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COMMISSIONER’S PRESENTATIONJUNE 26, 2012
New Hampshire Department of Education
CONTEXTNew Hampshire Department of Education
New Hampshire – like every state – stands at a critical inflection point.
The world is changing much faster than our ability to prepare our students to be successful in it.
We have choices. Each of us as individual leaders. And all of us together. But when we put kids in the center, the choices become clearer.
Learning Lab 1.0: The Industrial Age Classroom
Learning Lab 1.1?
Learning Lab 2.0
There are at least 100 obstacles that can and will get in our way – complexity, lack of resources, political uncertainty, staff readiness, etc. – but either we will build the future of learning in NH…
or it will be built for us.
This is our choice.
NOW
NEXT
FUTURE
INNOVATEthe System We Need
IMPROVEthe System We Have
“Both, And”
How can we work together to simultaneously improve the system we have right now AND build the system we need for the future?
(Incremental = Diminishing
Returns)
(Cross the Chasm =
Difficult, But Promising)
We Need A Single, Integrated Model
Improve
Innovate
Crisis
Stable
Good
LearnMore
Experiment (Existing)
Prototype (New)
Transform School
Transform DistrictGreat
Impact
Time
“Better for kids and families” is a continual process, not a destination
Catalyzing “Progress” Along the Innovation Growth CurveFigure 1. Catalyzing & Assessing Districts’ “Progress”Along the Innovation Growth Curve
Skeptical
Open/Curious
Willing to Experiment
Willing to Prototype
FullSchool
WholeDistrict
#/% of Districts
Intensity
Three Things We Want to Talk About Today
1. Beginning With Ourselves• Transforming NHDOE from a compliance orientation to a
support orientation much more responsive to your demand (needs & interests)
2. Pursuing the Accountability Waiver• Why we think it makes sense, the work we’ve already
done & what we need from you to get it right
3. How/Why #1 and #2 Fit Together• Creating the flexibility to simultaneously improve AND
innovate
WAIVER: KEY QUESTIONSNew Hampshire Department of Education
Most of your (and our) questions fall into the following categories:
• Why does the waiver make sense? How will it make us better at serving our students and families? (RATIONALE)
• Why now? (TIMING)• Why are we confident that we can execute? (FEASIBILITY)• Resources• Smart structure/strategy• Quality team
• How will this effort be sustained, given various changes at state and federal levels? (SUSTAINABILITY)
Key Questions Underpinning Our Work
Understanding the WaiverFour principles underpin the Federal Waiver. This offers states the opportunity to implement an alternative accountability system. 17
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
Understanding The Forest for the TreesWhile there are four distinct principles as part of a comprehensive approach,
only one of the segments of the waiver requires federal approval
Principle 2: Differentiated Recognition,
Accountability
What You’ve Been Asking About the Waiver?
What You Say You Need From Us
Benefits of the Waiver (Brass Tacks)
18
In Actual Terms:
NOW (NCLB) NEXT (STATE WAIVER)
Accountability AYP ~ 73% identified and rising
AMO ~ 15% will be Priority & Focus Schools
Punishment/ Rewards
“Name and Shame” Plan, implement, and report
Priority/Focus/Reward; Networks of Improvement and Innovation
Reporting 73% ~ require plans and progress reports
15% will provide progress reports
Testing NECAP ELA/Math, Writing, Science, Alt.
SBAC ELA, Math, Performance Assessment
Benefits of the Waiver (Brass Tacks)
19
In Actual Terms:FLEXIBILITY
LEA/School Improvement
An LEA/school would:• benefit from new AMOs instead of meeting 100 percent by 2014.• no longer be required to identify schools for improvement, corrective
action, or restructuring. • no longer be required to implement the school improvement
requirements associated with identifying schools for improvement, corrective action, or restructuring.
• no longer have to reserve 10 percent of its Title I, Part A allocation for professional development.
• no longer be required to spend an amount equal to 20 percent of its Title I, Part A allocation on providing SES and public school choice-related transportation to eligible students.
• be permitted to operate a schoolwide program in any of its priority and focus schools.
Transferability An LEA would be permitted to transfer up to 100 percent of funds that may be transferred to other ESEA programs into Title I, Part A.
Benefits of the Waiver (Brass Tacks)
20
In Actual Terms:
FLEXIBILITYSchool Improvement Grants
An LEA would be eligible to receive SIG funds to implement a school intervention model in its priority schools, even if those schools are not in improvement and therefore would not otherwise qualify the LEA to receive SIG funds.
Highly Qualified Teacher Improvement Plan
An LEA that has missed HQT targets for two years would no longer be required to develop an improvement plan under ESEA section 2141(a) or enter into an agreement with its SEA under ESEA section 2141(c).
