Winters Credits Winters for State Leap in Quality Counts

Now Will the Legislature Fund SB1?

This from the Murray Ledger:

First District Sen. Ken Winters says he is thrilled that Kentucky has risen to 14th in the nation for work on academic standards, the teaching profession and many other variables in public education.

The newly-released rankings in “Education Week,” a national publication that focuses on P-12 education, last year ranked Kentucky 34th in reports tracking key education indicators that grade states on policy efforts to improve education in the primary and secondary level in an article titled, “Quality Counts,” according to a news release from Gov. Steve Beshear’s office.

Beshear said Kentucky can take pride in the standings.

“Kentucky continues to show measureable progress in education, and the rankings provided in ‘Quality Counts’ recognize the hard work of teachers, administrators, parents and community members,” Beshear said.

The Kentucky General Assembly’s approval of Senate Bill 1 in 2009, spearheaded by Winters and some of his colleagues, was particularly cited as part of the reason for the new ranking. Kentucky Education Commissioner Terry Holliday said much of the impetus for the ranking is due to Senate Bill 1.

“That legislation set us on a course to become a leader nationwide, and with the support of Gov. Beshear, legislators, teachers, administrators and parents, Kentucky’s work in school accountability, teacher training, college/career readiness and stronger academic standards is moving us in the right direction,” Holliday said.

Winters, R-Murray, said he was happy to play his part in the most important change in Kentucky since the Kentucky Education Reform Act in the 1990s.

“I am very excited about the movement on the national scene about how people perceive our educational program in Kentucky,” Winters said late last week. “I noticed the commissioner gave credit to Senate Bill 1 which I was the principal sponsor of in 2009. If you look at the statistical scores on the items that really bring us to the forefront its the standards, assessment and accountability. That’s the whole basis for Senate Bill 1. A lot of people recognize that as something substantial, and I rejoice along with the department of education and all of the general assembly that had a role in passing that bill.”

What’s the Rush?

State focused on increasing the percentage

of college/career-ready graduates

Program Reviews in Accountability Scores

by 2012-13

This from Kentucky Education Commissioner Terry Holliday
at Dr H's Blog:

It was another interesting week in Kentucky. Two years of hard work culminated in the release of the Council of Chief State School Officers’ (CCSSO’s) guiding principles for next-generation accountability models and the request by Gov. Steve Beshear that Kentucky be allowed to utilize the Kentucky next-generation accountability model as a replacement for the out-of-date No Child Left Behind (NCLB) accountability model.

These activities met with a lot of support from teachers and administrators. The activities also were met with some skepticism. One statement that surprised me was a concern from a legislator that we were premature in our request. So, this blog provides a little background on why we are pushing hard to get a waiver approved before the start of the 2011-12 school year.

In April of 2009, the Kentucky Department of Education (KDE) and Kentucky Board of Education (KBE) began working very diligently to implement 2009’s Senate Bill 1. This bill required new standards, new assessments, a new accountability model and support for teachers. The deadline was the 2011-12 school year.

We have met the deadline with standards in English/language arts and mathematics, with science and social studies to come online within the next 12 months. We have met the deadline for assessments and the deadline for the accountability model. Over the past two years, we have provided multiple opportunities for feedback from teachers, principals, superintendents, parents and partners. Our work has been guided by the state assessment and accountability council and the national technical advisory panel. The Kentucky Board of Education has held numerous work sessions to receive and provide guidance on the development of the accountability model.

The next-generation student learning component is ready to go and will be implemented in 2011-12. The next-generation instructional programs and support (Program Reviews) will be implemented in 2011-12, with results from the Program Reviews added to the accountability scores in 2012-13. Next-generation professionals (effective teachers and principals) will be added in 2013-14, dependent on a statewide validity and reliability study.

Parallel to our state work on accountability, CCSSO has been working on Elementary and Secondary Education Act (ESEA) reauthorization and the guiding principles for reauthorization and next-generation accountability models. The Kentucky work informed the CCSSO work and vice-versa. We have been very clear in numerous blogs, Fast Five e-mails, KBE meetings and stakeholder presentations that our first priority was reauthorization of ESEA; however, if ESEA was not authorized, we would move forward with a waiver request to replace NCLB accountability with the Kentucky model.

The Kentucky model is built upon the key components of NCLB (proficiency, graduation rate and gap). The Kentucky model adds the key components of student longitudinal growth and college/career readiness. The Kentucky model also is very innovative in adding the non-tested areas like art, music, humanities, career studies, practical living and writing through Program Reviews. The Kentucky model is an innovative model that is balanced and more rigorous in expectations than the NCLB model.

The announcement last week by U.S. Education Secretary Arne Duncan that he would entertain requests for waiver if Congress was not able to reauthorize ESEA gave us some sense of urgency. When CCSSO announced the release of the next-generation accountability model this week, we believed it was perfect timing for Kentucky to move forward.

In a nutshell – the following provide the basis for Kentucky moving forward with our waiver request:
* Senate Bill 1 required a new accountability model for 2011-12.
* The KBE has approved (after much feedback and discussion) the next-generation accountability model.
* Kentucky educators overwhelmingly support having one accountability model, rather than having both state accountability and national accountability models. Having two accountability models has been very confusing.
* Moving to the Senate Bill 1 accountability model will focus our work in Kentucky on preparing students for college and careers in addition to current focus of NCLB (proficiency and gaps).
Educators need to know the rules of the game (accountability) prior to the start of the game (beginning of school year).
* The federal NCLB law is clear that states may propose waiver requests. By being early in the process, Kentucky can propose components that make sense in this state, rather than having the U.S. Department of Education establish rigid guidelines.

In March 2010, Kentucky became the first state to adopt the Common Core Standards. The same critics came out then and said our decision was premature and risky. Since that time, 44 states have joined Kentucky in adopting the standards. The same critics have surfaced over the accountability model. They say Kentucky is being premature, and our actions are risky. This week, CCSSO announced that 41 states support the guiding principles upon which the Kentucky model was built.

