Spotlight on Assessment

Spotlight on Assessment


March 2012
WHAT DO PARENTS NEED TO KNOW?

How has testing changed in Kentucky over the past year?
In response to Senate Bill 1 (SB1), the Kentucky Board of Education (KBE) began working on a new state assessment and accountability system for Kentucky schools. This was no easy task, and continues to be a work in progress in many areas. However, the foundational work has been laid for Kentucky schools to begin using the new system, now referred to as Unbridled Learning, starting with the 2011-2012 school year. Results from the various assessments, given over the course of the school year, will be reported to parents and community members in the fall of 2012. Along with changes in “how” we will assess what our students know, educators across the state have also had to face many changes in regards to “what” our students must know and be able to do. The rigorous changes in curriculum for English/Language Arts and Mathematics have created a challenge for both students and staff.
Not only has Kentucky testing received a new name, but it has also received a face lift when it comes to what the test will look like. If you have had a student of testing age over the past 10 years, the terms multiple choice and open response aren’t new to you. These two types of test items were the basic format used to assess our students under the CATS Model. With the new system, students will answer questions in various formats, including: multiple choice, short answer and extended responses. Both short answer questions and extended response questions require the student to construct their own answer to a question, while of course multiple choice questions allow them to choose the best or correct answer from a list of possible answer choices.
Despite the controversy that sometimes surrounds “high-stakes testing”, these assessments can provide good information about the quality of instruction our students are receiving in the Oldham County School System. The new assessment system allows for two types of test items that provide very different information to students, parents and staff - 1) criterion-referenced / standards based items and 2) norm-referenced items. The first of these two items, often referred to as CRT items, assesses the content and skills required by a particular set of standards. In other words, a student’s knowledge is measured by how well he/she demonstrates knowledge of a particular skill or understanding they are being taught in class. Within this type of system, every student could demonstrate mastery or proficiency on a question, as they are “judged” as to how well they know the content NOT how they compare to their peers. So this brings us to the second type of item, Norm – Referenced (NRT) items. With these types of items student’s individual scores are evaluated in the context of how well they performed compared to others in their grade level and/or age group. Scores from students are then interpreted and performance levels are assigned to each score. These types of scores are often used to determine how prepared students are for certain programs and or classes, as well as to determine eligibility for other supports like Gifted and Talented and/or diagnosis of disabilities. For Kentucky schools, NRTs provide a way to see how well our students compare to students in other states using similar questions covering similar content.
The majority of these assessments will take place within a five-day testing window during the last 14 days of the district’s calendar. However, some assessments, for some students will occur in the fall or throughout the year.

