Legislative Audit Commission  3/6/17

Legislative Audit Commission 3/6/17

Articles, Blog , , , , , , , , , , , , , , , , , , , 0 Comments


>>CALL THE MEETING TO ORDER OF LEGISLATIVE AUDIT COMMISSION AND FOR THE PURPOSE OF THE AUDIO RECORD TODAY IS MARCH 6; 2017 ABOUT 932 A.M. OUR PURPOSE HERE TODAY IS FOR THE RELEASE OF THE OFFICE THE LEGISLATIVE AUDITOR STANDARDIZED STUDENT TESTING EVALUATION AND SO WE HAVE JUDY RANAL HERE FROM THE LEGISLATIVE AUDITORS OFFICE AND DAVID CUCHNER AND HAVE ASSISTANT COMMISSIONER FROM MINNESOTA DEPARTMENT OF EDUCATION TO TESTIFY AS WELL. WITH THAT; MRS. RANDALL WOULD YOU LIKE TO PROCEED?>>THANK YOU. JUDY RANDALL. DEPUTY LEGISLATIVE OFFICER AND PLEASE TODAY RELEASE THE EVALLATION ON STUDENT TESTING: IN YOUR PACKET WEEZ HAVE A MEMBER SP LIST WITH COMMITTEE ASSIGNMENTS SO THANK YOU FOR PROVIDING THAT TO US. THAT IS THERE FOR YOUR INFORMATION. THE OTHER THING IS TOPIC SELECTION SCHEDULE. TOPIC SUGGESTIONS ARE DUE THIS FRIDAY TO OLA. IN YOUR PACKET YOU SHOULD HAVE EXTRACOPIES OF THE YELLOW FORMANT YOU CAN SHARE WITH OTHER MEMBERS. I HAVE EXTRAONES IF YOU NEED MORE. I JUST REMIND YOU MEMBERS CAN WRITE ON THE FORM; FOLD AND MAIL IT IN OR E-MAIL SESSIONS SUGGESTIONS TO YOU AND FORWARD TO US OR MAIL TO MY SELF OR MR. NOBLE DIRECTLY. JUST A REMEENDER ON THAT. FINALLY WANT TO REMIND YOU OF THE TWO EVALUATIONS THAT WILL COME OUT AFTER TODAY. WE HAVE CLEAN WATER OUTCOMES AND HOPE TO RELEASE THAT TO THE LEGISLATURE MARCH 20 AND I’LL BE IN DISCUSSION WITH YOI MADAM CHAIR AND COMMITTEES OF JURISDICTION TO SCHEDULE THAT RELEASE AND LAST IS MINNESOTA STATE HIGH SCHOOL LEAGUE AND ANTICIPATE THAT COMING OUT THE TAIL END OF MARCH MAYBE APRIL. WITH THAT I’LL MOVE TO THE MATTER AT HAND. WE ARE HERE TO RELEASE EVALUATION REPORT ON STUDENT TESTING AND THIS IS A TOPIC THE LEDGE GISLATURE THINKS AND TALKS ABOUT A LOT AND ALSO SCHOOLS THINK A LOT ABOUT ESPECIALLY BECAUSE THEY SPEND A LOT OF TIME ADMINISTERING THE STATE STANDARDIZED TESTS. MORE THAN HLF MINNESOTA SCHOOLS TOOK MORE THAN 3 WEEKS TO ADMINISTER THE STATE TEST; MCA AND ACCESS FOR ENGLISH LANGUAGE LEARNERS. MORE THAN 300 SCHOOLS TOOK 5 WEEKS OR MORE TO ADMINISTER THE MCA THROUGH ALL THE STUDENTS. THAT IS A SIGNIFICANT SHARE THE SCHOOL YEAR. WHY DOES IT TAKE SO LONG TO ADMINISTER THE MCA? THERE ARE A NUMBER OF REASONS BUT ONE IS BECAUSE THE SCHOOLS MUST ADMINISTER THE TEST ONS COMPUTERS AND MANY SCHOOLVISE LIMITED TECHNOLOGICAL RESOURCES SO HAVE TO ROTATE THEIR STUDENT THROUGHOUT THE LAB TO TAKE THE TEST SQUZ WHILE THE STUDENS USE THE COMPEERT LABS TO TAKE THE TESTS THEY ARE NOT AVAILABLE TO OTHER STUDENT FOR OTHER LEARNING ACTIVITIES ON THE COMPUTER. WE KNOW SCHOOL SQUZ STUDENT TAKE A LOT OF TIME TAKING OR ADMINISTERING THE TESTS. IS IT WORTH IT AND IS THE TEST UFUL AND THE ANSWER IS IT DEPENDS. THE TESTERIZE USED TO EVALUATE WHETHER ON AVERAGE SCHOOL STUDENT MEET THE STATE STANDARD AND THAT IS IMPORTANT HOWEVER; THERE ARE A NUMBER OF LEGISLATIVE EFFORTS TO DO MORE WITH THOSE TESTSISM FOR EXAMPLE; TO MAKE THE MCA TEST ADAPTIVE; MEASURE PROGRESS OR MIRROR LOCALLY ADOPTED TESTS SCHOOLS FOUND USEFUL AND THOSE LEGISLATIVE ERFTS TO DO MORE WITH THE TESTERIZE UNSUCCESSFUL. WE THINK THE STATE MAY BE TRYING TO DO TOO MUCH. TO LEARN MORE ABOUT THE FIENDINGS AND RECOMMENDATIONS AND WANT TO TURN TO MR. CURCHNER WHO WAS THE ->>THANK YOU MADAM CHAIR. FOR THE RECORD; DAVID CUCHNER AND MANNER FOR THE EVALUATION AND WOULD LIKE TO THANK MY COLLEAGUES ON THE EVALUATION; KATELYN BADGER AND KATELYN REED. LET ME START WITH A BRIEF OVERVIEWF OF THE FINDINGS. FIRST; ADMINISTERING THE TESTS REQUIRED BY THE STATE CREATES SUBSTANTIAL LOGISTICAL CHALLENGES FOR THE SCHOOLS THAT STRAIN RESOURCE AND STUD WANT INSTRUCTION. WE FOUND LOCAL EDUCATORS FAMILIARITY WITH HOW TO ANALYZE AND INTERPRET TEST SCORES VARIED QUITE A LOT. THIRD; WE POINT TO LEGISLATIVE MANDATES WE FEEL ARE TOO PRESCRIPTIVE THAT SHOULD BE CHANGED OR RECONSIDERED. LET ME START BY PROVIDING BACKGROUND SO WE CAN GET ON THE SAME PAGE. THE END OF 2015 CONGRESS PASSED EDUCATION LAW. THE NEW LAW; EVERY STUDENT SUCCEED ACT OR ESA KEPT THE SAME TESTING REQUIREMENTS ENPLACE BEFORE. WE HAVE THE SAME NUMBER OF TESTS REQUIRED BY THE FEDS. HOWEVER; THE NEW LAW ELIMINATED THE PENALTIES. WE ARE IN A TRABZITION PERIOD. SUBMITTING THE STATE PLAN IN SEPTEMBER BUT ALSO WAITING TO SEE HOW THE NEW PRESIDENTIAL ADMINISTRATION WILL INTERPRET AND ENFORCE THE LAWS PROVISIONS SO ENA TRANSITION PERIOD AT THE FEDERAL LEVEL. THIS IS IMPORTANT BECAUSE FEDERAL LAW DRIVES TESTING REQUIREMENTS. STATE LAWS MANDIDATE LITTLE STANDARDIZED TESTING BEYAWN THAT REQUIRED BY FEDERAL LAW. THERE A COUPLE THINGS. THERE IS A LOCALLY CHOSEN LITERACY TEST