Vous êtes sur la page 1sur 9

Accountability Data Points 2017-2018

In February, 2018, the Kentucky Board of Education approved the new accountability system to be implemented beginning with the 2018-2019 school year. Therefore, the 2017-
2018 school year is a transition year.
The overall five-star rating will not be implemented until 2018-2019; however, the Kentucky Department of Education must meet the federal requirement of identifying the lowest
performing schools for Comprehensive Support and Improvement (CSI) – those in the bottom 5 percent at each level (elementary, middle, and high school) or high schools with
a 4-year graduation rate of less than 80% – and schools for Targeted Support and Improvement (TSI) – those with any student group performing as low as CSI schools.

Consequently, accountability for 2017-2018 includes the use of several individual indicators (a profile of performance) in the identification of schools for CSI and TSI. Schools not
identified as CSI or TSI will be labeled “Other.”

The indicators used in 2017-2018 accountability are Proficiency, Separate Academic Indicator and Growth at elementary and middle school levels; and Proficiency,
Transition Readiness and Graduation Rate at the high school level. The available data for other indicators will be analyzed, modeled and reported later this school year in
preparation for 2019 accountability with the five-star rating.

The tables included in this document define how each indicator will factor into the determination of CSI/TSI/Other for 2017-2018, including which sources of data will be used and
how Alternate Assessment students will participate.

KDE:OAA:DAS:js/jal 09242018 1
Elementary and Middle Schools (Grades 3 through 8)

USED IN 2017-2018
INDICATOR
ASSESSMENT/DATA SOURCE ALTERNATE ASSESSMENT IDENTIFICATION OF
CONTENT AREA/MEASURE
CSI/TSI/OTHER
Proficiency
Reaching the desired level of knowledge and skills as measured on state-required reading and mathematics assessments

Reading K-PREP reading scores (grades 3 through 8) Alternate K-PREP Attainment Task YES
scores

Mathematics K-PREP mathematics scores (grades 3 through 8) Alternate K-PREP Attainment Task YES
scores

Separate Academic Indicator


Reaching the desired level of knowledge and skills as measured on state-required science, social studies and writing assessments

Science Kentucky Academic Standards (KAS) science Alternate K-PREP Attainment Task YES
scores (4th and 7th grades) scores

Social Studies K-PREP social studies scores (5th and 8th grades) Alternate K-PREP Attainment Task YES
scores

Writing K-PREP On Demand writing scores (5th and 8th Alternate K-PREP Attainment Task YES
grades) scores

Growth
A student’s continuous improvement toward the goal of proficiency and beyond
Reading K-PREP reading scores Alternate K-PREP Attainment Task YES
(based upon grades 3-8; reported for grades 4-8) scores
Credit is earned based on a projection using a Growth
Value Table.

Mathematics K-PREP mathematics scores Alternate K-PREP Attainment Task YES


(based upon grades 3-8; reported for grades 4-8) scores
Credit is earned based on a projection using a Growth
Value Table.

KDE:OAA:DAS:js/jal 09242018 2
USED IN 2017-2018
INDICATOR
ASSESSMENT/DATA SOURCE ALTERNATE ASSESSMENT IDENTIFICATION OF
CONTENT AREA/MEASURE
CSI/TSI/OTHER
English Language Proficiency (English Learners only) ACCESS for ELLs 2.0 scores Alternate ACCESS for ELLs scores YES
Credit is earned based on an English Learner Growth
Value Table then combined with reading.

High School

USED IN 2017-2018
INDICATOR
ASSESSMENT/DATA SOURCE ALTERNATE ASSESSMENT IDENTIFICATION OF
CONTENT AREA/MEASURE
CSI/TSI/OTHER
Proficiency
Reaching the desired level of knowledge and skills as measured on state-required reading and mathematics assessments

Reading Reading scores from the state-administered ACT® Alternate K-PREP Attainment Task YES
taken by juniors in spring 2018 scores

Mathematics Mathematics scores from the state-administered Alternate K-PREP Attainment Task YES
ACT® taken by juniors in spring 2018 scores

Graduation Rate
Percentage of students earning a high school diploma compared to the cohort of students starting in grade 9
Note: based on last primary enrollment
CSI I The average of the 4- and 5-year adjusted cohort For inclusion of Alternate students in YES
Graduation Rate Indicator rates Graduation Rate, a state-defined
Alternate Diploma must be developed.
Discussions are ongoing.

