KEEN State Education Conference
February 21, 2014
“Conspiracy, What?
Setting the Record Straight in Kansas?”
College and Career Ready means
an individual has the academic
preparation, cognitive
preparation, technical skills, and
employability skills to be
successful in postsecondary
education, in the attainment of an
industry recognized certification or
in the workforce, without the need
for remediation.
Level of performance on
college readiness exams for
full admittance to postsecondary institutions
without the need for
remediation
Achievement of an industry
recognized certification that
enables students to advance
in a career pathway
Problem formulation,
research, interpretation,
communication, precision
and accuracy
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Reading
Writing
Listening
Speaking
Math
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Decisive
Creative Thinking
Solves Problems
Reasons
 Social Awareness
 Responsible Decision
Making
 Self-Management and SelfAwareness
Ability to engage in
exploration and planning
relevant to the students
interests, for career
preferences leading to postsecondary success
Kansas
ESEA Flexibility Waiver
Overview
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Why Was ESEA Waiver Available?
 Congress hasn’t reauthorized Elementary &
Secondary Education Act (ESEA), currently known as
No Child Left Behind (NCLB) Should have been done
in 2007
 U.S. Department of Education (ED) offered states
opportunity for relief from certain provisions of ESEA
 In order to improve academic achievement and
increase the quality of instruction for all students
through state and local reforms
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Why Kansas Sought a Waiver?
 To move away from the narrowly defined
accountability system in NCLB
 To have a new accountability system that uses
multiple measures with goals that are unique to each
school/district
 To have results which are more meaningful measures
of the success and progress of Kansas schools
 KS is already doing many of the parts, i.e. common
core standards
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What KS Agreed to- Principles
1.
College- and Career-Ready Expectations for All Students
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Kansas College and Career Ready Standards
New assessments with a CCR benchmark
2. State-Developed Differentiated Recognition,
Accountability, and Support
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Multiple views of student performance (4 AMO’s)
3. Supporting Effective Instruction and Leadership
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All school districts now have an approved teacher/leader
evaluation instrument
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Waiver Components
1. Extend our current ESEA Waiver another
year.
2. Respond to our current conditional “high
risk” status.
3. Amend items in our Current Waiver.
4. Move the use of using student growth to
inform personnel decisions until 2017-18
State Assessments
Scott Smith, Director
Career, Standards and Assessment Services
But how much is changing, really?
 Transition assessment in Spring 2014 is the
same as we have always planned
 Spring of 2015, when we would have had SBAC
for the first time, we will have an enhanced
Kansas assessment.
 By Spring of 2016, we will be very close to
where we would have been with SBAC with
difference due to choices made in Kansas.
Spring 2014
 Transition Assessment
 Delivered on KITE
 Aligned with Kansas College and Career Ready
Standards for math, reading, and writing conventions
 Follows similar blueprint to SBAC, including technologyenhanced items
 Machine-scorable items only
 No performance task
 No writing prompt
 No listening items
New Development in 2014–2015
 The transitional test will serve as the backbone for the
new Kansas College and Career Ready Assessment
 Enhancements
 Listening section
 Writing prompt
 Math performance tasks
Spring 2015
 The core machine-scorable part of the test will be
parallel to what was administered in 2014, but we will
refresh the item pool.
 We will field test the enhancements.
 Accountability for 2015 will be based on the core
portion of the test.
 Schools and districts will receive feedback on the fieldtest portions to help gauge student readiness on the
full set of standards.
Summer 2015
 After analyzing the field-test items, we will create the
best form possible that includes all features of our
future assessment.
 We will set new achievement standards (cut scores
and performance level descriptors) based on that
form.
 Using those new cut scores, KSDE will set new AMOs
and communicate the new targets to schools and
districts.
Spring 2016
 Now we have a fully enhanced test that covers all
of the Kansas College and Career Ready Standards.
 We should also have sufficient numbers of items
to make the test adaptive this year as well.
Adaptivity
 The test will be adaptive to allow students to be
measured on items close to their ability level.
 We are considering stage adaptivity rather than item
adaptivity that SBAC uses.