The eyes of the nation are certainly on Kentucky; however, the topic of interest to me is the goal of increasing the percentage of college/career-ready graduates from 34 percent to 67 percent by 2015. Over the coming weeks, I will be asking our partners and educators across Kentucky to express their support of the next-generation accountability model. It is time for us to present a position of strength. We need to prepare our children for the jobs of the future, and the Kentucky accountability model will do just that.

Schools brace for education reforms

And are implementing new standards
at different paces

This from CN/2:

Kentucky’s public school teachers must begin using a revamped curriculum based on a new set of standards starting with the upcoming 2011-12 school year. Not all of them have been able to implement the new standards and teaching tools at the same pace.

Campbell County Schools, for instance, have been trying out the new lesson plans geared toward revamped standards this year. Other school districts, such as the more rural Robertson County Schools, are hoping to be ready by the fall.

The legislature required the new standards and curriculum — and testing system as well — as part of Senate Bill 1, which the General Assembly passed in 2009. The overarching goal has been to craft the standards so that when students graduate high school they have learned what colleges and businesses expect them to know.

Here’s a look from inside the classrooms at how that is going and it will affect Kentucky’s teachers and students:

Measuring the Gap under SB 1

The new SB1 test got a first reading before the Board of Education in February and is scheduled for a second reading in April. We are in a 60-day window set aside for public comment, so let's talk about it.

One of the issues that has worried me is, How should the achievement gap be measured?

This is important because we know that however the state calculates it, teachers will plan their strategies based on whatever focus is likely to provide the best test score results. One approach might induce teachers to focus on a small subset of the kids who are said to be “in the gap.” A different approach would broaden that focus.

KSN&C spoke to KDE testing guy Ken Draut, at the AdvanceEd Conference in December, and learned of KDE’s plans to use ACT benchmarks to measure the gap. Uh oh.

Generally, KDE is looking at what they call a balanced accountability approach.

Achievement score data would come from five days of testing with the new SB1 Test for grades 3-8 built around the new Kentucky Core Achievement Standards, as they are implemented. Scores will be calculated around “proficiency,” meaning that cut scores will be set to determined performance levels. Novice = 0; Apprentice = 0.5; Proficient = 1.0; and Distinguished = 1.5. The + .5 amount given to students scoring in the Distinguished range is thought of as a Bonus, and it will be offset by a negative .5 for each Novice student in the group.

But what about measuring the achievement gap?

Draut told conference attendees that “we really feel like, in the gap world, we got a really innovative model to measure gap.” Draut explained that KDE had three problems with measuring the gap which they have tried to address.

1. The number of different sub groups, which can number to as many as 45 different goals.
2. A lot of the kids fall into more than one group. For example, 80 percent of Kentucky’s African American kids are receiving free and reduced lunch. 80 percent of our ELL kids are in the free and reduced lunch group. 70 percent of our special education students receive free and reduced lunch. As a result, we end up counting one student multiple times. So under the present system, a single student might be counted four times. Miss one target and you are likely to miss four.
3. Comparing “closed gap to group.” Draut said, “You want to close African American to White; American Indian to white… Because of the way testing works, you can end up with a “wavy” pattern.” For example, in JCPS one year, the white kids at Southern Middle School dropped backwards and the African American kids stayed the same, the Courier-Journal reported that Southern Middle was closing the gap. And the opposite can happen (which was our experience at Cassidy) where white kids can go up 8 points and African American kids go up 6 points, but the gap increases.

To address this, KDE plans to present all of the gap students’ data, but will create a new single group of underperforming “gap kids” who would only be counted one time. Instead of comparing the gap kids to the group, it would be measured against the goal of 100 percent proficiency, or what is called “gap to goal.” The gap is to be divided by the number of years schools are given to reach their goal and schools would be awarded points based on the percentage of that goal they were able to close. A school that had a six goals to meet and closed three of them would earn 50 percent of their points.

Growth is to be measured by using a regression of the reading and mathematics scores, the only tests given every year from grades 3-8. It will compare a student’s progress to other students who have been performing similarly. Given a proficient 5th grade student with a scale score of 230, who then earns a score of 240 in 6th grade: the model asks if this level of growth is typical of other Kentucky students, above average, or below average, and awards points accordingly.

KSN&C caught up after his presentation.

KSN&C: Ken, as you may be aware, a number of statisticians…like Skip Kifer, say that the modeling that underlie the statistics of the ACT Benchmarks are a bunch of crap, basically. [chuckles]

Draut: Right.

KSN&C: Are you concerned about that?

Draut: Well, this is how we answered the board the other day: It’s you guys. You guys drive this. If you say the ACT is a bunch of crap, lets’ throw it out…

KSN&C: Well, not the ACT. Just the benckmarks.

Draut: Well, I’m just saying, if you all say it, and then you put something else in, we’ll line right up, because we’re trying to get them ready for you.

KSN&C: OK, but you lost me. Tell me who “you” is. Because you’re saying the board…

Draut: Universities.

KSN&C: Oh.

Draut: You see, we’re driven by the universities. We can’t get our kids into the universities unless we meet your criteria.

KSN&C: So if the universities say, this standard isn’t appropriate, or the metric’s wrong, or something, then that’s going to be a problem for you guys.

Draut: Well, we’ll put in whatever you say, but I tell you, what the issue is, and we’ve said this to several people, tell us what you’d replace it with.

KSN&C: Uh huh.

Draut: Just tell us.

KSN&C: So, the benchmarks are useful, because they are there…But you have to know what they mean or they’re meaningless. And you can’t replace it with the ACT really, because that cuts out middle school and…causes you some other problems.

Draut: Right.

KSN&C: So, then what do I replace it with. I’ve got a bad yardstick, but it’s the best one I’ve got?

Draut: And what are the universities going to accept to get the kids in the door? Because whatever the universities accept, that’s what I’ve got to get my kids ready for.

KSN&C: Are you getting that kind of pushback from the universities?

Draut: No

KSN&C: So the question’s been raised but nobody’s pushing the issue?

Draut: No. It’s kinda like just what you said, tell me what’s in its place?

KSN&C: And nothing comes to mind.