IN THE EARLY ELEMENTARY GRADES. THEY DO HAVE TO ADMINISTER ONE IN GRADES KINDERGARTEN THROUGH SECOND GRADE AND SCHOOL DISTRICTS AND CHARTER SCHOOLS ARE REQUIRED TO OFFER 11TH AND 12TH GRADERS A OPPORTUNITY TO TAKE A NATIONALLY RECOGNIZED COLLEGE ENTRANCE EXAM BUT THE STATE REQUIREMENTS MIRROR THE FEDERAL REQUIREMENTS. HOWEVER; STATE LAWS CONSTRAIN MDE TO DELIVER THOSE TESTS REQUIRED BY FEDERAL LAW IN CERTAIN SPECIFIC WAYS AND WE’LL TALK MORE ABOUT THAT IN A MINUTE. THERE ARE TWO PRIMARY TESTS MINNESOTA USES TO MEET THE FEDERAL REQUIREMENTS. THE FIRST MINNESOTA COMPREHENSIVE ASSESSMENT; MCA ARE PROBABLY THE MOST VISIBLE. ALL STUDENT MUST BE TESTED IN SELECTED GRADES; 3-8 FOR MATH AND READING AND GRADES 5 AND 8 FOR SCIENCE AND IN EACH SUBJECT DURING THE HIGH SCHOOL YEARS. THOSE TESTS AS MRS. RANDALL SAID ARE ADMINISTERED BY COMPUTER ACCEPT FOR A FEW STUDENT WHO HAVE ACCOMMODATION TOOZ TAKE THEM BECAUSE OF A DISABLE. IN ADDITION TO THE MCA; THERE IS A TEST MINNESOTA USES; THE ACCESS TEST; THESE ARE TESTS THAT MEASURE ENGLISH LANGUAGE PROFESHANCY. ONLY GRSH LANGUAGE LEARNERS ARE TESTED; BUT THE TESTS ARE ANNUALLY IN AVENUE GRADE K-12 AND THERE ARE 4 TESTS; READING; WRITING; SPEAKING AND LISTENING. THESE ARE MOSTLY ADMINISTERED BY COMPUTER BUTD BUT YOUNGED GRAY ARE PENCIL AND PAPER. FOR? SCHOOLS THERE IS A LARJ PROPORTION OF THE TESTS THEY GIVE AND IN SOME DISTRICTS AND CHARTER SCHOOLS THEY GIVE MORE ACCESS TESTS THAN MCA TESTS BECAUSE IT’S IN ALL GRADES EVEN THOUGH ONLY FOR ENGLISH LEARNERS SO THAT IS IMPORTANT TO TALK ABOUT AS WE TALK ABOUT THE CHALLENGES TO ADMINISTER THE TESTS. IN ADDITION TO THESE TWO TESTS THERE ARE ALTERNATE TESTS FOR SEVERE COGNITIVE DISABILITIES CALLED THE MINNESOTA TEST OF ACADEMIC SKILL SQUZ ALTERNATE ACCESS FOR ELL AND THESE TESTS ARE ADMINISTERED ONE ON ONE BY A TEACHER OR TRAINED EDUCATOR. SO; NEARLY ALL SCHOOL DISTRICTS AND CHARTER SCHOOLS USED LOCALLY ADOPTED TESTESS OF ONE KIND OR ANOTHER. AS NOTED ABOVE SCOOLTS ARE REQUIRED TO CHOOSE A LOCALLY ADOPED TEST FOR LITERACY TEST REQUIREMENT IN GRADES KINDER GARDEN THROUGH SECOND GRADE BUT MANY DISTRICTS AND CHARTER SCHOOLS USE TESTS AS WELL; METH; STAR; AIMS FAST; THERE ARE SEVERAL. WE CONDUCTED SURVEYS OF TEACHERS AND PRINCIPLES STATE WIDE AND MORE OF BOTH GROUPS SAID THESE TESTS WERE USEFUL THAN THE STATES TESTS WERE USE FUL. WE HEARD A LOT OF INTEREST IN USING THE TESTS TO REPLACE THE MCA. SUCH TESTS DON’T-ARE NOT ALIGNED TO STATE ACADEMIC STANERED WHICH IS REQUIREMENT UNDER FEDERAL LAW. FURTHER; MANY THINGS PRINCIPLE AND TEACHERS AND ADMINISTERS LIKE ARE TIED TO THE CONVENIENCE AND FLEXIBILITY AND IF THEY WERE CHANGED TO MEET FEDERAL LAW MAY BE LESS CONVENIENT OR FLEXIBLE THAN NOW. TO DO THE TESTING STATE-WIDE; MDE USING VENDSERS TO DESIGN DISTRIBUTE AND SCORE THE TESTS AND LOOKED AT MD AERKS’S RELATIONSHIP WITH THE VENDORS. WE FOUND MDE HAS DONE A SOLID JOB SELECTING AND OVERVEEING THESE OUTSIDE COMPANIES. WE THINK THE MDE CAN DO A BETTER JOB WITH REGARDS TO BOTH OF MEASURING THE LOCAL SATISFY AKEZ BUT ON A WHOLE THOUGHT THEY WERE DOING OKAY. WE DO WANT TO NOTE WITH REGARD TO THE ACCESS-MCAVENEDER IS PEARSON MCS A [INAUDIBLE] THAT IS A CONSOCHIUM OF 35 STATES SO DOESVENT THE ABILITY TO OVSEE OR TELL THAT CONTRACTOR WHAT TO DO BECAUSE IF IT IS UNHAPPY WHAT IS GOING ON IT NEEDS A BUNCH OF OTHER STATES TO BE UNHAPPY AS WELL. JUST THAT NOTE AS WE GO ALONG. WE OBSERVED OR OBTAINED AND ANALYZED DATA ON STUDENT TAKING TESTS IN PARTICULAR HOW MUCH TIME STUDENT TOOK TO TAKE TESTS USING A COMPUTER. MOST INDIVIDUAL STUDENT DO NOT TEST FOR VERY LONG PERIODS. WE HAVE A CHART ON E IN THE REPORT ON PAGE 49 IF YOU WANT TO LOORK AT THE GRANULAR DETAIL. BROADLY SPEAKINGING; THE MEDIUM STUDENT TAKING TWO MCA TAKES AROUND 3 HOURS TO COMPLETE THE TESTS. THOSE THAT TAKE 3; MATH; READING AND SCIENCE IN 5 AND 8 GRADE; ABOUT 4 AND A HALF HOURS. THE TIME AS YOU SEE ON THE CHART VARIES QUITE A LOT BASED ON GRADE AND TEST. I ALSO WANT TO NOTE ENGLISH LEARNERS SPEND MORE TIME TESTING THAN OTHER STUDENT AND THAT IS IMPORTANT NOT JUST FOR THE STUDENTS TO TAKE MORE TIME BUT BEAR IN MIND THOSE STUDENTS ARE TAKING THE READING; WRITING; SPEAK{LISTENING TESTS SO THEY ARE SPENDING MORE TIME THAN MOST TAKING TESTS.>>JUST A MOMENT.>>SENATOR BENSON: WHEN YOU SAY STUDENT ARE SPENDING 3.1 HOURS IS THE MEDIAN; HOW MANY CLASSROOM PERIODS IS THAT INTERRUPTING BECAUSE WE HAVE A 50 MINUTE CLASROOM PERIOD; I THINK THAT IS A BETTER ENDICATION OF THE DISRUPTION IN THE DAY AND IF THEY TAKE TWO TESTS IN THE DAY DOES IT DISRUPT THE MORNING AND AFTERNOON SO IS THAT SOMETHING DO EPIER IN THE REPORT?