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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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slide1
KENTUCKY’S

ASSESSMENT & ACCOUNTABILITY

AND

NO CHILD LEFT BEHIND

October 2003

slide2
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 gradersStarting 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

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
slide30
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.

slide33
“Other Indicator”

Participation Rate

Math

% Proficient

Reading

% Proficient

Accountability Index

slide34
“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
slide36
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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