Reporting School, District, and State Accountability …...Reporting School, District, and State Accountability 2018-2019 Office of Assessment and Accountability Rhonda Sims, Associate

Reporting School, District, and State Accountability2018-2019

Office of Assessment and AccountabilityRhonda Sims, Associate Commissioner

Jennifer Stafford, Division Director

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Agenda

2018-2019 Reporting School Report Card Proposed Accountability System Targeted Support and Improvement (TSI)/

Comprehensive Support and Improvement (CSI)

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2018-2019 Reporting

Schools, Districts, and State WILL receive:● Star Ratings (1 to 5 stars)● Overall Accountability Index Score ● Data for components of Proficiency, Growth (EL/MS),

Separate Academic Indicator (EL/MS/HS), Transition Readiness (HS), and Graduation Rate (HS)

● Federal Classifications if applicable (Targeted Support and Improvement/Comprehensive Support and Improvement)

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School Report Card (SRC)

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• KDE is working with BrightBytes to present accountability in the SRC.

• Accountability data may initially be released in a press release and spreadsheets, similar to reporting last fall.

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Indicators in Proposed System Proficiency Separate Academic Indicator Growth (EL/MS) Transition Readiness (HS) Graduation Rate Quality of School Climate and Safety (included in

accountability for 2019-2020)Note: Achievement Gap is no longer an indicator but may impact the star rating.

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ProficiencyReaching the desired level of knowledge and skills as measured on academic assessments reading and mathematics

Elementary/Middle Schools

K-PREP Reading and Mathematics

Grades 3-8

High Schools

ACT Reading and Mathematics subscores

Grade 11 statewide administration

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Separate Academic IndicatorStudent performance on state tests in science, social studies, and writing

Elementary/Middle Schools

K-PREP assessments

Grades 3-8

High Schools

Science and on-demand writing

Grade 11

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Growth Student’s continuous improvement toward the goal

of proficiency Growth will be measured at elementary and middle

school levels in reading and mathematics● Based on categorical growth or moving from one

performance level to another (e.g. from proficient to distinguished)

● Novice and apprentice are subdivided (low and high)

EL progress on English will be evaluated8

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Proposed Growth Indicator Value Table

How to use the value table to generate a school’s growth score: For each student for whom the school is accountable for growth, use the table to find the number of points assigned for that student’s growth. Sum the numbers and divide by the number of accountable students. Round to one decimal point for reporting. 9

KDE:OSAA:DAAS: 2/1/2019

Transition Readiness at High School

Dual Credit:FROM “completing six or more hours of

KDE-approved dual credit and receiving a grade of B or higher in each course” TO “completing six hours of KDE-approved

dual credit and receiving a grade of C or higher in each course”

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Transition Readiness at High School Addition of College Placement Examination (SB

175, 2019 Kentucky General Assembly) FROM “scoring at or above the benchmark

score as determined by the Council on Postsecondary Education (CPE) on the college admissions examination”

TO “scoring at or above the benchmark score as determined by the Council on Postsecondary Education (CPE) on the college admissions examination or college placement examination”

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Transition Readiness –Student Expectations

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Graduation Rate

The graduation rate is the percentage of students completing the requirements for a Kentucky high school diploma compared to a cohort of students beginning at grade 9

Kentucky will use a four and five year adjusted cohort rate in accountability

Graduation rate calculations will be based on the students’ final enrollment

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Achievement Gap

Achievement Gap refers to the disparity between the performance between a comparison student group and a reference student group in reading and math

Kentucky’s proposed accountability system includes the Gap to Group comparison

If a significant gap is detected, a 4 or 5 star school/district/state will be reduced by one star (e.g. A 5-star school would be reported as 4-star).

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Achievement Gap Closure

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Overall Accountability WeightsOverall Accountability Weights

Proficiency(Reading andMathematics)

SeparateAcademicIndicator(Science,SocialStudies, andWriting)

Growth(includingEnglishLanguageLearners)

Quality ofSchoolClimateandSafety

TransitionReadiness(includingEnglishlanguage)learners)

GraduationRate(4 and5 yearcohort)

Elementary/MiddleSchools

35 26 35 4 -- --

High Schools 45 15 -- 4 30 6

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Overall Accountability Rating

Each school will be assigned an Overall Rating of one to five stars, based on strengths of performance on school-level measures and indicators of Proficiency, Separate Academic Indicator, Growth, Transition, Graduation Rate and Opportunity and Access.

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Targeted Support and Improvement (TSI)

A school is identified for targeted support and improvement if it has at least one (1) subgroup whose performance in the state accountability system by level is at or below that of all students in any of the lowest-performing five percent (5%) of all schools for three (3) consecutive years and the school is in the lowest-performing ten percent (10%) of all schools by level.

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Additional Targeted Support and Improvement (ATSI)

A school is identified as additional targeted support and improvement if the school has at least one (1) subgroup whose performance in the state accountability system by level is at or below the summative performance of all students in any of the lowest-performing five percent (5%) of all schools identified and has been identified for targeted support and improvement.

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