2014 B EST P RACTICES C ONFERENCE ON
C URRICULUM , I NSTRUCTION & A SSESSMENT
IN N EW H AMPSHIRE
September 25, 2014

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“ 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

If we believe all students must be college- and careerready… then our educational system must advance students as they demonstrate mastery of content, skills and workstudy practices… which requires a comprehensive
system of educator and school supports.


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
By doing “both, and” simultaneously, we must engineer ways to jump from one curve to the next.
FUTURE
Great
IMPROVE the System
We Have
(Incremental =
Diminishing
Returns) Crisis
Stable
Good
NEXT
NOW
Learn
Transform
District
Transform School
INNOVATE the System
We Need
Prototype (New)
Experiment ( Existing )
(Cross the
Chasm =
Difficult, But
Promising)
© 2Revolutions

Innovation
Culture
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
Time

Leadership
Communication
Policy Context
Support Structure
Managing &
Measuring Change
•
•
•
•
•
•
• No vision
• Lone innovators
No story
No/mixed definitions preventive
• Emerging vision
• Few examples to point to/rally around
• Emerging story
• Developing shared definitions
• Permissive
• Passive
Little/no
No plan
No metrics
•
•
Awareness of need
• advocacy
Developing plan
& metrics
• Clear vision
• Explicit permission & encouragement
• Consistent story
& definitions
• Regular comm
• Enabling
• Explicit, detailed
• Core infrastructure in place
• Adding new
• Explicit CM strategy
• Shared metrics
New Hampshire
• Champion existing
• Pushing ahead
• Shared understanding
• Ongoing comm
• Proactive
• Anticipating barriers
• Maintain existing
• Anticipate future needs
• Adapt existing & pioneer new

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11


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

 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

 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

 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

 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

• 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 – 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

Please contact
603-271-3844
Scott.Mantie@doe.nh.gov
603-271-3844
Information & Practice/Training Test
Resources: http://sbac.portal.airast.org/


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

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

“ 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

Learners and
Learning
Content
Knowledge
Professional
Responsibilities
Student
Outcomes
Learning
Facilitation
Practice

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

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