703 KAR 5:270, Kentucky’s Accountability System

1. 703 KAR 5:270, Kentucky’s Accountability System Education Assessment and Accountability Review Subcommittee (EAARS) April 15, 2019 Dr. Wayne Lewis, Commissioner Rhonda Sims, Associate Commissioner Jennifer Stafford, Division Director

2. 703 KAR 5:270 History • March 2016 – Development of Accountability System begins (i.e., Town Halls, Work Groups, and Discussions) • February 2018 – Effective Date of Regulation • September 2018 – Initial implementation/reporting • October 2018 – KBE First Read to Amend • October/November 2018 – Growth Work Group • December 2018 – KBE Second Read to Amend • January 2019 – Public Comment Period • February 2019 – KBE Statement of Consideration • March 2019 – SB 175 Passed KDE:OSAA: April 15, 2019

3. First Year Implementation of Accountability Indicators • With a new accountability system, it is important to review and discuss all indicators following initial implementation • Based on comments received and review of federal and state law, regulatory amendments are made to simplify the accountability system KDE:OSAA: April 15, 2019

4. Amendments to Kentucky’s Accountability System Regulation 703 KAR 5:270

5. Amendments to Current Regulation • Growth (Elementary/Middle) • Transition Readiness • Achievement Gap • Opportunity and Access • Overall Accountability Weights • Star Rating Charts (removal of examples) KDE:OSAA: April 15, 2019

6. Growth During development of the accountability system, “individual student growth” was consistently valued After 2018 reporting, concerns were received that growth model calculation was difficult to understand and explain Commissioner Lewis established a Growth Indicator Work Group of Kentucky educators to consider options for defining and measuring growth The work group recommended a new way to calculate growth based on observed change in student performance KDE:OSAA: April 15, 2019

7. 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 the total by the number of accountable students. Round to one decimal point for reporting. KDE:OSAA: April 15, 2019

8. Transition Readiness at Elementary and Middle School • A composite score combining all content areas was scheduled to enter accountability in 2018-2019 • The indicator uses the same student performance data as Proficiency and Separate Academic Indicator • Remove this indicator for accountability at elementary/middle KDE:OSAA: April 15, 2019

9. 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” KDE:OSAA: April 15, 2019

10. 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” KDE:OSAA: April 15, 2019

11. Achievement Gap • The original calculation for achievement gap includes all content areas and combined two calculations: • The federally-required identification of schools for Targeted Support and Improvement (TSI) focuses on the low performance of student groups • TSI provides an excellence measure and similar information as Gap to Goal • Gap to Group focuses on the significant differences between group and provides an equity measure KDE:OSAA: April 15, 2019

12. Achievement Gap • Simplify the measure to focus on Gap to Group • Measure is calculated between student demographic comparison groups and reference groups for reading and mathematics combined • Remove as an indicator in the accountability system • Retain as a limit on the star rating • If significant achievement gaps are found in schools and LEAs earning a 4 or 5 star rating, the star rating will be reduced by 1 star KDE:OSAA: April 15, 2019

13. Opportunity and Access (all levels) • Based on concerns with data collection, replace Opportunity and Access language in current regulation with requirement in Kentucky statute--Quality of School Climate and Safety • KBE to approve reporting metrics for Quality of School Climate and Safety • The new indicator will include perception data from surveys that measure insight to the school environment KDE:OSAA: April 15, 2019

14. Weights and the 5-Star System • Weights are a necessary and integral part of Kentucky’s 5-star school accountability rating system • The weights are an indication of the intended policy value/emphasis for each indicator • The range of weights charts have created confusion • A proposed set of exact weights were approved by KBE KDE:OSAA: April 15, 2019

15. KDE:OSAA: April 15, 2019

16. Removal of Star Rating Charts • The Elementary/Middle, High, and LEA Star Rating Charts were examples of performance and are no longer needed with exact weights • Remove star rating charts from the regulation and language describing the 5-star system KDE:OSAA: April 15, 2019

17. New Reporting Requirement KDE:OSAA: April 15, 2019

18. New Reporting Requirement – SB 175 • Following the 2018-2019 and 2019-2020 academic years, the Commissioner shall convene a committee each year • The committee shall analyze state assessment results and examine and consider the expected impacts, unintended consequences, and potential for schools to reach highest ratings • Findings shall be reported to the Interim Joint Committee on Education by December 1, 2019 and by December 1, 2020 KDE:OSAA: April 15, 2019