December 17, 2009, Introduced by Rep. Sheltrown and referred to the Committee on Education.
A bill to amend 1970 PA 38, entitled
"An act to provide for assessment and remedial assistance programs
of students in reading, mathematics and vocational education,"
by amending section 2 (MCL 388.1082), as amended by 2005 PA 31.
THE PEOPLE OF THE STATE OF MICHIGAN ENACT:
Sec. 2. (1) The statewide assessment program of educational
progress shall cover all students annually in at least 2 elementary
and middle school grade levels in public schools. If the federal
government requires assessments at additional grade levels under
the no child left behind act of 2001, Public Law 107-110, the
superintendent of public instruction shall ensure that this state
complies with those requirements.
(2)
The superintendent of public instruction shall develop and
conduct the assessment program and may utilize the assistance of
appropriate
testing organizations or testing specialists. Beginning
with
assessments conducted in the 2005-2006 school year, all All of
the following apply to the assessment program:
(a) Beginning with assessments conducted during the 2010-2011
school year, the superintendent of public instruction shall replace
the current assessments used in the program that were developed by
the department with 1 or more nationally normed, growth model
assessments purchased for the purposes of the program.
(b) (a)
The superintendent of public
instruction shall ensure
that any contractor used for scoring an assessment instrument
supplies an individual report for each student that will identify
for the student's parents and teachers whether the student met
expectations or failed to meet expectations for each standard, to
allow the student's parents and teachers to assess and remedy
problems before the student moves to the next grade.
(c) (b)
The superintendent of public
instruction shall ensure
that
any contractor used for scoring , developing, or processing an
assessment instrument meets quality management standards commonly
used
in the assessment industry, including at least meeting level 2
3 of the capability maturity model developed by the software
engineering
institute of Carnegie Mellon university. for the 2005-
2006
school year assessments and at least meeting level 3 of the
capability
maturity model for subsequent assessments.
(d) (c)
The superintendent of public
instruction shall ensure
that
any contract it the department
enters into for scoring , or
administering
, or developing an assessment instrument includes
specific deadlines for all steps of the assessment process,
including, but not limited to, deadlines for the correct testing
materials to be supplied to schools and for the correct results to
be returned to schools, and includes penalties for noncompliance
with these deadlines.
(e) (d)
The superintendent of public
instruction shall ensure
that the assessment instruments purchased for the purposes of the
program meet all of the following:
(i) Are designed to test students on grade level content
expectations in all subjects tested for each grade level tested.
(ii) Comply with requirements of the no child left behind act
of 2001, Public Law 107-110.
(iii) Are consistent with the code of fair testing practices in
education prepared by the joint committee on testing practices of
the American psychological association.
(iv) Are factually accurate. If the superintendent of public
instruction determines that a question is not factually accurate
and
should be removed from an assessment instrument, the state
board
and the superintendent shall ensure
that the question is
removed from the assessment instrument before the assessment
instrument is used for the purposes of the program.
(3) The program shall assess competencies in the basic skills
and collect and utilize other relevant information essential to the
assessment program.
(4) Based on information from the program, the public schools
shall identify students who have extraordinary need for assistance
to improve their competence in the basic skills and shall identify
students who have demonstrated extraordinary competence in multiple
subject areas who should be recommended for advancement.
(5) Information from the program shall be given to each school
as soon as possible to assist it in its efforts to improve the
achievement of students in the basic skills.