KDE:OAA:DAS:js/jal 09242018 3
USED IN 2017-2018
INDICATOR
ASSESSMENT/DATA SOURCE ALTERNATE ASSESSMENT IDENTIFICATION OF
CONTENT AREA/MEASURE
CSI/TSI/OTHER
CSI II The 4-year adjusted cohort rate For inclusion of Alternate students in YES
Automatic identification of CSI (below 80% in Title I Graduation Rate, a state-defined
or non-Title I schools) Alternate Diploma must be developed.
Discussions are ongoing.

Transition Readiness
Attainment of the necessary knowledge, skills and dispositions to successfully transition to the next level of his or her education or career
All students must earn a diploma and demonstrate one type of readiness (academic or career). English learners (EL) identified anytime during high school must also demonstrate
English language proficiency.

Academic Readiness Data used is collected through Infinite Campus (IC) Transition Attainment Record (TAR) YES
Demonstration of academic readiness shall include or from vendors for • TAR Reading/English- (except dual credit)
one quantitative reasoning or natural sciences and • College admissions exam (2017-2018: (Writing or Oral
one written or oral communication, or arts and The ACT®): English, reading, mathematics Communications {WOC}, Arts
humanities, or social and behavioral sciences • Advanced Placement exams and Humanities {AH}, and
learning outcomes. • International Baccalaureate exams Social and Behavioral
Academic Readiness can be met through meeting • Cambridge Advanced International exams Sciences {SBS})TAR Math
CPE benchmarks on a college admissions exam OR and Science-(Quantitative
a grade of B or higher in each course on 6 or more Reasoning {QR}, Natural
hours of KDE-approved dual credit OR a score of 3+ Sciences {NS})
on 2 or more Advanced Placement courses OR a
score of 5+ on 2 exams for International
Baccalaureate courses OR benchmarks on 2 or more
Cambridge Advanced International exams OR by
completing a combination of indicators mentioned.
Career Readiness Data used is collected in the Technical Education Employability Skills Attainment Record YES
Demonstration of career readiness can be met Database System (TEDS) for (ESAR) or Career Work Experience (except dual credit,
through benchmarks on approved industry • Industry certifications (approved by the Certificate (CWEC) exceptional work
certifications OR CTE End-of Program assessments Kentucky Workforce Innovation Board Field tested only in 2017-2018 experience and Alternate
for articulated credit OR KDE-approved {KWIB}) Career Readiness)
apprenticeship OR a grade of B or higher in each • Career and Technical Education End-of
course on 6 or more hours of KDE-approved CTE Program Assessments for Articulated
dual credit OR completing a KDE-approved alternate Credit
process to verify exceptional work experience. • KDE/Labor Cabinet-Approved
Apprenticeship (TRACK)

KDE:OAA:DAS:js/jal 09242018 4
USED IN 2017-2018
INDICATOR
ASSESSMENT/DATA SOURCE ALTERNATE ASSESSMENT IDENTIFICATION OF
CONTENT AREA/MEASURE
CSI/TSI/OTHER
English Language Proficiency (English Learners ACCESS for ELLs 2.0 scores Alternate ACCESS for ELLs scores YES
only)
High school students identified anytime during high
school are required to meet exit criteria for English
language proficiency (overall composite of 4.5 in Tier
B or C).

KDE:OAA:DAS:js/jal 09242018 5
Talking Points
Accountability Cut Scores for CSI
To establish a basis for CSI, a standard setting committee looked at school performance on three indicators (based on data from the 2017-2018 school year) and
considered the relative weight ranges for each indicator established by the Kentucky Board of Education. The weights were adjusted proportionally for the 2017-2018 school
year for three indicators rather than five that will be used when data for all indicators are available in subsequent years.

The group then made recommendations to the Commissioner. The Commissioner’s recommendations, which included a slight modification, were approved by the Kentucky
Board of Education in early September and are demonstrated in the table below. Schools that fall below the recommended score on every indicator in its grade range will be
designated CSI.

