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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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Kentucky s assessment accountability

KENTUCKY’S

ASSESSMENT & ACCOUNTABILITY

AND

NO CHILD LEFT BEHIND

October 2003


Kentucky s assessment accountability

Kentucky’s Accountability System & NCLB

1998-1999

1999-2000

Biennium

1990-1998

2000-2001

January 2001

NCLB


Adequate yearly progress ayp

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


The other academic indicator elementary middle

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)


The other academic indicator high school

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)


The other academic indicator high school1

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.


Starting points for all students subpopulations

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


Starting points cont example el reading

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


Starting points cont

Starting Points (Cont.)


Safe harbor

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.”


Group size n count

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


Proficient definition

Proficient Definition

For NCLB, KBE decided

“Proficient” = “Proficient”


99 confidence interval

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


99 confidence interval1

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


99 confidence interval2

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


Reading mathematics tests grades 3 8

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


Full academic year

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


Nclb consequences

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


Nclb consequences cont

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


Nclb consequences cont1

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


Nclb consequences cont2

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


Nclb consequences cont3

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


District technical assistance

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


District accountability

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


District accountability cont

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


  • District accountability cont1

    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


    District accountability cont2

    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


    State technical assistance

    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


    Kentucky s assessment accountability

    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


    Kentucky s response a biennial system

    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


    Biennial system denied kentucky s plan

    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.


    Kentucky s assessment accountability

    “Other Indicator”

    Participation Rate

    Math

    % Proficient

    Reading

    % Proficient

    Accountability Index


    Kentucky s assessment accountability

    “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.


    Reporting

    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


    Kentucky s assessment accountability

    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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