Unbridled Learning

1. Unbridled Learning Kentucky’s New Assessment and Accountability Model Presented by Michele Reynolds, Ed.D. Associate Director of Assessment and Data Services Fayette County Public Schools michele.reynolds@fayette.kyschools.us

2. A Balanced Approach 2011-2012 2012-2013 2014-2015

3. Overall Score Phase-In 2011-2012 Next Generation Learners – 100% 2012-2014 Next Generation Learners – 77% Next Generation Inst. Prog. – 23% 2014-2015 Next Generation Learners – 70% Next Generation Inst. Prog. – 20% Next Generation Professionals – 10%

4. What tests will students take?

5. NRT vs. CRT • Nationally norm-referenced section embedded in the test for reading, math, science and social studies • All in one booklet – Part A • Timed test • You can’t prepare for an NRT in the same way you prepare for a CRT • Each student will receive 2 scores – N, A, P, D and percentile

6. Number of Items and Testing Times(see handout in packet) Something to think about . . . Each extended response question is worth 4 points, each short answer question is worth 2 points, and each multiple choice question is worth 1 point.  6th Grade Reading Example • 66 MC – each worth one point for a total of 66 points • 3 SA – each worth two points for a total of 6 points • 2 ER – each worth four points for a total of 8 points • 66 + 6 + 8 = 80 total points possible Using the example above, let’s now think about the weight of each type of question on the 6th grade reading test: • MC is worth 66 points out of a possible 80 – 82.5% • SA is worth 6 points out of a possible 80 – 7.5% • ER is worth 8 points out of a possible 80 – 10% Caution: There is not an exact science to this. It varies by grade level and subject area. Some items are field testing items and are not included in the overall score, and only certain items in the NRT section count in the CRT score. This is just meant to be a ballpark calculation.

7. Next-Generation Learner Accountability Weights

8. Achievement (Proficiency) Achievement = proficiency • Achievement for elementary and middle schools is based on performance on the reading, math, science, social studies and on-demand writing tests • Achievement for high school is based on performance on the end-of-course exams and the on-demand writing test

9. Achievement Calculation For each content area . . . • 1 point awarded for each % scoring proficient or distinguished • 0.5 points awarded for each % scoring apprentice • 0 points awarded for novice There are no more low, medium, high levels!

10. Bonus!!! Additional 0.5 awarded for each % distinguished combined with -0.5 for each % novice Bonus points awarded in the amount that distinguished offsets novice (NOTE: No points will be taken away if novice offsets distinguished). Maximum 100 points in any subject area

11. Bonus Scenarios If a school had . . . 20% Novice and 40% Distinguished 20(-0.5) + 40(0.5) = -10 + 20 = 10 10 bonus points would be awarded But what if it was just the reverse? If a school had . . . 40% Novice and 20% Distinguished 40(-0.5) + 20(0.5) = -20 + 10 = -10 No bonus points would be awarded, but none would be taken away either.

12. An Example . . . Let’s say your school had the following results in reading: • Novice – 15% • Apprentice – 20% • Proficient– 40% • Distinguished – 25%

13. Put Your Math Hats On! You get 0 points for every % Novice: 0 x 15% = 0 You get .5 points for every % Apprentice: .5 x 20% = 10 You get 1 point for every % Proficient/Distinguished: 1 x 40% = 40 1 x 25% = 25 Total: 0 + 10 + 40 + 25 = 75 points

14. But Wait! There’s More! Don’t forget to see if you qualify for the bonus points . . . You had15% Novice and 25% Distinguished 15(-0.5) + 25(0.5) = -7.5 + 12.5 = 5 Good job! Your students earned 5 bonus points for your school! 75 reading achievment points + 5 bonus points = 80 Your Reading Achievement score would be an 80.

15. Overall Achievement Score Follow this same process for math, science, social studies and writing to get achievement scores in each of the 5 subject areas and average the scores. For example, let’s say you earned 80 in reading, 71 in science, 82 in math, 93 in social studies, and 89 in writing. 80 + 71+ 82 + 93 + 89 = 415 415 / 5 = 83 Your Overall Achievement score would be an 83.

16. Apply the Weights Multiple the overall achievement score by the achievement weight to figure out how many points out of the total score you have earned for achievement. Middle School Example: 83 x .28 = 23.2 weighted points toward your overall Next Generation Learners accountability score

17. Gap Gap = distance of the gap group from the goal of 100% proficiency • Gap calculation for elementary and middle schools is based on performance on the reading, math, science, social studies and on-demand writing tests • Gap calculation for high school is based on performance on the end-of-course exams and the on-demand writing test

18. Non-duplicated Gap Group The Student Gap Group is an aggregate count of the following student groups: • Ethnicity/race (Af. Am., Hisp., Nat. Am.) • Special education • Poverty (free/reduced lunch) • Limited English Proficiency NOTE: These groups are included because they are groups who have historically demonstrated achievement gaps nation-wide.