Draut: So now you open up fifty years of research saying, hey, we can tell you it works. It does predict…

KSN&C: Do we know the degree to which those benchmarks are bad, or in what direction they are bad? Or is it that we just don’t know?

Draut: I think that you’d have to do some reading, both the pro and con, when I read, and I’ve heard Skip, but when I read the ___of it, it makes a lot of sense. And when I hear Skip it makes sense, too. I can’t get a sense of which one’s right…But that whole issue is driven by CPE and the universities because if you’re sitting there in the university saying we’re only going to take the kids that make the CPE benchmark, and we’re only going to take the COMPASS, then we say, OK, and we line up with you. But if universities change…and say, you know, we’re not going to use ACT, we’re going to use some new testing, then we’ll realign everything [to that]. ..But I think it would be useful to look at both the pro and the con.

For a few months now, I've been pondering Draut's position that decisions made at CPE should drive the model ultimately adopted by the Kentucky Board of Education. Generally I agree that we can not lower standards and KDE must hit college-ready targets. But I'm much less convinced that CPE ought to dictate how the achievement gap in measured in our elementary and middle schools.

NOTE: It is my understanding that the EXPLORE can predict results on the PLAN test, but not the ACT. The PLAN test can predict performance on the ACT but not performance in college. The ACT can predict performance in college up to a point, and its arguably not the best way, but is made better by the inclusion of other measures.

How EduJobs Saved Senate Bill 1

After several years of legislative haggling over education reform, KERA, and testing, the Kentucky General Assembly finally came together to chart a new path for the public schools when it passed a revised version of Senate Bill 1 in 2009.

Gone were earlier claims that attempts to kill “the CATS test” were merely an effort by state Republicans to undermine public education. Pushed by disgruntled teachers, Democrats were suddenly on board saying it was time to move to the next phase of reform. The abandonment of CATS became the central focus of R’s and D’s alike.

Nationally, it is hard to find much distance between the educational ideologies of Republicans and Democrats. Most of the debate is between two groups made up mostly of Democrats. Except for the use of fixed targets, and allowing individual states to define what it meant for a student to be “proficient,” President George W Bush’s use of NCLB testing is a lot like the policy of President Barack Obama - who promises to fix the broken NCLB measures but has yet to accomplish it.

Both camps seem to be listening to Bill Gates when it comes to education policy. The Bill & Melinda Gates Foundation’s agenda of charter schools, national standards, a national exam, longitudinal data systems and the use of student achievement results to evaluate teachers has been broadly accepted by hundreds of education groups – as have hundreds of millions of Gates dollars for those willing to follow along.

In Kentucky, Senate Bill 1 provides a good plan but no budget allocation to make it work.

In an effort to salvage his central mission, Education Commissioner Terry Holliday went looking for money to make Senate Bill 1 happen. It was a hard slog. The Obama administration and Gates provided lots of opportunities for money, but only to those willing to tailor their state systems to fit the national agenda. To show enthusiasm for the new reform agenda, Kentucky became the first state to adopt national standards. That may have earned brownie points from Education Secretary Arne Duncan but it earned too few real points in the federal Race to the Top competition. Holliday’s effort to win a $175 million grant fell short, in large measure but not exclusively, due to Kentucky’s resistance to passing charter school legislation.

“Not getting the Race to the Top funds will slow down our ability to implement Senate Bill 1,” Kentucky Education Association President Sharron Oxendine said. The failure of the Kentucky General Assembly to provide “adequate state funding for our schools will make it even more difficult for Kentucky teachers to assure that all students reach their potential.”

However when the bad news came down, Holliday was not completely out of luck. Kentucky is participating in three separate consortia of states who are working on developing national assessments by 2014. Kentucky recently learned it would share in $330 million to build the new tests.

Part of Holliday’s problem was solved. The state could now build the test, but there was no way to train Kentucky teachers on the new standards – the most important aspect of reform.

Then, just when it appeared that Kentucky teachers would be denied the support they needed to implement SB1, along came EduJobs. The US Congress passed the $28 billion EduJobs bill with the idea of saving teachers jobs but it also allowed flexibility so long as the funds were used to “save or create” education jobs at the school level.

But most Kentucky school districts had already tightened their belts in anticipation of bad budgets and any district that hired new teachers through this one-time fund would end up firing them in the end.

So Holliday saw an opportunity and strongly encouraged districts to utilize Kentucky’s $135 million share of EduJobs funds for “Senate Bill 1 professional development” over the next two years.

Problem solved.

When asked if EduJobs saved Senate Bill 1, Holliday said flatly, “Yes it did.” The money the state failed to budget was provided by the federal government.

And there was a minor miracle. In Frankfort Thursday, a joint meeting of the P-12 and Postsecondary Budget Review Subcommittees passed a unanimous motion asking Governor Steve Beshear, Senate President David Williams and Speaker of the House Greg Stumbo to send a letter to all state superintendents urging them to use EduJobs in support of Senate Bill 1.
“We’re getting a lot of support behind the scenes now that we know about Race to the Top,” Holliday told the Kentucky’s Association of Teacher Educators who met at Georgetown College Friday.

EduJobs which was supported by Congressman Ben Chandler, and quickly pursued by Governor Beshear gives districts local control over decision-making in the use of the funds.

Andy Barr, who is seeking Chandler's seat in the US House called EduJobs a “reckless spending spree.”

~

This from the Budget Review Subcommittee on Postsecondary Education and the Budget Review Subcommittee on Primary and Secondary Education:

September 23, 2010

The Honorable Steven L. Beshear
Governor, Commonwealth of Kentucky

The Honorable David L. Williams
President of the Senate, Commonwealth of Kentucky

The Honorable Gregory D. Stumbo
Speaker of the House, Commonwealth of Kentucky

Dear Governor Beshear, President Williams, and Speaker Stumbo:

At a joint meeting of the Budget Review Subcommittee on Postsecondary Education and the Budget Review Subcommittee on Primary and Secondary Education, subcommittee members discussed with Dr. Terry Holliday, Commissioner of Education, the possibility of utilizing funds from the recently enacted Federal EduJobs Program to support implementation of Senate Bill 1 (2009 General Assembly). As a result of this discussion, the subcommittees voted to request that you jointly prepare and forward a letter to all local school superintendents encouraging them to utilize, to the extent possible, EduJobs funds to support and implement the provisions of Senate Bill 1.

