Education in NH:
A Time for Change
A TRANSFORMED ACCOUNTABILITY SYSTEM
TO SUPPORT COMPETENCY EDUCATION
AND COLLEGE AND CAREER READINESS
FOR ALL STUDENTS
We Need A New Goal-Line For
Public Education in the U.S.
REAL GOAL LINE
INTERNATIONAL GOAL LINE
CURRENT GOAL LINE
A Conceptual Playing Field of Preparation for College, Career and Life
“What gets measured, gets done.”
Where do the ways we assess student progress today fall inside this
learning field?
KNOW
KNOWHOW
Debating
Internships
Jr. Achievement
Yearbook
Creating
Evaluating
Analyzing
Applying
Scouting
Science Fair
Sports
Term Paper
Complex
Authentic
Simulated
Authentic
Understanding
Remembering
FOUNDATIONAL KNOWLEDGE
Mastery of
English • Math • Science • Social Studies • Arts & Languages
NonAuthentic
GENERATIVE KNOW-HOW
The ability to understand and integrate
Resources Technology Information Systems Interpersonal
To meet personal, civic, and workplace objectives
Defining College and Career Readiness
• 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.
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 higherorder 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 – Socioemotional skills or
behaviors (sometimes
referred to as habits of
mind) that associate with
success in both college
and career.
A New Kind Of Accountability ~
State Level Underlying Assumptions
5
 Every District, school, and educator has much to learn and demonstrate
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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
CCSSO Innovation Lab Network State Policy Theory of Action
Outcomes
Goal
1. States define and systematize college and career
readiness
consistent with deeper learning
2. State education systems provide
personalized learning to all students
3. States establish comprehensive assessment systems
to measure college and career readiness
4. States anchor accountability systems
with college and career readiness
5. States develop seamless pathways to college and
career
Prepare
every
student
for college
and career
New Hampshire’s Theory of Action
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If we believe that all
students must be
college- and careerready...
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
Organizing and leveraging assets
8 to better support the overall
strategy, with the ability to track and manage “progress” against
milestones while remaining attuned to staff interests and needs
NHDOE
Internal
Liaisons
“Talent
Cloud”
Knowledge
Base
NHDOE’s Vision & Challenge
How 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
FUTURE
“Inventing
the New”
NEXT
“Improving
the
Existing”
NOW
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
EACH OTHER
NH
NH
Regions
NH
Districts
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INFORMATION
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EXPERTISE – National Experts
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EXPERTISE – Within & Across Districts
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SUPPORTS – Technical Assistance Networks
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SUPPORTS – Knowledge Networks

SUPPORTS – Innovation Networks

Building A Single, Integrated Model
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Impact
“Better for kids” is a continual process, not a destination…
Innovate
Great
Good
Transform District
Transform School
Stable
Prototype (New)
Crisis
Learn
Experiment (Existing)
Improve
Time
Re-thinking Networks
12
Building on existing structures, but being clearer about a continuum of
options for districts and schools based on need and interest
Time-limited/
Rapid Prototype
Improvement
Innovation
Traditional, Standing Network
Seeding and Growing an Innovation Cycle
13
Continually Driving Alignment to NHDOE “Four Pillars” Strategy
NHDOE
Growing Demand Based on Interest and Need within the Networks
The New Hampshire Network
Benefits of This Push
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”
15
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
College Ready Standards and Assessment
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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 competencybased approach to assessment and accountability.
All graduating students will demonstrate
college and/or career readiness by 2017
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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.
Our Approach to Instruction ~ Learning Progressions:
The significant stages students go through in order to reach a
defined educational outcome
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 As we build evidence of alternative
paths students can traverse, this
provides empirical justification for
offering students choices among
alternatives
CCSS
Progressions
 As students demonstrate that they
have reached specific stages, we
can assure them that they are on
the path to success
Curricular
Progressions
Instructional
Progressions
Learning
Progressions
 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.
Progression of
Big Ideas
Note: This model does not reflect all the
mathematics at these grade levels or all the
relationships
Calculus
P
r
a
c
t
i
c
e
s
High
School +
Functions and
Algebra
Equations and
Expressions
Operations and
Algebraic Thinking
M
a
t
h
e
m
a
t
i
c
a
l
Marge Petit Consulting, MPC
The Number
System
Proportionality
Multiplicative
Reasoning
Fractions
Additive Reasoning
21
6-8
3-5
K-2
SBAC Proficiency-based Learning Report
22
The top two priorities are:
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.
1.
Transition to Balanced Assessment System
•
•
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
Performance Assessments
Skills
Pilot Performance
Assessments
Science/Alt
Math
Smarter Balanced
Assessments
Writing
Reading
2012-13
2013-14
2014-15
2015-16
Assessment Transition Timeline
Pilot Smarter Balanced
Assessments
NECAP
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NH will adopt a balanced system to assess student
mastery along learning progressions.
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Linda Darling-Hammond
Performance Assessment Timeline
25
Cohort 1: Early Adopters
Discipline
Mathematics and
English language arts
Science and Social
Studies
Grade Span
Development Year
9-12
K-8
Development Year
9-12
K-8
Launch Date
2012-2013
2013-2014
2014-2015
2013-2014
2014-2015
2015-2016
Cohort 2: Middle Adopters
Discipline
Mathematics and
English language arts
Science and Social
Studies
Grade Span
Development Year
9-12
K-8
Development Year
9-12
K-8
Launch Date
2013-2014
2014-2015
2015-2016
2014-2015
2015-2016
2016-2017
Cohort 3: Late Adopters
Discipline
Mathematics and
English language arts
Science and Social
studies
Grade Span
Development Year
9-12
K-8
Development Year
9-12
K-8
Launch Date
2014-2015
2015-2016
2016-2017
2015-2016
2016-2017
2017-2018
Defining a Methodology:
Performance Assessment TA Network
Owner:
Paul Leather
NHDOE staff team
Partners:
PD Centers
Keene State
College
Center for
Collaborative
Education;
Center for
Assessment;
Rose Colby
College & Career
Ready Standards
Available on
NHDOE
Website Portal &
www.qualityperformanceassessment.org
KnowledgeBase:
CCSSO ICCS
ILN
Linda DarlingHammond,
David Conley,
Center For
Assessment
Experts:
“Talent Cloud”
NH System of Educator Effectiveness
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NH Teacher Evaluation
Measurement Framework
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Planning and
Preparation
Classroom
Environment
Professional
Responsibility
Instruction
Student
Performance
Student Learning Objectives (SLOs)
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 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
Owner:
Commissioner Barry
Karen Soule
NHDOE
Partners:
PD Centers
IHEs
Center for
Assessment
Comprehensive
Center
REL
Effective
Educators
Available on
NHDOE
Website Portal
KnowledgeBase
CCSSO SCEE
Center for
Assessment –
Scott Marion
--Charlotte
Danielson
Group
Experts:
“Talent Cloud”
National Policy Recommendations
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 Approach policy decisions for education with the
student at the center, supporting student
performance
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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?
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 It is important to look outward, to other states, other
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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.