Updated Assessment System
The waiver will support the state moving to the Smarter Balanced Assessment System, adding growth as an accountability measure, and allow for Performance Assessment as an indicator when these new systems are ready for implementation at the state and local level
Benefits of the Waiver (Brass Tacks)
Implementation of Waivers by SEAs and LEAsREQUIREMENT TO BE WAIVED SEA IMPLEMENTATION LEA IMPLEMENTATION
Timeline for 100 percent proficiency SEA sets ambitious but achievable AMOs
AYP determinations based on new AMOs
Identification of schools for improvement, corrective action, or restructuring
None LEA need not identify schools for improvement, corrective action, or restructuring
Identification of LEAs for improvement or corrective action
SEA need not identify LEAs for improvement or corrective action
LEA no longer subject to improvement or corrective actions
Requirements for SEA and LEAs to include on their respective report cards information regarding LEAs and schools in improvement status
SEA need not include on its report card information on LEAs that are in improvement status
LEA need not include on its report card information on schools within the LEA that are in improvement status
Requirements for schools and LEAs in improvement status to take certain specified actions (e.g., offer public school choice and SES)
SEA need not carry out its responsibilities for LEAs and schools within those LEAs (e.g., approve and monitor SES providers)
LEA no longer subject to the school improvement requirements of section 1116(b), including public school choice and SES, or the LEA improvement requirements of section 1116(c)
Poverty threshold for operation of a schoolwide program
None LEA may operate a schoolwide program in a priority or focus school even if the school does not meet the poverty threshold
Benefits of the Waiver (Brass Tacks)
Implementation of Waivers by SEAs and LEAsREQUIREMENT TO BE WAIVED SEA IMPLEMENTATION LEA IMPLEMENTATION
Requirement that LEAs not making progress toward meeting HQT requirements develop an improvement plan and SEA provides technical assistance
SEA would no longer need to provide technical assistance to LEAs developing improvement plans to meet HQT requirements
LEA that is not making progress toward meeting HQT requirements would no longer have to develop an improvement plan
Requirement for SEA to enter into or enforce agreements with LEAs regarding HQT requirements
SEA would not enter into or enforce existing agreements with LEAs
LEA would not have to enter into agreement with the SEA, even if it has not met the applicable HQT requirements and has not met AYP for 3 consecutive years
State reservation of Title I, Part A funds for school improvement activities
SEA considers whether to distribute section 1003(a) reservation for use in priority and focus schools even if they are not in improvement, corrective action, or restructuring
None
State reservation of Title I, Part A funds for reward schools
SEA considers whether to distribute section 1117(c) reservation for use in reward schools
None
Limits on transferability of funds SEA would be permitted to exceed relevant transferability limits; SEA would not be required to report to Department prior to transferring funds
LEA would be permitted to exceed relevant transferability limits; LEA would not be required to report to the SEA prior to transferring funds
.
Workshop Key Waiver Elements
We want your thoughts and questions on the waiver. There are a set of key questions that have surfaced repeatedly in our conversations. These include:
Accountability• What will the shift to AMO mean for me at the district level?• What do we assess? What do we need for accountability to
State/Feds? How do we build capacity?• How will DOE support districts in communicating to Boards
and families, so it is understood?• When NCLB is reauthorized, what does that mean for this
waiver?
Teacher/ Leader Effectiveness (Brass Tacks)
24
In Actual Terms:
Teacher/ Leader Effectiveness (Brass Tacks)
25
In Actual Terms:
Learner and
Learning
Content Knowledge
Instructional Practice
Professional
Responsibility
.
Workshop Key Waiver Elements
These questions have surfaced repeatedly in our conversations:
Teacher/Leader Effectiveness• What will it look like?• What are the new measures for performance assessment?• How will DOE support the roll out?• On what timeline will districts implement?
Common Core Implementation• What does mastery of common core mean?• How will DOE supporting the transition as it relates to
curriculum planning & instructional practice of Common Core?
TRANSFORMING DOE STRUCTURENew Hampshire Department of Education
Benefits of This Push
28
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
FROM TOWARDCompliance Support
Punishments RewardsHierarchy Flexible Networks
Test-based Accountability Professional ResponsibilityStandardized Personalized
Reactive ProactiveStatic Dynamic
Supply “push” Demand “pull”
A Shifting Agency
In order to realize this new strategy, the DOE will shift to be more efficient & effective, with regards to $$ and staff
REORGANIZED DOE
Shifting dollars
Shifting staffing
NOW
INNOVATEthe System We Need
IMPROVEthe System We Have
Building the Flexible Supports You Need
Innovation
Technical Assistance
Knowledge
FUTURE
We want to build a system of supports that is both flexible to your needs and feasible from a resource perspective.