19. Yes or No? A student either IS or IS NOT in the Gap Group. If the student meets any one (or more) of the criteria, then he/she is included in the gap group. Criteria: Af Am, Hisp, Nat Am, SpEd, FRL, LEP Donatello – Af. Am, FRL Enrique – White, LEP Jo – Asian Ricky – White, FRL, Sp. Ed. Michelle – White Marco – Hisp, LEP, FRL, SpEd X Gap Group Donatello Ricky Enrique Marco Not Gap Group MichelleJo

20. Gap Calculation • This yields a single gap number of proficient or higher students with no student counting more than one time for each subject area. • For each subject area, the % of students scoring proficient or distinguished in the Non-duplicated Gap Group is reported. • These are added up and averaged for an overall Gap score.

21. More about the Gap Category • The achievement of all individual groups will still be disaggregated and reported as they always have been, however . . . • Gap reporting for accountability purposes will include only the % of student in the combined non-duplicated Gap Group scoring at proficient and distinguished level.

22. Disaggregated Gap Report

23. Accountability of Individual Groups Schools can be flagged for the state consequences for underperforming individual gap groups. All schools with gap groups underperforming in the third standard deviation (3 Sigma Model) will face state consequences. KDE will use the 3 Sigma model to eliminate the masking of low-scoring groups.

24. An Example . . . Let’s say your school had the following results in reading: • Novice – 25% • Apprentice – 20% • Proficient– 45% • Distinguished – 10%

25. Calculating the Gap Score The % of students in the Gap Group scoring Proficient or Distinguished is reported as the Gap score. Novice and Apprentice scores are not included in the gap calculation. 45% Proficient + 10% Distinguished = 55% Your Reading Gap Score would be a 55.

26. Overall Gap Score Follow this same process for math, science, social studies and writing to get gap scores in each of the 5 subject areas and average the scores. For example, let’s say you earned 55 in reading, 46 in science, 78 in math, 64 in social studies, and 91 in writing. 55 + 46+ 78 + 64 + 91 = 334 334 / 5 = 66.8 Your Overall Gap score would be a 67.

27. Apply the Weights Multiple the overall gap score by the gap weight to figure out how many points out of the total score you have earned for achievement. Elementary School Example: 67 x .30 = 20.1 weighted points toward your overall Next Generation Learners accountability score

28. Growth Growth = comparison of an individual student’s score from one year to the next • Growth for elementary and middle schools is based on performance on the reading and math tests • Growth for high schools is based on PLAN to ACT in reading and math

29. Growth Scales • Growth comparisons are made to similar performing “academic peers.” • Low, typical and high growth scales will be determined based on actual student performance state-wide. • These are equal-interval, percentile-based scales. • Based on model currently used by Massachusetts Department of Education

31. Growth Calculation For reading and math . . . • 1 point for each % of students showing typical or high growth • 0 points for low growth

32. An Example . . . Let’s say your school had the following results in reading: • Low Growth – 40% • Typical Growth – 45% • High Growth– 15%

33. Calculating the Growth Score You get 0 points for every % of students with low growth: 0 x 40% = 0 You get 1 point for every % with typical or high growth: 1 x 45% = 45 1 x 15% = 15 Total: 0 + 45 + 15= 60 points

34. Overall Growth Score Follow this same process for math and then average the reading and math scores. For example, let’s say you earned 60 in reading and 86 in math. 60 + 86 = 146 146 / 2 = 73 Your Overall Growth score would be a 73.

35. College/Career Readiness College/Career Readiness = number of graduates successfully meeting an indicator of readiness • Readiness for middle schools is based on performance on EXPLORE test • Readiness for high schools is based on ACT, college placement tests and career measures

36. College/Career Readiness Calculation Middle Schools % of students meeting the ACT-established benchmarks for EXPLORE in reading, English and math is averaged to generate an overall readiness percentage EXPLORE Benchmarks Reading – 15 English – 13 Math – 17

37. College/Career Readiness Rate 37

38. 1 point College Ready College Entrance Exam College Placement Tests

39. TECHNICAL 1 point ACADEMIC WorkKeys = Silver or Above Applied Math Locating Information Reading for Information ---OR--- ASVAB = 55 Armed Services Vocational Aptitude Battery • KOSSA • Multiple-Choice = 70 • Constructed-Response = 75 ---OR--- • Industry Certificate Certification based on industry standards Career Ready