We appreciate your prompt attention to this matter.

Sincerely,

Senator Vernie McGaha, Co-Chair
Budget Review Subcommittee on
Postsecondary Education
Budget Review Subcommittee on Primary and Secondary
Education

Representative Arnold Simpson, Co-Chair
Budget Review Subcommittee on
Postsecondary Education

Representative Tommy Thompson, Co-Chair
Budget Review Subcommittee on
Primary and Secondary Education

This from the Gov:

Kentucky to Receive Millions to Support Education, Teachers

Governor Steve Beshear announced today that he has submitted the state’s application for nearly $135 million in federal money to support education and teacher hiring. President Obama signed the Education Jobs and Medicaid Assistance Act in mid August, which includes $10 billion to support teacher hiring and retention and other educational support in the states. “Despite the worst economic times in our recent history, we have been able to protect the primary funding formula for primary and secondary education from deep budget cuts,” said Gov. Beshear. “These funds were unexpected, and are one-time in nature, but will help school districts get through a tough year in which their local funds are not growing along with their expenses.” Funds will flow directly to the school districts through the SEEK formula and must be used to retain, hire and rehire school personnel, including teachers. The funds may also be used to support related expenses that were in jeopardy because of funding pressures.

“Even with the protection of SEEK funding, school districts are struggling to maintain teaching positions and instructional programs,” said Kentucky Education Commissioner Terry Holliday. “These federal funds will provide some much-needed temporary support for the state’s 174 school districts.” Many states have had mass layoffs of teachers, have closed schools, and have made other deep budget cuts to education. “We acted aggressively early in this financial crisis to both cut state spending and at the same time protect education from those cuts,” said Gov. Beshear. “So our schools haven’t faced the disastrous cuts inflicted on schools in some other states.” · In New Jersey, about 3,000 teachers were let go in May. · In Florida, about 550 teachers were let go this spring in Broward County Public Schools alone. · Illinois’ governor recommended an additional $70 million in education cuts on top of $241 million in previous cuts. · Georgia’s fiscal 2011 budget cuts schools and colleges by more than $600 million. For those states, their share of the $10 billion Education Jobs Fund will be used to restore the cuts.

Gov. Beshear reminded school districts to be prudent. “I urge our schools to be cautious and conservative with these funds,” he said. “These funds will help the districts this fiscal year, but they will not be available next fiscal year, which will be more challenging than the current year from a funding perspective.”

And from The Governor's BLOG – who knew?

First, the good news. Kentucky is getting $134.9 million from the Education Jobs Fund, money that we are sending directly to school districts through our current SEEK formula. It must be used to retain, hire and rehire school personnel -- including teachers -- and to support related expenses that were in jeopardy because of funding pressures. In short, 100 percent of these funds will be used to support classroom instruction, which has been a high priority of mine throughout this crisis.

Our schools haven’t faced the disastrous cuts inflicted in other states because we acted aggressively early in this financial crisis to both cut state spending and yet protect education spending from those cuts. Still, as school officials will tell you, these new funds – though one-time in nature – are desperately needed. I urge our schools to be cautious and conservative with these funds because they will not be available next fiscal year, which promises to be even more challenging from a funding perspective.

Superintendents' Webinar

On Monday at 10AM, Kentucky Education Commissioner Terry Holliday will address superintendents state-wide on issues related to EduJobs, budget cuts, Senate Bill 1 and the impact of Kentucky Board of Education strategic planning on schools and school districts. Holliday's webinar will be accompanied by a PowerPoint which highlights the major points of the presentation.

An advanced peek at the PowerPoint can be found here.

The links to live broadcast here: video and audio: or audio only.

The $10 billion EduJobs program is intended to keep teachers teaching. Kentucky's $134,945,560 share may be used by local districts to recall former employees or hire new employees during the 2010-2011 school year.

Holliday Reflects on Year 1

This from Terry Holliday - the Commish:

As June comes to a close, the first school year on the job is also coming to a close. During May and June of 2009, I was engaged in the interview process for the Commissioner of Education post.

During the interview process, I talked to a number of superintendents and other stakeholders in Kentucky. I heard a lot of pride in the accomplishments of schools and school districts. I also heard about the exciting challenges ahead with the implementation of Senate Bill 1 (SB 1).

As I asked questions about priorities for the commissioner, there were two things that surfaced – improve communication and help build district capacity of school districts to implement SB 1 and improve student learning.

Early in my tenure, KDE worked to implement specific customer satisfaction requirements for communication. These requirements include a response time of 24 hours or less, an accurate response and a professional attitude...

I also met with each regional education cooperative at least twice this year. (KDE liaisons attend every cooperative meeting.) I have visited more than 60 school districts and more than 90 schools to hear firsthand about the challenges facing educators. I average at least three speeches or meetings with stakeholder groups every week to focus on collaboration and improvement. Advisory councils for school boards, parents, superintendents, principals, teachers, closing achievement gaps, special education, gifted and talented, and accountability are meeting on a regular basis to communicate with and inform decisions of KDE and the Kentucky Board of Education. Of course, we have also implemented Monday and Friday consolidated e-mails, this weekly blog, Twitter blasts and Facebook accounts to help improve communication.

The other area for KDE was to implement policies and procedures to build district capacity. In our work with deployment of SB 1 around the Common Core Standards in language arts and mathematics, that is exactly the approach we are using. We are building capacity of higher education institutions, school board members, school superintendents, building administrators, central office instructional leaders and teacher leaders. We also are working closely with the Prichard Committee to create a comprehensive communication plan for parents and the business community. We have had a number of other states and national organizations looking at our deployment model for the Common Core Standards for possible replication. This speaks well to the great KDE team and education partners we have in Kentucky...

While these are difficult economic times, we must continue to improve all levels of education through improved communication and collaboration. I am honored to be working with great people all across Kentucky who are focused on helping all children succeed.