Design Thinking
Read More
Because One Size Does Not Fit All
NHDOE
Technical Assistance Networks (IMPROVE)State-provided resources to help districts understand & implement aspects of the NH “Four Pillars” strategy.
Mandatory for Priority/Focus schools; optional for others
Knowledge Networks (LEARN)All districts have the opportunity to learn from industry-
leading experts both in and beyond NH on critical topics of interest to the field (e.g., science of learning, early
childhood education, blended learning, etc.…)
Innovation Networks (BUILD)Selected districts receive targeted investment and support to begin/continue experimenting with new practices and
strategies to improve learning systems (targeted prototyping- “chunking”, full school, whole district, etc.)
Leveraging & Supporting Existing
Regional Network Structure
Investing in Networks to Simultaneously Improve AND Innovate on Multiple Levels
Seeding and Growing an Innovation Cycle
NHDOE
Growing Demand Based on Interest and Need within the Networks
Continually Driving Alignment to NHDOE State Strategy
One Size Does Not Fit All
NHDOE
Technical Assistance Networks
Knowledge Networks
Innovation Networks
Leveraging & Supporting Existing
Regional Network Structure
A Potential Menu of Options
98
7543
21
6
1
9
8
7
5
4
3
2
6
10
11 12
10
11
12
Common Core Implementation
Data Use
Teacher/Leader Evaluation & Effectiveness
Authentic Assessment
Competency-based Grading & Assessment
Next Gen Learning
Student Voice
Early Childhood Education
Personalization Technologies
Key Dispositions of Successful Students
Personalization/ RTTT
Performance-based Data Management3
One Size Does Not Fit All
Technical Assistance Networks
Knowledge Networks
Innovation Networks
An Example:
8
73
1
6
1
8
7
6
10
10
Common Core Implementation
Teacher/Leader Evaluation & Effectiveness
Next Gen Learning
Personalization Technologies
Key Dispositions of Successful Students
Personalization/ RTTT
3
High-achieving DistrictI am the superintendent and we are interested in pushing our work on
competency-based learning further by building a fully personalized approach. I
am working with 4 other districts on technology solutions to drive the change further, faster in an Innovation Network.
To support that work, we are also attending a few Knowledge Networks
including a conference on Personalization Technologies and a webinar series on
Next Gen Learning.
I also send my CIA team to TA Networks to support Common Core
Implementation & Teacher Effectiveness
One Size Does Not Fit All
Technical Assistance Networks
Knowledge Networks
Innovation Networks
An Example:
98
754
2
9
8
7
5
4
2
10
10
Common Core Implementation
Data Use
Teacher/Leader Evaluation & Effectiveness
Student Voice
Early Childhood Education
Key Dispositions of Successful Students
Performance-based Data Management District with
Priority & Focus Schools: I have been pushing for a number of
years towards a more performance-based data management system. While we’re
not there yet, the Innovation Network is an attractive way to get the support we
need and prototype some solutions, building on our work to date.
Because of shifting demographics, we need to better understand Early Childhood
Education through the speaker series.
I will also send my CIA and all school-based teams to TA Networks to better
support Common Core Implementation, Data Use to drive Instruction, &Teacher
Effectiveness
Re-thinking Networks
Improvement Innovation
Time-limited/Rapid Prototype
Traditional, Standing Network
Example of an Innovation Network
Meeting 3
Reflect & Improve
Knowledge Base
Expert Supports
Meeting 2
Refine initial
prototype
Meeting 1
Develop initial
prototype
E-Learning Community
June 2012 Aug 2012 Dec 2012 2013 and forward
Future Cycles
Improving the Agency
KnowledgeBase “Talent Cloud”E-Learning Platform
SPED Ed Tech
CIA
Data
Higher EdTE
Improving the Agency: Next Steps
• Questions
• Topics based on Your Need/ Interest• Technical Assistance Networks• Knowledge Networks• Innovation Networks
• What would need to be true– strategies for this to work for you and your district
WRAP-UP & NEXT STEPSNew Hampshire Department of Education
.
Next Steps
• Show of Hands?
• Summer Strategy:• Waiver Work Groups• Prioritizing Network Topics
• Focus on the Future
“The best time to plant a tree is 20 years ago. The next best time is now”
– Chinese Proverb
"I like the dreams of the future better than the history of the past.“
– Thomas Jefferson
…or said another way…
“Skate to where the puck is going, not to where it’s been”
– Wayne Gretsky