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KENTUCKY’S ASSESSMENT & ACCOUNTABILITY

KENTUCKY’S ASSESSMENT & ACCOUNTABILITY. AND NO CHILD LEFT BEHIND. October 2003. Kentucky’s Accountability System & NCLB. 1998-1999 1999-2000. Biennium. 1990-1998. 2000-2001. January 2001 NCLB.

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KENTUCKY’S ASSESSMENT & ACCOUNTABILITY

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  1. KENTUCKY’S ASSESSMENT & ACCOUNTABILITY AND NO CHILD LEFT BEHIND October 2003

  2. Kentucky’s Accountability System & NCLB 1998-1999 1999-2000 Biennium 1990-1998 2000-2001 January 2001 NCLB

  3. Adequate Yearly Progress (AYP) Schools/Districts are determined to have made AYP for a school year if the school/district and all subpopulations of sufficient size: • Met annual measurable objectives (% Proficient Goal) in reading and mathematics; and (b) Showed progress (i.e., met requirements)on the “Other Academic Indicator”; and graduation rate at the high school level accountability index at the elementary & middle school levels (c) Tested at least 95% of enrolled students and all subpopulations of sufficient size

  4. The “Other Academic Indicator”Elementary & Middle An EL school/MS/district is considered to have demonstrated growth on the “other academic indicator” if: • the school’s prior year accountability index is (80) or higher; • (Ex: School has a 01-02 accountability index of 80), or • the school’s prior year accountability index is at or above that year’s corresponding biennial goal; • (Ex: 02 biennial goal: 70; 01-02 accountability index: 70.1), or • the school demonstrates growth on the prior year accountability index when compared to the accountability index previous to the prior year. • (Ex: 01-02 accountability index: 72.0; 00-01 accountability index: 71.9)

  5. The “Other Academic Indicator”High School A HS/district is considered to have demonstrated growth on the “other academic indicator” if the school/district: a) Shows progress on the graduation rate; or • b) Meets the following goals - • YearGoal • 2003 73.25 • 2004 75.50 • 2005 77.75 • 2006 80.00 (Aligns with state statute of 5% or below dropout by 2006) • 2007 82.25 • 2008 84.50 • 2009 86.75 • 2010 89.00 • 2011 91.25 • 2012 93.50 • 2013 95.75 • 98.00 (Recognizes and honors students with severe disabilities & • students completing HS in more than 4 years)

  6. The “Other Academic Indicator”High School Graduation Rate: Number of current-year grade 12 completers (standard diploma within 4 years, including students whose IEPs stipulate they will need more than 4 years to obtain a standard diploma) divided by number of current year grade 12 completers (includes standard diplomas plus certificates of completion), plus the number of current year grade 12 dropouts, plus the number of dropouts from the current 12th grade that dropped out as 11th graders, plus the number of dropouts from the current 12th grade class that dropped out as 10th graders, plus the number of dropouts from the current 12th grade class that dropped out as 9th graders.

  7. Starting Points(for all students & subpopulations) • Reading & Mathematics (% Proficient) • Three levels: EL, MS, HS • EL Reading Example – • Ranked all EL schools by %P/D • Listed # students in acct. grade (i.e., 4th) • Added students from bottom until reaching 20% of total students • Defined corresponding %P/D as starting point

  8. 20% of total 4th graders Starting Points (Cont.) Example: EL Reading School%P/D# 4th Graders Moore EL 95.00% 78 Sims EL 87.50% 49 McGuire EL 78.00% 100 Shuttleworth EL 67.30% 89 Gault EL 58.70% 92 Insko EL 56.00% 30 Hill EL 54.70% 64 Roberts EL 47.46% 200 Ervin EL 36.00% 157 Wetter EL 36.00% 75 Wickizer EL 34.63% 143 Dickerson EL 25.79% 67 . . . . . . . . . Thompson EL 24.09% 92 Eads EL 23.90% 45 Trimble EL 21.85% 230 Owen EL 20.07% 150

  9. Starting Points (Cont.)

  10. Safe Harbor A school/district that has not met the reading or mathematics annual measurable objective, is considered to have met the objective in reading or mathematics if the school/district: a) reduces its percent of total students or subpopulation(s) (whichever group(s) did not meet the reading or mathematics annual measurable objective), scoring below proficient by 10%; and b) students in the same population or subpopulation(s) meet the criteria for demonstrating improvement on the academic index. NOTE: When data can be collected to allow the accountability index and graduation rate to be disaggregated by subpopulation, b) will state “students in the same population or subpopulation(s) meet the criteria for demonstrating improvement on the accountability index at the elementary and middle school level, and graduation rate at the high school level.”