 Benefits
 More reliable estimates
 Targets assessment to student level
 Requires fewer items than item-level
Summary
Spring 2014
Core machine-scorable items
aligned with KCCRS
Core machine-scorable items
Spring 2015
aligned with KCCRS
Math
Performance Task
Core machine-scorable items
Spring 2016
aligned with KCCRS
Adaptivity
Essay
Listening
Items
Complete enhancements
(performance task, essay,
listening items)
Special Education
 Adaptivity should help students who used to take the
KAMM. They will be assessed on grade-level, but with
easy items.
 Many tools are available to all students (e.g.,
highlighter, notes, calculator)
 Accommodations are available electronically
(contrast, auto font)
 TTS is available in a new and improved voice this year.
Kansas Fingerprints
 We want Kansas educator and stakeholder
fingerprints all over these new assessments
 Design decisions
 Item writing
 Item reviewing
 Range finding
 Scoring
 Standard setting
Kansas Stakeholders
 Administrators
 Support teacher involvement
 Voice in report decisions
 Cross-content development
 Kansas Board of Regents
 High school — we want to ensure that tests
truly predict college readiness
 Will be involved in design and review of
assessments and setting cut scores
Full Kansas Assessment Program
 Summative assessment
 ELA (complete in 2016)
 Math (complete in 2016)
 History/government (complete in 2016)
 Science (complete in 2017)
 Formative tools
 Really more like sample items now
 Developing capacity for teachers to build test forms using
item pool
 In 2016, we can start building true formative,
instructionally-embedded tests.
 Will include science and H/G
Individual Plans of
Study (IPS)
KEEN
Topeka
February 21, 2014
What is an IPS?
 Multi-year educational plan based on career interests
 The Kansas State Department of Education strongly
recommends that all districts implement individual plans of
study (IPS) for all students in grades 8 through 12.
 8th grade – career interest survey, develop individual plan
of study (at a minimum, include career interests and all
courses 9 – 12 + 1 year of post-secondary plans)
Here’s what we’re
facing…
Kansans with
“Some Post-secondary”
52%
ome Post-secondary = Credential through Advanced degree
Kansas Class of 2011
% Graduates enrolling in Post-secondary
education (2 and 4 year institutions)
76%
% Graduates enrolling in Post-secondary education
earning 1 year of college credit
49%
*System for Education Enterprise in Kansas (SEEK)
Why an IPS?
Student’s Educational Path becomes:
 Relevant → Higher Student Engagement
 Focused → based on Career Interests
 Efficient → time and $
 Not a silver bullet, but an IPS will help a student
make better choices and ultimately lead to a higher %
of post-secondary completion
Student – Individual Plans of Study
(IPS) webpage
Individual Plans of Study
Evaluations &
Student Growth
Measures
Bill Bagshaw, Assistant Director
Kayeri Akweks, Education Program
Consultant, Teacher Licensure and
Accreditation/Evaluations
Federal WAIVER - Principle 3
Supporting Effective Instruction and
Leadership
Implement teacher and principal evaluation and
support systems that:
1. Are used for continual improvement of
instruction
2. Use at least 3 performance levels
3. Use multiple measures including student
growth as significant factor
4. Are used to evaluate on a regular basis
5. Provide clear, timely, and useful feedback
6. Are used to inform personnel decisions
Evaluation Systems
for 2013-2014 and 2014-2015
As of June 3, 2013 –
278 districts have submitted their Assurances Form
267 districts have had their Assurances Form approved
93 districts will be using the KEEP Repository
146 districts will be using vendors
46 districts will be using locally created evaluation systems
As of Feb 17, 2014 –
Districts are completing their D2 Assurances Form online for 20142015
All Districts must use an evaluation final summative rating for
each individual educator evaluation
All Districts must include student growth measures in their
evaluations
Things to Know
Student Growth Measures:
 Kansas school districts will include student growth as a significant
factor in the evaluation of classroom teachers and building leaders.
 State approved student growth measures will document the
specific amount of student growth attributable to the teacher or
building leader between two identified points in time.
 Multiple measures of student growth (more than one) must be met
before an educator can be rated as effective or highly effective.
 State assessments are one possible measure and are a required
measure for all grade levels and content areas that give them.
Commercially purchased assessments and locally developed
performance assessments may also be used, once they are
approved by the KSDE.
KSDE Guidance for school
districts:
 LEAs should use the commercially purchased and locally
developed student growth measures they currently have.
