2Revolutions and New Hampshire Learning Networks - Year 1 - 2012-2013

Network TheNew Hampshire

Re!ections & Looking AheadThe New Hampshire Network Strategy

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Summer 2013


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All members of the New Hampshire Department of Education Team

Network LeadsCommon Core: Carolyn Woodman (SERESC)Educator E"ectiveness: Karen Soule (NHDOE) and Scott Marion (NCIEA)Innovation Lab Network: Elizabeth Colby, Mariane Gfroerer and Paul Leather (NHDOE)New England Secondary School Consortium: Roberta Tenney (NHDOE) and Skip Hanson (NESSC)New Hampshire Arts Learning Network: Marcia McCa!rey (NHDOE)Next Generation Learning & Performance-based Data Systems: Adam Rubin, Bryan Setser (2Revolutions)Online Education Network: Stan Freeda (NHDOE)Performance Assessment Network: Laurie Gagnon, Helena Miranda and Maggie Ward (QPA); Mariane Gfroerer (NHDOE) RTI Multi-tiered System of Support: Elaine McNulty (NHDOE)Science Co-Investigations: Betsy Street (Keene State College)Smarter Balanced: Scott Mantie (NHDOE)Use of Data and Ability to Support It: Virginia Cli!ord, Irene Ko"nk and Mike Schwartz (NHDOE)

Regional LiaisonsSouth Central & North Country Regions: Randy BellLakes Region: Jane BergeonSouthwest Region: Sandy KentSeacoast & Southeast Regions: Robert Manseau

PartnersCenter for Assessment (NCIEA), Center for Collaborative Education (CCE) Quality Performance Assessment (QPA), New Hampshire’s Association for Supervision & Curriculum Development (NH ASCD), New Hampshire School Administrators Association (NHSAA), Northeast Comprehensive Center RMC Research Corporation, Keene State College, Plymouth State University, SERESC Educational and Conference Center Services, New Hampshire Association of School Principals (NHASP), NH Task Force for E!ective Teaching and the NH State Consortium of Educator E!ectiveness (SCEE) Team, Steering Committee and Technical Advisors for the Common Core State Implementation Team, NH Accountability Task Force

The New Hampshire Network Strategy has been created in collaboration with

The New Hampshire Network Strategy would not be possible without these individuals and organizations.We are deeply thankful for your perseverance, pioneering spirit and leadership throughout this year’s process. We look forward to continuing the great work ahead for the future of learning in New Hampshire.

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2o

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Table of Contents

We are here

Networks

Year One

Networks

Year Two

1.0 Strategy 2.0

I. Letter from the Commissioner

II. The New Hampshire Network Strategy

III. The New Hampshire Network Platform

IV. Look Inside the Professional Learning Networks

V. Voices from the Field

VI. Lessons Learned & Looking Ahead

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4

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I. Letter from the CommissionerDear Colleagues,

With the school year behind us, we can take a moment to re#ect on the tremendous accomplishments our state has made in moving education forward. As you all know well, this is an incredibly exciting, yet challenging, time to be in education. Our $eld is changing rapidly, and as we wade through these shifting waters it’s critical we not only improve and support our current system, but also continue to innovate and design towards the future.

To support both, we launched The New Hampshire Network Strategy late last Fall. This strategy is focused on moving our system from one of compliance to support. It is comprised of two core elements: Professional Learning Networks based on district needs and state goals and the New Hampshire Network Platform, a virtual space for all educators to collaborate and learn. Through the years we have empowered our schools to move to a learner-centered model focused on need, and we at the state level had to

shift as well—to a focus on better meeting district and school needs. This networked strategy is how we’ve chosen to make the shift.

While there is still much work to be done, this year has been $lled with high quality and inspiring work that has planted the seeds for transformation. This report card is our space to analyze the strategy, o!ering detail on both the successes and the challenges as we move to become a fully “networked” state.

None of this work would be possible without the exceptional leadership in our state. Thank you, as always, for your perseverance and courage as we work together to transform learning for students in New Hampshire and the future of our state.

Sincerely,

Virginia M. Barry, Ph.D.New Hampshire Commissioner of Education


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An Overview: What We Are Trying To Solve

The shifting educational landscape across our state and nation made the problems we are trying to solve in New Hampshire even clearer: We needed asystem that lets us nurture the now, next andfuture, while also fundamentally changing how wesupport districts. The goal is to move away from compliance and towards greater supports. As you know well from your own work, changing habits, behaviors and the system does not happen overnight. However, we have begun a shift to better meet the needs of students in our state.

Figure 1 above illustrates the shift we’re seeking, in which we continue to improve the system we have, while working hard to develop the system we need. New Hampshire is a national leader in this regard and we’re con$dent that the Network Strategy can further accelerate these e!orts.

Promoting Collaboration and Learning

When you ask most educators why they pursued this $eld, invariably an element of their answers will fall on relationships. Whether the relationship is demonstrated in the bond forged with students; in

their intrinsic love of learning; or their deep-rooted belief that education is the foundation of our democracy—relationships are fundamental.

Educator and researcher Alan Daly, Ph.D., of the University of California, San Diego, has much to say on the importance of relationships, which he and other academics coin social capital. Daly has spent his career studying how thoughtfully designed networks, which support and strengthen the ties between people, are fundamental in creating the conditions in which an organization or system can #ourish. In a 2010 study he wrote, “Social network theory posits that the structure of social relationships may influence the direction, speed and depth of organizational change.”

The power of networks to promote change and deepen adult learning is well grounded. Informed by Daly and an array of research and practice in education and healthcare including Anthony Bryk, President of Carnegie Foundation for the Advancement of Teaching; Louis Gomez, Senior Fellow at the Carnegie Foundation for the Advancement of Teaching and Professor of Learning Sciences and Policy at the University of Pittsburgh School of Education; and the work of the Institute of Healthcare Improvement, as well as through extensive conversations with educators in our state, we designed The New Hampshire Network Strategy.

The strategy’s focus is to build and support relationships by connecting educators and districts across our state to each other, to high quality information resources and professional learning supports, as well as to promote greater alignment between and among statewide initiatives.

