1. 2015 Assessment and Accountability Update Scott Trimble Workshop October 20, 2015 1 Rhonda Sims, Associate Commissioner Jennifer Stafford, Director Kentucky Department of Education Office of Assessment and Accountability

2. Topics ›2014-15 State Results ›2015-16 Changes –Accountability Administrative Procedures/Guidelines –Next-Generation Learners –Accountability, Recognition, Support and Consequences –Next-Generation Instructional Programs and Supports –Next-Generation Professionals

3. 3 2014-15 State Results

4. 2015 Unbridled Learning results became public on October 1 at 12:01 a.m. ET. 4 www.education.ky.gov

5. What is in the release? Assessment Data ›K-PREP (Kentucky Performance Rating for Educational Progress) Scores and performance levels (NAPD) o Reading (Grades 3-8) o Mathematics (Grades 3-8) o Science NRT (Grades 4, 7) (NOT included in accountability) o Social Studies (Grades 5, 8) o Language Mechanics (Grades 4, 6) o Writing (Grades 5, 6, 8, 10, 11) ›ACT Explore, ACT Plan, the ACT (Grades 8, 10, 11) Scores and benchmarks Language Mechanics (ACT Plan, Grade 10) ›End-of-Course English II Biology Algebra II U.S. History ›Alternate Assessment 5

6. Program Review Data ›Points earned based on the school’s evaluation of its program area performance against a rubric with four standards Curriculum/instruction Formative/summative assessment Professional development Administrative support 6 What is in the release?

7. Accountability Data ›Next-Generation Learners Achievement Gap Growth Graduation Rate College/career-readiness ›Program Reviews Arts/Humanities, Practical Living/Career Studies, Writing, and K-3 Program in elementary, where appropriate ›Accountability Classifications ›Annual Measurable Objective (AMO) ›Participation Rate and Graduation Rate ›Rewards/Assistance 7

8. School Report Card 8

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10.  Order the overall scores to locate the overall scores at the 70th, 90th and 95th percentiles.  Lock the percentile/overall score relationships by school levels and district.  Use the locked overall score at the 70th percentile as the standard for Proficient.  Report both the overall score and locked percentile to provide more information.  The original plan called for a 5-year lock after all components enter the model. A Continuous Improvement Model 10 \ 70th Percentile = Proficient = Locked Overall Score Provides a concrete goal with the locked overall score that is not dependent on how other schools or districts perform. 90th Percentile = Distinguished = Locked Overall Score Uses a percentile rank process to set the standard or the cut score for school and district classifications of Needs Improvement, Proficient or Distinguished.

11. Rank current year overall scores to locate the 70th and 90th percentile cut score for needs improvement, proficient and distinguished classifications. Lock overall score in Year 1 for use in Year 2. Sept. 2013—Use the locked overall score set in Year 1 to report Learners data and to classify schools and districts. Oct. 2013—Release Program Review (PR) classifications for Arts/Humanities, Practical Living/Career Studies and Writing. Nov. 2013—Re-norm based on combined (Learners and PR), lock overall score and percentile, and set baselines and Annual Measurable Objective (AMO) goals for fall 2014 reporting. Oct. 2014—Use locked combined overall score from Year 2 (Nov. 2013) to report and classify schools and districts. Nov. 2014—Release PR for K-3. Jan. 2015—Re-norm after removing science and adding K-3, lock overall score and percentile, and set baselines and AMO goals for fall 2015. Mar. 2015— Regenerate work using the November 2013 lock. Oct. 2015—Use locked overall score from Year 2 (Nov. 2013) to classify schools and districts. Fall 2015/Early 2016—Incorporate changes to system and generate baselines and goals for fall 2016. Year 1 2011-12 Year 2 2012-13 Year 3 2013-14 Year 4 2014-15 Percentiles in Unbridled Learning Reporting 9

12. Locked Overall Scores for 2015 Reporting Percentiles for Combined Overall Score (Learners and Program Reviews) were set, using the 2013 locked overall score, for school levels and district in March 2015 to provide a target for 2015. 12

13. 13 Note in School Report Card: Percentile in Kentucky compares performance to the locked percentile generated in 2013. The locked percentile creates an overall score target for schools by level and districts to reach Proficient and Distinguished.