>>I’M JUST ABOUT TO TALK ABOUT SOME OF THE ISSUES; BUT ONE THING I WILL NOTE IS MANY STUDENT TAKE PARTS THE TEST ON MULTIPLE DAYS SO IT VARIES TO SOME EXTENT BASED ON THE CHOICES AT THE LOCAL LEVEL BUT HOW TO ADMINISTER THE TEST WHETHER THEY PUT A BUNCH TOGETHER AT ONE TIME OR DO LITTLE PIECES OVER SEVERAL DAYS. WHAT I WAS JUST ABOUT TO SAY AND HOPEFULLY THIS WILL ANSWER YOUR QUESTIONS; EVEN THOUGH THE INDIVIDUAL STUDENTS DON’T TAKE SO LONG TO TAKE TESTS; WHEN YOU LOOK AT IT IN TERMS OF HOW MUCH TIME SCHOOLS ARE GIBBING TESTS THAT IS A DIFFERENT STORY AND IMPORTANT. I HAVE A CHART HERE ON THE SLIDE AND EACH OF THE BARS IS IN A GROUP OF DAYS-HOW MANY DAYS THE SCHOOL SPNT TESTING SO GROUPOFFS 5 DAYS. YOU MAY THINK OF THAT AS WEEKS IF YOU LIKE. YOU CAN SEE THERE ARE QUITE A LOT OF SCHOOLS WHO SPEND MORE THAN 3 WEEKS GETTING ALL THEIR-JUST MCA; GETTING ALL MCA TESTING DONE. THERE ARE SUBSTANTIAL NUMBER OF SCHOOLS THAT TAKE MORE THAN 25 DAYS OR MORE THAN 5 WEEK PHYSICAL IF YOU STRING IT TOGETHER.>>YOU HAVE THE NUMBER ON HOW MANY DAYS IT TOOK PRIOR TO COMPUTERS?>>THANK YOU FOR THE QUESTION; MADAM CHAIR. WE DO NOT HAVE THAT ANSWER AND IN PART THE FACT THE TESTS ARE ADMINISTER BIDE THE COMPUTER ALLOWED US TO PULL THE DATA. WE WERE AIL TO PULL FOR EVERY STUDENT WHEN THEY WERE LOGGED IN AND WHAT DAY THEY WERE LOGGED IN AND COUNT ALL THAT UP. OTHERWISE-BEFORE THE USE OF COMPUTERS WE COULDN’T COMPUTE THIS OTHER THAN SURVEYING OVER DISTRICT IN THE STATE AND ASKING WHAT DAYS YOU GAVE TESTSISM>>I REMEMBER FROM THE MCA THEY HAD A LARGER NUMBER AND MONITORED ROOM JZ ASSISTANCE HELPING THEM AND PAPER ISN’T ALL BAD SOMETIME JZ I UNDERSTAND THE OTHER BENEFITS HERE BUT IN REGARD TO THE TIME SPENT AND THE CONSUMING OF STAFF RESOURCES AND THE KIDS IN ITS TOTALITY I THINK THAT IS A INTERESTING PERSPECTIVE. GO AHEAD MR. CUCHNER.>>THANK YOU. I THINK IT IS CLEAR COMPUTERS PROVIDE CERTAIN ADVANTAGES ONE THE ABILITY TO GET SCORES BACK MORE QUICKLY BUT THERE ARE DISADVANTAGES AS WELL AS WE ARE POINTING OUT IN THE REPORT.>>JUST A QUICK QUESTION. POINT OF CLARIFICATION. THE SCHOOL DAY ADMINISTERING THE TEST DOES THAT CONSTITUTE A ENTIRE DAY OR A DAY 10 PERCENT OF THE SCHOOLS TIME COUNT AS A DAY ON YOUR CHART HERE?>>THANK YOU VERY MUCH. VERY GOOD QUESTION. THE WAY WE COUNT IS ON ANY DAY THE SCHOOL IS GIVING A TEST WE COUNT THAT AS A DAY SPENT TESTING SO COULD HAVE BEEN ONE OR TWO STOOU STUDENT THAT HAD TAKEN A LONG TIME COMPLETING OR DOZENS OR MORE STUDENTS TAKING TESTS THROUGHOUT THE DAY. BUT FROM OUR POINT OF VIEW; ANY TIME THE SCHOOL WAS SPENDING TESTING IS TIME NOT JUST STUDENT BUT STAFF AND RESOURCES WERE OCCUPIED GIVEN THE TESTS MPT .>>THANK YOU; MR. CUCHNER.>>SO; AS WE SAID; TESTING TAKES A LONG TIME AND WHEN TESTING TAKES A LONG TIME; THE IMPACTS ON STACH AND RESOURCES TAKE A LONG TIME AS WELL AND FOUND THERE WERE SUBSTANTIAL IMPACTS ON STAFF AND RESOURCESISM TEACHERS; PRINCIPLES AND COUNSELORS LIMIT THEIR REGULAR RESPONSIBILITIES IN ORDER TO WORK ON ADMINISTERING THE STANDARDIZED TESTS AND THAT EFFECTS THE STUDENT TESTING AND NON TESTING STUDENTSS A WELL. PARTICULAR EXAMPLE THAT I WANT ED TO POINT OUT HAS TO DO WITH STUDENT IN SPECIAL EDUCATION AND ENGLISH LEARNERS. IN MANY SCHOOLS THE WAY THOSE TYPES OF SERVICES ARE DELIVERED IS TEACHERS PULL STUDENT OUT OF CLASSROOMS AND PROVIDE THEM WITH ADDITIONAL SERVICE OUTSIDE OF CLASS BUT IF THE TEACHERERIZE OCCUPIED TESTING OTHER STUDENT THEY ARE NOT ABLE TO DO THOSE SORT OF PULL OUT SQUZ THAT IS SOMETHING WE HEARD IN MORE ONE PLACE. NEARLY 1 IN 5 SCHOOL DISTRICTS AND CHARTER SCHOOLS TOLD US THEY HIRE ADDITIONAL STAFF IN ORDER TO BE ABLE TO ADMINISTER STANDARD TESTS OR ANALYZE THE RESULTS. THERE ARE ALSO->>EXCUSE ME MR. CUCHNER.>>REPRESENTATIVE HANSON: THANK YOU MADAM CHAIR. IN THIS ANALYSIS OF TIME AND WITH ADDITIONAL STAFF; DID YOU LOOK AT A SPECIAL EDUCATION COMPONENT IN THAT WHERE STUDENT THROUGH THEIR IEP MAY NEED TO HAVE QUESTIONS READ TO THEM? IS THAT PIECE IN YOUR SUMMARY OR SEPARATED OUT IN YOUR ANALYSIS?>>THANK YOU MADAM CHAIR AND THANK YOU FOR THE QUESTION REPRESENTATIVE HANSON. IT’S-WHAT WE HAVE IS WE HAVE TIME THAT STUDENTS TEST ON A COMPUTER SO IF THE ACCOMMODATION WAS SUCH A STAFF HAD TO WORK ONE ON ONE WITH THAT STUDENT WHILE THE STUDENT USED THE COMPUTER THAT WOULD SHOW IN THE TIME. IF THE STUD WANT USES PENCIL AND PAPER IT WOULDN’T SHOW UP. THERE ARE ALTERNATE TESTS FOR STUDENT WITH COGNITIVE DISABILITIES. THOSE ARE ADMINISTERED ONE ON ONE BY TEACHER SQUZ WOULDN’T BE IN THE DATA AT ALL BECAUSE THERE IS NO COMPUTER TIME THERE SO THAT IS A ADDITIONAL CHALLENGE THAT-SCHEDULING CHALLENGES SCHOOLS HAVE TO MADGEAGE TO GET EACH OF THE STUDENTS TESTED IN A ONE ON ONE PROCESS USING A TRAINED EDUCATION AND DURING THAT PROCESS THEY ARE NOT IN THE CLASS WORKING WITH OTHER STUDENT.