Moberley Tries to Resuscitate Charters

Now that the elections are over it will apparently only take the House and Senate the minumum amount of time necessary to agree to a state budget.

But this is not news.

The surprise is a bill filed by Harry Moberly Monday intended to breathe life back into the dead charter school issue - thus providing Education Commissioner Terry Holliday the resoucres he needs to accomplish the provisions of Senate Bill 1.

This from the Herald-Leader:

Also filed Monday was a measure that would allow charter schools in Kentucky on a limited basis. Rep. Harry Moberly, D-Richmond, filed the bill even though Beshear did not put charter schools on the agenda for the special session. Only the governor can call a special session and set its agenda.

Moberly said he filed the bill because the state was at risk of losing millions of dollars in federal funding from the competitive "Race to the Top" program. Still, House Speaker Greg Stumbo, D-Prestonsburg, said there is not enough time in a five-day session to thoroughly vet the issue of charter schools.

Beshear, at a press conference later Monday, said he would not amend the call of the special legislative session unless there was an agreement between the House and Senate on charter schools. Senate President David Williams, R-Burkesville, said Monday afternoon the Senate had long supported charter schools but he had not seen Moberly's bill.

Photo: Moberly chats with Gene Wilhoit at a recent Prichard Committee Meeting. Also in the snap, former KBE Chair Joe Brothers (who Billy Harper still refers to as Mr Chairman) and Pam Sexton.

Beshear to Appoint New Board Members to Implement Senate Bill 1

Over at Dr H's Blog, Education Commissioner Terry Holliday reminds us that Governor Steve Beshear will soon replace as many as seven members of the Kentucky Board of Education.

Those whose terms expired on the 14th of this month (and who typically serve until replaced) are: Chairman Joe Brothers, Vice Chair C.B. Akins and members Kaye Baird, Jeanne Huber Ferguson, Austin W. Moss, Judy H. Gibbons and Doug Hubbard.

That leaves Vice Chair Dorie Combs, Billy Harper, Brigitte B. Ramsey and David K. Karem whose terms expire 4/14/2012.

The new board will have the task of implementing Senate Bill 1 which calls for a new accountability system, internationally benchmarked standards, formative and diagnostic assessments, and thankfully, student growth measures.

Vision for Education Reform in Kentucky

The Commish says,

I have started the process of engaging all advisory councils in the dialogue concerning a new accountability system and strategic plan for the Kentucky Board of Education. The board will hold a strategic retreat prior to its June meeting... The key to our success in transforming education in Kentucky will reside in our ability to focus on a few goals with a few strategies that are done with precision and fidelity. These few goals will focus on the vision of every child proficient and prepared for success.

This vision will be measured by indicators of proficiency, growth and closing gaps among student groups.

Proficiency will be measured by the cohort graduation rate and our comparative position among states.

Growth will be measured by the increases in our annual percentage of high school graduates who are prepared for college and career as compared against other states.

Closing gaps will be measured by the decreases in gaps for the graduation and readiness rates among student groups in Kentucky as compared against other states.

Holliday sees the National Assessment of Educational Progress (NAEP) along with the Educational Planning and Assessment System (EPAS) system as the "ultimate measures" of Proficiency, Growth and Gap rates.

The NAEP is the only nationally representative longitudinal assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.
Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The NAEP has been used to show how some states lowered their own standards under the pressure of NCLB's current accountability model; a model Education Secretary Arne Duncan says he wants to change.

The EPAS system is required in Kentucky but does not enjoy NAEP's nearly universal acceptance due to its contrived set of benchmarks. Testing experts, like Skip Kifer, say the Hierarchical Linear Modeling EPAS uses is statistically indefensible and creates flawed benckmarks because it ignores institutions. Students are part of institutions and should be modeled that way.

Holliday's strategic priorities are based on federal guidance provided by Race to the Top, State Fiscal Stabilization Funds, the proposed plans for the reauthorization of Elementary and Secondary Education Act (NCLB), SB 1, SB 168, SB 130 and other state statutes.

The new lingo is:

• Next Generation Learners
• Next Generation Professionals
• Next Generation Support Systems
• Next Generation Schools and Districts

In addition, Governor Steve Beshear has appointed a Transforming Education in Kentucky (TEK) Task Force which is scheduled to make recommendations for the 2011 legislative session.

Holliday has called for comments and suggestions from the public and the alphabet groups. The TEK Task Force will conduct community forums and focus groups in August to gather input.

State ed board: Begin work on course assessments; uniform content

This from Jim Warren at H-L:

The Kentucky Board of Education gave the go ahead Wednesday to develop plans for tests that state high school students would take at the end of a course to demonstrate whether they have mastered the material covered.

It still isn't known just what high school classes would use the proposed end-of-course assessments, or what the testing program would cost. Those are details that Kentucky Department of Education staffers will work out.

Wednesday's action was a preliminary step. Final approval and implementation of end-of-course tests would require board approval.

End-of-course assessments are in line with provisions of Senate Bill 1, the wide-ranging education improvement act approved by the Kentucky General Assembly last winter...

This is the draft the Senate Bill 1 Steering Committee has been pondering:

Commissioner to Ramp up KDE Communications with SB 1 Webinars

Commissioner Holliday announced on his blog this afternoon that KDE will be seeking increased input on Senate Bill 1 and customer service from KDE. The importance of a successful implementation of SB 1 is hard to exaggerate. As for KDE's customer service Holliday noted, that as he has travelled the state, he has heard many positive comments about KDE staff but he has also heard "concerns about communication and customer service."

For the first few months on the job, I have attempted to get to many parts of the Commonwealth. I have enjoyed meeting with superintendents, principals, teachers, parents, business leaders, legislators and students. I have utilized technology through Twitter, Facebook and this blog to communicate with stakeholders. I will continue this approach of visibility, communication and listening. I also will begin to utilize other technology to communicate with key stakeholders.

Over the next few weeks KDE staff will assist me in developing webinars that will target superintendents, principals and teachers. These webinars will focus on key strategies that are a part of Senate Bill 1 and the numerous federal initiatives that are funding education reform. We will look for two-way communication. We will present some information; however, we are more interested in gathering feedback from these key stakeholder groups. Through surveys and open-ended response questions, we will gain feedback on reform strategies from these key stakeholders.