II. The New Hampshire Network Strategy

FUTURE

NOW

NEXT

IMPROVEthe System

We Have

(Incremental = Diminishing

Returns)

INNOVATEthe System

We Need

(Cross the Chasm =

Difficult, But Promising)

Figure 1: Now, Next, Future

Network Platform

Professional Learning Networks

New Hampshire Network Strategy

EducatorE!ectiveness

CommonCore State Standards Implementation

AnalyzingStudentData

NextGenerationLearning

The New Hampshire Network Strategy is focused on improving our current system and innovating towards the future, while ensuring we move from a compliance-oriented culture to one of support. The strategy is comprised of two core features: Professional Learning Networks based on district needs and state goals and the New Hampshire Network Platform, a virtual space for all educators to collaborate and learn.


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NH’s Four Pillars:

Future of Learning Outcomes

NH College Career Readiness

Standards

Educator and Leader Support

Evidence of Learning

Student Learning SupportPersonalization

Networks WaiverEnablers:

TransformingStruggling

SchoolsEducator

E!ectivenessData to

ImproveInstruction

Standards, Assessment & Instruction

These enablers catalyze and support the changes

we need within the system

Built and designed to support district and regional needs, these networks o!er a range of in-person and virtual resources, knowledge and support.

A social learning and knowledge platform that supports the professional learning networks and provides the space for virtual collaboration.


Network Strategy Design Process

The network strategy is rooted in moving from a culture of compliance to better supporting district needs. Therefore, the $rst step was deepening our understanding of these needs. To do this, in the spring and summer of 2012, we had conversations with superintendents and leaders throughout New Hampshire and we surveyed all superintendents. The qualitative and quantitative data received provided detail on both district needs and interests. These ranged from supporting the transition to the state's new English Language Arts/Literacy and Mathematics Standards (Common Core State Standards), reforming educator evaluation systems, building school-based teams to use data to inform instruction, all the way to game-based learning and designing a personalized district. From this data, we worked with a core design team to build Professional Learning Networks with key learning objectives intended to better support the needs of districts.

These Professional Learning Networks were launched on a rolling basis beginning in November 2012. Since then, more than 1,800 educators across our state have participated in the workshops, conferences, webinars and other learning opportunities o!ered throughout the past school year. As the year has evolved, however, it was clear there was a good deal of existing work—beyond the initial Professional Learning Networks—to join in the network strategy. This work included Smarter Balanced, the New England Secondary School Consortium, Math Science Partnership work, Science Co-Investigations through Keene State College, New Hampshire Arts Learning Network, i4see Data Submission Network and a handful of district and regional networks.

One of the goals of a networked state is to align rather than duplicate or recreate—therefore, we will continue to grow to $t programs, initiatives and organizations that seek to be part of this overall e!ort. Over time, it is our hope that the

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*Additional number of webinar attendees cannot be determined**Does not include 560 webinar participants

Table of Professional Learning Networks (SY12-13)Name

Common Core State Standards Implementation

Educator E!ectiveness

Innovation Lab Network

Next Generation Learning & Performance-based Data Systems

Performance Assessment Network

RTI Multi-Tiered System of Support

Use of Data and Ability to Support It

Total Attendees

1,157

273

65

182

538

479*

450**

Network Leads

Carolyn Woodman (SERESC)

Karen Soule (NHDOE) & Scott Marion (NCIEA)

Elizabeth Colby, Paul Leather & Mariane Gfroerer (NHDOE)

Adam Rubin & Bryan Setser (2Revolutions)

Laurie Gagnon, Helena Miranda & Maggie Ward (QPA); Mariane Gfroerer (NHDOE)

Elaine McNulty (NHDOE)

Virginia Cli!ord, Irene Ko"nk & Mike Schwartz (NHDOE)


network strategy becomes a marketplace for a broad range of high quality professional learning supports from New Hampshire and national partners, all aligned to our collective vision of the future of learning in New Hampshire.

Throughout the following pages, we will look deeper into each professional learning network that was originally launched in Fall 2012—providing data points, participant feedback and plans for the future.

Human Capital

Networks exist within the relationships and people who compose it. Our strategy was built around two strong anchors—our Networks Leads and Regional Liaisons.

• The Network Leads are the individuals who manage each network; build learning objectives based on network goals; organize events, webinars, conferences and other learning experiences to meet the needs of their participants; and manage the virtual space on the network platform. These individuals are NHDOE sta! members or trusted local or national partners.

• Regional Liaisons serve as the link between the NHDOE, the Network Strategy and the $eld. This initial group of four liaisons spent the year visiting with districts and regions to share the goals of the networks and, more importantly, sharing back to us what’s working, where there was and continues to be confusion and how we can do a better job to meet the needs of districts.

The New Hampshire Network Platform

Considering ways to support and grow educator collaboration and learning is a particular challenge. Like many states, New Hampshire’s size and the desire to keep educators with students rather than traveling long distances are key variables when thinking through professional learning.

With these issues in mind, coupled with an educational landscape that continues to move forward towards blended learning, building a virtual space for our educators to connect and collaborate, to share resources, to explore what’s out there, and engage in anytime, anywhere learning became a critical component for our “networked” state.

The platform builds on the in-person work of our Professional Learning Networks while also providing a tool for districts and educators to use themselves in supporting practice within their districts. (For more on the platform, see Section III.) Over the coming years, we’re con$dent that this will become a space to support educators at the level of school, district, region and across our state.

How We De"ne Success

Ultimately, success will be de$ned by continuing to move our students to true college and career readiness.

We strongly believe that is a function of building the capacity of our educators. Therefore, as part of New Hampshire’s Network Strategy, we are committed to tracking the reach of this work (numbers of school and school participants); the quality of the participant experience; and exploring qualitative and quantitative means of measuring indirect and direct impacts within districts. Our goal is to meet the needs of more educators each year with high quality supports that help them move their practice, and therefore, improve the learning system for all children and families in our state.