>>I WOULD GATHER THE CONCERN IS TEACH ERS ARE RESPONDING TIME TESTING AND NOT TEACHING AND THERE ARE STUDENT SPENDING TIME TESTING INSTEAD OF BEING TAUGHT AND THE AMOUNT OF TIME THAT CONSUMES CAN ALSO EFFECT THE RESULTS OF THE TEST. WE GET IN A LITTLE THING HERE. I WANT TO BE SURE WE LET THEM GET THROUGH.>>ALSO; THE NUMBER OF TEACHERS WHO FEEL THEY NEED TO SPEND TIME LEADING UP TO THE TEST; TEACHING TO THE TEST SO IT DISRUPTS THEIR REGULAR CURRICULUM.>>RIGHT. MR. CUCHNER.>>THANK YOU MADAM CHAIR. I WILL NOTE WE DO NOT HAVE EVIDENCE IN THE REPORT TO SUGGEST ANYTHING ABOUT ANY OF THESE TIME ISSUES EFFECTING THE VALIDITY OF THE TESTS THEMSELVES SO THAT’S IS SOMETHING WE FOUND ONE WAY OR THE OTHER OR A QUESTION WE EXAMINED SO JUST TO NOTE THAT.>>UH-HUH.>>AS I WAS SAYING IMPACTS ON RESOURCES ALSO TAKE PLACE AS WELL AS IMPACTS ON STAFFING. TESTING OFTEN MAKES COMPUTERS UNAVAILABLE FOR INSTRUCTIONS AND TESTING CAN EFFECT THE COMPUTER USE ELSEWHERE IN A SCHOOL BECAUSE OF WIRELESS OR INTERNET BAND WIDTH ISSUES. WE HEARD IN A NUMBER OF PLACES SCHOOLS HAVE TO LIMIT THE ABILITY OF OTHER CLASSROOMS AND OTHER INSTRUCTORS TO USE THEIR COMPUTERS BECAUSE THEY WANT TO PROTECT THE BAND WIDTH DURING THE TESTING PERIOD. ALSO; THERE ARE COSTS INVOLVED. SCHOOLS-CHARTER SCHOOLS AND SCHOOL DISTRICTS HAVE TO SPEND MONEY TO BE ABLE TO ADMINISTER THE TESTS BECAUSE THEY NEED SUFFICIENT COMPUTER INFRASTRUCTURE. 83 PERCENT OF SCHOOL DISTRICTS AND CHARTER SCHOOLS REPORTED ADDITIONAL EQUIPMENT OR SOFTSPORTSWEAR TO GIVE THE TESTS WITHIN THE PAST 3 YEARS. WE HAVE A BROAD RECOMMENDATION HERE TO THE DEPARTMENT AND THAT IS THAT MDE SHOULD DO MORE TO MEASURE THE LOCAL IMPACTS . WITHOUT THAT MEASUREMENT IT IS HARDER TO TELL IF WE MAKE CHANGES WHETHER THOSE CHANGES HAVE HAD ANY EFEATH BECAUSE WE DON’T HAVE THE BEFORE AND AFTER MEASUREMENT THAT SENATOR CIF MYER WAS SPEAKING OF. WE DON’T HAVE THE BEFORE WITH PENCIL AND PAPER WITH AFTER WITH COMPUTER . WE THINK MDE SHOULD DO MORE TO MEASURE THESE TYPES OF STAFFING AND RESOURCE IMPACTS. HOUV; I WILL NOTE IT IS IMPORTANT TO WORK WITH LOCAL STAKEHOLDER TOOZ FIGURE OUT THE MEASUREMENT BECAUSE THE LAST THING IS ADD MEASURE TASKS THAT ARE ADDITIONAL CHALLENGES DURING THE TESTING PERIOD SO THINK THAT IS IMPORTANT FOR THE DEPARTMENT TO DO. SHOULD USE TO MAKE POLICY DECISIONS AND REMATION S TO THE LEGISLATOR GOING FORWARD. LET ME PIVOT AWAY TO TALK ABOUT THE USE OF TEST SCORES. A QUICK OVERVIEW PERHAPS; THE MOST OBVIOUS WAY TEST SCOORS ARE USES IS PUBLICLY AVAILABLE AND BECOME PART OF THE PUBLIC CONVERSATION ABOUT EDUCATION. ADDITIONALLY; SCHOOLS THAT GET CERTAIN TYPES OF FEDERAL FUNDING HAVE TO TAKE STEP TOOZ ADDRESS LOW TEST SCORE SQUZ THEY ARE PART OF THE WORLDS BEST WORKFORCE MEASURES; THE LEGISLATURE PASTS STATE ACCOUNTABILITY SYSTEM PASSED A COUPLE YEARS AGO. I WILL NOTE THAT THOSE WAYS IN WHICH SCHOOLS HAVE TO ADDRESS LOW TEST SCORES WILL BE CHANGING AS THE STATE IMPLEMENTS THE NEW PLAN TO IMPLEMENT THE EVERY STUDENT SUCCEEDS ACT SO IN FLUX AT THE MOMENT. THERE IS STATE LITERACY AID IN LAW THAT IS GIVEN TO SCHOOLS BASED ON TESTS SCORES FOR STUDENTS IN GRADES 3 AND 4. AT THE LOCAL LEVEL THE USE OF TESTS VARY QUITE A LOT THRMPT ARE DISTRICTS AND CHARTER SCHOOLS THAT USE THEM HAEVALLY AND RESPOND A LOT OF TIME ANALYZING AND TIES INTO DECISIONS THEY MAKE ABOUT CURRICULUM AND INSTRUCTION. THERE ARE OTHER PLACES WHERE TEST SCORESERATE INUSED MUCH AND MAKE USE OF OTHER INFORMATION. PART OF THE DIFFERENCES MAY BE BECAUSE LOCAL EDUCATORS MANY FEEL UNCOMFORTABLE INTERPRETING TEST SCORES. WE SURVEYS PRINCIPLES AND TEACHERS THROUGHOUT THE STATE AND THERE WAS A LOT OF VARIATION. ONE QUESTION ON THE SLIDE; WE ASK OVERALL TO AGREE OR DES AGREE-OVER ALL I FEEL PREPARED TO INTERPRET TEST SCORES. YOU SEE FOR THE MDA; 75 PERCENT SAID THEY FELT PREPARED SO THAT IS 1 IN 4 WERE NOT COMFORTABLE AGREEING WITH THAT STATEMENT. FOR TEACHERS IT IS LESS THAN 60 PERCENT AGREED WITH THE STATEMENT AND FOR ACCESS IT IS MUCH LOWER AND NOTE THOSE ACCESS NUMBERS ON THE SLIDE THAT IS LIMITED TO ONLY THOSE SCHOOLS WHICH SERVE ENGLISH LEARNERS SO DOESN’T INCLUDE SCHOOLS WHERE THEY DON’T HAVE ENGLISH LEARNERS.>>REPRESENT ATIVE HANSON: IT SEEMS IF THE EDUCATORS ARE UNCOMFORTABLE IT IS HARD FOR THE PARENTS AS WELL.>>MR. KITCHENER-I WOULD CONCUR; IT VERY CONCERNING THAT A TEACHER WOULD GIVE A TEST THAT THEN 57 PERCENT SAY THEY FEE SUFFICIENTLY PREPARED TO INTERPRET. REPRESENTATIVE ERICKSON RFX WAS THAT A EXPERIENCE WITH YOU? YOU HAVE A TEACHER BACKGROUND. WHEN YOU GAVE A TEST; INTERPRETING IT WAS THAT A ISH OO AFOR YOU?