What does this mean for my student?
Primary Grades K-2nd – SB1 requires that each student in these grade levels be administered a diagnostic test in the areas of mathematics and reading. Diagnostic assessments help teachers to pinpoint areas of strength or areas where growth is needed to help keep students from falling behind. The results of these assessments will help staff to determine skill level so that they may make a plan to ensure each student progresses, regardless of the level where they start the school year. Diagnostic testing typically takes place over the course of the year and often involves two to three assessment windows. Ask your school for more information about the assessment they are currently using to measure student growth.
K-PREP Grades 3rd-8th, 10th & 11th – The Kentucky Performance Rating for Educational Progress (K-PREP) will replace the Kentucky Core Content Test (KCCT) beginning this spring.
This test contains a combination of both CRT and NRT items as described above. The test reflects the curriculum taught under the new Kentucky Core Academic Standards (KCAS) for English/Language Arts and Mathematics and content from Kentucky Core Content 4.1 for Science and Social Studies. Additionally, a new writing test will be administered to several grade levels during this time where students will be asked to respond to both passage based and situational prompts. While the elementary and middle schools will have students testing in all 5 of the core subjects using the K-PREP, high school students will only be administered the writing component of this assessment. The K-PREP format consists of multiple choice questions, as well as short answer and extended response questions. Below you will find a chart showing which subjects are tested at which grades. The K-PREP will be given over a 5 day period during the last 14 days of the school year. Your school will notify you once the specific dates have been set. Results from the K-PREP assessment will be reported to parents in the fall.
EOC High School Grades 9th-12th- Perhaps the most drastic of changes to Kentucky testing is the addition of End of Course Assessments (EOC) for Kentucky high school students. Under the CATS Model, students in grades 10-12 were administered one or more assessments in reading, math, science, social studies and/or writing, depending on what grade they were in. Under the new model, students will only be required to take assessments in selected courses, regardless of what grade level they are currently in. At this time, the state requires EOC tests in English II, Algebra II, Biology and US History. The state anticipates adding more courses each year. EOC assessments are aligned with ACT curriculum as well as the new KCAS standards. Teachers will monitor student progress using formative assessments throughout the year, following the format of the EOC, to ensure mastery of the content and student success on the actual EOC assessment. Unlike the K-PREP, EOC assessments are given at the completion of a particular course for a student rather than at the end of the school year. This means, some students may take the assessment at different points throughout the school year depending on their individual course plans. However, the majority of students will take the test in the spring towards the end of the academic year. Scores for these assessments will come back fairly quickly. A student’s score on the EOC will count as 10% of the student’s overall grade in that course for the year. If you have any questions about the EOC, please contact your high school. They will be able to share more detailed information with you in regards to what this may mean for your student.
College Readiness Assessments Grades 8th, 9th and 10th – A not so new component of Kentucky testing is a series of assessments known as Educational Planning and Assessment System, or (EPAS). This system of assessment measures readiness for college through three separate assessments given in the 8th, 10th and 11th grades. Eighth graders take the EXPLORE, tenth graders take the PLAN and eleventh graders take the ACT. The EXPLORE and PLAN assessments are given in September and the results of these assessments come back rather quickly so that teachers can adjust instruction to the needs of their students. Parents typically receive these reports by October or November. The ACT for juniors is given in March. While the ACT can be taken more than once, all juniors in Kentucky are given the ACT free of charge, one time as a junior. Under the new accountability system; the scores from the ACT, like the PLAN and EXPLORE, become part of the school’s overall score as well. The ACT assessment is based on set standards and gives students a good measure of how well the student is projected to handle the rigor of college level courses. By having a system that tracks progress towards college readiness over a period of several years, schools are better able to monitor progress.
Alternate K-PREP Assessments – Alternate assessments are given to students in grades 3rd -12th who have the most significant of special needs. In the past, students were required to complete a portfolio as a part of the assessment. The development of a portfolio has been
eliminated for these students under the new accountability model. Students are tested in the same content areas as all other students, in the same grade level, using a modified assessment. These assessments are given over the course of the year and scores are reported in the fall.
ACCESS Grades K-12th – This is an English language assessment tied to Kentucky’s language proficiency standards. Within this assessment system are varying stages of second language acquisition containing both social and academic language contexts. The ACCESS measures annual gains in English language proficiency. This assessment is given to EL students in January and February each year.
How can I help my student prepare for testing?
Preparation for assessments in Kentucky starts with what students do in the classroom every single day. Unit Tests given throughout the year give a good indication of how prepared your student is for state-wide assessments. Students who feel successful and prepared for these assessments have less anxiety around test time. You can start by making sure your student is in school every day. While there will obviously be times when a student must miss for illness or in cases of emergency, school attendance is a good predictor of assessment readiness.
When preparing for assessments like the K-PREP or EPAS, make sure your child is ready for testing by ensuring he/she gets a good night’s rest and a good breakfast. You will also want to make sure they arrive at school on time on the day of the test so that they can take the test with their peers, if possible. This will also help reduce anxiety. Mark the dates of the testing window for your school so that you don’t plan appointments for your student at that time. Finally, the most important thing you can do is support your student. Many students feel stress during testing and need reassurance that they are prepared and that they need only do their best.

Senate Bill 1 and how it affects our kids

Below is a copy of a portion of the presentation on Assessment Accountability and Assessment System presented at Community Council last Friday, by Leslie Robertson.

This is the same information that will be reviewed with all parents at the 

October 2nd meeting at 

NOHS auditorium at 7:00 p m.! 

 I sent the announcement of this meeting in a different cover.

Mrs. Pitsenberger will be sending out a letter to parents today announcing this meeting!  Since this informational meeting is before our NEXT  PTSA meeting in October, as PTSA leaders,  I strongly encourage you to attend!   

While other states are phasing in the new standards, Kentucky and specifically Oldham County forges ahead taking the lead with Senate Bill 1 requirements (SB1) as they realize that there is a different way of learning today.  With SB1 many things have changed.  Currently there are more rigorous standards in Math, English and Language Arts.  Along with that~ What will be tested has changed.  How content will be tested has changed. When tests will be given has changed.  And finally, how the performance of students, schools and districts will be measured will change.  

In the attachment above Unbridled Learning: College and/or Career ready Learning for all, the first column on the attachment "NEXT GENERATION LEARNERS" is the piece of the puzzle that will be addressed this year.  This will look at: Achievement of everybody, GAP: English language and Special Needs, Growth-How much did each student grow?, College and Career Readiness and finally Graduation Rate- Will have a new calculation.  "Next Generation Instructional Programs and Support", and "Next Generation Professionals" will be addressed in coming years. By the end of the year new standards for Science and Social Studies will be added, and the above assessments accountability will dovetail into those areas too.

In mid October we will receive a school Report Card for last year.

