any other use of an educational dollar.”

Ferguson, Greenwald, Hedges and Laine as cited in Darling-Hammond, 1997

Why Focus on Educator Professional Development

Educator Professional Development

Educator Professional Development

NH Standards of Professional Practice

Learners and

Learning

Content Knowledge

Learning Facilitation

Practice

Professional Responsibiliti

es

Student Outcomes

Quality Standards for Leadership

Educational Leadership School Culture & Instructional Programs School Management School & Community Integrity & Ethics Social & Cultural Contexts Local District Goals Student Growth Using Multiple Measure

THANK YOU

GENERAL DISCUSSION