1. THE INNOVATION LAB NETWORK: STATES SUPPORTING ASSESSMENT OF DEEPER LEARNING AND ORGANIZATIONAL TRANSFORMATION David T. Conley, Paul Leather, Gene Wilhoit

2. Overview  EPIC/SCOPE/SCALE Technical Assistance Project Rep: David Conley  Overview of the ILN and CCR Task Force  ILN Rep: Paul Leather  Innovation in Context: New Hampshire Case Study  Discussant: Gene Wilhoit  Innovation, Lab States, and the Need to Transform the System 2

3. Who We Are  EPIC: Educational Policy Improvement Center  Eugene/Portland, Oregon  David Conley, CEO  SCALE: Stanford Center for Assessment, Learning, and Equity  Ray Pecheone, Director  SCOPE: Stanford Center for Opportunity Policy in Education  Linda Darling-Hammond, Co-Director 3

4. The Innovation Lab Network’s Principles of Next Generation Learning World-class Knowledge and Skills Personalized Learning Student Agency Performance-based Learning Anytime, Anywhere Learning Comprehensive Systems of Support 4

5. World-class Knowledge and Skills… students acquire, practice, and demonstrate the various dimensions of learning that lead to college and career readiness throughout the disciplines. An important component of this work is defining, recognizing and demonstrating a clear vision of student success

6. Task Force Definition of Readiness  Knowledge – mastery of rigorous content and the facile application or transfer of what has been learned to novel situations.  Skills – the capacities and strategies that enable students to learn and engage in higher-order thinking, meaningful interaction with the world around them, and planning for the future  Dispositions – Socio-emotional skills or behaviors (sometimes referred to as habits of mind) that associate with success in both college and career 6

7. 7 Leading states should take action to define the goal of CCR reform. Codify in state policy/law a definition of college, career, and civic- readiness consistent with next-generation/student- centered/deeper learning (see CCSSO ILN CCR Definitional Elements) to drive policy and practice Establish a clear commitment in policy and practice to innovation, evaluation, and continuous improvement

8. 8 Leading states create a clear “line of sight” to drive policy/ practice and continuous improvement. Realign program requirements, applications, reporting, and funding to key goals/areas; enhance funding flexibility where appropriate/ needed. 1.Learning Process – Standards, Curriculum, Instruction 2.Assessment, Accountability, Supports 3.Human Capital – Teachers and Leaders 4.Infrastructure – Time and Technology 5.System Learning – Innovation

9. Educate state leadership on the Continuum of Assessment of Deeper Learning Conduct environmental scans of each state policy context. Assist state leadership in plans to implement performance assessment. Three Phases of EPIC/SCOPE/SCALE Technical Assistance 9

10. Assist state leadership in plans to implement performance assessment. Three Phases of EPIC/SCOPE/SCALE Technical Assistance Conduct environmental scans of each state policy context. Educate state leadership on the Continuum of Assessment of Deeper Learning 10

11. Traditional State Assessments Standardized, multiple-choice tests of routine skills Examples: WKSE-CRT, OAKS New CCSS Assessments Standardized tests with multiple-choice and open- ended items, plus 1-2 day performance tasks Examples: SBAC and PARCC Common Performance Tasks Standard performance tasks lasting 1- 3 weeks that demand more integrated skills Examples: C-PAS and SCALE NY Learning Tasks Performance tasks that require students to carry out inquiries, analyze findings, and revise Examples: C-PAS and SCALE OH Student- Designed Projects Longer, deeper investigations lasting 2-3 months requiring students to initiate, design, conduct, analyze, revise, and present their work Examples: Envision Schools, NY Performance Standards Consortium, IB CONTINUUM OF ASSESSMENT FOR DEEPER LEARNING 11

12. Education state leadership on the Continuum of Assessment of Deeper Learning Assist state leadership in plans to implement performance assessment. Three Phases of EPIC/SCOPE/SCALE Technical Assistance Conduct environmental scans of each state policy context. 12

13. What We Did & Why  Interviewed state leadership  Gathered extant data from websites, waiver requests, and other public documents  Analyzed across states for trends, themes, commonalities, and nuances  Viewed the analysis as a continuing process  Learning about ILN districts, state policy plans and directions 13

14. Policy Definition of College & Career Readiness Accountability System Flexibility for Innovation Governance Structure State Fiscal Status Assessment System Current and Past Assessment for Deeper Learning Elements of State Policy Scans 14

15. High-level Overview KYMENHOHORWVWI Define CRYesYes-MLRCCSSYesNo Yes Measure CRACT EOC SATNo (future) No (2015) No (future) No (future) ACT Acct’y Emphasis YesNCLB (2017) NCLB only PARCC EOC NCLB other NCLB Grad ExamsYesNo YesNo ConsortiaPARCCSBAC PARCCSBAC Perf AssmtPrior Future Prior Current Local PilotsPrior Writing Prior Waiver MMYesComp Yes Fiscal Impact====—=— Alignment+LC +++ Draft only 15

16. Some Key Observations from Scans  Several states are moving toward including CCR indicators in state accountability systems in various ways  Wide range of prior experience with performance assessment. What’s the legacy?  Tangled underbrush of current and former assessments complicates introduction of new models  Strong interest in student-centered measures that help individualize learning 16