14. 14 To view how the overall scores of schools or districts compare for the current and prior year and their associated rank by level, please visit the Open House section of the KDE website and choose the Accountability tab at: http://openhouse.education.ky.gov/Data.http://openhouse.education.ky.gov/Data Simple Rank 1-712 1-327 1-228 1-173

15. Accountability Overview 15

16. Accountability Overview Next-Generation Learners ›Achievement – Schools earn points based on student performance (Apprentice, Proficient, Distinguished) on contest tests. No points are awarded for Novice. ›Gap – Percentage of students in non-duplicated aggregate (African American, Hispanic, American Indian, Limited English proficiency, students in poverty and students with disabilities) scoring Proficient or higher. ›Growth – Points awarded for students showing typical or high growth as compared to their academic peers. 16

17. ›College/career readiness Middle school – Average percentage of students meeting benchmarks on the ACT Explore administered in grade 8 High school – Points earned based on the percentage of students successfully meeting one or more readiness indicators College-Ready (1 Point) A student must meet benchmarks on one of the following: ACT or COMPASS or KYOTE Career-Ready (1 Point) A student must meet benchmarks on one from each of the following columns: Career-Ready Academic Career-Ready Technical WorkKeys or ASVAB KOSSA or Industry Certificate College- & Career-Ready (1.5 Points) A student must meet benchmarks on one from each of the following columns: Career-Ready Academic Career-Ready Technical ACT or COMPASS or KYOTE KOSSA or Industry Certificate 17

18. ›Graduation Rate – Accountability is based on 5-year adjusted cohort rate which is the number of students who graduate with a regular diploma out of the number who started in grade 9 adjusting for students moving in and out. ›Four (4)-year adjusted cohort rate is used to determine whether graduation rate goals are met. Weights for Next-Generation Learners Grade Range Achieveme nt GapGrowth College/Caree r Readiness Graduatio n Rate Total Elementary 30 40NA 100 Middle 28 16NA100 High 20 100 18

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22. 22 1 Number of Graduates and Percentage of Graduates include those who earn a high school diploma or alternate high school diploma 2 The College-Ready indicator includes graduates who met the Kentucky CPE Systemwide Benchmarks for Reading (20), English (18) and Mathematics (19) on any administration of the ACT. The College Placement Tests indicator includes students who passed a college placement test ­ ACT Compass or Kentucky Online Testing (KYOTE). 3 The Career-Ready indicator includes graduates who met benchmarks for Career-Ready Academic on Armed Services Vocational Aptitude Battery (ASVAB) or ACT WorkKeys, and Career-Ready Technical on Kentucky Occupational Skills Standards Assessment (KOSSA), or received an Industry-Recognized Career Certificate. 4 This is not a sum of the college-ready and career-ready columns. This total includes only individual graduates (non-duplicated) who received a high school diploma or alternate high school diploma. Graduates with a diploma could have met both college-ready and career- ready benchmarks. Graduates with an alternate high school diploma must have met the readiness standards on the Alternate K-PREP assessment Transition Attainment Record (TAR). 5 The Accountability Points with Bonus column is calculated using the percentage of graduates (high school diploma or alternate high school diploma) College- and/or Career-Ready AND a half-point bonus for graduates meeting College-Ready (ACT, ACT Compass or KYOTE) AND Career-Ready Technical (KOSSA or Industry Certificates).

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36. Program Review Data ›Results from school review and district submission in ASSIST are reported under the Program Review tab of the SRC. –Arts and Humanities (A/H) –Practical Living/Career Studies (PL/CS) –Writing (W) –K-3 (Elementary, where appropriate) –World Language/Global Competencies (High School Only) ›Program Review results (A/H, PL/CS, W and K-3) are included in 2014-15 Unbridled Learning accountability. Accountability is reported under the Program Review Accountability tab of the SRC. 36

37. Program Review Data Release KDE:OAA:RLS : 9/15/2014 37 AVERAGE CHARACTER- ISTIC SCORES PROGRAM REVIEW TOTAL CATEGORY ARTS & HUMANITIES Curriculum/ Instruction 1.00 Formative/ Summative Assessment 1.00 Professional Development 1.00 Administrative Support 1.00 ARTS & HUMANITIES TOTAL 4.0 Needs Improvement PRACTICAL LIVING/CAREER STUDIES Curriculum/Instruction 2.00 Formative/Summative Assessment 2.00 Professional Development 1.90 Administrative Support 2.10 PRACTICAL LIVING TOTAL 8.0 Proficient WRITING Curriculum/Instruction 1.40 Formative/Summative Assessment 1.40 Professional Development 1.80 Administrative Support 1.40 WRITING TOTAL 6.0 Needs Improvement TOTAL POINTS18.0 PERCENTAGE OF POINTS (divide by 24)75% ACCOUNTABILITY POINTS (out of 23 points possible)17.3 Calculation Example 22 37

