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Accountability ReimaginedAn AYPF Capitol Hill Forum SeriesForum IMonday, February 8, 2016@aypf tweets

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catorsandpolicymakerswillimproveeducaDonStrategies RequireAnnualTesDng SetTargetsforImprovement IdenDfySchoolsthatFailtoMeetallTargets ImplementSchoolConsequencesUnderWaivers TieTestScorestoTeacherEvaluaDon

e- ‐andPost- ‐NCLB245Grade4Math240NAEPScaleScore235Post- ‐NCLB7pointgain230225220215Pre- 01120134205

What About Higher Order Skills?US Trends on PISA, 06200920124

WhyHaven’tOutcomesImprovedMore? chersLe]ImportantFactorsoutoftheMix- ‐- ‐InequalityinSchoolResources- ‐- ‐GrowingPoverty,Homelessness- ‐- ‐State/Districtpolicies

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CreaDngIntelligentAccountabilityAccountability - eydonotbythemselvescreateaccountability8

KeyElementsofanNewAccountabilitySystem9

InaddiDon,accountabilityshould ommunityinput.10

ment,educaDonwillimproveStrategies EncourageadashboardofindicatorsreflecDng- ‐- ‐Studentsuccess- ‐- ‐Engagement- ‐- ‐OpportuniDestolearn nt flexibilityforintervenDonsbasedondata10

12Whatkindofassessment?

ESSA–TesDngChanges13 dperformancetasks” mmaDvescore” StatesmayapplyforinnovaDveassessmentpilots gecanbebejerevaluatedinanotherlanguage.

ssments(SBAC &PARCC)PerformanceBased Items& Tasks(MARS,BAM)DescriptionsNarrow AssessmentStandardized,multiplechoice tests ofroutine skillsStandardizedtests with m-c& open-endeditems short(1-2 day)performancetasks of someapplied skillsExtendedPerformanceTasks(SCALE,EPIC, ILN)StudentDesignedProjects(Envision, NYPerformance StandardsConsortium,Singapore, IB)Assessments of Deeper LearningSystems ofstandardizedperformanceitems andtasks (1 day to1 week) thatmeasure keyconcepts inthoughtprovoking itemsthat requireextendedproblem solvingLonger, deeperinvestigations,(2-3months) ng studentsto initiate, design,conduct, analyze,revise, and presenttheir work inmultiplemodalities13Performancetasks thatrequirestudents toformulate andcarry out theirown inquiries,analyze &presentfindings, and(sometimes)revise inresponse tofeedback

eracyTools15Performanceassessmentresourcebank.org

MathPerformanceTask16

MulDpleMeasuresDashboardsWhattoMeasure?HowtoUse?16

ESSARequiredMeasures18AcademicAchievement EnglishlanguageartsandmathemaDcs,3- ‐8andonceinHS Science,oncein3- ‐5,6- ‐8,10- ‐12EnglishProficiency rAcademicIndicator Anotheracademicindicatorinelementaryschool 4- endedrate)AtLeastOneOtherIndicator ost- ‐secondary

19

MulDpleMeasures:CAStudentAchievement- ‐- ‐SBACTestScores/Gains- ‐- ‐EnglishProficiencyGains- ‐- credit)- ‐- ‐PerformanceAssessmentsSchoolClimate- ‐- ‐Suspensions,Expulsions- ‐- dparentsurveys)OtherOutcomes- ‐- ‐CompleDonofacollegeorcareerreadypathway- ‐- experienceCurriculumAccess- ‐- M,thearts,andphysicaleducaDonStudentEngagement- ‐- ‐Ajendance;chronicabsenteeism- ‐- ‐Dropoutrates- ‐- ‐Gradua1onrates- ‐- ‐EvidencefromstudentsurveysBasicServices- ‐- ‐TeacherQualifica1ons- ‐- ‐Accesstomaterials- ‐- ‐AdequateFaciliDesImplementa1onofCommonCore- ‐- ‐AccesstoCCSSinstrucDonalpracDces- ‐- ement- ‐- ‐Effortstoseekparentalinput- ‐- ‐EvidenceofparentparDcipaDon(parentsurveys)20

095100- ‐2%- ‐4%- ‐6%Gradua1onRate21

CORE’SWeighDngSystem22

23SchoolQualityReview

SupportforImprovement24 chools Schoolpairsandnetworksforlearning Trainedcurriculumcoaches hoolandinsummer ces

ProfessionalCapacityBuilding TeacherLeadershipinPDforNewStandards- ‐- ‐TeacherLeaders(Iowa)- ‐- ‐SubjectMajerNetworks(KY)- ‐- ‐InstrucDonalLeadershipCorps(CA) essments(NH,CO) EducatorsEngagedinSchoolQualityReviews(VT)25

EyesonthePrize:College,Career,andCivicReadiness26

DepartmentofEducationFebruary8,2016

mpetency,project- tsbasedonevidence

rs)K- ‐23- ‐45- ‐67- ‐89–1011- ssmentDisaggregated entplansanddelivery)GraduaDonPorlolio

oolaccountabilityDistricts needto be tight onevaluating:StudentlearningThis mayrequire:Change e quality ofprofessionallearningChange inmeasuresGreaterreliance onprofessionaljudgementBen Jensen30

31WhatisPACE?–WaterTowerProposal!Geometry PACE Common Task rtythatwillbecapableofholding45,000 mountofconstrucDonmaterial. mmendaDon.

