1. Next Generation Learners
Kentucky’s New Assessment and Accountability Model
June 2011

2. This session’s Target
Participants will understand Kentucky’s New Assessment and Accountability Model.
Today you will walk away with an understanding of Kentucky’s New Assessment and Accountability Model.

3. Still being finalized . . .
The Kentucky Board of Education approved regulation 703 KAR 5:200 on April 13, 2011
The regulation is still under review and has not been finalized yet.
Minor changes could occur between now and then based on recommendations from these groups

4. A Balanced Approach Next-Generation Learners
Next-Generation Instructional Programs and Support
Next-Generation Professionals
Next-Generation Schools/Districts
(reporting mechanism)
Achievement (Proficiency)
Gap
Growth
Readiness for College/Career
Graduation Rate
Program Reviews
Working Conditions Survey
Percent Effective Teachers
Percent Effective Leaders
Revised Report Card
New Accountability System
Next-Generation Learners is almost complete.
Next-Generation Instructional Programs and Support and Next-Generation Professionals is still being worked on
Program reviews – decisions are still being made – possibly having another year of collecting baseline data during the school year and included in accountability in The state is looking at developing a type of rubric which will explain in more detail the level of implementation at characteristic and demonstrator levels (accomplished, progressing, emerging, initiating, and no implementation.
Working condition surveys – Participation rate only affects accountability.
PHASED in over time:
Next-Generation Learners is the first column to be finalized and will be in effect for
Next-Generation Instructional Programs and Support is in the works, with portions possibly going into effect in
Next-Generation Professionals and Next-Generation Schools/Districts are forthcoming

5. What Assessments will students take?

6. Assessments Elementary and Middle Schools
Reading, writing and math based on new Kentucky Core Standards
Grade 3 will have multiple choice and short answer only (new)
Grades 4-8 will have MC, short answer, and open/extended response
Science and social studies continue with existing Kentucky Core Content until new standards are released
Nationally norm-referenced section embedded in the test for reading, math, science and social studies
Nationally norm-referenced portion is Stanford
On-Demand format will use prompts
Editing and mechanics may have MC and short answer
Vendor is Pearson
Constructed response, as defined in Senate Bill I, is a general term that describes any type of item where students must develop or build a response to a question or prompt: * Fill in the Blank * Short Answer * Extended Answer * Open Response Format * On-Demand Format

7. Assessments High School
End-of-course – English II, Algebra II, Biology, and US History
Not grade-specific; to be taken when a student completes a course
May be used for a percentage of a student’s final grade in that course (20% is KDE recommendation)
Test will be linked to enrollment in a course procedures about withdrawal dates are currently being developed
Vendor is ACT Quality Core
On-Demand format will use prompts
Editing and mechanics will come from PLAN (multiple choice)
End of course assessment – Geared to a course. English II, Algebra II, Biology, and US History. One in each of the areas of reading math, science, and social studies to help with Federal requirements and waiver.
Hoping most of the EOC will be online.
Will have to take it again if fail and retake test.
KDE has recommended 20% for student accountability. Districts will have to submit to KDE providing justification if they want percentage to be less.
Vendor is ACT Quality Core
If they fail the class, they will have to take the test again.
If they fail the assessment, they could possibly pass the course

8. Assessment Window Beginning in 2011-2012 . . .
Last 14 instructional days of the district’s calendar
Maximum of 5 days testing, with the other days to be used for make-up testing
NOTE: EOCs will occur at various times throughout the school year

9. Reflection
Stop and review your notes, jot down more thoughts, and ask questions

10. Next- Generation Learners
Page 3
Three columns that are pillars to all three grade levels. Achievement, gap and growth. College/Career Readiness is for middle school and high school and Graduation rate for High school.

11. Achievement (Proficiency)
Achievement for elementary and middle schools is based on performance on the reading, math, science, social studies and on-demand writing tests
Achievement for high school is based on performance on the end-of-course exams and the on-demand writing test
First Achievement
In the past we have just focused on Achievement. This data will come from the tests in reading math science social studies and writing for elementary and Middle. For High school the data will come from End of course tests and on-demand writing. Students will still be classified as distinguished, proficient, apprentice, and novice

12. Achievement Calculation
For each content area . . .
1 point awarded for each % scoring proficient or distinguished
0.5 points awarded for each % scoring apprentice
0 points awarded for novice
Bonus
Additional 0.5 awarded for each % distinguished combined with -0.5 for each % novice
Bonus points awarded in the amount that distinguished offsets novice
(NOTE: No points will be taken away if novice offsets distinguished).

13. Gap Gap = distance of the gap group from the goal of 100% proficiency
Gap calculation for elementary and middle schools is based on performance on the reading, math, science, social studies and on-demand writing tests
Gap calculation for high school is based on performance on the end-of-course exams and the on-demand writing test
The second column, GAP, data will also come from the same tests from the achievement column. It will focus on a new group called the GAP group. The GAP group is made up of all the gap kids in the school put into a single group. There will be one accountability goal that is to close that one groups gap score. We’ll still see all the individual gap group numbers but we’ll have one accountability gap for each school. This will be number of proficient and distinguished students in the GAP group.

14. Non-duplicated Gap Group
The Student Gap Group is an aggregate count of the following student groups:
Ethnicity/race (Af. Am., Hisp., Nat. Am.)
Special education
Poverty (free/reduced lunch)
Limited English Proficiency

15. Gap Calculation
Non-duplicated counts of students in the gap student groups who score proficient or higher are summed.
This yields a single gap number of proficient or higher students with no student counting more than one time.
For each subject area, the % of students scoring proficient or distinguished in the Non-duplicated Gap Group is reported.

