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Dr. Scott Smith, CSAS Director Jay Scott, CSAS Assistant Director Kansas State Department of Education 10/8/14.

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Presentation on theme: "Dr. Scott Smith, CSAS Director Jay Scott, CSAS Assistant Director Kansas State Department of Education 10/8/14."— Presentation transcript:

1 Dr. Scott Smith, CSAS Director Jay Scott, CSAS Assistant Director Kansas State Department of Education 10/8/14

2 From December 2013 to October 2014

3 The Kansas State Board of Education recommended the following:  That all students grades 3-8 take the same state assessment.  That all students in HS would take the state assessment, unless they had already demonstrated College & Career Readiness on another assessment (ACT, SAT, CPASS, etc.) commonly referred to as the “Bouquet Model.”  That the state assessment would be built according to the SBAC blueprint.  That the Bouquet Model be implemented at high school.  That CETE develop the state assessment.

4  Approved the Kansas ESEA Flex Waiver for one more year,  Removed our “High Risk” status, meaning we can move forward with our teacher/leader evaluation model and using student growth as a significant factor  Allowed Kansas to use student growth as a significant factor in the school year.  Exempted Kansas from reporting 2014 assessment results due to the DDoS situation during the testing window.  Did not approve the Kansas Assessment Bouquet Model The USED asserted that ACT, SAT, and State Assessment are not comparable and must be. The argued that each child has to take the same test, grades 3-8 & HS

5 Having the initial “Bouquet” model denied forced KSDE to re- evaluate: (1) Why does the state assessment seem to exact so much time? (2) Why does the state assessment push out other opportunities for students to demonstrate college- and career- readiness? (3) Had KSDE truly wiped clean the AYP slate relative to assessment policy?

6 What KSDE realized from the original draft of the Bouquet was that the model retained an 11 th grade cohort meaning that state assessments were occurring at three of the four years of high school.

7 In the model below, we see that during the “AYP Era” from 2006 to 2014 the state assessments in language arts and mathematics occupied nine grade levels.

8 -- An 11 th grade cohort was chosen to maximize instructional time in high school in response to AYP targets. (The ELA and Mathematics intended cohort in 2005 was actually grade 10.) -- OTL began as a policy to align test administration with instruction during grades 9, 10, and 11; a double-testing option was added in response to the AYP mandate to make all students proficient by Emphasis was placed on monitoring “Optional,” “Priority,” and “Complete” students for building-level AYP determinations. -- Some schools tested 9 th graders to determine or “diagnose” those who were proficient and whose scores could be “banked” toward making AYP. -- The OTL policy created a three-year footprint comprised of formative assessments, interim assessments, double-testing, banking scores, and monitoring individual student assessment histories while at the same time rewarding only proficient scores for AYP, nothing higher.

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13 Step #1: Step #2: Click the “Transitional Summative Reports Available” link under the “News” banner on the right of the screen. Step #3: After clicking the link in step 2, you’ll be directed to a brief paragraph explaining the 2014 cyber attack and the need for the reports. Click the word “report” in this paragraph.

14 The KITE Client for iPads is now available through the Apple store. You can access it from the KITE page on the Kansas Assessment Program website. On that page on the right hand side you will find “Download KITE Client for iPad” which will take you to the Apple store to be able to download the application(free). You will also find “View Instructions for iPad” which tells you how to set up the application and use for assessments.

15  T HE PURPOSE of Break KITE day is to test the bandwidth of local buildings and the bandwidth and load balancers of CETE servers by simulating operational testing conditions during one school day.  Information has been sent to schools on how to participate.  Participation is voluntary.

16 Testing Window March 9 – May 15 ELA and Math grades 3 – 8 and 10 Science grades 4, 7 and 11 History/Government grades 6, 8 and 11

17  ELA and Math Part 1 – 25 machine scored items Multiple choice and technology enhanced Parts 2, 3 & 4 – 15 machine scored items Adaptable sections of the assessment beginning 2016  Performance Task Grades 3 – 8 in Math and ELA No performance tasks in grade Grade 11 History/Government No performance task in Science

18  November 19 Performance Level Descriptors (PLDs) meeting in Lawrence to write the narrative descriptors for the 4 performance levels Recruitment 2 panelists per grade per subject Familiarity with content standards  Week of July 20 Standard Setting (cut scores)

19  DLM – ELA and Math Through-course testing model with 3 different windows Consortium developed assessment Standard Setting (cut scores) – summer 2015  DLM – Science pilot  History/Government pilot

20  KELPA-P Paper/pencil assessment Managed and reported by KSDE for 2015  ELPA 21 Consortium Assessment Pilot 2015 Recruiting volunteers

21 Pathway Assessment Rubric - evaluate each CTE Pathway in the following four component areas: Pathway Assessment Rubric Instructional Practices Partnerships Physical Environment Professional Development Pathway Improvement Plan At least 1 SMART goal for each component to be achieved over a 3 year time period CTE Pathway Improvement Plans

22 Career Pathways Assessment (cPass) General CTE Assessment summative college/career ready assessment measures academic, 21 st century skills, leadership, employability Computerized is operational now Performance Assessments under development Comprehensive Agriculture Assessment measures technical skills in Ag (Sit-down and Performance Assessments) cPass

23 On the Horizon…….. Animal Systems Plant Systems Manufacturing Production Design and Pre-Construction Finance Comprehensive Business Marketing Career Pathways Assessments (cPass)

24 Success of Senate Bill HS Headcount 3,4753,8706,1018,208 College Credit Hours 28,00028,16144,08760,799 # Credentials (Public & Private) $ Incentives for Credentials $0$ 694,167$ 1,419,000 # Districts Participating – Credential Incentives only In 2014, College CTE courses taken by HS students - a 112% increase in headcount and 116% increase in college credit hours over the baseline year (2012) 1,419 secondary students earned industry-recognized credentials leading to a high demand occupation - an increase of 159% over the 548 credentials earned the baseline year (2012) Major areas for secondary student certifications: 73% Health; 9% Construction; 7% Manufacturing; 6% Automotive; 4% Agriculture

25 Post-Secondary Enrollment % Kansas Class of 2007

26 Completed 1 year of Post-secondary Kansas Class of 2007

27 Degree Completion Kansas Class of 2007

28 Closing the Gap Two areas to focus on to help more students be successful in college and career: Career Awareness & Guidance CTE Pathways


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