All Students Deserve a Quality Education

Our partnership with the New Hampshire Learning Initiative is instrumental to our path towards active, engaged, and innovative student-centered learning. We are grateful to work with people who understand the unique strengths and challenges of our K-8 school and assist us in creating a plan that works for our school district.

- Sondra Brake, Principal, Plainfield Elementary School

I have walked the assessment journey for many years having worn many hats. The work that we have done with NHLI on PACE tasks has been some of the most professionally rewarding work I've done thus far. The opportunity to collaborate with colleagues from other districts to co-construct meaningful and authentic performance assessments makes us ALL better. And it's the right thing to do for students.

- Mr. Chris Demers, Assessment Coordinator, Concord School District

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Drive student achievement through your own, with professional development opportunities

Don’t stop at an idea, or let your district’s size or access to funds keep you from pursuing new programs for students that could transform their education. NHLI can help you achieve your vision.

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Upcoming Events & Training

Participate in one of our informative trainings or educational events

Introduction to Formative Assessment

February 8

NHLI is pleased to partner again with Margaret Heritage, an expert in formative assessment, to provide NH educators with the...

Recurring Event

February 8 2021, March 3 2021, March 15 2021, April 21 2021

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Examining Privilege, Systemic Racism, and Becoming Social Justice Educators

February 17

The goal of this workshop is for participants to develop social justice and equity educational practices and move toward a...

Recurring Event

January 20 2021, February 17 2021, March 17 2021, April 14 2021, May 12 2021, June 9 2021

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Help! How Do I Lead the Transition to Competency-Based Learning?

March 12

January, 22, 2021: How Do I Lead the Work? You can’t do this alone! This session will help you to...

Recurring Event

January 22 2021, March 12 2021, April 9 2021

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Our Stories

/ January 3, 2021

Three Ways to Scale Student-Centered Reforms in Your System

This article was originally published June 12, 2020 on the website Students at the Center Hub. Author Dr. Felicia Sullivan is Associate Director of Research at Jobs For the Future   Since 2014, New Hampshire educators can meet academic accountability requirements through a statewide Performance Assessment for Competency-based Education (PACE) system. Aimed at capturing a more authentic […]

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/ January 3, 2021

Scaling is All the Rage, But How Do You Make It Happen?

New Hampshire’s Performance Assessment for Competency-based Education (PACE) system is entering its third year. Using this alternative state accountability system, 150 teachers in nine school districts have created 14 performance assessment tasks in mathematics, English language arts (ELA) and science. The tasks have been validated against standardized state tests with the ambition to bring performance assessments to all students in the state across all disciplines. A primary goal of PACE is to ensure that students demonstrate their content knowledge to gain academic credits and graduate.

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/ January 3, 2021

Investing in Teachers as Agents of Scale

As part of a William and Flora Hewlett Foundation funded research-practice partnership (RPP), JFF (Jobs for the Future) has been collecting data and insights on the scaling of WSPs (aka deeper learning competencies or essential skills) in New Hampshire.  From the start, the state’s PACE system was a key driver to scale, providing a critical backbone for assessing competency-based efforts. What has become clearer to the JFF research team is that investing in teacher capacity to instruct and assess WSPs has been a critical move to ensure that the practice change is deep, spreads, and is sustainable.  A key orientation has been a strong commitment to teacher ownership of the process.  The practice partner is this effort, the New Hampshire Learning Initiative (NHLI), has been critical to supporting and pushing this teacher-centered approach forward.

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