Reciprocal Accountability: Building local expertise and capacity Presented by: Dan French, Executive Director CCSSO: National Conference on Student Assessment San Diego, CA June 2015

Reciprocal Accountability  How do we place district and school leaders and teachers at the center of the assessment process in state accountability systems? 2

The Goal  Develop a local accountability system of multiple measures with a central focus on performance assessments  Design, administer, and reliably score sound competency-based performance assessments 3 Build district, school, and educator capacity to:

PACE: Common Definition and Framework of Performance Assessments PACE performance assessments are defined as multi-step, complex activities with clear criteria, expectations, and processes that enable students to interact with meaningful content and that measure the depth at which students learn content and apply complex skills to create or refine an original product and/or solution. 4

1. Tilling the Soil  Build understanding and skills in the value, power, design, administration, and reliable scoring of performance assessments  Three years of Quality Performance Assessment institutes for K-12 district teams (40-50 districts) – Training in tools to use in task design and scoring – Product: Each school-district team designs at least one performance task for submission to a state task bank 5 Building Assessment Literacy

2. Launching PACE: Cross-District Sessions  Design teacher-created PACE Common tasks in target grades in ELA, math, and science  Pilot formative assessments  Engage in scoring sessions: the power of student work  Field-test initial set of PACE Common tasks 6

3. NH Performance Assessment Task Bank  Built a platform to house submitted PA tasks  140 tasks submitted over the past year, separated into Common and Local tasks  Review teams work with teacher teams to strengthen tasks prior to approval  Transitioning to building capacity of teacher leaders to be the first reviewers prior to final state review 7

Building Capacity to Design Quality Tasks “It was great to get a chance to have an outsider's perspective to really tell me how my task measured up.” - NH PACE teacher,

Building Capacity to Design Quality Tasks “The QPA development process and submission to the task bank provides teachers with tremendous feedback and, ultimately, makes our assessments incredibly strong instruments to measure student learning. Our teachers will continue to develop performance assessments for task bank submission, even for non-PACE subjects, precisely because we feel that the task bank submission process is so powerful as a learning experience for teachers.” - Michael Turmelle, AP/Curriculum Director, Sanborn Regional School District 9

4. Differentiated District Support  Rochester: Developed online modules on PACE components for use by faculty teams  Souhegan: Worked with faculty to align already designed performance assessments with state competencies  Monroe: Engaged in full faculty scoring sessions of student work to introduce calibration 10

5. Next Steps in Building Local Capacity  Summer sessions with PACE district teams to build capacity to: – Examine student work and use data to revise Common tasks for administration – Engage in cross-district comparability and standard setting (again, using student work) 11

Cycle of Continuous Improvement “Teachers are building a bank of assessments that they will continue to go back to year after year. But each year, each assessment is scrutinized and further developed based off of what the needs of the students are, what worked well when the assessment was given last, and most importantly, the student work samples from the last assessment (student work doesn’t lie!).” - Jonathan Vander Els, NH PACE Principal, Sanborn Regional School District 12

Contact Information Center for Collaborative Education Dan French, Executive Director Phone: (617) x