SETTING THE PACE! Presentation on New Hampshire PACE to the North Carolina House Select Committee on Education Strategy and Practices September 26, 2016
NH Rules 2 Key Events amended 4 pilot NH HS NH is founding requiring Shaping NH given member of CBE K-12, substantial CCSSO Education: With ESSA passes financial support Innovative Lab Assistance with Innovative and TA by the Network from GSP Demonstration Nellie Mae NH, VT, modeled after Education NH Rules and RI PACE Foundation Interest in require credit ECS pass joint (NMEF) to Competency based on selects NH NH resolutions develop based NMEF, mastery of for awarded to form the comprehensive transcripts -- Hewlett fund competencies Newman NGA Grant NESSC ELO/CBE NHBIA PACE Pilot by 2008 Innovation to advance programs development Award SCL 1995 1998-04 2005 2006 2007-10 2008 2010 2011 2012 2013 2014 2015 2016 NHDOE Task The NHCBE USED Barr force to design is formed, approves Foundation NH raises the NH launches NGA a clear vision supported by PACE Pilot supports compulsory competency Planning for a “fair and NMEF Vision 2.0 age of education Grant equitable” via NHLI education pilot in 27 awarded to teacher from 16 to 18, Reaching high schools NH to evaluation reducing the Higher NH integrate The NHDOE system dropout rate and NH ELOs with Taskforce on to 1.26%, Learning CBE Effective creating Initiative Teaching NH Legislature moral Formed releases 2 nd includes CBE in imperative to Report statute, 193:H advance CBE
“We Want Confident and Competent NH Graduates” ~ Virginia M. Barry, Ph.D. The research suggests that competence is the union of capability and agency . The behaviors, skills, and dispositions that comprise agency (as well as capability) are “local” in the sense that an individual might be high agency in one area, say math, but low agency in English, social skills, or developing a personal roadmap to a new goal. Accordingly, a key takeaway from the research is the importance of developing agency within specific competencies, rather than as a separate ability.
Time to Tackle the Elephant! Chris Sturgis, Competency Works, December, 2015
Why Competency Education? • It is right for kids! • It represents our core beliefs and theory of action If we believe that all students must be college- and career- Then our system must ready... advance students as they demonstrate mastery of content, skills and dispositions… Which requires a comprehensive system of educator and school supports.
MONADNOCK COMMUNITY CONNECTIONS, MC2 • Learning Opportunities • Student-centered • self-directed • self-designed • collaborative • Internships - one on one relationships with adult mentors – giving back to the community • Treks - Field experiences • Classes— co-design Kim Carter, Principal, 2002 -- 2010 • Personalized Learning and Choice – Knowledge, Skills, and Habits
8 Engaging The US Department Of Education – The Process September 23, 2014 March 27, 2012 March 3, 2015 1 st Meeting with 2 nd Meeting Approval! Arne Duncan with Arne Theory PD Design Implementation of Action NH Process
9 Engaging The US Department Of Education – The Moment of Truth! NH TEAM: Virginia Barry Paul Leather Scott Marion Brian Blake Ellen Hume-Howard Nate Greenberg NATIONAL PARTNERS: Carissa Miller Steve Bowen PACE US Department of Jenny Poon Education (USED) Gene Wilhoit TEAM: Linda Pittinger NH TEAM Arne Duncan USED Linda Darling- Deb Delisle Hammond Amy McIntosh
10 What Was NH’s Message ? Local State Federal
11 Designing A District-wide Plan To Support Assessment
Accountability for Meaningful Learning in a 51 st State – State and Local Partnership: K–2 3–4 5–6 7–8 9–10 11–12 Locally selected CCR assessments of student progress (Performance Assessments State State and others) Graduation Portfolio Validation Validation Assessment Assessment Disaggregated Data Assessment Quality Assurance (reviews local assessment plans and delivery)