>>MADAM CHAIR AND MEMBERS I THINK WHAT WE HAVE TO KEEP IN MIND IS WE HAVE STATE STANDARD AND IN THE STANDARDS ARE BENCH MARKS AND WHEN A TEACH ER PREPARES A LESSEN WHETHER IT IS IN LANGUAGE ARTS; READING SPECIFICALLY OR MATH; THEY COUNT ON THE BENCHMARK AND THE BENCH MARK SHOWS IN THE TEST SO THE THINK THE REASON TEACHERS ARE STRUGGLING INTERPRETING DATA IS LANGUAGE ARTS STANARDS WERE CHANGED AND MATH STANERED ARE ROBUST AND IT TAKES TIME TO UNDERSTAND HOW TO ANALYZE DATA WHEN YOU WHERE IN A EVER CHANGING SITUATION SO PART IS CHANGING OF THE STANDARDS BECAUSE TEACHERS HAVE TO UNDERSTAND THE BENCHMARK JZ RE234 FORCE FOR THE STUD WANT AND WHEN THE TESTS COME BACK TO KEY IN THE STRENGTH OR WEAKNESS OF THE CHILD. I THINK IT IS TWO WAYS HERE. I THINK THE LEGISLATURE IN ALOING THE REVISION OF STAPDARDS WHICH WE PUT A HOLD ON IS PARTLY RESPONSIBLE AND WE DID UPDATE THEM IN 2010 AND LATER; BUT IT OTHER IS TEACHERERIZE NOT EQUIPTED TO UNDERSTAND DATA BECAUSE THIS IS A DIFFERENT KIND OF SYSTEM. IT IS DRILLING DOWN INTO THE STANDARD AND FOCUS ON THE BENCHMARK AND IN PAST DAYS WHEN TEACHERS GAVE TEST IF IT WAS THE IOWA BASIC IT WAS SO GENERAL YOU WERE NOT LOOKING FOR SOMETHING THAT SPINGE SPECIFIC AS TODAY AND THE REASON WE DO IS BECAUSE WE HAVE THESE STANARDS AND TESTS ARE BASED ON THEM SO MAYBE IT IS CIRCTEWS BUT I FEEL BAD FOR TEACHERS THEY ARE NOT GIVEN ENOUGH TRAIN TOOG UNDER THE DATA BUT THE DATA IS VERY IMPORTANT AND WE KNOW HOW IMPORTANT DAT AIS TODAY SO THAT IS MY ANSWER.>>THANK YOU REPRESENTATIVE ERICKSON. I THINK THAT IS VERY HELPFUL INSIGHT. MR. KITCHENER WOULD YOU GO AHEAD.>>REPRESENTATIVE BERNARDY: I AM WONDERING ARE YOU ABLE TO SAY IF TEACHERS ARE USED THIS FOR DEVELOPMENT AND LEARNING OPPOSE TODAY ADMINISTRATIVE TO DO A SNAP SHOT OF EACH CLASS EACH YEAR BECAUSE KNROE AS A PARENT THESE WERE NOT HELPFUL TO ME. IT WAS NWEA I WAS ABLE TO MEASURE CHILDS GROWTH AND KNOW WHERE THEY WERE AT SO DO YOU THINK THAT IS PART OF THE ISSUE?>>MR. KITCHENER DO YOU WANT TORESPOND TO THAT?>>THANK YOU; MADAM CHAIR. I THINK IT REALLY VARIES IS I THINK THE ANSWER. THERE ARE TEACHERS WHO KNOW THIS DATA QUIT WELL WHEN WE TALK TO SOME AND THERE ARE TEACHERS WHO FEEL AT SEA ABOUT IT SO IT IS BOTH AND THINK THAT IS REFLECTIVE IN THE SCORES. THE ISN’T IF EVERY TEACHER DID WANT FEEL COMFORTABLE; SOME KNOW THE SCORES QUITE WELL. I DO WANT TO NOTE I THINK REPRESENTATIVE ERICKSON IS CORRECT IS A ISSUE TRYING TO GET THE TEACHERS UP TO SPEED HOW TO INTERPRET TEST SCOREICIZE TIME. WE SENT OUT THE SURVEYS AROUND THE START OF SCHOOL YEAR WHEN TEACHER ARE BUSY. WE WERE STARTLED BY THE NUMBER OF TEACHERS WHO RESPAUPDED BETWEEN MIDNIGHT AND 5 A.M. WE HAD THAT INFORMATION BECAUSE TFS A COMPUTERIZED SURVEY SO APPRECIATIVE FOR THEM TAKING PART IN THE SURVEY.>>JUST REMINDER; WE HAVE MR.MIC HENRY SO SOME OF THE QUESTIONS HE MAY ANTICIPATE AND RESPOND TO SOME OF THAT. MR. KITCHENER IF YOU WANT IT CONCLUDE?>>THANK YOU; MADAM CHAIR. WE MAKE A BROAD RECOMMENDATION MDE INCREASE THE OUTREACH TO SCHOOL DISTRICT REGARD ING SCORE INTERPRETATION. MOST OF WHAT THE DEPARTMENT IS DOING IS FOCUS ON SCHOOLS WITH LOWEST TEST SCORES BUT THINK THE DATA SUGGESTS THE NEED IS BROADER AND THINK MDE SHOULD CONSIDER DOING MORE. AS I NOTED AT THE START OF THE PRESENTATION; WE HAVE CONCERNED WITH SPECIFIC AREASF OSTATE LAW. I HAVE BEEN UP HERE FOR A WHILE SO WILL RUN THROUGH THESE QUICK. THERE ARE TWO DIFFERENT STATISTICAL GROWTH SCORES; VERY SIMILAR BUT NOT THE SAME. ONE IS SPECIFIED IN STATE LAW AND THINK IT IS UNWISE TO PUT A STATISTICAL FORMULA IN STATE WIE HOW TEST SCORES ARE REPORTED. WE THINK A BROADER STATEMENT PROBABLY MAKES MORE SENSE. THERE ARE SPECIFIC SCORES FOR CAREER AND COLLEGE READINESS TO SHOW WHETHER STUDENTS ARE ON TRACK READY FOR COLLEGE BY THE TIME THEY FINISH HIGH SCHOOL AND OUR CONCERN WITH THESE SCORES HAS TO DO WITH THE YOUNGER STUDENTS. WHEN YOU TALK ABOUT A 3 OR 4 GRADER TO SAY THE STUDENT IS ON OR OFF TRACK FOR COLLEGE READINESS THE MARGIN OF ERROR IS WIDE AND DON’T THINK THE SCORES ARE RELIABLE. THE HIGH SCHOOL LEVEL; FINE; BUT WE THINK THE LEGISLATURE SHOULD NOT REQUIRE PLRKS DE TO REPORT SCORES AT THE YOUNGER GRADE LEVELS FOR STUDENTS. THIRDLY; THERE IS A REQUIREMENT IN LAW THAT MDE USE ABOVE GRADE AND BELOW GRADE QUESTIONS ON THE MCA AND THE ISHI THERE HAS TO DO WITH THE FACT THAT ISN’T COMPATIBLE WITH THE FEDERAL REQUIREMENTS AS IN PLACE UP TO NOW. FEDERAL REQUIREMENTS HAVE NOT ALLOWED MDE TO USE THOSE ABOVE AND BELOW GRADE QUESTIONS TO PUT TOGETHER ITS PROFESHANCY AND GROWTH SCORES SO INEND RESULT IS MDE EXTENDED THE TEST AND MADE IT LONGER TO ADD THE QUESTION BECAUSE CAN’T USE THE QUESTIONS TO MAKE THE SCORES. NOW; THERE MAY BE SOMETHING DIFFERENT ABOUT THE WAY IN WHICH ESSA IS WRITTEN GOING FORWARD SO THE RECOMMENDATION IS MDE RART TO THE DEPARTMENT AS IT RECEIVES