Leave No Curriculum Leader Behind

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Leave No Curriculum Leader Behind

• October 1, 2004
• Next Meeting January 21, 2005

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Can You Read This?

• I cdnuolt blveiee taht I cluod aulaclty
  uesdnatnrd waht I was rdgnieg. The phaonmneal
  pweor of the hmuan mnid Aoccdrnig to a rscheearch
  at Cmabrigde Uinervtisy, it deosn't mttaer inwaht
  oredr the ltteers in a wrod are, the olny
  iprmoatnt tihng is taht the frist and lsat ltteer
  be in the rghit pclae. The rset can be a taotl
  mses and you can sitll raed it wouthit a porbelm.
  Tihs is bcuseae the huamn mnid deos not raed
  ervey lteter by istlef, but the wrod as a wlohe.
  Amzanig huh? yaeh and I awlyas! thought slpeling
  was ipmorantt!

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Whats on the Horizon for Kansas Schools?
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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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Millennials

• Consumers- 150 billion annually
• Digital Media Users - 6 hrs daily
• Multi-taskers
• Hyper communicators
• Gamers
• Less violence, drugs and alcohol
• Interested in college
• More socially/civically conscious
• Optimistic

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• Children are native to cyberspace, and we, as
  adults, are immigrants.
• - Douglas Rushkoff

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Different World

• Industrial workers were measured by their
  efficiency
• Knowledge workers are
• measured by their effectiveness

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(No Transcript)
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Timeframe for Revised Standards
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High School History/Govt. Assessment
D
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History/Government Standards

• Current
• Civics 6
• Economics 6
• Geography 6
• Kansas 2
• U.S. 5
• World 5

• Possible
• Civics 9
• Economics 10
• Geography 10
• Kansas 3
• U.S. 9
• World 12

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History/Government Standards

• Current
• Civics 6
• Economics 6
• Geography 6
• Kansas 2
• U.S. 5
• World 5
• 30 X 2 60 items

• Possible
• Civics 9
• Economics 10
• Geography 10
• Kansas 3
• U.S. 9
• World 12
• 53 X 4 212 items

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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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What progress are we making in revising
assessments?

• By 2005-06, both paper and pencil and
  computerized versions of state assessments will
  be available for reading and mathematics. (Grades
  3-8 HS)
• Computerized testing was piloted in reading and
  mathematics in 33 of schools this year.
• Any revisions to the writing assessment should be
  available by 2006, 2007, 2008, or 2009?
• Revised assessments in science and social studies
  will be available in 2007 or 2008 and science
  will be assessed annually thereafter.

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What progress are we making in revising
assessments?

• A new English language proficiency assessment
  will be piloted this year with the continued use
  of the current assessments.
• Performance assessments for K-3 are also
  available as additional options for feeder
  schools.
• A subcommittee has been formed to offer
  alternatives and suggest guidelines for effective
  practice regarding the second grade diagnostic
  reading assessment.

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What progress are we making in revising
assessments?

• Test items from the current reading and
  mathematics state assessments will be released
  early fall by December, one additional form will
  be released.
• Test items for all 3-8 and high school
  assessments will be piloted this year.
• Determination of test length is based on the
  level of indicator reports wanted/needed by the
  field e.g., student level reports or grade level
  reports.
• High school history/government and science
  assessments can be split into two separate
  assessments.

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May students use graphic organizers on the state
assessments?a. Only if provided by the
state.b. Only if provided by the school.c.
Only if generated by the student on blank paper
during the assessment.
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May students use graphic organizers on the state
assessments?a. Only if provided by the
state.b. Only if provided by the school.c.
Only if generated by the student on blank paper
during the assessment.
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What manipulatives may the student use on the
mathematics assessment? a. Those
manipulatives normally available in the
classroom. b. Only those provided by the
state. c. Any that are suggested by the
teacher.
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What manipulatives may the student use on the
mathematics assessment? a. Those
manipulatives normally available in the
classroom. b. Only those provided by the
state. c. Any that are suggested by the
teacher.
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Must instructional materials on the walls be
covered or removed during testing? a. Yes. b.
No. c. Only facts tables.
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Must instructional materials on the walls be
covered or removed during testing? a. Yes. b.
No. c. Only facts tables.
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Are mathematics journals allowable
accommodations? a. Only if student-generated.
b. No. c. Yes.
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Are mathematics journals allowable
accommodations? a. Only if student-generated.
b. No. c. Yes.
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May students with IEPs use math journals during
testing if listed in the IEP? a. Yes, and it
counts as a general assessment. b. Yes, but it
counts as an alternate assessment. c. No.
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May students with IEPs use math journals during
testing if listed in the IEP? a. Yes, and it
counts as a general assessment. b. Yes, but it
counts as an alternate assessment. c. No.
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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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As of July 1, 2005

