[{"_1":2,"_123":-5,"_124":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,111],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6551349,"mediaKeyId","5339756-23efb310beb2a7c5c0840a29ef15682e","parentId",5339756,"title","KSDE proposes new assessment scale: 400–700 range; key cuts at 510 and 540, top cut to float","audioSeconds",458,"startMs",11230000,"endMs",11688000,"viewUrl","/Search/View?dp=1&key=5339756-23efb310beb2a7c5c0840a29ef15682e&start=11230&end=11688","thumbnailUrl","https://assets.pipeline.soar.com/5339756-23efb310beb2a7c5c0840a29ef15682e/thumbnail_11230000.jpg","articleUrl","/articles/6551349/Kansas/KSDE-proposes-new-assessment-scale-400700-range-key-cuts-at-510-and-540-top-cut-to-float","mediaUrl","https://secure.pipeline.soar.com/6551349-d9b3442101c8286c565603863bbc393d/orig.mp4?Expires=1773567214&Signature=gVFaj6zKfU~ERUiGWZVBJ-rQvjfzfkb62E0HnDEKmpDnpKC0lA9UQ-fR0Rvut2rBXxDmkItrRReKg5KupOv9F4nGSpYmGtj6fqDJzP3PwaqfJuRmfHxhvJipex6aRHneU6jAL4QTwQjSRpZGD58iyQeU4PRaWuEuxWttLRQg6ho0oD~RJSpNdkBfyAvgTCWQXcKeO~4lHo8mk5O0xdwL5TIXCwOteJE8WgxArbmSPSF~0Nj6BYGfIGDuvAZlzQDS5~rCwmuGel06k1iJwlITzDLX9Dyjnlf4WYz3L-lBVZ1doyHFj4xl590fy0O5ooQJFMzmPy17oH~-6N8ZeI8C8Q__&Key-Pair-Id=KUT5TJCACFTXG","author","Behavioral Sciences Regulatory Board ","date","2025-07-09T18:31:51.933Z","article","Beth Folkes, director of Career Standards and Assessment Services at KSDE, briefed the board on proposed performance level scale mechanics and the planned cut scores for the statewide summative assessments.

Key technical points: Folkes explained the new reporting scale will run from 400 (lowest) to 700 (highest). The proposed cut between Level 1 (limited ability) and Level 2 (basic ability) is fixed at 510. The cut between “proficient” and “non‑proficient” (Level 2/3 boundary) is proposed at 540. The cut between Level 3 (proficient) and Level 4 (advanced) must float because it depends on item distribution and the test’s upper‑end information. Staff emphasized the scale is not a percent‑proficient metric and that the summative test has 40 items mapped to the scale; scale points do not equal raw item counts.

Why the change: Folkes said the assessment blueprint and items were redesigned to align to updated standards (notably reading/structured literacy changes) and to produce a scale that better reflects teachers’ expectations. The board was reminded that standards changes prompted reassessment of cut scores. Folkes said the state’s technical advisory committee recommended fixing the lower cut (1/2) to provide stability while allowing the top cut to vary with item characteristics.

Board response and follow up: Several board members asked for validation analyses and clearer comparison tools to show historic trends and to avoid misinterpretation when presenting changes in proficiency percentages. Folkes said KSDE will consider validation studies and provide interpretation guides and longitudinal comparison options for reporting. The board did not vote on cut scores at the meeting; staff said they plan to present the formal proposal and impact tables at the August meeting.

Ending: Folkes invited board members to ask department staff for more detailed technical briefings and to attend assessment sessions at the upcoming annual conference.","mediaType","Video","parentTitle","Kansas State Board of Education Meeting | July 9, 2025","oneSentenceSummary","KSDE staff explained proposed performance level scale for statewide assessments: a 400–700 scale with the cut between Level 1 and Level 2 fixed at 510 and the cut between non‑proficient and proficient set at 540; the cut between Level 3 and Level 4 must float. Board members asked for follow‑up validation work and comparison options.","taxTitle","Department of Education, State Agencies, Organizations, Executive, Kansas","taxId",24281,"location","Kansas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6551354,"KSDE survey finds most Kansas districts already have phone policies; task force report influenced some changes",917,8615000,9532000,"/Search/View?dp=1&key=5339756-23efb310beb2a7c5c0840a29ef15682e&start=8615&end=9532","https://assets.pipeline.soar.com/5339756-23efb310beb2a7c5c0840a29ef15682e/thumbnail_8615000.jpg","/articles/6551354/Kansas/KSDE-survey-finds-most-Kansas-districts-already-have-phone-policies-task-force-report-influenced-some-changes","https://secure.pipeline.soar.com/6551354-06bb9c3abd86463ddd8700d9ba243a3b/orig.mp4?Expires=1773567214&Signature=RLJM6KF1iLppGKYWza0XLGPEk0Pjm8x1oQ8bClD-xe2Bh3vKa3PwDxNKbwulC7uB6Tg4kSoD-irW69hLgMx1UtzfyW5kJKrubDuzFPzexM18BrAt5bgtn1aGXSr5vAc0vzZ~WeNpJg4kGVZbg87o~HdsITob3lLKwVI-uGtpBfJJXJV9Yl~BJrqnsp38d7Uy8y~Ad-jv5tNfarR17juf1pZ2DnXBuDhO-rM7C1wLCbH32DKN0WLtrKgnPP7P5wMImO7a6k4fqq2qDuLe4PP00TrzJEKSU0Bz0SFSMMfuH6Pb-K~dYDPDLQH-dX55jeB0ByLC-2Srn6FG36aetM6q7Q__&Key-Pair-Id=KUT5TJCACFTXG","KSDE presented findings from a statewide survey of superintendents about personal electronic device policies and summarized recommendations from a Blue Ribbon Screen Time Task Force the State Board accepted last year.