MORE GUIDANCE WHETHER OR NOT THE SCORES WILL TURN OUT TO BE USEFUL. WE GENERALLY HAVE BROAD CONCERNS ABOUT THE STATUTORY PURPOSES LISTED IN LAW. THERE IS A LOT OF THEM. IT TESTERIZE SUPPOSED 250 MEASURE PROEFFICIENCY AND GROWTH AND SERVE AS INFORMATION TO EVALUATE TEACHER SQUZ PLACEMENT SCORE FOR MINNESOTA STATE INSTITUTIONS AND PROVIDE TEACHERS ARE DIAGNOSTIC INFORMATION TO USE IN THE CLASSROOM. WHEN YOU HAVE A LOT OF PURPOSES LIKE THESE YOU END UP HAVING A GRAB BAG. MOST TESTS SERVE SOME PURPOSES BETTER THAN OTHERS. IT IS A LITTLE LIKE ASKING THE DEPARTMENT TO BUY A CAR WITH THAT GETS GREAT GAS MILEAGE AND TOWS LOTS OF PASSENGERS AND EASY TO PARALLEL PARK. THE DEPARTMENT SAYS WE HAVE ALL THESE REQUIREMENT JZ THE DEPARTMENT HAS MORE DISCRETION BECAUSE THEY HAVE TO BALANCE THESE THINGS. SOME RECOMMENDATION TOOZ THE LEDGE GISLATURE; WE SUGGEST AVOID THE OVERLY SPECIFIC TESTING REQUIREMENTS AND IN STEAD WE SUGGEST SET CLEARER PRIORITIES FOR WHAT IT WANTATHIZE TESTS TO BE AND DO. IF THE LEDGE GISLATURE SAYS FIRST MEET THE FEDERAL REQUIREMENT JZ THEN IF YOU CAN PROVIDE DIAGNOSTIC STUDENT AND THEN IF YOU DO SOMETHING THAT IS A CLEARER SET OF PRIORITIES FOR THE DEPARTMENT AND THE LEGISLATURE CAN HOLD THE DEPARTMENT MORE ACCOUNTABLE OR THE LEGISLATURE MAY DECIDE YOUR BIGGEST PRIORITY IS REDUCE THE NUMBER OF LOGISTICAL DIFFICULTIES AND THEN DO SOMETHING ELSE AND NUMBER 3. THE LEGISLATURE CAN SET THE PRIORITIES BUT IF YOU TELL THE DEPARTMENT TO DO EVERYTHING; THEN THE END RESULT IS THE DEPARTMENT NDS UP MAKE THG DECISION ABOUT WHAT IS MOST IMPORTANT INSTEAD OF THE LEGISLATURE. WITH THAT; I’M DONE WITH MY PRESENTATION AND HAPPY TO TAKE QUESTIONS THE COMMISSION HAS.>>I THINK WE HAVE DONE OUR QUESTIONS ALONG THE WAY AND APPRECIATE->>SIN ENATOR LIMMER: JUST A BRIEF QUESTION. I CAME IN JUST A LITTLE LATE FROM THE BEGINNING OF THE MEETING AND I DON’T KNOW IF I MISSED THIS. I WAS LOOKING THROUGH THE PAGES ON THE VERY BEGINNING ON BACKGROUND OF TESTS AND DID YOU PUT INTO YOUR PRESENTATION THE BACKDROP OF OUR CONSTITUTIONAL MANDATE? AS YOU DID THE STUDY?>>MADAM CHAIR; NO I DID NOT. WE DID NOT REFERENCE THE CONSTITUTIONAL MANDATE.>>THE ONLY REASON I BRING IT UP IS OFTEN TIMES GO BACK TO THE STATE CONSTITUTION TO GET THE ORIGINAL THOUGHT OF WHY WE DO WHAT WE DO IN THE STATE AND THINK TESTING IS PROBABLY GONE IN THE DIRECTION FROM THAT EARLIER MANDATE AND THE LEGISLATURE OR WHEN THE STATE WAS CREATED AS IT WAS TALKING ABOUT EDUCATION IT IS THE DUTY OF THE LEGISLATURE TO ESTABLISH A GENERAL AND UNIFORM SYSTEM OF PUBLIC SCHOOL. NOT SURE IF TODAY WE CAN SAY THAT WE HAVE DONE THAT OR NOT. TESTING BECOMES A USEFUL TOOL TO MEASURE THAT UNIFORMITY AT LEAST. THE QUESTION OF; ARE WE ADVANCING WITH CURRENT SUBJECTS AND TRENDS IS ANOTHER SUBJECT BUT IF WE DO IT SHOULD BE UNIFORM. I THINK WE AS A LEGISLATURE PROBABLY GET A LITTLE TOO FINELY FOCUSED SOMETIMES AND GET OFF TRACK OF WHERE WE SHOULD GO; SO THIS TYPE OF LEGISLATIVE REPORT IS USEFUL AS LONG AS WE KEEP IN MIND OUR ORIGINAL MISSION AND THAT’S TO PROVIDE UNIFORMITY TO OUR KIDS. I’M NOT-I THIPG THAT IS THE PURPOSE OF HAVING TESTS AND YOU CAN MEASURE EFFECTIVENESS OF PERHAPS IN SOME CASES THE TEEPER OR THE SCHOOL OR PERHAPS A SCHOOL DISTRICT OF WHERE THEY ARE MOVING FORWARD SOME OR QUITE A BIT MORE ADVANCED THAN OTHERS AND OTHERS LAG BEHIND FOR A VARIETY OF REASONS PROBABLY NOT AS A RESULT OF WHAT THEY DO IN SCHOOL; BUT NEVER THE LESS; I JUST WANT TO MAKE SURE WE HAVE A FOOTNOTE ON THE DISCUSSION OR ORIGINAL MISSION AT THE BEGINNING WAS TO CREATE GENERAL AND UNIFORM PUBLIC EDUCATION AND IF WE ARE STRAYING AS A LEGISLATURE AND GETTING IN THE WEEDS IT IS IMPORTANT TO NO THAT.>>THANK YOU; SENATOR LIMMER. WITH THAT WE WILL HAVE MR. MC HENRY COME DOWN. THANK YOU MRS. RANDALL AND MR. KITCHENER AND LEGISLATIVE AUDITORS OFFICE. I APPRECIATE YOUR NICE NEAT LISTS OF RECOMMENDATIONS IN THE BACK SO I CAN GO TO THE CLIFF NOTES AND FIND THE ACTIONABLE ITEMS AND MEMBERS ALSO CALL YOUR ATTENTION TO THE VERY NICE LIST INCLUDED IN HERE OF ROONT OLA EVALUATION SQUZ DIFFERENT TOPICS; IT IS NICE SUMMARY WITH EACH REPORT. MR. MC MENRY; WELCOME; GLAD OO SEE YOU. YOU WILL BE PRESENTING A RESPONSE TO THE REPORT; CORRECT? THANK YOU. STATE YOUR NAME FOR THE AUDIO RECORD.