32SolarCookerMSScienceTask:Standards: Essen1alQues1on:Howisenergy NGSS4- ‐PS3- ‐2:MakeobservaDonsto andenvironmentally- light,heat,andelectriccurrentsandNGSS4- ‐PS3- devicethatconvertsenergyfromoneformtoanother. NGSS4- ‐ESS3- enewableenergysourcessuchassunlight. NGSS4- ‐PS3- ample.

33WhyThisChange? ,engagement,andoutcomes enceneedstobeincenDvizedaswell ults ucatorsandleaders,aswellasstudents

34WhyPACE? ernallymo1vated masteryandpurpose.”(DanielPink) eraareallessenDallyexternallyoriented nta1on

35WhoisPACE- ‐- ‐WhichDistricts?Year1(2014- ‐2015)Year2(2015- ‐2016)BeyondYear2 Rochester Concord Sanborn MonroeRegional Epping SouheganHS Pijsfield NorthHaverhill Manchester(ParkerVarneyandGosslerParkElementary) Rollinsford SAU39(AmherstandMontVernon)

142ndMee1ngwithArneDesignNH ProcessMarch3,2015Approval!ImplementaDon

37EngagingTheUSDepartmentOfEducation!NATIONAL PARTNERS:CCSSOUKY--CIELinda Darling-Hammond,SCOPENH TEAM:Virginia BarryPaul LeatherScott MarionBrian BlakeEllen Hume-HowardNate GreenbergPACENH TEAMUSEDUSED TEAM:Arne DuncanDeb DelisleAmy McIntosh

38WhatWasNH’sMessage?LocalStateFederalLocus ofOwnershipof theSystem

39DesigningADistrict- ‐WidePlanToSupportAssessment

40InitialPACEExpectations State- comesprovidethemainlearningtargets encies Includesstrategiestopersonalizelearning Locally- ntandgrowthrelatedtocompetencies leplaceinthelocalassessmentsystem elementary,middleandhighschool erBalanced(17) Toevaluatecomparabilityonly!

41KeyGoalsandDesignPrinciplesofPACE perlearningforallstudents uca1onally- ‐disadvantagedstudents Aclearly- bythelocalboardsofeducaDon uretheplan’ssuccess pportandsustainthesystem

THSCIENCEK- ‐2Course/GradeAcademicCompetencyþ LocalPAsLocalPBALocalPBA3þ SmarterBalancedCommonPACEPBALocalPBA4þ CommonPACEPBASmarterBalancedCommonPACEPBA5þ CommonPACEPBACommonPACEPBALocalPBA6þ CommonPACEPBACommonPACEPBALocalPBA7þ CommonPACEPBACommonPACEPBALocalPBA8þ SmarterBalancedSmarterBalancedCommonPACEPBA9þ CommonPACEPBACommonPACEPBACommonPACEPBA10þ CommonPACEPBACommonPACEPBACommonPACEPBA11þ SmarterBalancedSAT in 2016SmarterBalancedSAT in 2016CommonPACEPBA12þ LocalPBALocalPBALocalPBAGrade

RICTSTATECOMPETENCYCOMMONASSESSMENTAssessmentType 1. Y,5.STATISTICS&PROBABILITYPlacevalue,MulDplicaDon/ nlikeaddiDon,MulD- fracDonsMeasurementdivision(mulD- ‐ Geometry&UnitSummaDve appingPerformanceTask icaDonofAlgebraicExpressionsUnitSummaDve FracDonReview DesandUnitSummaDve COMPETENCYASSESSMENT

44Yes,thisishard!! AswetellotherStates,thisisnotforthefaintofheart!

4PACECommonPerformanceTaskDistrict- inaDons

46AnnualDeterminations ”wasakeycomponentofourwaiver Whatarethey? .,SmarterBalanced) Fourmajorcomponents: Performanceleveldescriptors Cross- ‐districtcomparability “Standardsewng” ReporDngannualdeterminaDons

47Whatdotheseannualdeterminationsmean? ormance)informaDoncollectedthroughouttheyear ongthefourachievementlevels AnnualdeterminaDonsareNOTbasedonthePACEcommontask ThePACEcommontaskisacalibra1ontool n

5%18%11%10%10%19%Level3&455%46%50%41%49%47%50%

PACEGrade7SBACGrade8SBACGrade11

ericanRacesStudents

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e6PACEGrade7SBACGrade8SBACGrade11

lAmericanRacesStudents

54Summary We’velearnedatonandhavehadsomemajorsuccesses! CollaboraDvecapacitybuilding DemonstraDonofreciprocalaccountability Cross- ‐districtcalibraDon AnnualdeterminaDons Improvingassessmentquality Implica1onsfortheFuture- ‐- monstraDonAuthority”inESSA Whatarethebroadtakeaways? NewEraofAssessmentandAccountabilitymaybeuponus! /reliability t”

BAM) Student-Designed Projects (Envision, NY Performance Standards Consortium, Singapore, IB) Traditional Tests ons Systems of Standardized, multiple-choice tests of routine skills standardized performance items and tasks (1 day to 1 week) that measure key concepts in thought-provoking items that require extended problem solving s Standardized