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“Social network theory posits that the structure of

social relationships may influence the direction,

speed and depth of organizational change.”

# Alan Daly, Ph.D., University of California, San Diego

III. The NH Network Platform

There is phenomenal work happening in classrooms and schools across our state. Given demands on time and resource limitations, while in-person workshops, events and conferences are integral to building relationships, the New Hampshire Network Platform provides a virtual space to deepen the conversations and collaborations needed to continually improve and innovate our learning system. It also provides an e"cient vehicle to share what’s working across the state and from further a$eld.

Initially built to support the Professional Learning Networks, The New Hampshire Network Platform is the technical underpinning of the work. Launched in January 2013, this platform provides the online space for educators to collaborate and connect across Professional Learning Networks, share resources, take learning paths (virtual courses), track calendars and more. To date we have more then 2,000 New Hampshire educators engaged on the platform, and the tool will continue to improve and evolve based on users’

needs and feedback. Over time, this space will support educator dialogue, problem solving and participation in Professional Learning Networks, whether it‘s state-sponsored or at the level of school, district or region.

Functions & Features of The New Hampshire Network Platform

• Join and Participate in New Hampshire Professional Learning Networks & District or Project-based Networks. Once inside a network, users can participate in discussions, create surveys, build breakout groups and share and tag resources against a network-speci$c taxonomy.

• Explore the KnowledgeBase. A curated resource center of models, information resources and technology tools that let you research, explore and design for the future of learning. The KnowledgeBase is guided by a taxonomy that categorizes the topics relevant to rethinking education.

• Take a Learning Path. Learning paths are custom-made, multi-genre blended learning experiences created by experts in the $eld to allow educators to learn anytime, anywhere.

• Collaborative Calendar to post and view professional learning events.

• Find Expert Resources from across the state; recommend and apply to be an expert as well. (Coming soon!)


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Examples of Platform Use

Each Professional Learning Network launched through the state strategy has a place on the network platform to build on the in-person work. However, use does not end there. This platform is a tool for each of your districts, and should be utilized as you see $t to meet your needs.

Here are $ve examples of districts and partners using the platform to build their own networks.

Littleton School District Network: An instructional leader in Littleton has spent the school year designing a new method of #ipped professional development, focused on personalized learning paths for teachers that will live on the platform. To start, these learning paths are centered on student learning objectives, but the team will continue to design learning paths based on their educators’ needs.

North Country CIA Network: The North Country CIA’s have just started chipping away at how they can use the network platform as a way to connect and collaborate across their region. Plans are in the works for creating networks focused on connecting elementary, middle and high school educators from across the North Country for shared professional learning, collaborative problem solving and more.

Southeasters’ CIA Summer Institute: A district leader in the Southeast is leading the charge to use the network space for the Southeasters’ CIA Summer Institute. The network space will store the resources; allow participants to work in breakout groups; and discuss institute topics.

Science Co-investigations Network: Teachers at the Winchester School in Winchester, Stratford Public School in North Stratford and Hillside Elementary in Berlin have formed a Community of Scientists with Keene State College for inquiry-based science co-investigations. The project managers of the network are using the platform as the virtual ecosystem for the learning—posting events, news, resources, surveys and more.

New Hampshire Statewide Educator Conference: Keene State College and the NHDOE have partnered to design the New Hampshire Summer Summit. The teams are using the network space as their project management tool—sharing resources, posting schedules, collaborating around documents, surveying needs and more. They are also planning to build a site within the platform from which the entire conference will operate, complete with interactive schedule, all materials and real-time interaction between and among participants.


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New Hampshire Network Platform: Site Analytics

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IV. Look Inside the Professional Learning NetworksIn the coming pages we will dive into each network in greater detail, giving a summary of

the goals of the work, data on attendees and impact and anecdotal re#ections from participants.

Network Penetration

Quality of Experience*

Name

Common Core State Standards Implementation


Innovation Lab Network

Next Generation Learning & Performance-based Data Systems

Performance Assessment Network

RTI Multi-Tiered System of Support

Use of Data and Ability to Support It

Grand Total

In Person

28

3

1

10

5

3

3

56

Virtual

--

--

--

9

--

4

16

29

Unique

905

231

65

104

148

184*

373**

1,827

Total

1,157

273

65

182

538

479*

450**

3,168

Surveyed

818’

62

46

39

321‘’

253

178

1,717

Events

‘Data provided by SERESC’’Data provided by the Center for Collaborative Education, QPA

Attendeees

* Does not include Quality Performance Assessment, Innovation Lab Network or Common Core surveys

*Additional number of webinar attendees cannot be determined**Does not include 560 webinar participants

SAU Representation (Based on Total Participation & Number of Teachers at SAU through data from network events)

