QPA Advisory Council

Proposed State Accountability System

September 2014Brad Neuenswander, Interim CommissionerKansas State Department of Education

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.

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

Current State Assessment Footprint

From 9 grades to 7 grades and introduce a CCR Footprint

“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.

Model of a Stage Adaptive Test

Reading – Performance Levels

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