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QPA Advisory Council

QPA Advisory Council. Proposed State Accountability System September 2014 Brad Neuenswander, Interim Commissioner Kansas State Department of Education. December 2013 Recommendation. All students grades 3-8 take the same state assessment.

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QPA Advisory Council

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  1. QPA Advisory Council Proposed State Accountability System September 2014 Brad Neuenswander, Interim Commissioner Kansas State Department of Education

  2. December 2013 Recommendation • All students grades 3-8 take the same state assessment. • 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. • The state assessment would be the SBAC assessment. • The state board approved the Bouquet Model, but chose to have CETE develop the state assessment.

  3. Kansas ESEA Flexibility Waiver • Approved the Kansas ESEA Flex Waiver for one more year, 2014-15 • Removed our “High Risk” status, meaning we can move forward with our teacher/leader evaluation model, and how we use student growth as a significant factor • Allows us to move the use of student growth as a significant factor to the 2017-18 school year. • Exempts Kansas from reporting 2014 assessment results due to the DDoS situation during the testing window. • Did NOT approve the Kansas Assessment Bouquet Model • Performance on ACT, SAT, State Assessment is not comparable. • EACH CHILD HAS TO TAKE THE SAME TEST, GRADES 3-8 & HS

  4. Current State Assessment Footprint

  5. From 9 grades to 7 grades and introduce a CCR Footprint

  6. “Opportunity to Learn” Footprint -- An 11th 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 2014. -- Emphasis was placed on monitoring “Optional,” “Priority,” and “Complete” students for building-level AYP determinations. -- Some schools tested 9th 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 recognizing only proficient scores for AYP.

  7. Model of a Stage Adaptive Test

  8. Reading – Performance Levels

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