ID SAU Name Region % ID SAU Name Region %1 Contoocook Valley Southwest 0.8% 51 Pitts$eld Lakes Region 56.4%2 Inter-Lakes Cooperative Lakes Region 0.5% 52 Portsmouth Southeast 2.4%3 Berlin North Country 1.3% 53 Pembroke South Central 21.1%4 Newfound Area Lakes Region 18.4% 54 Rochester Southeast 11.1%5 Oyster River Southeast 0.9% 55 Timberlane Regional South Central 7.9%6 Claremont Southwest 2.7% 56 Somersworth Southeast 10.4%7 Colebrook North Country 4.0% 57 Salem South Central 12.1%8 Concord Lakes Region 14.0% 58 Northumberland North Country 7.1%9 Conway North Country 0.0% 59 Winnisquam Regional Lakes Region 11.8%10 Derry Cooperative South Central 3.4% 60 Fall Mountain Regional Southwest 4.0%11 Dover Southeast 6.8% 61 Farmington Southeast 13.5%12 Londonderry South Central 48.5% 62 Mascoma Valley Lakes Region 5.7%13 Tamworth Lakes Region 2.4% 63 Wilton Southwest 65.7%14 Epping Southeast 22.5% 64 Milton & Wake$eld Southeast 148.8%15 Hooksett South Central 5.9% 65 Kearsarge Regional Southwest 3.3%16 Exeter Southeast 5.8% 66 Hopkinton Southwest 13.4%17 Sanborn Regional Southeast 24.1% 67 Bow Lakes Region 28.4%18 Franklin Lakes Region 32.9% 68 Lincoln-Woodstock North Country 1.7%19 Go!stown South Central 2.1% 70 Hanover Southwest 0.5%20 Gorham North Country 6.2% 71 Goshen-Lempster Southwest 6.3%21 Winnacunnet Southeast 3.0% 72 Alton Lakes Region 20.5%23 Haverhill Cooperative North Country 13.6% 73 Gilford Lakes Region 13.4%24 Henniker Southwest 1.2% 74 Barrington Southeast 12.9%25 Bedford South Central 1.1% 75 Grantham Southwest 2.5%26 Merrimack South Central 4.4% 76 Lyme Southwest 3.6%27 Litch$eld South Central 29.4% 77 Monroe North Country 0.0%28 SAU #28 South Central 13.1% 79 Gilmanton Lakes Region 3.9%29 Keene Southwest 45.5% 80 Shaker Regional Lakes Region 8.8%30 Laconia Lakes Region 3.7% 81 Hudson South Central 13.5%31 Newmarket Southeast 49.3% 82 Chester Southeast 0.0%32 Plain$eld Southwest 3.9% 83 Fremont Southeast 30.3%33 Raymond South Central 4.9% 84 Littleton North Country 30.6%34 Hillsboro-Deering Southwest 51.3% 85 Sunapee Southwest 1.3%35 SAU #35 North Country 32.2% 86 Barnstead Lakes Region 3.9%36 White Mountains Regional North Country 0.7% 87 Mascenic Regional Southwest 17.3%37 Manchester South Central 14.6% 88 Lebanon Southwest 22.1%39 Amherst South Central 15.6% 89 Mason Southwest 12.1%40 Milford Southwest 3.0% 90 Hampton Southeast 20.3%41 Hollis-Brookline Southwest 3.7% 92 Hinsdale Southwest 17.5%42 Nashua South Central 7.4% 93 Monadnock Regional Southwest 17.2%43 Newport Southwest 13.1% 94 Winchester Southwest 5.4%44 Northwood Southeast 2.0% 201 Coe-Brown Northwood Academy Southeast 1.2%45 Moultonborough Lakes Region 3.4% 202 Pinkerton Academy South Central 28.4%46 Merrimack Valley Lakes Region 7.6% 301 Prospect Mountain JMA Lakes Region 1.6%47 Ja!rey-Rindge Southwest 26.3% 401 Charter Schools Varies 13.8%48 Plymouth Lakes Region 5.3% 501 State Operated Facilities Varies 3%49 Governor Wentworth Regional Lakes Region 0.7% DOE NHDOE NHDOE 82%50 Greenland Southeast 6.8% NA NA/Unknown NA 76%

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Common Core State Standards ImplementationThis network provides technical assistance to schools and districts through conferences, workshops and one-on-one support as they continue their transition to the English Language Arts/Literacy and Mathematics Standards, a part of New Hampshire's College- and Career-Ready Standards.

Network Lead: Carolyn Woodman (SERESC)

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13

Attendees by Role

Educators

School Administrators

District Administrators

NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

792

83

8

23

4

28

1,157

905

818

59

43

Total

1,025

96

8

24

4

What People are Saying

Penetration and Attendance

Quality of Experience

“Lots of work to be done to transition to CCSS but resources are being made available and all seem

to be working together.” - Principal

“It’s a process! I should not be as panicked as I am. There are resources for us.”

- Principal

“It is our moral obligation to prepare our educators and students for complex issues that will require

critical thinking, collaboration and creativity.” - Principal

Attendees by Role

Educators



NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

43

67

96

16

9

3

273

237

62

85

61

Total

47

75

114

22

15





This network focuses on providing participants the opportunity to access high-level guidance to support districts’ implementation of their educator e!ectiveness program. This includes: access to high level in-person and virtual support, resources and content; helping to develop a deep understanding of what teachers need to know and be able to do and transferring this understanding to an evaluation model; examining student growth measures; exploring the state model; and sharing practices and experiences of schools and districts in the design and implementation of their models.

Network Lead: Karen Soule (NHDOE) & Scott Marion (NCIEA)

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“Ultimately, as a school and district we need to be more purposeful and systematic about integrating student

performance monitoring into our existing professional development plan.” - Assistant Principal

“I understand the vision more and have an understanding of the why

behind the moving forward.” - Administrator

“Well done: organized, important topics and info was given. Format

worked well.” - Administrator

“The model is #exible and a great start for our school.”

- Unknown

Innovation Lab NetworkNew Hampshire is a member of the Council of Chief State School O"cers’ Innovation Lab Network. This network focuses on engaging states in creating new designs for education and learning. To do this, the network focuses on six “critical attributes” to guide the work and ensure “each child’s educational experience is successful and enduring.” These attributes include: “world-class knowledge and skills; comprehensive systems of support; personalized learning; performance-based learning; anytime, anywhere learning; and student ownership of learning.”

Network Lead: Elizabeth Colby, Paul Leather & Mariane Gfroerer (NHDOE)

Attendees by Role

Educators



NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

31

19

8

--

7

1

65

65

46

28

15

Total

31

19

8

--

7





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“Always good to hear what is going on in the other schools and know we all have the same issues and looking to solve them.”

- Unknown“Very inspiring to hear about all of the changes that are happening in schools

today. It really challenges me to continue thinking outside the box.”

- Unknown

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Next Generation LearningThis network helps participants rethink how to leverage technology to personalize learning for all students and transform their school or district. Through in-person and virtual supports, this network provides the space, knowledge and thought partnership for district teams with the aim of developing new learning models. In order to get there, the goal is to develop an aspirational but feasible prototype; test and experiment with that approach; and create the conditions in which it can succeed. Through the design process, teams can decide whether to move forward with the model, revise or completely rethink their plans.