  11. Group Size: “n” Count • 10 per accountability grade/30 per school • sum of grades where NCLB assessments are administered currently EL- 4/5, MS- 7/8, HS- 10/11 • for calculating whether a school/district met the reading and mathematics annual measurable objectives • For 2003, 10 per accountability grade/60 per school • sum of grades where NCLB assessments are administered currently EL- 4/5, MS- 7/8, HS- 10/11 • for calculating whether a school/district met the 95% participation rate

  12. Proficient Definition For NCLB, KBE decided “Proficient” = “Proficient”

  13. 99% Confidence Interval A school shall be considered to have met its annual measurable objective in reading or mathematics if: • the percent of students scoring proficient or above in a school meets or exceeds the annual measurable objective in reading or mathematics, or % Proficient and above annual measurable objective

  14. 99% Confidence Interval (b) the annual measurable objective falls within the 99% confidence interval placed around the school’s percent of students scoring proficient and above. This results in 99.5% confidence that if the school fails to meet the reading or math annual measurable objective, the school really did miss the goal. annual measurable objective % Proficient and above

  15. 99% Confidence Interval This results in 99.5% confidence that if the school fails to meet the reading or math annual measurable objective, the school really did miss the goal. 0.5% Error % Proficient and above Not meaningful since if the goal locates below the school’s performance, the school has exceeded the goal. 0.5% Error

  16. Reading & Mathematics TestsGrades 3-8 • Current KCCT • Reading: grades 4 & 7 • Mathematics: grades 5 & 8 • Current NRT • Reading: grades 3 & 6 • Mathematics: grade 3 & 6 • Plan to Augment NRTs • Reading: grades 3, 5, 6, & 8 • Mathematics: grade 3, 4, 6, & 7

  17. Full Academic Year Schools are accountable for students enrolled a full academic year SCAAC Proposed • Enrolled for any 100 instructional days from the first day of school to the first day of the testing window • Same definition for both dimensions: NCLB & KY LSAC Proposed • Enrolled on the 6th instructional day until the last day of the testing window • Different definition for each dimension: NCLB & KY • For KY dimension, continue KY’s practice of being accountable for students enrolled on the first day of the testing window KBE will decide in December

  18. NCLB Consequences • PARENT NOTIFICATION • ~ What identification means ~ Reasons for identification • ~ What school is doing ~ What district & KDE are doing • ~ How parents can become involved Tier 1 of Consequences (2 years not making AYP) • SCHOOL CHOICE (Parents’ option to transfer student) • ~ All students in school identified as a NCLB Improvement School • ~ To another public school in district not identified as a NCLB Improvement • School • ~ Priority given to lowest-achieving children from low-income families • ~ District pays for transportation • Write or revise COMPREHENSIVE SCHOOL IMPROVEMENT PLAN to include: • ~ Scientifically-based researched strategies • ~ Practices to improve core academic subjects • ~ Specifics for 10% of school’s Title I allocation for professional development • ~ Strategies to promote effective parent involvement • ~ Extended school activities • ~ Teacher-mentoring program

  19. NCLB Consequences (Cont.) Tier 2 of Consequences (3 years not making AYP) • Continue SCHOOL CHOICE • Revise COMPREHENSIVE SCHOOL IMPROVEMENT PLAN • Offer SUPPLEMENTAL EDUCATIONAL SERVICES • Low-income students attending school identified as a NCLB Improvement School • Tutoring and academic intervention outside the regular school day • Provider must be approved by state • District may become provider

  20. NCLB Consequences (Cont.) Tier 3 of Consequences (4 years not making AYP) • Continue SCHOOL CHOICE • Revise COMPREHENSIVE SCHOOL IMPROVEMENT PLAN • Continue SUPPLEMENTAL SERVICES • CORRECTIVE ACTION District must take one of following: • Replace school staff relevant to improvement • Institute and implement new curriculum • Decrease management authority • Appoint an outside adviser • Extend school day or year • Restructure internal organization

  21. NCLB Consequences (Cont.) Tier 4 of Consequences (5 years not making AYP) • Continue SCHOOL CHOICE • Revise COMPREHENSIVE SCHOOL IMPROVEMENT PLAN • Continue SUPPLEMENTAL SERVICES • Continue CORRECTIVE ACTION • Write a PLAN FOR ALTERNATIVE GOVERNANCE District must prepare alternative governance arrangements by planning to implement one of the following: • Replace all or most of staff relevant to failure • Turn operation over the state • Any other major restructuring that makes fundamental reforms

  22. NCLB Consequences (Cont.) Tier 5 of Consequences (6 years not making AYP) • Continue SCHOOL CHOICE • Revise COMPREHENSIVE SCHOOL IMPROVEMENT PLAN • Continue SUPPLEMENTAL SERVICES • Continue CORRECTIVE ACTION • Implement ALTERNATIVE GOVERNANCE District must implement one of the following: • Replace all or most of staff relevant to failure • Turn operation over to the state • Any other major restructuring that makes fundamental reforms

  23. District Technical Assistance • District must provide technical assistance to NCLB Improvement Schools: • Assistance in analyzing data from CATS and student work • Assistance in identifying and implementing professional development, instructional strategies based on scientifically-based research • Assistance in analyzing and revising school budget

  24. District Accountability • Basically parallel to schools for identification • Aggregate average of all EL, MS, & HS students • Includes students who have been in district for full academic year