School Level Indicator Percent of


Number of CSI
CSI Cut Score Title I
Schools
Schools
Elementary Proficiency (reading and math scores) 60.5
Separate Academic Indicator (science, social studies and writing scores) 52.6
33 5.1
Growth (progress toward proficiency in reading and math; English 15.8
attainment for English learners)
Middle Proficiency (reading and math scores) 62.0
Separate Academic Indicator (science, social studies and writing scores) 55.0
12 5
Growth (progress toward proficiency in reading and math; English 9.5
attainment for English learners)
High Proficiency (reading and math scores) 40.0
Transition Rate (academic and career readiness excluding dual 41.0
credit and verification of exceptional work experience; English learner 5* 5.1
attainment of English proficiency).
Graduation Rate (average of 4- and 5-year rates) 85.0
Note: Not all scores are based on a 100-point scale.
* Only one school is identified through CSI II criteria. A total of six high schools will be identified for CSI.

Comprehensive Support and Improvement (CSI)


As required by the Every Student Succeeds Act (ESSA) beginning with the 2018-2019 school year (based on 2017-2018 data), the Kentucky Department of Education will identify
Comprehensive Support and Improvement (CSI) schools referenced in KRS 160.346.
There are three ways for a school to be identified for comprehensive support and improvement:

• The school is among the lowest performing 5% of Title I or non-Title I schools by level in Kentucky;
• The Title I or non-Title I high school has a 4-year graduation rate of 80% or less; or
• The Title I or non-Title I school was previously identified for Tier II Targeted Support for at least three years and have not exited (beginning 2021-2022).

KDE:OAA:DAS:js/jal 09242018 6
Once schools have been notified, they must work with local stakeholders to develop and implement a comprehensive support and improvement plan. By law, these plans must be
informed by all the indicators in the state's accountability system, include evidence-based interventions, be based on a school-level needs assessment, and identify resource
inequities that must be addressed.

Targeted Support and Improvement (TSI)


As required by the Every Student Succeeds Act (ESSA) beginning with the 2018-2019 school year (based on 2017-2018 data), the Kentucky Department of Education will identify
Targeted Support and Improvement (TSI) schools referenced in KRS 160.346. TSI schools have student demographic groups performing as low as all students in any lowest
performing 5% of Title I or non-Title I schools (by level).

TSI/CSI Entrance and Exit Criteria

Entrance Criteria
• Tier I Targeted Support (Early Warning): Consistently Underperforming Subgroup(s): One or more subgroups
Targeted Support and performing as poorly as all students in any of the lowest performing 10% of Title I schools or non-Title I schools (by level
Improvement (TSI) – elementary, middle or high school) based on school performance for two consecutive years (identified annually
A school will be identified for beginning 2020-2021).
Targeted Support and
Improvement (TSI) if it meets the • Tier II Targeted Support (Low Performance): Low-performing Subgroup(s): One or more subgroups performing
following criteria: as poorly as all students in any lowest performing 5% of Title I schools or non-Title I schools (by level – elementary,
middle or high school) based on school performance (identified annually beginning 2018-2019).

• CSI I: Bottom 5% of Title I or non-Title I schools (by level – elementary, middle or high school beginning 2018-2019);
Comprehensive Support and OR
Improvement (CSI) • CSI II: Less than 80% graduation rate for Title I or non-Title I high schools (beginning 2018- 2019);
A school will be identified OR
annually for Comprehensive • CSI III: Title I or non-Title I schools previously identified for Tier II Targeted Support for at least 3 years and have not exited
Support and Improvement (CSI) (beginning 2021-2022).
if it meets any one of the
following categories:
Exit Criteria
• Tier I Targeted Support (Early Warning): Consistently Underperforming Subgroup(s): Schools will exit when the specified
Targeted Support and subgroup(s) move(s) above the performance of all students in the bottom 10% of Title I schools or non-Title I schools in
Improvement (TSI) comprehensive support and improvement. Districts may require additional exit criteria for identified schools if they wish to apply
more rigorous standards than the state minimum.
A school will exit Targeted
Support and Improvement (TSI) • Tier II Targeted Support (Low Performance): Low performing Subgroup(s): Schools will exit when the specific targeted
if it meets the following criteria: subgroup(s) move(s) above the performance of all students in the bottom 5% of Title I schools or non-Title I schools in
comprehensive support and improvement and demonstrate(s) continued progress on the data that served as the basis for
identification.