Please attend the meeting and consult the Oldham County Board of Education website for further information as it is being updated.

Jenny Stegeman     

NOMS PTSA Community Council

Things are Changing in Kentucky Schools
With the passing of Senate Bill 1, in 2009, legislators in Kentucky embarked on changes that would change the face of what would be required by the state’s educational system. The new system would replace what came to be known as the Commonwealth Accountability Testing System (CATS), used in Kentucky for over 12 years. Under the previous CATS Accountability Model, schools were evaluated on a 140 point scale according the level of student proficiency. While proficiency is still an important component, Kentucky schools will use a much broader scope, focusing instead on college and career readiness for all students in an effort to help ensure success once they leave high school. The new system, referred to as Unbridled Learning, uses a much more familiar scale of 100 points to evaluate a school and district’s success.
In an effort to look at areas outside of strictly student achievement, Kentucky will use multiple measures to gain a better understanding and assessment of a school’s work. In doing this, schools and districts will be better able to gauge the effectiveness of many of their programs and focus on continually getting better. These measures will fall into three areas: Next Generation Learners (2011-2012), Next Generation Instructional Programs and Support (2012- 2013) and finally Next Generation Professionals (2014-2015). As you can see, this work will be

phased in over the course of several years, though Kentucky educators are busying learning about the implications of all three categories.

Overall Score Phase In
Year	Component	Percentage of Overall
2011-2012	Next Generation Learners	100%
2012-2013	Next Generation Learners Next Generation Instructional Programs & Support	77% 23%
2013-2014	Next Generation Learners Next Generation Instructional Programs & Support Next Generation Professionals	70% 20% 10%

Student test results will be reported to parents much like they were under the old CATS system. These reports will be more detailed and will reflect student scores on more rigorous tests, assessing a more rigorous curriculum with the adoption of Kentucky’s new Common Core Standards (KCAS). Whenever curriculum is changed on a large scale, there is always the possibility that during the transition a school’s performance “scores” might decline, at least for a short period of time. This will be an issue that all schools and districts in Kentucky will have to face while we phase out the old system and welcome a new one. As staff and student comfort levels and knowledge increase, with the changes in curriculum and assessments, we will see those scores begin to rise.
Although, the new system has 3 categories, Kentucky’s Educational System has not taken its eyes off of what is most important – student achievement. Indeed this category represents the very foundation of “why” we do school. This category uses measures of students’ performance on various tests throughout the year. A single score will be derived from the awarding of points according to a school’s performance in the following areas:

Next Generation Learners
	Achievement		Student scores on various achievement tests will be labeled as – Novice, Apprentice, Proficient and Distinguished. The goal is 100 percent proficiency for all students. Scores from this category will be calculated and weighted to become a part of the school’s overall score.	Elementary – math, reading, writing, social studies and science This will count as 30% of the school’s achievement score. Middle - math, reading, writing, social studies and science This will count as 28% of the school’s achievement score. High – writing This will count as 20% of the school’s

achievement score.

Gap

Data/scores will be analyzed to see how well: minority students, students from low income families, students with limited English proficiency and students with disabilities compare to students who are not in one of these sub- categories. Scores from students in any of the sub- categories listed will be combined into one “GAP” groups for this purpose.
Scores from this category will be calculated and weighted to become a part of the school’s overall score.

Elementary – tests in reading, math, science, social studies and writing will be used for comparison
This will count as 30% of the school’s gap score.
Middle – tests in reading, math, science, social studies and writing will be used for comparison
This will count as 28% of the school’s gap score.
High – End of Course (EOC) Tests* and writing tests will be used or comparison
This will count as 20% of the school’s gap score.

Growth

All students do not begin the school year with the same academic readiness. Some students may be a little ahead of their peers, while others may lag slightly behind. The state will use a statistical program to measure how EACH student, regardless of where they started, has progressed throughout the year.
Scores from this category will be calculated and weighted to become a part of the school’s overall score.

Elementary – math and reading
This will count as 40% of the school’s growth score.
Middle – math and reading
This will count as 28% of the school’s growth score.
High – PLAN (10th grade) scores to ACT (11th grade) scores in the areas of math and reading
This will count as 20% of the school’s growth score.