Holliday said the department will begin to "document customer service standards" and said citizens contacting KDE "should expect a response, within 24 hours, that is accurate and delivered in a professional manner."

Some Movement on Charters in Kentucky

The Commissioner responded last week to doubts about Kentucky's eligibility for Race to the Top funds saying,

The focus of the turnaround schools requirement is on improving student achievement outcomes. That is something everyone in Kentucky can support. We have had experience in Kentucky working with turnaround efforts that we need to build upon.

In my previous experience as a local superintendent, I have worked very well with charter schools. I think Kentucky should keep an open conversation going about the best possible solutions for raising achievement and closing achievement gaps. I feel certain the conversation will include all of the options espoused by Sec. Duncan....

...I do believe we will be able to respond to these [turnaround] criteria.

The issue of charter schools is listed as a “selection criteria” under the reform area of “Turning Around Struggling Schools.” As such, Kentucky's lack of legislation enabling charter schools will count against the state, but it will not make Kentucky ineligible to apply for the Race to the Top fund. The other selection criteria in the “Turning Around Struggling Schools” reform area relates to intervening in low-performing schools. It is our opinion that our efforts since the Kentucky Education Reform Act with regard to interventions in low-performing schools could give us “bonus” points on our application and thus offset the charter school issue.

Lack of charter schools could cost state stimulus funds

This from the Paducah Sun: (subscription)

Kentucky education officials hope the state will qualify for a share of nearly $5 billion in federal education funds intended to help pay for programs that encourage innovation and accountability....

Criteria for funding is still being developed but Duncan said preference will be given to states that have charter schools. That could cause problems for Kentucky, one of 11 states without them...

However, [Lisa Gross of the Kentucky Department of Education] said the state is reviewing the charter school concept that began in Minnesota in 1991.

“We are looking at charters — the pros and cons, financing, oversight and etceteras,” she said. “We’ve not had a position on those in the past, mainly because they’ve not had a lot of attention in the state.”

State Sen. Ken Winters, R-Murray, believes that the legislature may begin debate on charter schools at next year’s legislative session. He is chairman of the Senate Education Committee.

Like Gross, Winters believes Kentucky should qualify for some of the funding because of innovative programs that accomplish the same goals as charter schools.

He specifically mentioned Senate Bill 1, passed recently, that has incentive programs to teach engineering, improve test scores, increase participation in advance placement courses and encourage students to begin their college education early by taking equivalency tests to qualify for college credit.

“There are no laws that specifically prohibit charters, but there would have to be legislation introduced and regulations promulgated that would outline how they’d be set up, who has oversight, how funding is managed and other items,” Gross said.

The only potential problem is that they could not be private schools because of a constitutional prohibition against using public funds for private education.

She said the department of education has no plans to recommend charter school legislation to the General Assembly, but that could change if the state determines it isn’t eligible for “Race to the Top” funds.

Meanwhile, some education officials nationwide feel Duncan is using strong-armed tactics to force the expansion of the charter school concept....

Hat tip to KSBA.

Viewpoint: SB 1 and raising standards

Over at Prichard, Susan offers some observations on Senate Bill 1 and its opposition to Kentucky's lowered standards.

Since 1990, Kentucky testing has had three scoring systems, each easier than the last. By easier, I mean two things.

First, we set new "cut points" when we changed from 1998 KIRIS to 1999 CATS and when we changed from the 1999-2006 version of CATS to the revised 2007 and 2008 CATS. At the moment that we put the new cut points to work, many more
students were counted as proficient.

Second, we asked for less complex kinds of student performance. From KIRIS to CATS, we dropped performance events and added multiple choice. From "CATS I" to "CATS II" we gave multiple choice more weight than it had before.

Senate Bill 1 demands something different. It calls for P-12 standards to be aligned with college expectations...

CATS- Episode 2009

By Penney Sanders

Now that the KY General Assembly has adjourned, it may be safe to venture a few observations about what happened to the CATS assessment.

SB 1/HB508 reflected much needed updating and modifications to KY’s assessment system-CATS. It was not the end of school reform as we know it, contrary to the comments of some. Most school people, especially classroom teachers, have known for several years that there needed to be revisions to the test. It was cumbersome, took too much instructional time, did not provide useful data, etc, etc.

However, up until March 2009, the voices calling for changes to CATS had been effectively rebuffed no matter how reasonable the concerns expressed. In the 2008 Session, a previous iteration of SB1 was introduced. In some ways it was quite similar to the bill filed in this session. However, the 2008 version was met with tremendous opposition and the bill did not move forward. It was politicized, polarized and ultimately pulverized

What was the difference this year??? The changes in CATS legislation are an excellent example of the “Tipping Point”. As described in Malcolm Glidewell’s bestseller of the same name, there is a point at which an issue (legislation), despite previous resistance, changes; there becomes significant support for or opposition to that which was once thought unchangeable and suddenly it “tips.” There are other examples of tipping points-popularity, elections or public issues.

Criticism of CATS began in 1995 with the publication of the OEA’s report from their national panel of testing experts who identified problems with the assessment, then called KIRIS. Many of those problems could have been anticipated because testing for accountability was in its infancy and Kentucky was at the forefront of attempting such a broad-based test.

Over the years the changes to KIRIS/CATS at best, were band aids and at worst, exacerbated the weaknesses. The needed revisions and updates did not occur because of the prevailing and pervasive belief that changing the assessment somehow undermined school reform.

Now there is the opportunity to create a Kentucky test that reflects the best current thinking in psychometrics, revisit Kentucky’s instructional standards and implement a useful assessment.

Transforming the test to one based on individual student accountability and improvement from year to year reflects the current thinking in assessment and may prove to be a more accurate measurement of a school’s progress.

If significant numbers of students fail to make progress each year, then it is obvious something is wrong. On-demand writing may prove to be less cumbersome and time-consuming than portfolios.

Such a “Value Added” approach will encourage significant focus on what is occurring in the classroom and less on peripheral issues.