Scope and response rate: KSDE staff said about 90% of Kansas districts responded to the survey, representing the majority of Kansas students. The task force had recommended three primary actions: a bell‑to‑bell personal electronic device policy for K–12, storing personal devices out of student reach during school hours, and creating safety procedures that do not rely on staff or students using personal devices in emergencies.

Survey highlights: KSDE staff said district policies vary by grade band. At the elementary level the most common approach was a bell‑to‑bell ban (no student device use during the school day); about 42% of districts required devices to be stored away from the student (locker, cubby or backpack). For middle schools the most common policy was bell‑to‑bell; high schools most commonly allow device use during designated times (passing, lunch). The team reported roughly 43% of responding districts said policies are consistently enforced across schools, while 32% said enforcement varies by teacher or classroom.

Perceptions and concerns: Superintendents told KSDE staff that parents and community members generally support district device policies, teachers largely support them and student sentiment is mixed. Common implementation barriers included substitute shortages that limit teacher release for trainings, the need for parent buy‑in, and inconsistent enforcement across buildings. Many districts asked for clearer sample policy language and for KSDE to share comparative data from neighboring districts.

Task force context and next steps: KSDE staff reminded the board the task force focused on personal devices as a narrower scope of the larger screen‑time topic. The board accepted the task force report but did not adopt a statewide mandate; KSDE emphasized local control while encouraging districts to adopt best practices. KSDE said it will share survey results with districts and continue outreach and facilitator supports; staff and board members discussed additional work on district staff policies and digital citizenship guidance.

Ending: Board members thanked KSDE for the data and discussed follow‑up steps, including additional outreach to principals and possible staff‑policy templates; no formal board action was taken.","KSDE presented results from a superintendent survey on personal electronic device policies and summarized the Blue Ribbon Screen Time Task Force recommendations the board accepted earlier.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6551358,"Kansas rolls out Kansas Math Project: free, state‑owned PD and online modules for K–12 math",2777,1670000,4447000,"/Search/View?dp=1&key=5339756-23efb310beb2a7c5c0840a29ef15682e&start=1670&end=4447","https://assets.pipeline.soar.com/5339756-23efb310beb2a7c5c0840a29ef15682e/thumbnail_1670000.jpg","/articles/6551358/Kansas/Kansas-rolls-out-Kansas-Math-Project-free-stateowned-PD-and-online-modules-for-K12-math","https://secure.pipeline.soar.com/6551358-14cb702f238216e0f4bf5220a00c340e/orig.mp4?Expires=1773567214&Signature=CslRahhqc7OywmaOFqMwKTKChluvVqDUTxTbvfdLp8zJxIObfaXX-OhdixHFdmoWFASNOwHvRBQGMXvil4OXANIJ-KPepjR8MUBm0Z9brMiYiPXMW3B9Un~773OX5G02DmEDBK37em~aWMErIXh7DG8GVQaJwxCHXx8Efic~A9WZ1BGTh13Q87y0N3D23feEjQoXOOLMesAfEnnYjBIG6qD~5ETun~-gVg5YHchKIulQsAtPBxRZN8c5pHCerNjdy~G1-Ysw0QtJyQ2EsLd28Nja7B02TEZGXrs83E9uWopatr-4~We5yWvhBabHPosZOQL8UUvb5QvPSr7sZJ-gCw__&Key-Pair-Id=KUT5TJCACFTXG","Kansas State Department of Education staff and the Kansas MTSS math team detailed the Kansas Math Project (KMP), a state‑owned professional development program developed to align instruction with Kansas math standards from pre‑K through Algebra II.