17. Some Key Observations from Scans  Proficiency demonstration is a motivator in several states for more complex, deeper assessments  Real capacity issues in all states at state level  Very little evidence of significant HE involvement/ownership or clear plan for stronger alignment 17

18. Some Key Questions from Scans  An Assessment System vs a System of Assessments: What measures should be collected for high-stakes decisions, and which ones inform classroom instruction, and how do they combine for a student-centered profile of readiness?  “Local Control” and SEA Leadership: How do we take local innovation to scale?  Where do we go from here? 18

19. Education state leadership on the Continuum of Assessment of Deeper Learning Three Phases of EPIC/SCOPE/SCALE Technical Assistance Conduct environmental scans of each state policy context. Assist state leadership in plans to implement performance assessment. 19

20. Key Strategies  Direct support for assessment development, piloting, and implementation  Professional development / technical assistance to build educator / system capacity  Facilitation of higher education involvement  Treat this work as rapid prototyping exercises that are both bottom-driven and top-supported 20

21. Thumbnail State Profiles  Kentucky  Oregon  New Hampshire Case Study 21

22. Kentucky has a comprehensive definition of readiness embedded and operationalized into policy as a cut score. The state also has a rich and diverse portfolio of experience with performance assessment. Recent legislation created “innovation zones” and opened new door to design and pilot new systems of defining and measuring a more comprehensive definition of readiness.

23. Oregon has a history of performance assessment that was in place in the 1990s through the CIM, CAM, and PASS. The state is also in transition to a new governance model to create a fully aligned P-20 system under “40/40/20” goal. The new Oregon Diploma includes a set of Essential Skills for graduation that districts are responsible for measuring. Many of these skills are cognitively complex.

24. Paul Leather, ILN Rep. New Hampshire Case Study: ESEA Waiver: A New Theory of Action for Accountability and a Balanced System of Assessments

25. 25 College/Career Ready Demonstrate Mastery of Content, Skills & Dispositions Educator & School Supports A New Theory of Action If we believe that all students must be: Then our system must advance students as they Which requires a comprehensive System of

26. ESEA Waiver & A New Theory of Action 26 NH System: If CCR is essential for all students, schools and educators must be supported (and held accountable) to bring all students to mastery ~  All graduating students will demonstrate college and/or career readiness based on an expanded definition of rigorous content, adaptive skills, and critical dispositions by 2017  NH will adopt a balanced system of assessment (formative, interim, and summative) to assess student mastery along learning progressions.  School/educator accountability will be based on individual student growth models that support student-centered, competency-based learning, including performance-based systems of assessments.  NH will support the creation of an educator effectiveness system, including preparation, selection, induction, mentoring, and evaluation connected to student performance in order to build on the strengths of the system, rather than emphasize the deficits.  Schools and educators will be engaged in continuous improvement networks of support driven by research based system objectives

27. NH has adopted the Common Core State Standards in ELA and Math NH is a governing state in the Smarter Balanced Assessment System We believe that the CCSS and the SBAC are “necessary, but not sufficient” in helping to define and assess college and career readiness Common Core State Standards and Assessment 27

28. Transition to Balanced Assessment System 2012-13 2013-142014-15 2015-16 Assessment Transition Timeline Dispositions Skills Science/Alt Math Writing Reading Performance Performance Pilot SBAC SBAC Pilot NECAP 28

29. Traditional State Assessments Standardized, multiple-choice tests of routine skills Examples: WKSE-CRT, OAKS New CCSS Assessments Standardized tests with multiple-choice and open- ended items, plus 1-2 day performance tasks Examples: SBAC and PARCC Common Performance Tasks Standard performance tasks lasting 1- 3 weeks that demand more integrated skills Examples: C-PAS and SCALE NY Learning Tasks Performance tasks that require students to carry out inquiries, analyze findings, and revise Examples: C-PAS and SCALE OH Student- Designed Projects Longer, deeper investigations lasting 2-3 months requiring students to initiate, design, conduct, analyze, revise, and present their work Examples: Envision Schools, NY Performance Standards Consortium, IB CONTINUUM OF ASSESSMENT FOR DEEPER LEARNING 29

30. NOW NEXT FUTURE “Inventing the New” “Improving the Existing” 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? NCLBFuture Accountability System NH “Four Pillars” StrategyNH Future of Learning 30

31. Building A Single, Integrated Model Improve Innovate Crisis Stable Good Learn Experiment (Existing) Prototype (New) Transform School Transform District Great Impact Time “Better for kids” is a continual process, not a destination… 31

32. Re-thinking Networks ImprovementInnovation Time-limited/ Rapid Prototype Traditional, Standing Network Building on existing structures, but being clearer about a continuum of options for districts and schools based on need and interest 32

33. One Size Does Not Fit All NHDOE Leverage Existing Regional Networks Technical Assistance Networks 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 All districts have the opportunity to learn from industry-leading experts both in and beyond NH on critical topics (e.g., science of learning, XYZ…) that are shaping where the field is headed Innovation Networks 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.) Investing in Networks to Improve AND Innovate on Multiple Levels 33

34. Gene Wilhoit, Discussant Vision for the ILN Implications for State Innovation Looking Forward

35. QUESTIONS? Then one last thought…

36. “Innovation is invention made accessible.”