A second phenomenon was also present in the history of SB1/HB538 –the “argumentum ad homenum”-loosley translated it means attacking the man, not the argument. It is the lowest form of disputation. However, we have seen years of attacking the messenger rather than focusing on the merits of the message.

Throughout the 2009 session, until its last days, the voices that have been critical of CATS for several years were once again subjected to the attacks on their person. In my mind the low point, was the continued criticism and allegations from some that revising CATS was part of a right-wing attack on education led by those “rascal” Republicans. With the House vote of 93-0 and support from KEA to abolish CATS in its current form and to develop a new assessment, it is ridiculous to continue to pretend that somehow any opposition to testing must be rooted in ideology or political partisanship.

Kentucky has a wonderful opportunity over the next three years to create an assessment that reflects Kentucky’s academic standards. Additionally, it can be an assessment that is a useful diagnostic and instructional tool.

Furthermore, as we move forward to discuss and legislate other important issues, let us remember some of the lessons learned from KIRIS/CATS-that voices of criticism are not necessarily those of opposition but rather of different perspectives. As we undertake the comprehensive KERA review, the focus must be on the merits of the arguments rather than attributing motives and motivation to personalities and politics.

The Governor has created a unique opportunity to bring diverse voices and perspectives to this important discussion so that we can create the best possible education system. It is, hopefully, a new day and an opportunity that cannot be missed or misused.

Beshear Signs Senate Bill 1

FRANKFORT, Ky. (March 26, 2009) – Saying it is time to move to a new, stronger era of testing and accountability, Gov. Steve Beshear today signed Senate Bill 1, which will overhaul the Commonwealth Accountability Testing System (CATS) as part of the state’s long-term commitment to education reform.

Gov. Beshear was joined at today’s bill signing ceremony by bill sponsors Sen. Ken Winters and Senate President David L. Williams.

“In 1990, the Kentucky Education Reform Act made it clear that Kentucky was no longer content with its schools and the quality of graduates those schools were producing,” Gov. Beshear said. “KERA was a model for many around the country, but that was nearly two decades ago. I am determined, as we look toward the next two decades, that we seize the opportunity to lead the nation again.”

SB 1 mandates a move toward a new testing and accountability system that will, for the first time, measure individual student achievement over a period of time. That will allow the state to understand how Kentucky students are doing compared to each other and with students nationally.

“A new day is dawning in Kentucky as we move into a new assessment program based on a focused core-content. I am more optimistic than ever for the future of our children,” said Sen. Winters.

SB 1 also mandates closer cooperation between the state’s schools and Kentucky colleges and universities in an attempt to lower the numbers of school children who need remediation.

A new exam system to replace CATS is to be in place for the 2011-2012 school year.

During that interim period, students will continue to complete annual assessments in the core-content areas of math, reading, science and social studies that are used to ensure accountability of individual schools and school districts. Writing portfolios also will be maintained, but will not be part of the testing process.

“We must devise a testing system that holds students, teachers, principals, high-level administrators and the state accountable,” said Gov. Beshear. “We must use this transition period wisely to build the next generation of testing, accountability and assessment. It must be an opportunity to strengthen our commitment to testing and building a better system for the 21st century.”

SOURCE: The Gov

C-J Still Mystified by Strange Bedfellows

This from the Courier-Journal:

After S.B. 1

Local school districts seem ready to make the best of the bad situation created by passage of Senate Bill 1, and by Gov. Steve Beshear's expected signing of the bad legislation.

No bill would have been much preferable to one that effectively suspends state accountability for three years, narrows attention to curriculum, guts emphasis on writing portfolios and indulges the Kentucky Education Association's lazy appeal to "just give everybody a breather."

Jefferson County Public Schools is wrong to drop testing in arts and humanities and vocational studies and practical living. It's wrong to drop the use of writing portfolios to help assess how schools are doing, especially since writing is the capstone skill with which students demonstrate their ability to assemble, synthesize and communicate information. Local parents who want their children to compete for top college acceptances and the best career opportunities want more emphasis on writing, not less.

However, JCPS as well as the Oldham County and Bullitt County systems at least will continue requiring and grading portfolios. As Bullitt school official Greg Schultz says, "How do we know if we're progressing if we don't continue that?" Oldham Superintendent Paul Upchurch takes the right approach when he says, "We're coming at this from the standpoint that we have to maintain accountability in every classroom and for every child."

That's more than one can say for the odd alliance of (1) Republicans who have opposed the Kentucky Education Reform Act since its passage; (2) reflexive right-wing opponents of public schools, and (3) teacher groups that find KERA too demanding.

The latter are the most surprising, and most disappointing, in that they joined hands with those who would like to see public schools crushed, some day, under the weight of public funding for private schools.

Most individual teachers are caring and hard-working, but during this legislative session their organized leadership stood for less accountability. And in the long run that likely will cost them public support.

It's a shame there has been no organization representing all those teachers who have embraced the challenge of KERA, rather than resist its goals and fear-monger its demands; who have accepted accountability for all the curriculum, not just part of it; who know that the wider world won't take "a breather" while Kentucky decides how to cheapen a historic school reform that provably has achieved so much.

Stumbo Sends Rookies to Conference on CATS

This from Stephanie Seitzer at C-J:

Freshmen legislators thrown into the belly of the beast

House Speaker Greg Stumbo appointed four freshmen legislators to the conference committee on Senate Bill 1, the measure to reform the CATS test.

Those freshmen will be up against Senate President David Williams, R-Burkesville, Majority Floor Leader Dan Kelly, R-Springfield, and Minority Floor Leader Ed Worley, D-Richmond.

The freshmen are Reps. Kelly Flood, D-Lexington, Linda Belcher, D-Shepherdsville, Kent Stevens, D-Lawrenceburg, and John "Bam" Carney, D-Lawrenceburg.

Of course, longtime legislative heavyweight Rep. Harry Moberly, D-Richmond, and House Education Chairman Rep. Carl Rollins, D-Midway, will be accompanying the freshmen...