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Performance-based Data SystemsThe presence of new technologies is promoting better ways to manage data in service of mass personalization. This innovation network explored emerging technologies and then prototypes their use, as a way to learn how new technologies can be integrated into the existing system to promote more seamless school-based performance assessments.

Network Leads: Bryan Setser & Adam Rubin (2Revolutions)

Attendees by Role

Educators



NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

38

22

45

4

1

19

206

110

39

16

13

Total

69

51

76

8

2

Penetration and Attendance (combined)

4


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What People are Saying“We would really like to increase our e"ciency with

personalized learning. It seems like the resources available could really help us maximize what we

already have going on.” - Teacher“There are tons of schools doing exciting things and

this site brings much of this information to one place and helps make it useful to us.”

- Federal Projects Director

“I now have a better understanding of the need to assess various performance-based data systems.”

- Assistant Principal

“The Performance Network will be useful.”

- Director of Student Services

“Today was a goodsnapshot of current technology and learning

pathways that schools can choose from.” - Assistant Principal

“I’m excited... [for] our movement forward to personalize learning for

our students.” - Teacher

“I like the grassroots way of getting schools moving in a direction. You did a nice job

bringing us together with a commonpurpose and then letting us work. Thanks!”

- Principal

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Quality of Experience (combined)

Next Generation Learning & Performance-based Data Systems(continued)

Performance Assessment NetworkThe New Hampshire Performance Assessment Network aims to engage New Hampshire’s school districts in developing valid and reliable performance assessments to build and measure mastery of competencies in our local and state student assessment systems. This work builds on the initiative between The New Hampshire Department of Education (NHDOE), in partnership with the Center for Collaborative Education (CCE) and National Center for Improvement of Educational Assessment (NCIEA), to develop a statewide performance assessment system that will balance local control with statewide accountability and comparability. Once developed, this system will include: (1) a set of common performance assessments that have high technical quality in the core academic subjects; (2) locally designed assessments with guidelines for ensuring high technical quality; (3) regional scoring sessions and local district peer review audits to ensure sound accountability systems and high inter-rater reliability; (4) a web-based bank of local and common performance assessments; (5) and a network of Practitioner Assessment Experts to support districts and schools. For more information about the initiative, please visit the NH Department of Education website: http://www.education.nh.gov/assessment-systems/index.htm.

The foundational principles of this initiative are:• New Hampshire’s educational system should provide students with real opportunities to learn the

knowledge, skills, and dispositions necessary for all students to graduate from High School college-and-career ready, pursue meaningful post-secondary options and to become productive citizens of New Hampshire and the world.

• New Hampshire’s student assessment system should promote and measure the knowledge, skills, and dispositions in ways that provide feedback for improvement of student and system learning.

• Performance assessments are a vehicle for encouraging the teaching and learning of meaningful content and skills.

• New Hampshire’s system of educator support should build the capacity of educators to engage students in the learning of meaningful knowledge and skills

• Accountability systems, including educator evaluation systems, should be built upon a foundation of a student assessment system that measures critically important student outcomes.

Network Leads: Laurie Gagnon, Helena Miranda, Maggie Ward (QPA); Mariane Gfroerer (NHDOE)


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Attendees by Role

Educators



NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

103

34

11

--

1

5

538

148

321

32

20

Total

373

116

46

--

3


5



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(provided by The Center for Collaborative Education, QPA) Quality of ExperiencePerformance Assessment (continued)

“We have so much to learn from one another’s journeys. Let’s have the facilitators

create a venue for being able to ID where everyone is and also create a plan for how

we can tap into everyone.”- Unknown

“I loved talking with my colleagues about rubrics. I think that critical dialogue is

crucial to making long-term, substantive change. What are rubrics? What makes a

good one? How does student voice $t in?”- Unknown

“Thanks for the opportunity to bring our teams to this work. All involved agree it has

been very worthwhile, has deepened our understanding, given us great food for thought,

and impacted our district's next steps. Great facilitators, well-planned sessions.”

- Unknown

“I was glad to see that we were trying to take a holistic approach by looking at assessment, curriculum

and also teacher evaluation.”- Unknown


RTI Multi-Tiered System of SupportThrough a range of in-person and virtual supports, The Response to Instruction (RTI) Network introduces participants to New Hampshire’s RTI framework; helps school teams apply research-based instructional practices to meet the needs of all students through a multi-tiered system of support; and determine how to use data and collaborative data based decision-making to strengthen core instruction. Additionally, the RTI Network information is organized around seven essential components of an RTI/MTSS Framework: Curriculum and Instruction; Assessment; Collaborative Data Based Decision Making; Multi-Tiered Systems of Support (MTSS); Parent and Family Engagement; Leadership; School Culture and Climate.

The RTI Network is guided by these learning objectives:• How does an RTI/MTSS framework provide access to the core curriculum for all students?• What is a multi-tiered system of support (MTSS) and how it is related to improved student outcomes?• What is collaborative data based decision-making and how is it aligned with personalized learning?• How do you run an e!ective data team? How do you use data to match students to the right

instructional strategies and interventions?• How does a school implement the essential components of an RTI/MTSS framework? Where to begin?• What schools in New Hampshire have successfully implemented an RTI framework? What processes did

these schools use to undertake, develop, implement and sustain successful programs?

Network Lead: Elaine McNulty (RTI Improvement Coach, NHDOE)

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Attendees by Role

Educators



NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

104

63

16

--

2

7

479*

184*

253

58

24

Total

276

159

39

--

5


*Additional number of webinar attendees cannot be determined

6


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“It opened my eyes to a new understanding of the systematic nature of RTI.”

- Unknown

“Done correctly, students will bene$t from RTI and reading and math scores will increase. There are a lot of steps to implementing RTI, but by

following the examples of the other schools who have successfully implemented RTI, we can do it...”

- Language Arts Teacher

“I liked that the opportunity was given to collaborate with colleagues. There is

never enough time!”- Unknown


RTI Multi-Tiered System of Support (continued)

Use of Data and Ability to Support ItThis network focuses on how to access data from data systems, as well as how to analyze this data from a range of vantage points to improve instruction. Much of data analysis is understanding which questions will deliver the most valuable results—and this network seeks to help educators come to these understandings. The network continues to dive into how educators and districts can use data to understand their students better—through early warning indicators, academic history, demographics and more—with the ultimate goal of improving student experience and achievement.

