How Are Assessments in New Hampshire Shaping Education…

1. How Are Assessments in New Hampshire Shaping Education… Multiple Perspectives: The Teacher’s Perspective, the Administrator’s Perspective, the Specialist, the District, the Policy Maker, the Parent, the Researcher, reporting requirements, etc. • Multiple Outcomes • Improved instruction • Early warning and reduced drop-out • Effective teachers • Increase college enrollment Contact Info: Mike Schwartz - (603) 271-7455 mschwartz@ed.state.nh.us Irene Koffink - (603) 271-3865 Irene.koffink@ed.state.nh.us

2. New Hampshire – A Statewide Solution Incorporating Multiple Assessments – Nov, 2010 NCES SLDS • 1. Multiple Types of Assessments… • Annual and Benchmark Assessments • State Assessments • National Assessments (eg. NWEA, DIBELs, SAT) • Local Assessments (eg. district-wide, textbook) • Teacher, Local and Benchmark Assessments • Creating Assessments (content library, text, etc.) • Item level, standard level, proficiency level • Teacher evaluation of student progress • Teacher, Specialist Interventions and Progress • RTI – Defining Interventions • Monitoring progress • 3. Why Are We Doing This in NH… • Districts are using state, benchmark and local assessments to tailor curriculum and instruction • Schools across the state track interventions and progress with programs like Read 180 to create student improvement. • Career and Technical Ed (Voc Ed) centers across the state enter teacher evaluation of student competency progress – with results driving curriculum. • Teachers in Gilford analyze student performance in their class(es) during summer before students arrive • Derry performed a multi-year initiative to drive instruction based upon data to increase student performance for special education population • Hudson used multiple assessment to understand reliability of assessments to predict state assessment success. • Grade level teacher teams in Bedford used benchmark results from Everyday Math assessments to direct instruction. • Hookset used 8 common assessments in Mathematics to drive instruction. • 2. Items to Consider… • Defining proficiencies level s – comparing assessments • Ensuring assessment is reliable and valid • Mapping assessment items to standards • Copy-write laws • Relationships with test providers (e.g. NWEA, DIBELS, SAT, etc.). • Considering student assessments vs. assessments of student performance • Entering assessment data (online; via bubble sheets; via csv files; via grade book format). • Parent Access