1. KCCT Kentucky’s Commonwealth Accountability Testing System Overview of 2008 Regional KPR

2. Summary Statements from pages 2 – 6 of the Regional KPR The expected index growth was 18.1 points in 9 years (86.2 – 68.1); actual index growth is 14.1 points (82.4-68.3) using the adjusted combined indices. The OVEC region has never met goal; at this point we are the farthest from the goal (-3.8 points). (86.2 – 82.4) (Adjusted)

3. Summary Statements from pages 2 – 6 of the Regional KPR Improve about 3 points per biennia. The expected decrease in Novice was to 14.32% this biennium; actual decrease is 11.80%. The OVEC region has 3 biennia to reach 100 by 2014

4. Summary Statements from pages 2 – 6 of the Regional KPR To meet goal of 100 the region will have to make the following points each biennium. Elementary2.816 Middle4.52 High School6.833

5. Summary Statements from pages 2 – 6 of the Regional KPR A new growth chart will be created from the nonadjusted 2007 and 2008 accountability indices. These new growth charts will be released in late 2008. An Elementary example is provided below. 2007 Nonadjusted Accountability Index 2008 Nonadjusted Accountability Index Average of the 2007 and 2008 Nonadjusted Accountability Indices Subtract the Accountability Index from 100 and divide by 3. (biennium increase) 90.892.391.552.816 Elementary

6. Transitioning from 2008 to 2014 Data review and appeals processed and revised KPR’s posted fall 2008. A new growth chart will be created from the nonadjusted 2007 and 2008 accountability indices. These new growth charts will be released in late 2008.

7. Summary Statements from pages 4, 5, 6 of the Regional KPR There are 24 content measures (3 grade levels x 8 content measures) The four of the five lowest academic indices are in high school. Math69.89 Writing OD73.03 Science73.04 Social Studies73.78

8. Summary Statements from pages 4, 5, 6 of the Regional KPR The fifth lowest academic index is at middle school. Writing On Demand75.64 Elementary has no indices in the 70’s.

9. Summary Statements from pages 4, 5, 6 of the Regional KPR Arts & humanities decreased from 07 – 08 at all three levels. PL/VS increased from 07-08 at all three levels. (Only multiple choice questions)

10. Summary Statements from pages 4, 5, 6 of the Regional KPR Attendance rate is down at all three grade levels. An average of approximately 36% of the student population qualify for free and reduced lunch. Approximately 13% of the population qualifies for Special Education services. Alternate assessment is 1% of the population

11. Summary Statements from pages 4, 5, 6 of the Regional KPR The total number of students that were tested and accountable in the 14 OVEC districts is listed. Elementary11,748 (grades 3, 4, 5) Middle12,182 (grades 6, 7, 8) High School10,733 (grades 10, 11, 12)

12. Subpopulations Largest Subpopulation Gaps Elementary - Disability with Accommodations 30.1 index points Middle School – Disability with Accommodations 32.7 index points High School – Disability with Accommodations 39.7 index points

13. Reading Gaps Grade 3 Disability with Accommodations26.16 index points Grade 4 Disability with Accommodations23.38 index points Grade 5 Disability with Accommodations29.45 index points

14. Reading Gaps Grade 6 Disability with Accommodations36.98 index points Grade 7 Disability with Accommodations30.12 index points Grade 8 Disability with Accommodations31.95 index points

15. Reading Gaps Grade 10 Disability with Accommodations40.97 index points

16. Math Gaps Grade 3 Disability with Accommodations 39.12 index points Grade 4 Disability with Accommodations 35.06 index points Grade 5 Disability with Accommodations 45.45 index points

17. Math Gaps Grade 6 Disability with Accommodations46.68 index points Grade 7 Disability with Accommodations36.68 index points Grade 8 Disability with Accommodations41.02 index points

18. Math Gaps Grade 11 Disability with Accommodations44.51 index points

19. Findings The District Support Team analyzed performance at all grade levels in math and reading for the OVEC region using the Regional KPR. Questions to consider: Is there lack of student knowledge of math content? Do all students have consistent use of CATS like assessments?

20. Questions to Consider Are teachers comfortable creating, implementing, and analyzing formative and interim assessments? Are teachers or others that write common assessments comfortable aligning each question to the combined core content? Do they consider if the questions are congruent to the core content and were students assessed at the appropriate DOK level?

21. Core Content Findings from the Regional KPR Less than 85% correct on multiple – choice questions is indicative of a lack of content knowledge. Very few sub domains are scoring 85% correct on multiple choice questions. Some grade levels have no sub domains scoring 85% correct on multiple choice questions.

22. Core Content Findings from the Regional KPR Open Response questions - Sub domains with less than 50% of the students performing at or above proficient indicates students cannot utilize content knowledge and skills at higher DOK levels. Open Response Question have a high percentage of students scoring at the zero and one performance level. Look at the number of item observations per sub domain in each content area and align curriculum maps to match.

23. Core Content Findings from the Regional KPR Grade levels 3 – 8; Number Property Operations have the highest weight of the test and has the lowest achievement. Grade level 11; Number Property Operations is 20% of the test and has the lowest performance.

24. Subpopulations Hispanic students are performing higher than African Americans. Students participating in ESS are performing better this year than 2007. Students with disabilities, tested with accommodations, have the widest gap than all other subpopulations.

25. Scale Scores Math 3rd Grade - All subpopulations except students with disabilities tested with accommodations are in the proficient range. Reading 3rd Grade – All subpopulations are in the proficient range.

26. Key Points Math content knowledge is a concern at all grade levels, especially at high school. The largest gaps are in the subpopulation of students with disabilities using accommodations. The goal of 100 by 2014 will not be realized at the current rate of student progress.

27. Next Steps The district needs will determine the next steps. Suggestions?