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39. Accountability Overview Other considerations ›Annual Measurable Objective (AMO) – The annual improvement goal a school or district must meet. ›Participation Rate – The number of students tested as compared to those enrolled. In Kentucky, schools must test all students, but they are only accountable for those students enrolled 100 days or more. Participation rate is NOT reflective of students who may have opted out of testing. ›Graduation Rate – 4-year adjusted cohort rate used to determine whether a school met its graduation rate goals. 39

40. 40 Graduation Rate Goal 88.7 Actual 4-Year 87.9 Participation Rate Goal 95 Actual 99.5

41. Accountability Classification and Labels Classifications ›Distinguished (Above 90 th Percentile) 355 schools, 47 districts ›Proficient (At or above 70 th Percentile) 349 schools, 73 districts ›Needs Improvement (Below 70 th Percentile) 563 schools, 53 districts Labels ›Progressing 579 schools, 35 districts Met Annual Measurable Objective goal o Proficient and above:.5 gain in overall score o Below proficient: 1.0 gain in overall score Graduation rate goal (4-year adjusted cohort rate) Participation rate (95%) 41

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47. Accountability Rewards Categories ›School of Distinction (124 schools, 2 districts) School in the 95 th percentile or above that meets AMO, graduation rate goal (4-year cohort), participation rate goal and has a graduation rate above 60% for 2 years ›High-Performing School (65 schools, 5 districts) School in 90 th percentile or above that meets AMO, graduation rate goal (4-year cohort) and participation rate goal ›High-Progress (128 schools, 17 districts) Top 10% of improvement, meets AMO, graduation rate goal (4-year cohort) and participation rate (95%) Any other school label can also carry High-Progress label. 47

48. Accountability Assistance Categories ›Priority (10 schools exit, 3 schools enter, 29 total) Schools will be exiting and entering priority status Two Distinguished schools are reported as Priority School (Monitoring Only) ›Focus (284 schools, 17 districts) New focus schools will be added to replace schools that exit o Lowest 10% in non-duplicated gap group or individual student group below third standard deviation or below 60% graduation rate for 2 years ›New focus districts identified Lowest 10% in overall gap group only 48

49. 49 2015-16 Changes

50. Changes to Accountability Regulations Increased attention to reducing the percent of students scoring at the novice level ›Revised regulations define changes to the accountability system for 2015-16 –703 KAR 5:240 Procedures and Guidelines –703 KAR 5:200 Learners –703 KAR 5:225 Recognition, Supports and Consequences ›Changes first reflected in fall 2016 reporting 50

51. Accountability Administrative Procedures and Guidelines (703 KAR 5:240) ›Early Graduates Exempt from 100-Day Rule –Early Graduates, defined by 704 KAR 3:305, must have a signed intent form and be flagged in Infinite Campus as an Early Graduate. –Early Graduates will count in the school’s accountability calculations the year of the student’s graduation, even if less than 100 days of enrollment. –If a student is in a school for 100 days or more, the 100-day rule applies. 51

52. Accountability Administrative Procedures and Guidelines (703 KAR 5:240) Alternative Program/School Track Back –All rules for accountability tracking remain in place except for students who are directly placed in an alternative program without entering an A1 school. –Direct placements in district programs code to district accountability rather than school. –Students attending an alternative school for the whole school year will track back to the district the student would have attended (excludes Gatton Academy, Craft Academy and KSD/KSB). –Alternative programs/schools will have enhanced accountability reporting including overall scores included in the School Report Card. No labels will be reported. –KDE will monitor placement practices. 52

53. Next-Generation Learners (703 KAR 5:200) Achievement – Calculation remains unchanged –Science scores will not be included in accountability at elementary, middle school and alternate assessment at all levels. –Science high school scores from EOC Biology will be included in accountability. –Social studies will be tested and accountable at all levels. –Language mechanics (4%) from ACT Plan will need to be redistributed or ACT subtest used for reporting. 53