>>KEVIN MC MENRY; ASSISTANT COMMISSIONER AT DEPARTMENT OF EDUCATIONM THANK YOU FOR TAKE THG TIME TO HAVE THIS REPORT DONE. WE WANT TO THANK LEGISLATIVE AUDITOR FOR THE REPORT AND FEEL IT IS THOROUGH AND FAIR IN THE RECOMMEND SQUAIGZ LOOK FORWARD WORK WG YOU ALL THE LEGISLATURE IN TERMS OF IMPLEMENTING SOME OF THE RECOMMENDSATION. THE FIRST COMMENT WE LIKE TO MAKE IS AROUND JUST WHAT OUR STATES STANDARDIZE TESTED ARE. WE DO HAVE I THINK SOME COMPLICATION THAT ARRIVE IS WE HAVE TESTS BUILT TO OUR SPECIFIC STATE STANDARDS THAT ARE USED FOR ACCOUNTABILITY PURPOSE. THE NEED OF ASSESSMENTS HAS GRAUN BEYOND THAT. WE TALKED ABOUT THE LOCAL ASSESSMENTS WHERE THEY MAY BE SHORTER AND QUICKER; BUT THEY PROVIDE A DIFFERENT PURPOSE AND THINK WHAT WE HAVE DONE OVER TIME IS TRIED TO COMBINE THE USEFULNESS OF TESTS WHETHER USE FRD ACCOUNTABILITY PURPOSE OR THE QUICK POINT IN TIME MEASUREMENTS TO MAKE THE TESTS DO MORE THAN THEY ORIGINALLY INTENDED WHICH IS MEASURING THE STATE STANARDS AND PROEFFICIENCY. WE WILL CONTINUE TO KEEP AN EYE HOW WE ADMINISTER THE EXAM JZ STAY ALIGNED TO THE STATE STANARDS. A COUPLE THINGS AND KEEP RECOMMENDATIONS I WANT TO HIGHLIGHT THAT WERE HIGHLIGHTED IN THE REPORT; FIRST OFF; OLA DID RECOMMEND WE SHOULD GATHER INFORMATION FROM DISTRICT JZ CHARTERS ON LOCAL CLASS AND IMPACTS OF THE EXAMS. WE FEEL THIS IS A GOOD RECOMMENDATION. WE CONSSTANTLY ARE TRYING TO FIND WAYS TO GATHER INPUT FROM THE DISTRICT JZ CHARTERS TO MAKE SURE WE DELIVER THE BEST TESTING EXPERIENCE POSSIBLE. THE ONE THING WE WANT TO MAKE SURE IF WE ARE SPENDING TIME COLLECTING DATA FROM DISTRICTS WE WANT TO SHARE WITH THE LEDGE SLAIPER LEGISLATURE AND HAVE ACTIONABLE ITEMS WE CAN DO RATHER THAN HAVE DISTRICT JZ CHARTERS PROVIDE INFORMATION JUST SO WE HAVE THAT THERE RATHER THAN UTILIZING IT. THAT IS SOMETHING THAT WE LOOK FORWARD TO DOING. THE SECOND RECOMMENDATION IS WE SHOULD FURTHER INCREASE OUTREACH AND SUPPORT TO SCHOOL DISTRICTS AND CHARTERS IN ORDER TO HELP INTERPRET DATA. THIS IS SOMETHING WE CAN’T AGREE WITH MORE. I THINK REPRESENTATIVE ERICKSON ALREADY TOUCHED ON WHAT THE TESTERIZE DOING AND HOW THEY ARE BUILT TO STANDARD AND BENCHMARKS AND HAVE MORE DATA AT OUR HANDS AND IN OUR ASSESSMENT DWEGZ; DIVISION WE CREATED A SMALL TEAM AROUND DATA ANALYTICS TO HELP REALLY QUANTIFY OUR DATA OR ANALYZE DATA AND MAKE DATA MORE USEFUL FOR PARENTS; TEACHERS AND SCHOOL DISTRICTS . ONE OF THE ISSUES IN UNDERSTANDING DATA IS MAKE SURE DISTRICTS AND CHARTERS ARE TRAINED. THE OLA HIGHLIGHTED WHERE PRINCIPLES AND TEACHERS FEEL THEY ARE PREPARED TO INTERPRET THE DATA. WHAT WE DID IS APPLIED FOR AND RECEIVED A FEDERAL GRANT AND WE DO HAVE A INDIVIDUAL ON THE ANALYTICS TEAM THAT WORKS ON HELPING DISTRICTS PRINCIPLES AND TEACHERS INTERPRET DATA. THAT IS A NEW POSITION BUT THAT IS ONLY ONE PERSON. WE DO GO ACROSS THE STATE. WE GO TO OUR REGIONAL CENTERS. WE DO PROVIDE WEBINARS BUT THAT IS SOMETHING WE ARE LOOKING AT EXPANDING OUR ABILITY TO REACH DISTRICTS; REACH PARENTS; REACH TEACHERS AND SCHOOL ADMINISTRATORS. ONE THING OF NOTE WE DID IN THE GOVERNORS BUDGET WE DO HAVE-DID ASK FOR INCREASED FUNDING ATHROUND ANALYTICS DIVISION AND THIS HIGHLIGHTS THE NEED OF WHY WE WERE ASKING FOR A EXPANSION OF THE ANALYTIC INDIVIDUALS SO THEY CAN BE IN THE DISTRICTS; HAVE MORE TIME TO ACTUALLY WORK WITH TEACHERS TO REALLY HELP IMPLEMENT DATA. THE THIRD KEY RECOMMENDATION OUTLINED IN THE REPORT WAS JUST TO DISCUSSION YOU ALL JUST HAD IN TERMS OF REMOVINGO EXAMINING LEGAL REQUIREMENTS PRESCRIBING TEST FORMATS. THIS IS AREA WHERE I THINK AS A DEPARTMENT THERE ARE TIMES WHEN THE LEGISLATURE PASSES BILLS; WE TRY TO PROVIDE BEST INFORMATION AS POSSIBLE TO YOU ALL AND THEN WHEN WE GET INTO THE IMPLEMENTATION STAGE WITH DISTRICTS; THAT’S WHEN MORE CONCERNS START TO ARISE AND MORE PRESCRIPTIVE THE LANGUAGE WHAT WE HAVE TO DO OR HOW TESTS NEED TO BE ADMINISTER THE LESS FLEXIBILITY WE HAVE TO MEET THE NEEDS SO THAT IS SOMETHING WE ARE INTERESTED IN RECEIVING FEEDBACK FROM DISTRICTS AND WORKING WITH YOU ALL IN TERMS OF FINDING AREAS WHERE WE DON’T HAVE TO BE AS PRESCRIPTIVE AS POSSIBLE. ONE OTHER AREA THAT WAS OUTLINED TOWARD THE END OF THE REPORT WAS ON THE TEXT LINK. THIS IS OBVIOUSLY AS WE’VE INCREASED THE USE OF TESTS; WE MADE THEM ADAPTABLE AND ONLINE BUT WE ALSO MADE THEM ON AND OFF GRADE AND IN OUR POLICY BILL ONE THING WE DID; WE DID RECOMMEND ELIMINATING THE NEED FOR ON AND OFF GRADE EXAM QUESTIONS. THAT DOES LENGTHEN THE AMOUNT OF THE EXAM AND TIME SPENT ON TESTING; SO THAT IS SOMETHING WE HAVE PLACED IN THE POLICY BILL. JUST IN CLOSING OVERALL; AS A DEPARTMENT WE LIKE TO REVIEW OUR WORK. WE LIKE TO MAKE SURE WE ARE FINDING WAY S TO IMPROVE THE WORK WE ARE DOING AND FEEL THIS REPORT IS A GOOD STEP IN REALLY PROVIDING A THOROUGH ANALYSIS OF STATE-WIDE TESTINGISM WE LOOK FORWARD TO USING THIS REPORT AND WORK WG THE LEGISLATURE TO IMPLEMENT AS MUCH AS WE CAN TO STREAMLINE THE STUDENT ASSESSMENT BUT AT THE SAME TIME CLARIFY WHAT IS NEEDED; WHAT THE TESTS ARE REQUIRED TO DO AND THEN MINIMIZING ALL THE EXTRA REQUIREMENTS WE ARE TRYING TO HAVE ONE TEST REACH SEVERAL POINTS. WITH THAT; THANK YOU AND STAND FOR ANY QUESTIONS.