KDE:OAA:DAS:js/jal 09242018 7
• CSI I: Performance above the bottom 5% of Title I schools or non-Title I schools AND demonstrates continued progress on
Comprehensive Support and the data that served as the basis for identification;
Improvement (CSI) OR
• CSI II: A graduation rate above 80% for Title I or non-Title I high schools AND demonstrates continued progress on the
A school under Comprehensive data that served as the basis for identification;
Support and Improvement (CSI) OR
will exit upon achieving: • CSI III: All student group(s) performance is above all students in any of the lowest 5% of Title I or non-Title I schools AND
demonstrates continued progress on the data that served as the basis for identification
The Kentucky Department of Education will identify schools as “Other” if not identified as TSI or CSI.

Transition Readiness
In elementary or middle school levels, Transition Readiness is not included in accountability for 2017-2018. At the high school level, dual credit and verification of exceptional work
experience will not be used in the identification of TSI/CSI/Other.
Only those End-of-Program assessments connected to Articulated Credit will be used in Transition Readiness. "Articulation" is a term used for insuring that schools at secondary
and postsecondary levels work together to assist students in progressing smoothly from secondary to postsecondary programs. Defined as "a process for linking of two or more
educational systems within a community to help students make a smooth transition from one level to another without experiencing delays, duplication of courses, or loss of credit.”

Graduation Rate
Graduation Rate measures the percentage of students who enter high school and receive a diploma based on their adjusted cohort in 4 or 5 years.
The 4-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who entered
high school four years earlier adjusting for transfers in and out, emigres and deceased students.
The 5-year adjusted cohort graduation rate is the number of students who graduate in five years with a regular high school diploma divided by the number of students who entered
high school five years earlier adjusting for transfers in and out, emigres and deceased students.

Growth
The growth measure is based on the trend in student’s performance over their time in Kentucky public schools. The student’s performance trend is projected forward two years.
Students will be reported in relation to proficiency: "less than catch up" (not on track to make it to proficiency), "catch up" (on track to make it to proficiency), "keep up" (maintaining
proficient or distinguished levels) or "move up" (moving to distinguished).
The focus of the growth indicator is the progress (or lack thereof) the student has made to the current year and the projection of that path towards proficiency. The trend may
indicate the student’s performance is going up, moving down or staying the same.

Growth is a projection based on the student’s current and past performance in reading and mathematics with points awarded based on the Growth Value Table. The Language
Proficiency assessment growth results for English Learners (EL) are included in the reading calculation. There is a separate growth value table for the WIDA ACCESS 2.0 results
used for EL students.

KDE:OAA:DAS:js/jal 09242018 8
Reported Only Indicators

Opportunity and Access


Opportunity and Access in 2017-2018 Accountability
Elementary/Middle School
• Available data will be reported only (not included in identification of TSI/CSI/Other)

High School
• Available data will be reported only (not included in identification of TSI/CSI/Other)

Rich Curricula components in all grade spans will not be included in 2017-2018 reporting.
Dual Credit data will not be included for the Equitable Access component in 2017-2018 reporting.

Additional information and indicators will be reported to provide a more complete picture of education in Kentucky. Results will be reported when available including disaggregation
of individual student group data and the reported-only measures of whole child supports and state-funded preschool rating.

Whole Child measures include, school based counselor or mental health services provider; school nurse; teachers with specialist certification and delivering instruction in visual arts,
music, dance, theatre, media arts, physical education, health, or world languages, and career counselor or career coach.

Information on preschool includes state-funded preschool rating; percentage of students in half day vs. full day kindergarten; percentage of teacher turnover and first-year teachers;
percentage of student groups assigned to out-of-school suspension.

The Kentucky Board of Education (KBE) shall approve the measures of Opportunity and Access including the accumulation of credit. The KBE will review the available data and
recommendations for the indicator in early 2019.

Achievement Gap Closure More information is coming soon.

KDE:OAA:DAS:js/jal 09242018 9