54. Next-Generation Learners (703 KAR 5:200) Gap (equally uses two calculations) –Non-duplicated gap group percentage scoring Proficient and Distinguished in all content area tests –Annual novice reduction targets in reading and mathematics for individual student groups [African American, Hispanic, American Indian, Limited English proficiency, students in poverty (free/reduced lunch), students with disabilities] and non-duplicated gap group. Points awarded based on percent of target met. ›Some schools may not have novice reduction targets for individual student groups, but may have the non-duplicated gap group. ›Calculations are based on the groups in the school. ›The target is calculated to reduce the percent of novice by 50% over 5 years. However, it is an annual target that is recalculated each year. 54

55. Next-Generation Learners (703 KAR 5:200) Growth (equally uses two calculations) –Student growth percentile in Reading and Mathematics ›Elementary, middle and high remain the same ›Without ACT Plan, growth can be calculated for 2015- 16, since current juniors took the ACT Plan in 2014-15 –Categorical growth model sums the number of students moving from a student performance level (NAPD) to a higher level, the number remaining at proficient and distinguished divided by total number of students ›Only elementary and middle in 2015-16 55

56. Next-Generation Learners (703 KAR 5:200) Readiness – Calculation remains unchanged Middle school –Without ACT Explore, 16% will be redistributed to other categories (Growth 33.3%, Achievement 33.3%, and Gap 33.3%) –Future discussion regarding ACT Explore and ACT Plan is to likely use state procurement process to purchase a new test for 2016-17 56

57. Next-Generation Learners (703 KAR 5:200) Graduation Rate – Adjusted Cohort –4-year rate used for graduation rate goal ›Graduation rate goal means the annual graduation rate goal for each high school and district that measures progression toward the statewide goal of ninety-eight (98) percent by 2024. End goal has changed from 2022. ›Goal is computed by dividing, by ten (10), the difference between the 2014 baseline percent and ninety-eight (98) percent. –5-year rate used at high school for 20% of overall score 57

58. Next-Generation Learners (703 KAR 5:200) Weights for Next-Generation Learners 2015-16 58 Grade Range Achievemen t GapGrowth College/Career Readiness Graduatio n Rate Total Elementary 33.3 NA 100 Middle 33.3 16 Redistribute to Achievement, Gap and Growth NA100 High 20 100

59. Accountability, Recognition, Support and Consequences ›Annual Measurable Objective (AMO) is calculated from the total score of the Next Generation Learner’s component only. –Program Review scores are included in the overall score that determines classifications (i.e., Needs Improvement, Proficient, Distinguished) ›To achieve labels (i.e., School/District of Distinction, High Performing School/District, High Progress School/District), minimum graduation rate is increased from 60 to 80. 59

60. Accountability, Recognition, Support and Consequences (cont.) ›Focus calculations will combine two (2) years of data (new or reconfigured schools shall use one (1) year of data) and may be identified by: 1.Has a non-duplicated student gap group score in the bottom ten (10) percent of non-duplicated student gap group scores for all elementary, middle and high schools; 2.Has an individual student subgroup by level that falls in the bottom five (5) percent for individual subjects; or 3.High schools that have a graduation rate that has been less than eighty (80) percent for two (2) consecutive years. 60

61. Accountability, Recognition, Support and Consequences (cont.) Focus identification (continued) ›The 3rd Standard Deviation model for a Focus School is replaced with a lowest 5% model in each individual gap group by subject. ›Schools labeled as Priority Schools have an overall score in the bottom 5% of overall scores by level for all schools that have failed to meet the AMO for the last three consecutive years. 61

62. Next-Generation Instructional Programs and Support Program Reviews –K-3 continues to be included at the elementary in addition to Arts and Humanities, Practical Living/Career Studies and Writing –Global Competency will be included in accountability at high school (scheduled to be reported at elementary and middle) in addition to Arts and Humanities, Practical Living/Career Studies and Writing 62

63. Next-Generation Professionals ›At its August meeting, the Kentucky Board of Education postponed the inclusion of Next Generation Professionals in accountability. ›KBE will revisit the decision next year. 63

64. Questions –Rhonda Sims, Associate Commissioner ›Office of Assessment and Accountability ›rhonda.sims@education.ky.govrhonda.sims@education.ky.gov ›502-564-2256 –Jennifer Stafford, Director ›Division of Support and Research ›jennifer.Stafford@education.ky.govjennifer.Stafford@education.ky.gov ›502-564-4394 65