40. 1.5 points College & Career Ready

41. Graduation Rate Graduation Rate = % of students graduating • Average Freshman Graduation Rate (AFGR) is current transitional reporting model • Federally-mandated Graduation Cohort Model goes into effect in three years

42. Elementary Accountability Design • Growth • Student Growth Percentile—compares the growth of a student to the student’s academic peer group • Reading and Math Only—each equally weighted • One point for each % of students showing typical or high growth • Achievement • Reading, Math, Science, Social Studies, Writing—all equally weighted • One point for each % of students proficient or higher and ½ point for each % of students at apprentice. Bonus ½ point for % distinguished students (offset by novice and not to exceed 100) Next-Generation Learners • Gap • Non-duplicated Gap Group—students only count once even if they are in multiple gap groups • Reading, Math, Science, Social Studies, Writing—all equally weighted • One point for each % of students proficient or higher Curriculum Reading, Math, and Writing—Common Core State Standards Science and Social Studies—Core Content 4.1 Test Design Blended CRT/NRT Multiple Choice, Short Answer, and Open Response Questions Slibeck Francis, 2011

43. Middle School Accountability Design • College/Career Readiness • One point for each % of students reaching benchmark scores on the EXPLORE in the areas of Reading (15), English (13) and Math (17) • Each content is averaged together to reach the Readiness Scores • Achievement • Reading, Math, Science, Social Studies, Writing—all equally weighted • One point for each % of students proficient or higher and ½ point for each % of students at apprentice. Bonus ½ point for %distinguished students (offset by novice and not to exceed 100) Next-Generation Learners • Growth • Student Growth Percentile—compares the growth of a student to the student’s academic peer group • Reading and Math Only—each equally weighted • One point for each % of students showing typical or high growth • Gap • Non-duplicated Gap Group—students only count once even if they are in multiple gap groups • Reading, Math, Science, Social Studies, Writing—all equally weighted • One point for each % of students proficient or higher Curriculum Reading, Math, and Writing—Common Core State Standards Science and Social Studies—Core Content 4.1 Test Design Blended CRT/NRT Multiple Choice, Short Answer, and Open Response Questions Slibeck Francis, 2011

44. High School Accountability Design • Graduation Rate • AFGR—Average Freshman Graduation Rate for Classes of 2011, 2012, and 2013 • Cohort Model—Class of 2014 and beyond • One Year Lag in Reporting • Achievement • End of Course exams in Reading, Math, Science, Social Studies, Writing—all equally weighted • One point for each % of students proficient or higher and ½ point for each % of students at apprentice • Bonus ½ point for % distinguished students (offset by novice and not to exceed 100) Next-Generation Learners • College/Career Readiness • One point for each % of students reaching ALL CPE benchmark scores (Reading (20) , English (18) and Math (19)) on ACT, College Placement Tests (KYOTE or Compass) or Other Career Measures • Gap • Non-duplicated Gap Group—students only count once even if they are in multiple gap groups • End of Course exams in Reading, Math, Science, Social Studies, Writing—all equally weighted • One point for each % of students proficient or higher • Growth • Student Growth Percentile—compares the growth of a student to the student’s academic peer group • PLAN to ACT—Reading and Math Only—each equally weighted • One point for each % of students showing typical or high growth Curriculum Reading, Math, and Writing—Common Core State Standards Science and Social Studies—Core Content 4.1 Test Design End of Course Exams—English II, Algebra II, Biology, US History Multiple Choice and Constructed Response Questions (More End of Course Exams Will Be Added in Future Years) Student Accountability May Count for Up to 20% of Student’s Final Grade Slibeck Francis, 2011

45. School and District Classifications There are 100 points total for each school. Each school will be classified according to the total number of points earned (cut scores yet to be determined . . .) Classification Categories Distinguished Proficient Needs Improvement Persistently Low Achieving (bottom 5%)

46. Unbridled Learning Accountability Model • CATEGORIES • Distinguished (90th percentile and above) • Proficient (70th percentile) • Needs Improvement (below 70th percentile) • considered Progressing if meeting annual AMO beginning in year 2 AREAS OF MEASUREMENT Achievement Gap Closing Individual Student Growth College/Career Readiness Graduation Rate OVERALL SCORE Scale of 0 - 100 RANKING BY PERCENTILE

47. Instructional inertia – the tendency to keep teaching the way we have always taught What are the implications of this new system on classroom instruction and on district/school intiatives? What must we do differently in order to ensure that gaps close and growth for every child occurs?