State assessments are required as given.
 All grade levels across schools in a district should use the
same measures.
 Local performance assessments should be collaboratively
designed, reviewed and used across the district with strict
adherence to an inter-rater agreement.
 Student Growth Objectives (SGOs) or Student Learning
Objectives (SLOs) are to be developed with collaborative
districtwide teams.
Next steps:
 All districts will identify student growth measures to be
used and provide them to the KSDE (in a format to be
determined) by June 30, 2014.
 A “default list” of student growth measures for LEA
reference will be available and posted on the web by
May 1, 2014.
2014-2015 All Evaluations
KANSAS Final Summative Evaluation Rating
Chosen Instructional
Practice Protocol
SUMMARY RATING #1
FINAL Summative
Evaluation Rating
Three Student Growth
Measures
SUMMARY RATING #2
Matrix Works
with or Without Percentages
Matrix Used to Determine Summative Evaluation Rating 1-24-2014.jpg
DRAFT Default List of SGMs
DRAFT Default List of Student Growth Measures 1-27-2014.pdf
The Draft Default List of SGMS is in progress and will be available by June 1, 2014.
Optional Template
Questions
Bill Bagshaw, Assistant Director
KSDE – TLA
bbagshaw@ksde.org
785-296-2198
Kayeri Akweks, EPC
KSDE – TLA
kakweks@ksde.org
785-296-5140
RIGOR
RESULTS
RESPONSIVE
CULTURE
RELEVANCE
RELATIONSHIPS
What is different
about the new
Kansas
Accreditation
Model?
College and Career Ready
At the Forefront of
Accreditation Work
Kansas College & Career Ready definition:
College and Career Ready means an individual has the academic
preparation, cognitive preparation, technical skills, and employability skills
to be successful in postsecondary education, in the attainment of an
industry recognized certification or in the workforce, without the need for
remediation.
Focus
Profiles of 21st Century Learner and
Learning
RIGOR
RESULTS
RESPONSIVE CULTURE
RELEVANCE
RELATIONSHIPS
Focus
The 5 Rs
Differences
District Accreditation
• The new model focuses on districts rather
than individual schools.
• All stakeholders are involved in supporting
all schools within the system.
• All participants are responsible for
successes and areas for improvement.
Differences
Support Rather than Penalize
 All of the R’s are weighted equally.
 Relevance, Relationships,
Responsive Culture, and Rigor are
just as important as Results.
 Accreditation is no long just about
achievement.
2:30-2:45 p.m.
Differences
Length of Time
 The accreditation timeline will be over a span
of four years.
 The first cycle will include an interim year to
allow districts to prepare for change.
Differences
Change Goals
 Districts will utilize the rubrics as a needs assessment
over a year-long process.
 An outside review assists the district in examining
areas for change.
 Two change goals are identified.
 Strategies are put into place.
 Data is collected and analyzed.
 Results are shared with all stakeholders.
Differences
Potential for Research
 Reflection is built into the final data analysis.
 Districts and KSDE will be able to conduct meaningful
research based on the changes occurring in districts.
 We can see how change impacts graduation rates,
attendance, drop-out rates, achievement, rural vs
urban districts, etc.
Accreditation
Work completed over the past year
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Field Testing
Rubrics
Definitions
Online Evidence
Repository
• Handbook
Accreditation
Work To Be Completed on
Accreditation Model
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Update the web page
Revision of QPA Regulations
Pilot online repository
Develop protocol for change goals and assembling
accreditation teams
Accreditation
Work To Be Completed that Impacts
Accreditation
• Decisions about AMOs are not finalized
• ESEA Waiver is still under review
• Student academic growth data is under
development
• Defining “significant” for educator evaluation
is still under review
Accreditation
New Item - QPA Advisory Council
Recommendations
 Continue the use of Annual
Measurable Objectives (AMOs) in
place of AYP
In 2014-15, all schools are
Accredited.
Reasons for QPA Recommendations
 2014 Math & ELA assessments are pilots
 First time teachers and students have assessed using
the new KITE system
 First time exposed to new test item types
(technology enhanced items)
 There will not be any cut scores until fall of 2014
 Some test items will be “thrown out” after pilot is
complete
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