How To Improve A School In New Hampshire

Transcription

1 2014 BEST PRACTICES CONFERENCE ON CURRICULUM, INSTRUCTION & ASSESSMENT IN NEW HAMPSHIRE September 25, 2014

2 THE FUTURE OF ASSESSMENT & ACCOUNTABILITY IN NEW HAMPSHIRE

3 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

4 New Hampshire s Theory of Action 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.

5 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

6 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 IMPROVE the System We Have (Incremental = Diminishing Returns) Crisis Stable Good NOW Great Learn NEXT Prototype (New) Experiment (Exis%ng) Transform District Transform School INNOVATE the System We Need (Cross the Chasm = Difficult, But Promising) 2Revolu%ons

7 Charting Organizational Progress Innova%on Culture Entry Emerging Adap/ng Sustaining Organiza/ons (States, Districts, Schools) Organiza5ons can begin to chart and track their own progress against the key factors that build innova5on culture Time

8 Rubric to Track Organizational Progress (EX: Factor STATE) Entry Emerging Adapting Adap/ng Sustaining Leadership Communica/on Policy Context Support Structure Managing & Measuring Change No vision Lone innovators No story No/mixed definilons prevenlve LiQle/no No plan No metrics New Hampshire Emerging vision Few examples to point to/rally around Emerging story Developing shared definilons Permissive Passive Awareness of need advocacy Developing plan & metrics Clear vision Explicit permission & encouragement Consistent story & definilons Regular comm Enabling Explicit, detailed Core infrastructure in place Adding new Explicit CM strategy Shared metrics Champion exislng Pushing ahead Shared understanding Ongoing comm ProacLve AnLcipaLng barriers Maintain exislng AnLcipate future needs Adapt exislng & pioneer new

9 DISTRICT REFLECTION

10 Evolutions in the NH Department of Education

11 NH Core Values and the Instructional Core 11

12 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

13 Encouraging a Systems Approach to Locally- Driven, Personalized Assessment Systems Smarter Balanced PACE SAT/ACT Suite

14 Assessments in New Hampshire q 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 q Data Privacy: NO student identifiable information collected! NO non-academic questions are asked! q 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

15 Overview: Important Points q SBAC Operational Vendor Selected q In conjunction with NEAC States (CT & VT) q Approval through G&C in October q Training, documentation and portion of reporting q Interim Assessments (K12) & Digital Library ARE included q NHDOE Assessment Communication Plan q ALT information has begun to be disseminated q SBAC materials are being developed (more in a moment) q Practice & Training Tests, Scoring Guides, Documentation See: Emphasis: Removing the test as being the focus of the assessment

16 Student Data Privacy q NHDOE worked closely with legislators (esp. Rep. Neal Kurk) since 2005 to ensure that laws protect student data q Data is protected by state and federal laws: q Federal law prohibits disclosure of student identifiable data, even to the US ED q State law guides NHDOE efforts: q Name and student data must be kept separate q Student ID is a completely random number (SASID) q Few at NH DOE can access student identifiable data to even assist schools q Violation of student data laws: $25,000/violation, Class b Felony and involuntary termination of employment q New law (189:68): prevents collection of parents name, criminal records, etc. q Increased transparency

17 Student Data Privacy q Data stored onsite at the NH DOE on secure servers q Smarter Balanced Consortium: States own the/their data. No data can be released without state permission q Smarter Balanced Assessment: Online assessment has even greater security (unique SBAC-ID no name and no SASID) q Primary purpose of collecting data: aid schools in improving instruction

18 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)

19 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

20 For more information Please contact Dr. Scott Mantie if you have any questions! Information & Practice/Training Test Resources:

21 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

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23 DISTRICT REFLECTION

24 What s happening in our public and private preparation programs: Teachers Leaders

25 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

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28 NH Standards of Professional Practice Learners and Learning Content Knowledge Learning Facilitation Practice Professional Responsibilities Student Outcomes

29 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

30 THANK YOU GENERAL DISCUSSION