Todd Wiedemann, director of the Kansas MTSS Alignment Project, told the State Board the project was started in 2021 at the commissioner’s request and was built in‑state so Kansas could control updates and alignment to state standards. He said KMP was developed with national researchers and Kansas educators, piloted across districts, and refined with feedback from more than 230 Kansas math teachers and eight pilot districts.

KMP structure and reach: The program includes five foundation modules (A–E) and 47 grade‑band modules offered synchronously in person and asynchronously via Moodle. As of July 6, presenters said there were 1,679 participants enrolled and 1,739 module completion certificates awarded; some districts (for example, Dodge City USD 443) have made parts of KMP required for elementary, special education and secondary math teachers. Wiedemann said the initial implementation budget was $1,260,000 over two years; the team reported being under budget and asked to encumber remaining funds to finish buildout.

Evidence base and instructional approach: KMP presenters said they relied on systematic reviews and What Works Clearinghouse evidence (randomized control trials, meta‑analyses) for instructional strategies. Presenters described a “construct‑plan‑lead‑practice‑apply” instructional model and five foundation modules (non‑negotiables/beliefs, standards progressions, explicit instruction, data‑driven instruction/intervention, and iterative grade‑band application).

Teacher feedback and supports: Carrie Reese and other math specialists described hands‑on activities, vocabulary supports, fluency and problem‑solving modules, and materials intended to support vertical conversations (pre‑K to grade 12) within districts. The team said videos, printable cards, module summaries and activities are available in Moodle for “just‑in‑time” teacher access. They also announced a partnership with Newman University to offer up to seven hours of college credit for completing KMP module sequences through an accredited pathway.

Barriers and next steps: Presenters listed common implementation barriers: substitute teacher shortages that limit in‑person participation, overlaps with other intensive PD (for example LETRS), need for broader marketing and district facilitator training. The team said they are developing a district facilitator training and administrator walkthrough tools. The presenters invited board members and educators to attend sessions and emphasized KMP is free to Kansas teachers.

Ending: Board members praised the program’s scale and evidence base and asked staff to expand outreach and pre‑service teacher pathways to embed KMP in teacher preparation.","Kansas State Department of Education staff and the Kansas MTSS math team detailed the Kansas Math Project (KMP), a state‑owned professional development program developed to align instruction with Kansas math standards from pre‑K through Algebra II.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6551361,"Kansas education chief pitches three priorities built on KISA school-improvement model",0,2107000,"/Search/View?dp=1&key=5339756-23efb310beb2a7c5c0840a29ef15682e&start=2107&end=2107","https://assets.pipeline.soar.com/5339756-23efb310beb2a7c5c0840a29ef15682e/thumbnail_2107000.jpg","/articles/6551361/Kansas/Kansas-education-chief-pitches-three-priorities-built-on-KISA-school-improvement-model","https://secure.pipeline.soar.com/6551361-236401c0fb4aa015dd888bc3fc1c212d/orig.mp4?Expires=1773567214&Signature=kTrfTliQ02u4jAJf~KkpOyKEd5O4u-1lFQtUrhsDSX3C7YpnjzMfyEnJmFyy78cds-1q0K4Ll6oFZ1boLiVNhyBDsFFPEpoiOzA42iPbTFLzgPlC-8MbkKSy4uepA7~5P-yE0X982WaXtMZRRlmZZVaflXQz5j-yJ77gWnt6dotO4VN52lC29Sk3dLefqpoJ6Dlj9E3JpjsRlJRz8SFCousKtYZ7VG1En27k~bQwWINWY9MKCx0Js1ESBPudt6Xv9gkKDfwGVHoHuk1B4PC2c56c9zG2GwW1tA1K6Vf-Inh1RFvMz4csKCEgwwxp5LN94N7Ju6W~YlE7grGR88zBxQ__&Key-Pair-Id=KUT5TJCACFTXG","Commissioner Watson presented a proposed set of State Board goals grounded in the Kansas School Improvement (KISA) model and asked members to give feedback before the board considers adoption in August.

Watson said the board should focus on a small number of priorities the next 14–16 months to avoid overwhelming educators and to allow measurable, sustained work. He proposed: (1) quality school improvement (including structured literacy), (2) quality leadership development for teachers, principals and superintendents, and (3) policy and regulation alignment to reduce administrative overload on schools.

Why it matters: Watson argued the board’s priorities should be actionable and research-based so districts can concentrate their resources and produce depth rather than many fragmented initiatives. He referenced KISA as an organizing framework the board has already endorsed and said adopting a short list of priorities would let the board set agenda emphasis and reporting benchmarks while recognizing some topics are determined by statute or federal requirements.

Board members offered immediate reaction. Several members, including Board Member Betty and Board Member Debbie, supported the overall framework but differed on scope: some urged narrowing to two priorities to preserve focus and enable measurable short-term wins; others said leadership development is indispensable and should remain a stand-alone priority. Members repeatedly raised the need for measurable milestones (for example, percent of early-grade teachers completing structured literacy training) before they would endorse goals.

