After receiving feedback from the US Department of Education in December, KDE has been reviewing and negotiating with federal representatives in regards to revisions to Kentucky’s submitted plan. Last Wednesday, February 7th, Kentucky state board members were presented with proposed changes to the accountability system regulation. There were six primary changes presented below. Follow these links to an overview of amendments and the revised regulation.
|Revisions to Accountability System Regulation||Reason for Revision|
|Move writing from the Proficiency Indicator to Separate Academic Indicator||ESSA requires that Proficiency Indicators are tested every year. Kentucky has in statute that writing be tested once in elementary, once in middle school and once in high school. To follow the Kentucky statute, writing must be moved out of the Proficiency Indicator and moved into the Separate Academic Indicator with science and social studies.|
|Remove Whole Child Supports from Opportunity and Access||In Kentucky’s submitted plan Whole Child Supports for Opportunity and Access gave a choice to schools to select two measures from school based-counselor, school nurse, teachers with specialist certifications or career counselors. Feedback from USDOE did not allow for choice. KDE did not feel comfortable in asking schools to provide all due to financial pressures districts currently face and the lack of opportunity some regions provide. Additionally, KDE places emphasis on all four and was unwilling to prescribe which of the four would be required. Due to the above, Whole Child Supports was struck from the Opportunity and Access measure. However, the Kentucky State Board request that this measure still be publicly reported.|
|Remove Locally Determined Measure from Opportunity and Access||USDOE feedback did not allow for school districts to have choice in an accountable measure.|
|Broaden the weights in high school for the Proficiency, Graduation Rate, and Transition Readiness Indicators||ESSA places greater emphasis on Reading and Mathematics. Weight ranges submitted by KDE needed to show the ability to place greater than 50% weight on academic indicators in combination. Academic indicators include Proficiency(Reading and Math) and Graduation Rate.|
|Emphasize all components of the 5 star system are used to identify low performing schools||Recently we learned that schools would be selected from rank for Targeted Support and Improvement(TSI) or Comprehensive Support and Improvement(CSI) in the Fall of 2018. All components of the 5 star system will be used in Fall of 2019, but in Fall of 2018 selected components will be used.|
|Clarify the English Language Learner calculation||Some changes were made to the ELL growth table on pages 17 and 18 of the regulation to more accurately mirror the regular education student growth table.|
Accountability System Weighting
The board accepted the above changes with the exception of accountability weight ranges. The board wished to put a greater emphasis on transition readiness and lesser emphasis on graduation rate, which led to an alteration of the ranges proposed. The feeling expressed was that graduation rates were inflated and transition readiness rates matter a great deal for high school students. At the high school level It was decided that Proficiency’s range would be 10-40%, Separate Academic Indicator(science, social studies & writing) 10-20%, Achievement Gap 10-25%, Transition Readiness 15-30% and Graduation Rate 5-15%. This is different than represented in the revised regulation on page 22. Discussion revealed that accountability weights will not be set until the standards setting process occurs, but KDE is under the requirement of ESSA to place greater than 50% of the accountability weight on academic indicators that include math, reading and graduation rate in combination.
Accountability Indicators to be Used for TSI and CSI Placement
With the requirement to rank and place schools for Targeted Support and Improvement(TSI) and Comprehensive Support and Improvement(CSI) for Fall of 2018 we need to understand what accountability indicators will be used. Follow links to ESSA elementary/middle school Indicators alignment and ESSA high school indicators alignment, which present in table format what accountability indicators will be used for 2017-18 as compared to 2018-19. For this current school year the indicators that will be used for TSI and CSI placement for high schools are: Proficiency in Reading & Math; Graduation Rate; English Learner Transition; Transition Readiness. The indicators for elementary and middle schools will be: Proficiency in Reading & Math; Growth in Reading and Math; Separate Academic Indicator in Science, Social Studies and Writing; English Learner Growth. For greater detail see the links to the indicators alignment above.
The February 7th, Kentucky Board of Education meeting can be viewed here with the full agenda and items attached to this email. The accountability system is item XXI.