Network Leads: Irene Ko!nk, Mike Schwartz & Virginia Cli"ord (NHDOE)


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Attendees by Role

Educators



NHDOE

Other/Unknown

Network Events

Attendees to Date

Unique Attendees

Attendees Surveyed

Schools Represented

SAUs Represented

Unique

83

183

82

23

2

19

450*

373*

178

156

81

Total

96

218

100

34

2




“Great menu of intervention ideas.”- Teacher

"Loved the language and organization process for PLC's. Plan to share with our

leadership team." - Literacy Coach

“There will be growing pains but the long-term bene#ts of targeting speci#c data will promote

better learning environments.” - School Psychologist“Session activities were engaging

and thought provoking and even frustrating given the re$ection it invoked.”

- Teacher

*Does not include 560 webinar participants

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V. Voices from the Field

The data presented in earlier sections of this report card are integral to our understanding of participation (numbers and type) and e"cacy of the work (quality of the network experience). However, while all of those indicators are important, the aim of this work is to demonstrate evidence of impact. As the work matures, we will deepen this area of research. For now, due to the relatively limited exposure of a few months, we wanted to re#ect voices from the $eld—feedback around what worked and where we fell short. These voices further substantiate the quantitative data and provide a glimpse into the work from the perspective of our districts. This feedback is invaluable as we plan to continually improve this e!ort moving forward

This spring, we spoke directly with a broad range of stakeholders across six school districts about their experiences with the network strategy. Each district represented a varied level of participation; some districts participated in many of the professional learning networks and use of the platform, while other districts participated in a handful of events based on their needs. Seeing that the fundamental goal of a “networked” state is to create support structures that are valuable to every district in New Hampshire, we prioritized speaking with a range of districts representing di!ering levels of participation.

We are extremely thankful for the members of each school district for taking the time to re#ect with candor on what has and has not been working for them, as well as questions the work raises and ideas they have to improve it. Across

the conversations of the past few months, there were a broad set of themes that will prove instructive as we proceed.

We look forward to continuing these conversations, and deepening our role as a learning organization, in order to support a fully “networked” New Hampshire.

Lyme School DistrictLyme, New HampshireSuperintendent: Mike Harris# of Sta!: 33# of Students: 201

Re!ections & FeedbackTucked along the border of Vermont and New Hampshire, only minutes away from the Connecticut River is Lyme School District. A small district, Lyme has only one teacher per grade for most classes. This past year, Lyme participated in the Educator E!ectiveness Network. Superintendent Mike Harris was one of a handful of administrators that sat on a panel to share stories and experiences of creating or revising their district’s educator evaluation plans. In 2011, Lyme began revising their plan and this past school year began its pilot year of implementation.

Outside of this network event, Harris’s team did not have a chance to participate in other networks. Harris explains the reason for this is two-fold: urgency and timing. “One reason [we did not participate more] is that we are small, to


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the point of being tiny and a pretty high achieving place, so the urgency is not there. Additionally, we have ample resources to do what we are going to do and assigned to do,” says Harris. “The other reason from another direction, is we have been involved in determining a new strategic plan for the better part of the year.”

Harris along with his school board, principal and a team of sta! members have been diligently working to construct the district’s new $ve-year strategic plan. Finalizing this plan will be paramount in determining what outside resources and statewide networks align with the district’s needs—Common Core implementation, a potentially new middle school model, especially as it relates to math instruction, and the continued work on the educator evaluation plans are the main areas of focus for Lyme.

“We always had the con$dence that the DOE has plenty of stu! out there [for districts],” says Harris. “There is no shortage of workshops this summer, and I know that our teacher leaders are going to be attending some things. We are well aware of the [networks], we haven’t been quite ready for it up until now.”

Gilford School DistrictGilford, New HampshireSuperintendent: Kent HemingwayCurriculum & Assessment Director: Scott Laliberte# of Sta!: 230# of Students: 1,253

Re!ections & FeedbackA member of the New England Association of Schools and Colleges, Gilford School District has been deeply involved in the New Hampshire Network strategy. The district $rst heard about the strategy during the Commissioner’s meeting in the fall of 2012 and was excited to participate. “We know how strapped the Department has

been in terms of sta"ng and how many services have been lost,” says Superintendent Kent Hemingway. “We saw the network strategy as a very important thing for us to support.” Surveying the professional learning networks o!ered, the core leadership team at Gilford focused on the Next Generation Learning Network because of its objectives towards innovating new models of learning, along with the Analyzing Student Data Network. “We really focused on the innovation piece because that’s where we live,” says Scott Laliberte, the district’s curriculum and assessment director. “On a practical and pragmatic level, the data network brought us a lot of good ideas and good thinking, but there hasn’t been as much action that’s come out of it because that’s not where our focus is right now.”

Through the team’s work in the Next Generation Learning Network, Gilford began to build and then re$ne a new model for personalized learning in their elementary math classrooms using online curriculum and tools, all of which aligns with the district’s strategic plan. Although the new model is just in its beginning stages and will continue to be cultivated this summer, the network’s reach has already had an impact. “Our participation in the network has endorsed much more progressive thinking,” says Laliberte. “It’s all coming back to the personalization initiative. In a nutshell, it’s opened up a lot of possibilities for our teachers to be more progressive towards things they are learning instead of [sticking with] the old standards.”

Beyond just transforming models of student learning, the fundamental beliefs of a networked state, has expanded the reach of professional learning in the district. “We are engaging many more people now,” says Laliberte. “We are casting a broader net, which is probably the largest change,” in terms of district growth. “Instead of


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picking the $ve or 10 all-star teachers [to participate], we have a lot of people who are aware of this and encourage others.”

