a transformed accountability system to support competency education and college and career readiness...
TRANSCRIPT
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
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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
Benefits of This Push
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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
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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
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• 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:
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
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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.