Sexton Decries Early Death of Accountability

The Prichard Committee has been generally supportive (with reservations) of efforts in the House to produce an alternative to the Senate Bill 1. Today they are wondering what hit them.

Somewhere, Sharron Oxendine is smiling.

This from Bob Sexton:

CATS: What today's news stories missed?

In a surprise last minute move on legislation affecting testing and accountability (incorporated now in SB 1), the House amended the bill to "suspend" accountability in most subjects for at least 3 years starting this spring. The consequences will be highly disappointing for parents, students, and the public because these measures of school progress underpin Kentucky's push for improved student learning --- and support the case for adequate school funding.

But now it will be more difficult for parents, taxpayers and teachers to figure out how their schools are progressing in core subjects like writing, science, history, geography economics and civics, and there will be no measure of how they are doing overall (calculated by the index of all the subjects).

All they will know under "suspended" accountability is what No Child Left Behind testing in math and reading tells them, which isn’t enough. There’s a strong chance too that all the other subjects---the ones that "don't count"--- will get less attention in the classroom.

This is a hugely ironic outcome for the teachers who lobbied for this change. Teachers who have bitterly complained about NCLB now get nothing but NCLB! They also saw their best case for adequate funding --- evidence of making progress with children --- thrown in the garbage. Be careful what you wish for, as the old saying goes.

So with data on school results "suspended" what's next? Who knows. What information will school boards and superintendents use to push local schools to improve? Will we suspend aid for struggling schools and efforts to reduce achievement gaps? Will we suspend calls for adequate school funding?

Stay tuned --- schools and kids are in for a bumpy ride.

SOURCE: Prichard release

Prichard Launches Campaign for HB 508

House Bill 508 – the new assessment bill under consideration right now in the House Education Committee – needs your support. This bill answers concerns about CATS with substantive, constructive steps forward, and it avoids the elements of Senate Bill 1 that could take Kentucky education backward. We cannot afford to miss this opportunity to strengthen Kentucky education.

That's the opening salvo in the Prichard Committee's call to action for its members and friends who are aksed to contact the House Education Committee in support.

HB 508 begins with content standards revisions to get us the lean, globally competitive focus we need. The new test of those standards will allow Kentucky students to exhibit their problem-solving and communication skills while also showing how well Kentucky's kids match up against others in the nation...

An element that makes the bill especially strong is a requirement that what students learn in high school is what they need to know to succeed in college. These "alignment requirements" mean that the state's Council on Postsecondary Education must affirm that the new standards match college readiness requirements and monitor results of efforts to lower remediation rates.

In addition, the state agency that oversees teacher preparation – the Education Professional Standards Board – must ensure that teacher preparation programs at colleges and universities equip teachers to meet the standards.

A fast, responsible timetable calls for the new tests and program reviews to start in 2011-12, with CATS ending after the 2010-11 school year.

That's the good part of the bill.

Some areas, such as the arts and writing portfolios, will no longer be part of a school's accountability test scores. But the bill requires that schools continue to emphasize those areas and that "program reviews" of these programs require both the districts and the state to check quality regularly.

And that was the bad news. But the committee offers some assurance.

The bill's sponsor has stressed that writing will still be taught and that student portfolios will continue to follow them from year to year to track progress. HB 508 also calls for the program review results to be discussed during principals' annual evaluations.

Given that the weight of public sentiment in recent years has even gotten Democratic Governor Steve Beshear calling for a review of KERA, it's awful hard to predict that no bill will come out of the General Assembly this time around. If that's the case, maybe the Coureir-Journal said it about right. House Bill 508 isn't good - but it's better than Senate Bill 1.

To their credit, the Prichard Committee statement deals directly with HB 508's greatest weaknesses:

We are quite concerned about the writing portfolio and the effect of removing student scores from accountability. Will the program review standards be rigorous? Will the state put its weight behind compliance? Will monitoring be funded by the legislature? We're looking for ways to improve the legislation and will pay very close attention to implementation if the bill passes.

That's some consolation.

Wanna add your voice? Prichard tells you how:

Please contact members of the House Education Committee today. Click here to e-mail a letter or call the Legislative toll free message line at 800-372-7181.

Tell members of the Committee to VOTE YES on HB 508.

Members of the Committee include: Rep. Linda Belcher; Rep. John "Bam" Carney; Rep. Hubert Collins; Rep. Leslie Combs; Rep. Jim DeCesare; Rep. Ted Edmonds; Rep. C. B. Embry; Rep. Bill Farmer; Rep. Tim Firkins; Rep. Jim Glenn; Rep. Derrick Graham; Rep. Jeff Greer; Rep. Jimmy Higdon; Rep. Reginald Meeks; Rep. Charles Miller; Rep. Harry Moberly; Rep. Rick Nelson; Rep. Marie Rader; Rep. Jody Richards; Rep. Tom Riner; Rep. Carl Rollins; Rep. Charles Siler; Rep. Dottie Sims; Rep. Kent Stevens; Rep. Wilson Stone; Rep. David Watkins; Rep. Alecia Webb-Edgington; Rep. Addia Wuchner.

SOURCE: Prichard Committee release

Former Commish Finalist Likes SB 1

One of the finalists for Kentucky Education Commissioner, the last time around, commented in today's Messenger-Inquirer about proposed legislation to change the CATS assessment.

Owensboro Superintendent Larry Vick likes a lot of the provisions in Senate Bill 1, including use of a norm-referenced test.

"A lot of people say with a multiple choice test you can't have higher-level thinking, but some well-designed tests are fairly complicated and involve concepts," Vick said. "We need a balanced assessment."

Vick ...[is] hoping lawmakers do more than just focus on CATS...

Vick said Senate Bill 1 is moving in the right direction and is an improved bill from last year. The easy part, though, is redesigning the test, he said.

"The harder part, which no one has talked about yet, is the assessment system," Vick said.

"How do we hold people accountable? How do we assess the results?"I think the Senate has made a real compromise based on last year's discussion. Now we should take a couple of years and thoughtfully develop a new approach to assessment."

It is unclear why Vick thinks no one is talking about the assessment system. It is also too soon to know if Vick will be in the commissioner mix this time around.