College/Career Readiness

Information about how many students are ready for college / career readiness, as measured on various assessments will make up this category.
Scores from this category will be calculated and weighted to

Elementary – N/A
Middle – EXPLORE assessment given in the fall of each school year to 8th grade students
This will count as 16% of the school’s CCR score.
High – College Readiness Rate determined by dividing the number

			become a part of the school’s overall score.	of high school graduates who have met an indicator of readiness for college and/or career by the TOTAL number of graduates. This will count as 20% of the school’s CCR score.
	Graduation Rate		This information is gathered and scored according to how many students will graduate within four years of high school.		High School Only

*End of Course (EOC) tests are explained in the previous article.
Scores from each of these sub-categories will be tallied and weighted to arrive at one School and District Weighted Score. From those scores, a school and the district, as a whole, will be classified in one of four categories: Distinguished, Proficient, Progressing or Needs Improvement. Based on this classification, they will be categorized for the purpose of determining who will be recognized, who will need support and which schools and/or districts will need consequences. These categories will consist of:
Kentucky Schools/Districts of Distinction – highest performing elementary, middle and high schools OR districts – falling into the 95th %ile or higher
Kentucky Highest-Performing Schools/Districts - elementary, middle and high schools OR districts with overall scores in the 90th %ile or higher
Kentucky High-Progress Schools/Districts - schools showing the highest progress as compared to their peers (top 10% improvement) and districts showing the highest progress compared to other districts (top 10% improvement)
Kentucky Focus Schools/Districts – schools and districts who fail to meet annul measurable objectives (AMOs), for two consecutive years AND with low achievement GAP scores; high schools with graduation rates lower than 60% for two consecutive years and schools with low performing scores in GAP groups
Kentucky Priority Schools/Districts – schools identified as Persistently Low Achieving (PLA) and districts with overall scores in the bottom 5% for all districts that have mailed to make AMOs and show adequate progress for the last three consecutive years
For more information on Unbridled Learning, contact Leslie Robertson – Oldham County District Assessment Coordinator @ 502-241-3500 or leslie.robertson@oldham.kyschools.us. 

Community Council Meeting Information

Thanks to those who attended today's Community Council meeting.  Discussed today:

Janet Jones from SEPTA passed out brochures and asked if info about SEPTA could be out during fall events whenever PTA has a table displayed.  One PTA member suggested putting info up along side PTA info displayed at your school.  Discussion of support for this vital organization that supports our 'special' students and their parents.  Reminder to please include a donation to them in your budget so that they can continue their work.

Janice Jackson from State PTA had lots of information and reminders.  Make sure you have checked the thumb drive in your packet from State PTA--it has all forms on it.  Be sure to file the federal tax forms by November.  Successful leadership training was held recently.  Reflections chair is Bobbi Dewey.  School chairs have been trained.  Discussions about issues with the State website.  Be patient, they are looking for a replacement for the person who recently vacated this position.

Discussions for next meeting:  How do you distribute Room Parent Funds?  

Dr Wells discussed our vision for Oldham County Schools.  We are preparing students to be critical thinkers who can gather information and correctly disseminate it to be prepared for their future.  We design curriculum similar to the way you design a house.  You design a house based on how you want it to look when its finished and then make sure it meets the building code.  We design curriculum based on how we want a math (or other subject) student to look like when they graduate and build a K-12 curriculum to achieve that goal.  Then we verify that the designed curriculum meets the 'Code' (National Standards).  Love this analogy!  Dr Wells will be sending me a survey to forward to you to help him gather information about your concerns and other topics that can be covered at future meetings.  

Leslie Robertson, District Assessment Coordinator, previewed the presentation on the new testing details that will be given on October 2 at 7:00 pm at the NOHS auditorium.   Whew-its a lot of information!  But we all left with a better understanding of why there are changes, what changed and how it is measured.  Times they are a changin'!  Again, she gave us a great analogy that increased our understanding.  In recent years, both the 'recommended' levels of BMI and Blood Pressure have changed.  What was once considered 'safe' is now 'high' even though you have not changed.  Same for the KPREP.  The school score is now based on a 100 pt scale instead of a 140 pt scale.  The student scores to achieve certain levels (proficient, distinguished, etc) have changed.  So your student may still have done well, but that score is now a proficient instead of distinguished.   Highly encourage you and your members to attend the October 2 program!  Information will also be on the district website soon complete with videos.  

Child Safety Technology - Free to PTSA Parents

Revolutionary Child Safety Technology – Free to PTA Parents! eTrak Powered by Verizon Powered by Verizon helps parents Always Know children are safe with its revolutionary new location-tracking device. This lightweight, domino-sized device uses highly accurate, patented GPS+ technology to show a child’s location on any smartphone or computer. Other features ensure that if the device goes outside a prescribed area or a child pushes the “panic button,” messages are sent to multiple recipients with the device’s location and directions on how to get there. For a limited time, PTA parents can order the device free of charge, (regularly $99), paying only the one-time activation fee ($39) and monthly subscription fee of $15. Plus, for every PTA parent’s subscription order, eTrak is donating $6 to their local unit and $2 each to their State PTA and National PTA. Click here to learn more and take advantage of this limited time offer.