Career, Standards and Assessment Services

Dr. Scott Smith, CSAS Director
Jay Scott, CSAS Assistant Director
Kansas State Department of Education
From December 2013 to October 2014
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
 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.
 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 using student growth as a significant
 Allowed Kansas to use student growth as a significant factor in the 201718 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
Having the initial “Bouquet” model denied forced KSDE to reevaluate:
(1) Why does the state assessment seem to exact so much
(2) Why does the state assessment push out other
opportunities for students to demonstrate college- and careerreadiness?
(3) Had KSDE truly wiped clean the AYP slate relative to
assessment policy?
What KSDE realized from
the original draft of the
Bouquet was that the
model retained an 11th
grade cohort meaning that
state assessments were
occurring at three of the
four years of high school.
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.
-- 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 rewarding only proficient scores for AYP, nothing higher.
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.
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.
 THE 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.
Testing Window
March 9 – May 15
ELA and Math
grades 3 – 8 and 10
grades 4, 7 and 11
grades 6, 8 and 11
 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 10 - 2015
• Grade 11 History/Government
• No performance task in Science - 2015
 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)
 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
• Paper/pencil assessment
• Managed and reported by KSDE for 2015
 ELPA 21
• Consortium Assessment
• Pilot 2015
• Recruiting volunteers
CTE Pathway Improvement Plans
• Pathway Assessment Rubric - evaluate each CTE Pathway in the
following four component areas:
• 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
Career Pathways Assessment
General CTE Assessment
summative college/career ready assessment
measures academic, 21st century skills, leadership,
Computerized is operational now
Performance Assessments under development
Comprehensive Agriculture Assessment
measures technical skills in Ag
(Sit-down and Performance Assessments)
Career Pathways Assessments
On the Horizon……..
Animal Systems
Plant Systems
Manufacturing Production
Design and Pre-Construction
Comprehensive Business
Success of Senate Bill 155
2011 2012
$ 694,167
$ 1,419,000
Credit Hours
# Credentials
(Public &
$ Incentives
• 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
• 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)
# Districts
– Credential
• Major areas for secondary
student certifications: 73%
Health; 9% Construction; 7%
Manufacturing; 6%
Automotive; 4% Agriculture
Post-Secondary Enrollment %
Kansas Class of 2007
Completed 1 year of Post-secondary
Kansas Class of 2007
Degree Completion
Kansas Class of 2007
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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