  25. District Accountability (Cont.) • PARENT NOTIFICATION • reasons for the identification • how parents can participate in upgrading the quality of the district • DISTRICT PLAN shall - • incorporate scientifically based research strategies • identify actions with greatest likelihood of improving student achievement • address PD needs of staff • include specific measurable achievement goals and targets for each groups of students • address teaching & learning needs and academic problems of low-achieving students • incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school year • specify responsibilities of the State and district • include strategies to promote effective parental involvement in the school

  26. District Accountability (Cont.) • CORRECTIVE ACTION • The State: • may take corrective action in a NCLB Improvement District at any time • shall take corrective action in any district failing to make AYP by the end of the second full school year after the identification; and • shall continue to provide technical assistance while instituting any corrective action

  27. District Accountability (Cont.) • The State shall take at least one of the following corrective actions: • Deferring programmatic funds or reducing administrative funds • Instituting and fully implementing a new curriculum, including appropriate professional development • Replacing district personnel relevant to the failure • Removing particular schools from the jurisdiction of the district and establishing alternative arrangements for public governance and supervision of such schools • Appointing, through the State, a receiver or trustee to administer the affairs of the district in place of the superintendent and school board • Abolishing or restructuring the local educational agency • Authorizing students to transfer from a school operated by the district to a higher-performing public school operated by another district, and providing to such students transportation (or the costs of transportation) to such schools, in conjunction with carrying out not less than 1 additional action

  28. State Technical Assistance For each NCLB Improvement District, the State shall provide technical assistance if requested. The assistance shall: • be supported by effective methods and instructional strategies based on scientifically-based research • address problems in implementing the: • parental involvement activities, and • professional development activities

  29. MAKE AYP DID NOT MAKE AYP NCLB: AYP STATE: Rewards STATE: Rewards MEET GOAL NCLB: Consequences MEET GOAL AND DID NOT NCLB: AYP MEET DROPOUT OR NOVICE NCLB: Consequences REDUCTION STATE: No Rewards STATE: No Rewards NCLB: AYP STATE: Rewards STATE: Rewards PROGRESSING NCLB: Consequences PROGRESSING AND DID NOT NCLB: AYP MEET DROPOUT OR NOVICE REDUCTION OR SCHOOL NCLB: Consequencs STATE: No Rewards DECLINE STATE: No Rewards NCLB: AYP ASSISTANCE LEVEL 1 NCLB: Consequences STATE: Assistance STATE: Assistance NCLB: AYP ASSISTANCE LEVEL 2 NCLB: Consequences STATE: Assistance STATE: Assistance NCLB: AYP ASSISTANCE LEVEL 3 NCLB: Consequences STATE: Assistance STATE: Assistance FEDERAL DIMENSION STATE DIMENSION

  30. 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 Level 3 ~ not AYP for both years of biennium Collapse 2 years’ consequences One school in Level 3 for 00 and 02 – closed Began with 02 biennium 26 schools in Level 3 in 02 Instructed to apply Tier 1 of Consequences & Tier 2 of Consequences beginning with the 2002-2003 school year Kentucky’s Response A Biennial System

  31. Determined 26 schools did not meet AYP for 2000-2001 or 2001-2002 Both Tier 1 & Tier 2 of Consequences Implemented 2000-2001 2001-2002 2002-2003 2003-2004 Biennial System DeniedKentucky’s Plan If for 2002-2003: >> AYP is not met, then Tier 2 of Consequences is already in place. >> AYP is met, then no Supplemental Services should have been required, except that since data could not be returned by August 1, 2003, Supplemental Services would have had to be started and federal government will not allow to stop.

  32. “Other Indicator” Participation Rate Math % Proficient Reading % Proficient Accountability Index

  33. “Other Indicator” Overall AYP Reading AMO Math AMO Status of Consequences Accountability Index Participation Rate If a school/district fails to make AYP for two consecutive years, the school/district is identified as a “NCLB Improvement School/District” unless: The school/district fails to make the reading AMO in one of the two consecutive years and the mathematics AMO in the other year.

  34. 2003-2004 Data 2004-2005 Data by October 1, 2003 Districts receive KPRs for each school & the district late October 2003 Districts will receive AYP Reports August 2004 Districts receive Preliminary AYP Reports October 2004 District receive: KPRs for each school & district Final AYP Reports Reporting

  35. TITLE I SCHOOLS STATUS CHART School Name 01 02 03 04 05 06 07 08 09 10 11 12 13 14 STATUS ABC EL yes yes yes yes no OKAY 0104 EL yes yes yes yes yes OKAY 123 EL yes yes yes no yes OKAY DEF EL yes yes yes no no Tier 1 P05 EL no no no yes no Tiers 1 & 2 * 456 EL no no no no no Tier 4 STU MS no no no no yes Tier 3 LMN MS yes yes no yes yes OKAY 0708 MS yes yes no yes no OKAY JKL MS no no yes yes yes Out of NCLB Improv. 678 MS yes yes no no no Tier 2 PQR MS yes yes no no yes Tier 1 GHI MS no no yes no no Tier 1 1012 HS no no yes yes no Out of NCLB Improv. XYZ HS no no no yes yes Out of NCLB Improv. 0912 HS no no yes no yes Tier 1

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