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2014 BEST PRACTICES CONFERENCE ON CURRICULUM, INSTRUCTION & ASSESSMENT
IN NEW HAMPSHIRE
September 25, 2014
“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
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
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
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
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