>>THANK YOU. MEMBERS I JUST WANT TO MENTION THERE ARE OTHER COMMITTEES AND LOOKING FOR US TO COME. I ILL-GO TO YOUR SENATOR BENISON. MR. MC HENRY; ON THE LIST OF RECOMMENDATION YOU PICKED OUT 3. THERE ARE ONE; TWO-THERE ARE 8 OF THEM THE LIST OF RECOMMENDATION SQUZ IT IS TOWARDS THE END JUST BEFORE THE APPENDIX. I WAS WONDER IF WE CAN GET A LETTER FROM THE DEPARTMENT THAT WILL RESPOND TO EACH ONE AND THE NUMBER 4; THE MCA GROWTH FORMULA AND PROVIDE BROAD GUIDANCE TO THE DEPAMPT. I LIKE IT MORE SPECIFIC IN REGARDS TO THE DEPARTMENT AND RECOMMENDATIONS TO THE LEGISLATURE LANGUAGE INCLUDED STATUTORY LANGUAGE WHERE WE CAN BECAUSE THAT EXPEDITES TAKING ACTION ON A VALUABLE REPORT WE ALL APPRECIATE BUT I’M LOOKING FOR A LITTLE MORE SPECIFIC RESPONSES TO THAT. IF YOU CAN DO THAT.>>MADAM CHAIR; MEMBERS; WE CAN PROVIDE MORE RESPONSE IN OUR RESPONSE INCLUDED IN THE BACK OF THE REPORT. WE WENT OFF THE KEY RECOMMENDATIONS TO TRY TO UTILIZE YOUR TIME BUT MORE THAN HAPPY TO FOLLOW UP ON QUESTIONS.>>ALL 8 .>>MADAM CHAIR; THE EDUCATION COMMITTEES WILL HEAR THIS AUDIT REPORT IPTHE HOUSE AND SENATE AND THAT IS WHERE WE NEED TO DRILL DOWN; NOT AT THIS LEVEL BUT AT THE SPECIFIC LEVEL SO WE WILL HAVE OUR REPORT I BELIEVE THE 14TH IS WHEN WE ARE SCHEDULED TO HEAR THE AUDIT REPORT IN THE INNOVATION POLICY COMMITTEE. I’M SURE SENATOR PRATT WILL FOLLOW UP.>>MADAM CHAIR; PERHAPS THIS BEST DIRECTED TO SENATOR ERICKSON AND PRATT. LOOKING AT PAGE 3 SLIDE 5; TEST IN GRADES 3-8 BUT REFERRED TO WE ONLY-THE LEGISLATURE USING THE TOOL FOR 3 AND 4. AT WHAT POINT DO WE SAY WE MEASURE WHERE IT MATTERS AND NOT TEST THE KIDS OVER AND OVER AGAIN. I WILL NOT DIRECT QUESTIONS TO DEPARTMENT BUT WILL SEE SENATOR PRATT LATER TODAY AND MAYBE ASK THE QUESTIONS BECAUSE AS A MOM OF KIDS WHO GO THROUGH THE MCAT IS DISRUPTIVE IN THE SCHOOL DAYS AND IF THERE IS GOOD INFORMATION THAT HELPS WITH THE GENERAL AND UNIFORM SYSTEM IT IS WORTHWHILE BUT IF WE TEST FOR MEETING THE ARBITRARY LINE THE LEGISLATURE PUT IN PLACE I THINK IT IS TIME TO TAKE A LOOK.>>THANK YOU; SENATOR BENISON.>>REPRESENTATIVE ERICKSON: THE REEZ NL WE TEST 3-8 IS FEDERAL ACCOUNTABILITY REQUIREMENTS SO I THINK WE HAVE A LOT WE HAVE TO WAIT ON BECAUSE WE DONT KNOW WHAT WILL HAPPEN AS THE CONGRESSIONAL LEVEL OR IN THE TRUMP ADMINISTRATION IN REGARD TO THIS SO KNOW THE DEPARTMENT IS PROBABLY VERY MUCH IN LIMBO BECAUSE THEY DON’T KNOW AND NEITHER DO WE SO THIS ISN’T SOMETHING WE WILL ACT ON IMMEDIATELY. WE HAVE TO FIND OUT PROBABLY A INTERIM STUDY GROUP AGAIN.>>THANK YOU; REPRESENTATIVE ERICKSON.>>REPRESENTATIVE HANSON : COMMISSIONER MC HENRY; LOOKING ON PAGE 19 ON THE STATE FUNNING AND I AM LOOKING THROUGH THE EXPENDITURES AND SAYS OVER THE PAST 5 YEARS ABOUT 90 PERCENT OF THE MDE TEST RELATED EXPENDITURES ARE DIRECTED TO TESTING VENDORS AND THINK WHEN WE WERE TALKING ABOUT PICKING THIS TOPIC. SOMEONEED MAYBE PARAPHRASING PRESIDENTIZE EISENHOWER TO BE AWARE OR BE WHERE THE TESTING INDUSTRIAL COMPLEX OF–WE HAVE THIS INTEGRATED LARGE SYSTEM WHERE WE ARE WORK WG VENDORS SO MY QUESTION IS IF 90 PERCENT OF THE DOLLARS HERE ON PAGE 19 GO TO VENDORS; HOW DO YOU INSURE THE VENDORS ARE DOING THEIR JOB? IS THERE COMPETIVE BIDDING; IS THERE REVIEW OR ARE YOU ONLY LOCKED INTO CERTAIN VENDORS TO DO THIS?>>MADAM CHAIR; REPRESENTATIVE HANSON; THAT IS A GREAT QUESTION. THE REASON WE UTILIZE VENDORS FIRST AND FORMOST IS THE COFS BUILDING THE INFRASTRUCTURE TO DELIVER THE EXAMS IS LARGE AND VG THAT DONE IN THE STATE DEPARTMENT OF EDUCATION IS JUST COST TOO MUCH. WE DO HAVE A DIVISION OF STATE-WIDE ASSESSMENT THAT ACTUALLY MANAGES OUR RFP PROCESS. WE HAVE A OPEN BIDDING PROCESS FOR ALL OUR EXAMS. WE USUALLY HAVE 5 YEAR CONTRACTS WITH OUR VENDORS OR OPTIONS UP TO 5 YEAR CONTRACTS WITH VENDSERS AND ROLE IS MANAGING WHAT THE VENDORS IMPLEMENT MAKING SURE IT IS IN LINE WITH STATE LAW AND WE ARE ABLE TO ASSESS OR ABLE TO IMPLEMENT ASSESSMENTS ACROSS THE STATE. SO; PART OF OUR WORK IN THE ASSESSMENT DIVISION IS IMP LEMENTING STANDARDS AND IRK WITH WG THE VENDORS TO MAKE SURE THEY ARE ACCOUNTABLE THROUGH THE RFP PROCESS AND ONCE WE SIGN ON AGREEMENT OR CONTRACT THEY MEET THE GOALS; MEET THG SPECIFICATION AND NEEDS IN THE CONTRACT. I THINK A ASPECT IN THE REPORT OUTLINED IS A AREA WHERE THE OLA GAVE CREDIT FOR VERY HCH HOW WE MANAGE THEVENEDERS TO MAKE SURE THEY DELIVER ON THE EDGE ALL SLATEIVE NISH TBS AND STATUTE INCLUDED IN THE RFP’S AND THAT IS SOMETHING WE CONTINUE TO DO TO MAKE THE OUTCOME GOALS LAID OUT IN STATUTE.>>THANK YOU VERY MUCH. MEMBERS WITH THAT OUR BUSINESS IS CONCLUDED AND WE ARE ADJOURNED. [MEETING ADJOURNED]

Leave a Reply

Your email address will not be published. Required fields are marked *