Despite all the positive reviews and experiences to date, there is certainly room for improvement on a granular and systems level, says Gilford’s team. First, the challenge of making virtual collaboration bene$cial—both Hemingway and Laliberte professed the value they found in the face-to-face workshops, conferences and design sessions of the professional learning networks, and how this has not yet translated to the platform in a meaningful way beyond $nding useful content. Taking it to a broader scope, the NHDOE needs, “consistency, perseverance and diligence to build this statewide and meet the needs of more New Hampshire school districts. We realize the limitations of money and time, but it’s going to take real presence,” says Hemingway.

Going forward, he recommends focusing on presenting to more and broader audiences about the strategy—getting in front of teachers to show them the network platform, communicating through a range of conferences about the professional learning networks available and ensuring the story is really told and comprehended statewide. “We are feeling like we are in limbo right now with what the future is going to look like [for education in New Hampshire] and we would look to the networks as important.”

Manchester School District Manchester, New HampshireSuperintendent: Dr. Debra LivingstonFormer Assistant Superintendent: Michael Tursi# of Sta!: 1,752# of Students: 15,536

Re!ections & FeedbackThe largest SAU in New Hampshire, Manchester School District serves more than 15,000 students supported by a sta! of 1,700 educators and faculty. This past year, former Assistant Superintendent Michael Tursi, Director of Federal Projects and Professional Development Polly Golden and district educators dove into a range of professional learning networks available, especially as it applied to the work of their SIG schools.

Looking back across the district, the Analyzing Student Data Network has had the largest impact, re#ects Tursi. “It allowed people to think more heavily around data analysis,” he says, noting that many of their schools participated in the network’s various events throughout the year. “It really acted as a springboard and eye-opener in teaching us [about the how to] of one of the most important elements [for schools].”

Beyond Data, a range of additional network events served as starting points for collaboration and learning, says Tursi. Yet the network strategy’s emphasis on communication and building relationships didn’t always translate into a smooth process, especially when it came to marketing and recruitment.

“I think the initial conversations around the network [strategy] could have been clearer,” says Tursi. “The information could have been more user-friendly around the purpose of the networks and communicated in a more systematic approach,” emphasizing that many of the original descriptions of the professional learning networks were brief and the speci$c goals and outcomes were not obvious. Furthermore, the strategy and platform didn’t always provide district leadership with the ability to tune into active participation by members of their own district. “There were multiple ways for people to sign up [for networks], causing confusion.”


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Despite the areas in need of improvement, Tursi is optimistic. “The strategy of making connections with people throughout the state has been very good…the networks have really allowed people to reach out and connect with people they might never have.”

Keene School District (SAU 29)Superintendent: Wayne WoolridgeAssistant Superintendent: Reuben Duncan # of Students: 4,145# of Sta!: 794

Re!ections & FeedbackThis past year, as new members of district administration transition into their positions, Keene School District has focused on ensuring the SAU is aligned on mission and driving towards clear, speci$c initiatives. “The work this year has been about narrowing our focus as much as possible, and more than just on paper. [Making it] logically intertwined so people understand we’re doing an initiative and everything else falls under that,” says Assistant Superintendent Reuben Duncan. Participating in the network strategy, particularly the professional learning networks, helped push these strategic goals forward and into action.

Keene team members participated in an assortment of networks to meet their needs, including RTI, Common Core, Educator E!ectiveness and Analyzing Student Data. Each network was critical in helping the district move beyond laying the foundations of work to actionable steps, says Duncan. “Coming together with other cohorts and with $delity and in a collaborative fashion so people own it has not been the past practice,” says Duncan, but the network strategy helps propel us in that direction. “More and more we are looking at community and looking forward.”

With a heavy emphasis on community and collaboration, sharing knowledge is critical. Duncan utilizes a di!erentiated approach to ensure his sta!, which embodies a range of learning styles, is reached. He posts knowledge updates in bimonthly newsletters and personally records videos summarizing network materials, resources or information, which he then posts to the school’s YouTube space. Although Duncan is versatile with technology, he has not spent much time on the network platform as of yet. “It’s a great concept,” but he has had trouble $nding posted materials. “Once I get a better grasp, I will be signi$cantly communicating [about it] to the SAU.”

As the network strategy continues to grow, Duncan sees a need for expanded supports in other topics, including teacher preparedness to ensure our young teachers-to-be are receiving the education and training necessary to succeed in the classrooms of the future. “Teacher preparedness from colleges is a huge issue,” says Duncan. “Education has shifted so much…[teachers] need to be more prepared when they come in, not after years of PD!”

Concord School District Concord, New HampshireSuperintendent: Christine Rath# of Sta!: 685# of Students: 4,842

Re!ections & FeedbackThroughout this past year, educators, school and district administrators from Concord School District participated in a handful of networks based on need, including Performance Assessment and Educator E!ectiveness, along with facilitating presentations on its district’s data strategy at Analyzing Student Data Network events.


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Superintendent Christine Rath has felt the impact of the networks on multiple levels, although the clarity around the strategy as a whole and its various components took time. “The understanding of this model has really been an exercise—an activity of constructing meaning,” says Rath. “I think it’s evolving …but it’s becoming clearer as we go through it.”

When Concord did get down to the nitty-gritty of network participation, though, the team was pleased. “We are continuing to work with the Data Network to try and $gure out how to use data better and learn from one another and districts that are doing it.” The district also had a team of high school language arts and math teachers work with the Performance Assessment network to a great response: The network “was really well-received in terms of quality work. We have another team lined up for next year and we are trying to $gure out internally how to do more of it.”

On the Educator E!ectiveness strand, the district looked to the network as it continues to review and consider revisions to its evaluation plan. Concord put together a team of administrators and union personnel to attend the network events. “It’s been very well done,” says Rath, although noting that elements of the content are far beyond where they are currently in the process. “Some of my folks’ heads were spinning, but it is very helpful to have something going statewide that’s getting better and better and that’s transparent around how each district is doing [the work].”

Going forward, Concord sees as a critical next set of steps to take the knowledge and learning from the professional learning networks and begin to apply the work across the whole district.