Watson said staff would return in August with timeframes and measurable indicators tied to the priorities, but that some measures (such as academic growth targets) depend on related policy decisions (for example, the board’s upcoming cut-score decisions for statewide assessments). He also emphasized that the proposed goals are State Board — not KSDE — priorities and that board members retain the ability to place other topics on meeting agendas.

Board direction and next steps: The board did not vote on the proposal. Members asked Watson and staff to provide: (a) concrete measurable examples (e.g., teacher training completion rates, principal training targets), (b) a realistic timeline for work to be accomplished within the board’s current term, and (c) clarifications distinguishing matters within board authority (policy/regulation) versus matters the department implements under state or federal law. Watson said he will bring a measurable plan back for the August meeting.

Ending: Members said they appreciated the attempt to synthesize diverse priorities. Discussion continued informally, and the board paused the agenda to move to other items.","Commissioner Watson asked the State Board of Education to adopt three board priorities — quality school improvement, leadership development and policy/regulation alignment — framed on the Kansas School Improvement (KISA) fundamentals and to return in August with measurable targets.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6551344,"Parents, KSDE and board members begin Kansas School for the Deaf task force meetings; teacher recruitment and licensure flagged as priorities",262,13327000,13589000,"/Search/View?dp=1&key=5339756-23efb310beb2a7c5c0840a29ef15682e&start=13327&end=13589","https://assets.pipeline.soar.com/5339756-23efb310beb2a7c5c0840a29ef15682e/thumbnail_13327000.jpg","/articles/6551344/Kansas/Parents-KSDE-and-board-members-begin-Kansas-School-for-the-Deaf-task-force-meetings-teacher-recruitment-and-licensure-flagged-as-priorities","https://secure.pipeline.soar.com/6551344-7952df0561a7eb3c1908fa5c3aca4f12/orig.mp4?Expires=1773567214&Signature=AUi0U0fN16kkNV-Eg1REs8oJIq-~kn1GQebIh1~UoQmbokCULBbG03sQq~PAJW~CRzTB7t6qcA9T68YbpxmGGDbiIJYFVLVC97wDd-b6YL~RQzLkpcKyPLCOEWb5sltfB8MEoEuRUQPusVgEZXq0fN-lRmtiIwCQE8d1CdOssNf7imXGFPuHTtdvDGt3EV8C4FCO~CFRqJe1lZE7YLTZ5uNW6hzX7ffzxEHnU6RtNgCA5jxi5h31rQt~r8-7jESdD0Ljnr5bojXsckB7JUqHoV9lYfPMItLoKRh2H9H5RYDb~JsXuWe4HxwuVIWnnpbzaPkMijwkEh6qIIPBsjoenA__&Key-Pair-Id=KUT5TJCACFTXG","Board Member Michelle reported on the first meeting of a task force convened to review issues at the Kansas School for the Deaf (KSD). The meeting occurred in person at KSD and parents asked that sessions not be recorded and preferred in‑person participation for accessibility.

Main concerns raised: Parents and task‑force members highlighted teacher recruitment problems; they said job postings that labeled positions “temporary” risk discouraging applicants and suggested more neutral language. Members raised concerns that Kansas licensure requirements for deaf education teachers are onerous; participants said that some graduates of institutions such as Gallaudet do not return to teach in Kansas because of licensing barriers specific to deaf‑education roles at KSD.

Meeting logistics and representation: The task force chose an in‑person format for accessibility reasons; some parent‑members asked that the group include more parents who are D/deaf and not only parents of deaf children. The group compiled a list of topics for future meetings including accessibility, communication with parents, teacher recruitment and professional development. The task force will meet every two weeks; the next meeting was scheduled for July 17 and a final convening was planned for November 20.

Ending: No formal board actions were taken. Board members said they will continue to receive minutes and updates; KSDE staff indicated summaries of the meetings will be circulated to board members.","A newly convened task force on the Kansas School for the Deaf met in person to discuss sensitive topics and prioritized teacher recruitment, concerns about licensure requirements and meeting accessibility. Parents requested in‑person meetings and asked KSDE and the board to examine hiring language and licensure barriers.","actionData","errors"]

Article not found

KSDE proposes new assessment scale: 400–700 range; key cuts at 510 and 540, top cut to float

KSDE survey finds most Kansas districts already have phone policies; task force report influenced some changes

Kansas rolls out Kansas Math Project: free, state‑owned PD and online modules for K–12 math

Kansas education chief pitches three priorities built on KISA school-improvement model

Parents, KSDE and board members begin Kansas School for the Deaf task force meetings; teacher recruitment and licensure flagged as priorities