Assessment Continuum Student- Designed Examples Performance- CCSS Extended Projects Based Items Assessmen Performanc Traditional (Envision, NY & Tasks Performance ts(SBAC & e Tasks Tests (MARS, Standards PARCC) (SCALE, BAM) Consortium, EPIC, ILN) Singapore, IB) Narrow Assessment Assessments of Deeper Learning Descriptions Systems of Performance Standardized Longer, deeper Standardized standardized tasks that investigations(2- tests with m- performance require , multiple- 3 months) & c & open- items and tasks students to choice tests exhibitions, ended items (1 day to 1 formulate and of routine + short (1-2 including week) that carry out their skills measure key day) own inquiries, graduation concepts in analyze & portfolios, performance thought- present requiring tasks of provoking items findings, and students to some applied that require (sometimes) skills initiate, design, extended revise in conduct, problem solving response to feedback analyze, revise, and present their Linda Darling-Hammond work in multiple modalities
What is NH PACE? Theory of Action Student-Centered, Personalized English Language Arts Competency Trajectory Assessment System: Mathematics Competency Trajectory College, • SBAC Career & Work Study Practices Trajectory • Complex Citizenship Performance Science Competency Trajectory Ready Local • Arts Competencies Formatives & Social Studies Competency Trajectory Summatives Competency Education Systems
What Has Changed with PACE? NCLB Accountability PACE • All districts held accountable • Districts must meet guard rails at once to state system before joining PACE • State level assessment—last • PACE Assessments developed two in NH are nationally locally—system is state AND local developed • Annual determinations based on • Annual Determinations based multiple measures solely on state assessments • Local communities and educators • There often are two systems— OWN the single system of state and local accountability • Educator development tied to • Intensive Educator Development school improvement after occurs PRIOR to joining PACE, and assessment results are continues as PACE involvement released evolves
NH’s Blend of State, PACE, and Local Assessments Course/Grade Grade Academic ELA MATH SCIENCE Competency K–2 Local PAs Local PBA Local PBA 3 Smarter Balanced Common PACE PBA Local PBA 4 Common PACE PBA Smarter Balanced Common PACE PBA 5 Common PACE PBA Common PACE PBA Local PBA 6 Common PACE PBA Common PACE PBA Local PBA 7 Common PACE PBA Common PACE PBA Local PBA 8 Smarter Balanced Smarter Balanced Common PACE PBA 9 Common PACE PBA Common PACE PBA Common PACE PBA 10 Common PACE PBA Common PACE PBA Common PACE PBA 11 SAT SAT Common PACE PBA 12 Local PBA Local PBA Local PBA
Note Weight of Local Assessments! CLASSROOM COMPETENCY GRADING DISTRICT STATE D [All courses and disciplines] i COURSE COMPETENCY COMMON ASSESSMENTS COMPETENCY COMPETENCY s Grade COMMON ASSESSMENT t ASSESSMENT Assessment Type 1. NUMBERS & QUANTITIES, 2. ALGEBRA, 3. FUNCTIONS, 4. GEOMETRY, 5. STATISTICS & r PROBABILITY i Place value, Multiplication/di Fractions with NWEA (MAP) 212.5 c rounding, vision facts, unlike addition, Multi-digit denominators t subtraction multiplication, Decimal fractions Measurement division (multi- Geometry & A Unit Summative conversions, digit) symmetry addition, Geometry s SMARTER BALANCE 4 subtraction s Fractions with e like denominators s Tri 1: Mapping s Performance Task Migrating m Monarchs Place Value Addition/Subtra Volume and NWEA (MAP) 221.0 e Multiplication ction Capacity n Division Multiplication of Algebraic t Unit Summative Fraction Review Fractions Expressions PACE: Algebra 5 Division of Data and Analysis Quantities, Creating Fractions Geometry Equations P Area l Performance Task Tri 1: Summer Olympics a Ratios , Rates and Measurement Conversions, Order of NWEA (MAP) 225.6 PACE: Algebra, n Unit Summative Operations, Exponents and Algebraic Expressions Equalities and 6 Equations
Combining Multiple Measures SBAC/SAT in select grades PACE Common Local performance Performance Task assessment s Competency 1 Local performance Competency 2 assessments PACE District-Level Comparable Competency Local performance Competency 3 Annual Scores assessments Determinations Local performance Competency 4 assessments
PACE System Design Is Based on High-Performing Professional Learning Communities Where educators work together to continuously: • Review competency expectations, aligned with college and career outcomes • Evolve instructional practice to support student learning of competencies • Develop strategies to enhance personalized learning, where student agency is a primary student outcome • Improve the assessment system to measure student achievement and growth related to competencies • Educators review student work on performance tasks regularly
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