Concord’s experience with individual professional learning networks, along with the platform

(which Rath explains she uses occasionally) is an integral piece of the larger strategy—but synthesizing the big picture is also key. Rath recognizes there’s an inherent tension between moving the system of compliance to one focused on support, but she has tremendous respect for the concept. “I’m very supportive of the network concept,” says Rath. “It’s a very powerful way to go, and it’s so doable in this state.”

SAU 64: Milton & Wake"eldSuperintendent: Jay McIntireDistrict Curriculum Coordinator: Mary Wilson# of Sta!: 191# of Students: 1,021 Re!ections & FeedbackThe Milton and Wake$eld school districts were among the highest participating SAUs in this year’s network strategy. Educators and district leadership joined the Common Core, Educator E!ectiveness, Performance Assessment, RTI, Next Generation Learning & Performance-based Data Systems and Analyzing Student Data Networks. The district’s high level of participation can be attributed, in part, to the department’s encouragement for SIG schools to join networks that $t their needs. “It was our SIG school that was primarily involved in all of the networks,” says District Curriculum Coordinator Mary Wilson. “Although, we did push some of the initiatives through other schools, as far as the teacher e!ectiveness work, since our SAU is involved.”

Wilson, who learned of the professional learning networks and platform from Superintendent Jay McIntire was an early adopter of the strategy and the technology that accompanied it. “I went to the platform and basically signed up for just about everything that would help the district,” she says. “What I like is being able to collaborate with other districts and hear their stories and [the opportunity] to take some of these stories back to our districts has been phenomenal. That in


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itself is de$nitely worth the network moving forward.”

Of all the networks the team participated in, they took the most from their work in the Performance Assessment Network. “It has had the most e!ect on actually helping with student learning,” says Wilson. “Partly because the [network leads] had requirements for the next face-to-face sessions, and having to post the work on the platform was very instrumental and often a motivator to get the work done.” The district is also using the knowledge acquired during RTI network events as a springboard for moving that work forward.

As we head into next year’s system-wide strategy, Wilson recommends a more detailed menu of options with a full scope of objectives and expectations for each professional learning network, which would be helpful upfront. Additionally, she hopes that the network platform with the shared calendar feature will provide an opportunity to improve

communication across the state, especially when it comes providing schools and districts time to prepare and create teams to participate in networks.

“I look forward to watching [the strategy] improve and being part of that improvement as it moves along,” says Wilson. “I think it’s a great thing the state is moving forward…for the $rst time we feel so supported and [that the work is] personalized by being on these networks.” Before this, “it was hit and miss for certain schools and not necessarily for the entire state.”

Science of Learning

Shifting Policy Environments

Technology

Project-based21st Century

Skills“Deeper”Learning

Blended

“Flipped”

Economic Pressures

Personalization

Game-inspired

ConnectedLearning

Competency-based

Cost-e!ective

Learning Ecosystem

Future of Learning

Interest-driven


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VI. Looking Ahead

Lessons Learned and Next Steps

Education is about revision. It’s never stagnant. As educators we constantly design, test and rebuild. We review the scope; plan smarter; change our perspective; address challenges head on and $x them. If this network strategy was built in a problem-based learning classroom, the $nal assessment might be to test the strategy and adjust accordingly. We are at that exact moment now. The prototyping period of the $rst six months has come to a close; the data, conversations and feedback from the $eld is rich and honest, and now our job is to digest, synthesize and move forward. As we head into the summer planning months, these four key lessons will serve as the backdrop for our continued work to become a fully “networked” state.

• Lesson One: This is Complex Work Shifting from a compliance to support

system in practice (not just rhetoric) is very challenging. There’s an inherent tension, as re#ected in the feedback from many in the $eld, which comes from balancing our requirements as a regulatory body with what we know is needed to support the transformation of our classrooms and schools. However, we strongly believe in this vision, and we are hard at work to make the transition to a more personalized and responsive system providing districts with the high-quality supports they need and want to meet our collective goals for student learning. This strategy is also about continuing to build positive, respectful

relationships with the districts of our state. Right now we live in the in-between—and although we feel good about the progress we have made thus far, there is still deeper work to be done.

• Lesson Two: Clear Communication is Key Building on the theme of complexity—

change at any level is messy. It requires collaboration, communication and coherence to succeed. Throughout this $rst year, the network strategy had many of these components at di!erent moments, but we need to do a better job of integrating each component into the stronger whole. The lessons around communication are especially apparent—we need to be clearer about what we are aiming at, why, how it all $ts together, what it will look like and how it can help you. We look forward to clearer messages and consistent communication moving forward.

• Lesson Three: Formalize the Structures As the data shows, most participants who

joined a professional learning network had a good to very good experience. On the platform side, we continue to listen to user feedback to ensure the technology doesn’t become just another add-on, but an integral, intuitive space for educators across New Hampshire to collaborate and learn. Despite good reviews for both sides of the strategy, good is not good enough. Over the summer we will be working with partners, network leads and liaisons, NHDOE personnel and other regional stakeholders to re$ne the

experience and design better structures based on district feedback and needs.

Timing also matters. We recognize that you need to make plans in a timely fashion. Therefore, we resolve to provide you with high quality options sooner.

• Lesson Four: Changing Behaviors Takes Time If designing and implementing the strategy

was the $rst step, changing behaviors across our state—from internally at the NHDOE to beyond—continues to be the most integral component of all. The network platform is a great anecdote of this: Technology is not an agent in collaboration and problem-solving unless we begin to instill value in it and build our practice around it. A “networked” state requires a shift from focusing purely on initiative, to cultivating the relationships these initiatives are built on.

Next Steps

We will continue our conversations with educators and leaders around the state to build our network o!erings for next year across three core areas: Student-Centered Instruction, Evidence of Learning and Teacher/Leader Support. This list will be available by late July. Please contact the NHDOE anytime with your thoughts about the future of the New Hampshire Network.


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2Revolutions and New Hampshire Learning Networks - Year 1 - 2012-2013

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Transcript of 2Revolutions and New Hampshire Learning Networks - Year 1 - 2012-2013