16. GAP Example Student 1: Donatello – AA, FR, (proficient)
Student 2: Ricky – W, FR, and Spec. Ed.
Student 3: Enrique – LEP, FR
Student 4: Michelle – FR
Student 5: Marco – LEP, FR, and Spec. Ed
If the five students above were counted in each of the student groups to which they belong, there would be 3 proficient students and 8 not proficient students in the calculation. With the exception of Student 4: Michelle, this is a double or triple counting of each individual student. This counting method would yield 27% proficient. A non-duplicated count would show 5 total students with 2 (Donatello and Michelle) as proficient or higher and yield 40% proficient.

17. Gap Example Continued
While all individual groups will be disaggregated and reported, the GAP category of the accountability model will include only the percent of students in the combined Non-duplicated Gap Group scoring at proficient and distinguished levels. Refer to example

18. More about the Gap Category
The achievement of all individual groups will still be disaggregated and reported as they always have been, however . . .
Gap reporting for accountability purposes will include only the % of student in the combined non-duplicated Gap Group scoring at proficient and distinguished level.

19. Reflection
Stop and review your notes, jot down more thoughts, and ask questions

20. Growth
Growth = comparison of an individual student’s score from one year to the next; uses a Student Growth Percentile based on actual growth of student’s similar academic peers
Growth for elementary and middle schools is based on performance on the reading and math tests
Growth for high schools is based on PLAN to ACT in reading and math
The third column is the Growth area. The data will come from reading and mathematics for Elementary and Middle school. For High School it will come from the growth from PLAN to ACT in reading and mathematics. Growth is a new model. This is the idea of getting some credit for did we improve student scores from one year to the next. Important to note that we will look at one individual student’s score from one year and test him or her the next year and compare to see how they improved from one year to the next. This comparison is called a student growth percentile. Basically, it a comparison of your peer group. It’s the students who scored at the same level and compares those students to the students who scored at that level across the state and how do those students compare the next year when they take the assessments. It will show us how many students had a typical year’s growth or higher and that will be what the percentage is for the growth area.
The percentile changes each year and the academic peer group can change each year,

21. Growth Scales
Growth comparisons are made to similar performing “academic peers.”
Low, typical and high growth scales will be determined based on actual student performance state-wide.
These are equal-interval, percentile-based scales.
Based on model currently used by Massachusetts Department of Education

22. 1 point for each % of students showing typical or high growth
Growth Calculation
For reading and math . . .
1 point for each % of students showing typical or high growth
0 points for low growth

23. College/Career Readiness
College/Career Readiness = number of graduates successfully meeting an indicator of readiness
Readiness for middle schools is based on performance on EXPLORE test
Readiness for high schools is based on ACT, college placement tests and career measures
The fourth column is the College/Career Readiness area. The Explore will be given at the middle school for accountability. It will be based on the number of students making the benchmarks for EXPLORE

24. Reflection
Stop and review your notes, jot down more thoughts, and ask questions

25. College/Career Readiness Calculation
Middle Schools % of students meeting the ACT-established benchmarks for EXPLORE in reading, English and math is averaged to generate an overall readiness percentage EXPLORE Benchmarks Reading – 15 English – 13 Math – 17

26. College/Career Readiness Calculation
High Schools
% of graduating seniors who meet at least one of the following readiness indicators:
Meets all of the ACT benchmarks (Reading: 20, English: 18, Math: 19), OR
Passes a college placement test (COMPASS, KYOTE), OR
Receives an industry-recognized career certificate (other possible measures forthcoming)

27. Graduation Rate Graduation Rate = % of students graduating
Average Freshman Graduation Rate (AFGR) is current transitional reporting model
Federally-mandated Graduation Cohort Model goes into effect in three years
Graduation rate we will be tracking individual students from the 9th grade cohort all the way through high school.

28. Next-Generation Learner Accountability Weights
Grade Range
Achievement
(Proficiency)
Gap
Growth
College/ Career Readiness
Graduation
Rate
Total
Elementary 30 40
N/A
100
Middle 28 16
High 20
There are weights attached to each of the five areas. After you get the number for each of the five areas, the number is weighted to create a final score which will determine distinguished, proficient, needs improvement, or persistently low achieving. For the elementary, the weights are for achievement 30%, for gap 30%, for growth 40%. The middle school will be 28% achievement, 28%Gap, 28% growth, and 16% college/career readiness. The high school will be 20% achievement, 20% gap, 20% growth, 20% college/career readiness, and 20% graduation rate. The scale the schools or districts will be on will be 0 – 100. Note: Not scale That number will place you back into distinguished, proficient, needs improvement, or persistently low achieving. The cut scores or point totals that determine school and district placement into one of the four classification will occur after data is available from the first administration of the new state required assessments in 2012.

29. Next-Generation Learners  
System to classify
schools and districts
Page 2 of white paper
The vision is at the end of accountability, when all the information, test scores are in…. Schools/districts will be classified in the area of distinguished, proficient, needs improvement, or persistently low achieving in relation to federal law. More of a category system.
PLA – bottom 5% at least 10 schools. This is controlled by federal
Cut scores will be developed in the summer of 2012 based on the data
There are 100 points total for each school. Each school will be classified according to the total number of points earned (cut scores yet to be determined . . .)

30. Reflection
Stop and review your notes, jot down more thoughts, and ask questions