• Revised QPA regulations go into effect for every
  school
• Revised graduation requirements go into effect
• Every school must have an external technical
  assistance team
• Annual accreditation status will be provided

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Accreditation
Quality Performance Accredited

• Meets the minimum performance and quality
  criteria
• For two consecutive years fails to meet AYP (for
  all students or by subgroup) or three or more of
  the quality criteria
• For three consecutive years, fails to meet AYP
  for all students (NOT SUBGROUPS) or four or more
  quality criteria
• For five consecutive years, fails to meet AYP for
  all students (NOT SUBGROUPS) or four or more
  quality criteria

Accredited Accredited on improvement Conditional
ly accredited Not accredited

Leadership and Support for Student Learning
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As of July 1, 2005

• Performance criteria must be determined for any
  area assessed including Reading, Mathematics,
  Science, History/Government and Writing
• The criteria must be the percentage of students
  performing at or above the proficient level on
  state assessments

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Guiding Principles

• The data is based on all students, not by
  disaggregated group.
• Schools would look at disaggregated groups but
  those would not be used in the accountability
  measure.
• Targets are based to show growth over time.
• The participation rate would be 95 percent.
• Baseline targets are based on data from the most
  recent assessments.
• The targets are for students scoring at the
  proficient level and above.
• A safe harbor provision will be included.

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2003 Results

• In Science, three-fourths of the schools had
  approximately 50 at proficient and above for K-8
  and 45 for 9-12
• In History/Government, three-fourths of the
  schools had approximately 50 at proficient and
  above for K-8 and 45 for 9-12

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Science Performance Levels
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Science Performance Levels
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History/Government Performance Levels
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History/Govt. Performance Levels
Science Performance Levels
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Safe Harbor

• If a school increased 20 percent of the
  difference between the percent of students that
  were proficient or above and the target, then it
  would also meet the performance target.
• If a school moved 5 or more of its students out
  of unsatisfactory and/or basic and if the percent
  at proficient or above is sustained or increased,
  it would meet the performance target.
• If a school closed its achievement gap by 5 or
  more without lowering the percent of students at
  the higher performance levels, it would meet the
  performance target.

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Safe Harbor

• A decrease in the percent of all students not
  proficient by 20 from the previous
  administration as subtracted from the next target
  year

• Example 4th Grade Science
• 42 in top three performance levels, target
  was 50
• 47 in top three performance levels, target
  is 55

55 13 -42 x20
13 2.6
Needed a 2.6 gain had a 5 gain. Safe harbor
applies.
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Reactions from the Field

• The majority of respondents reacted favorably to
  the suggested levels
• Some thought the levels were not high enough
• And a few thought the performance levels were too
  high

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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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Teachers

• 94.7 of our educators are fully qualified, yet
• 2,050 new teachers were licensed in 2000 as
  compared to 1,562 in 2003
• 6,538 e-sub certificates were issued in 2001 as
  compared to a half-year total of 6,823 in 2004
• Waivers increased from 197 in 2000 to 331 in 2003

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Teachers

• 42 of our teachers leave the field after seven
  years
• 51 of reported licensed personnel are over 45
  36 are over 50
• Waivers comprise 0.6 of all licensed personnel
  in Kansas 91 of all waivers are issued for
  special education

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The average kid will have 153 teachers, His
first one determines whether he loves the other
152.
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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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NCLB

• All children must achieve to high standards
• The state accountability system must apply to all
  schools
• All schools are accountable for all students
• All teachers must be highly qualified
• Parents and community must be informed

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Goal 2005
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Goal 2005
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What is our history in terms of schools on
improvement?

• 1999-2000 142
• 2000-2001 132
• 2001-2002 118
• 2002-2003 50
• 2003-2004 30
• 2004-2005 21

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A good school must learn to bend itself around
the strengths and vulnerabilities of its
leader. A wizened and wise leader
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Areas for Consideration

• Standards
• Assessments
• QPA
• Teachers
• NCLB/AYP
• Leadership

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Agenda

• Dr. Sherrill Martinez, Planning and Research
• Student Level Data System
• Judi Miller, State and Federal Programs
• NCLB Update
• Dr. Bill Hagerman, State and Federal Programs
• KERC
• Next Meeting January 21, 2005