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Public Data Release Template

This PowerPoint template provides information on Kentucky's Accountability System for education leaders to publicly communicate data for the 2018-2019 school year. It covers reporting components, testing data, overall accountability ratings, and more.

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Public Data Release Template

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  1. Public Data Release Template 2018-2019 Data

  2. Purpose of the Template • The purpose of this PowerPoint template is to assist education leaders to publicly communicate data for the 2018-2019 school year. • Leaders can edit or delete the following slides for their individual school or district. KDE:OSAA:9/27/2019

  3. 2018-2019 Data Release (Insert your school or district name) KDE:OSAA:9/27/2019

  4. Agenda • Kentucky’s Accountability System • Reporting Components • Reporting Data • 2018-2019 Testing at a Glance • Questions and Answers KDE:OSAA:9/27/2019

  5. Overall Accountability Rating • Each school will be assigned an Overall Rating of 1 to 5 stars, based on strengths of performance on school-level measures and indicators of Proficiency, Separate Academic, Growth, Transition Readiness and Graduation. • The Quality of School Climate and Safety indicator will not be a part of accountability until 2019-2020. • Achievement Gap, though not an indicator, will reduce a 4 or 5 star school by one star, if at least one significant gap exists. KDE:OSAA:9/27/2019

  6. Kentucky’s Accountability System Based on 703 KAR 5:270, which was finalized May 31, 2019, Kentucky’s Accountability System has six indicators KDE:OSAA:9/27/2019

  7. Accountability for 2018-2019 Elementary/Middle (5-star, CSI/ATSI) Proficiency Reading and Mathematics Separate Academic Science, Social Studies and Writing Growth Reading and Mathematics Proficiency/English Attainment (English Learners (ELs) Only) High School (5-star, CSI/ATSI) Proficiency  ACT – Reading and Mathematics scores Separate Academic Science and Writing Graduation Four- and Five-Year Rate Used for CSI I Four-Year Graduation Rate Used for CSI II (below 80%) Transition Readiness ACT, College Placement Exams, Dual Credit, Advanced Placement (AP), International Baccalaureate (IB), Ind. Cert, CTE EOP (Tied to Articulated Credit), Apprenticeship, Cambridge Advanced Internation (CAI), Exceptional Work Experience, ACCESS for ELs KDE:OSAA:9/27/2019

  8. Overall Accountability Weights KDE:OSAA:9/27/2019

  9. 2018-2019 Overall Accountability Weights Note: Weights reflect proportional redistribution of quality of school climate and safety. KDE:OSAA:9/27/2019

  10. Kentucky’s Accountability Standard Setting Process

  11. Accountability Standard Setting A group of education stakeholders met on August 23 and September 4-5 to consider criteria for classifications within the accountability system The panel recommended cut scores (i.e., performance thresholds) for the star ratings Each indicator received a recommended rating from very high to very low KDE:OSAA:9/27/2019

  12. Standard Setting Panel Participants KDE:OSAA:9/27/2019

  13. At its August 2019 meeting, the Kentucky Board of Education (KBE) approved the Kentucky Department of Education’s proposal for establishing performance thresholds A standard setting committee would use a formal standard setting process to generate recommendations for the Commissioner The Commissioner of Education accepted the threshold cut scores recommended by the committee without changes Standard Setting KDE:OSAA:9/27/2019

  14. Standards Setting Process • Systemic process facilitated by the Center for Assessment • Engaged participants individually, in small group and whole group discussions • Began with school and indicator performance level descriptors KDE:OSAA:9/27/2019

  15. Approaches to Standard Setting Normative Referenced Criterion Referenced • Deliberate percentage of schools rated at different levels • No specified performance on each indicator (proficiency, separate academic, growth, etc.) • For example, 10% 5-star;15% 4-star;50% 3-star, etc. • No specific percentage of schools at each rating level • Performance on indicators had to meet specified criteria • For example, indicators had to be very high, high or medium (growth) to be considered 5-star KDE:OSAA:9/27/2019

  16. Steps of Standard Setting Determine performance level descriptors (PLD) Indicator level descriptors School level descriptors Set very high to very low on each indicator Elementary, middle and high Using 2018-2019 data Through a spreadsheet form, each participant selected cut scores on each indicator for very high, high, medium, low and very low Set 1 to 5-star levels  Using established criteria (PLDs, very low to very high) Through a different spreadsheet form, each participant selected how samples of 40 schools that represented the range of school performance would rate from 1 to 5 stars KDE:OSAA:9/27/2019

  17. Considerations by Panelists • Purpose of the star rating • Mode of communication • Begins conversations on what is working well or needs improvement • NOT a summative assessment or judgement • Does not reflect the entirety of a complex education system • Overall impact of the cut scores • What is good enough • Indicator performance and school performance KDE:OSAA:9/27/2019

  18. Final Indicator Cut Scores 

  19. Final Overall Score Star Cut Scores  KDE:OSAA:9/27/2019

  20. Bottom 5% Overall Score Cut Scores  CSI = Comprehensive Support and Improvement KDE:OSAA:9/27/2019

  21. 2019-2020 Identification of TSI/ATSI Schools • TSI: • In Fall 2019, KDE will not identify any schools for TSI (previously referred to as “Targeted Support and Improvement Tier I – Consistently Underperforming Subgroup(s)”). • KDE anticipates identifying the first round of TSI schools in Fall 2020. • ATSI: • Schools that were identified in Fall 2018 as Additional Targeted Support and Improvement (ATSI) [previously referred to as “Targeted Support and Improvement Tier II – Low-performing Subgroup(s)”] and failed to meet the exit criteria outlined in 703 KAR 5:280 will remain in ATSI status for the 2019-2020 school year. • KDE will not identify any new schools for ATSI in Fall 2019. • KDE anticipates identifying the second round of new ATSI schools in Fall 2021. KDE:OSAA:9/27/2019

  22. 2019-2020 Identification of CSI Schools • Schools that were identified in Fall 2018 for Comprehensive Support and Improvement (CSI) and failed to meet the exit criteria outlined in 703 KAR 5:280 will remain in CSI status for the 2019-2020 school year. • In addition, KRS 160.346(3) requires KDE to annually identify for CSI: • The lowest-performing five percent (5%) of all schools by level based on the school's performance in the state accountability system; • High schools with a four (4) year cohort graduation rate that is less than eighty percent (80%); and • Schools identified for Additional Targeted Support and Improvement (ATSI) that fails to exit that status as established in 703 KAR 5:280(15). • The earliest an ATSI school can be identified for CSI is 2021-2022. KDE:OSAA:9/27/2019

  23. Reporting Components KDE:OSAA:9/27/2019

  24. Inclusion of Feeder Schools • The Every Student Succeeds Act (ESSA) requires an accountability system of annual meaningful differentiation of ALL public schools, even those without tested grades • School that sends the majority of their students to a higher level school (i.e., K through 2 feeds an elementary school) • Include K through 1, K through 2 and Grade 9 (K-only schools not included) • Do not have assessment data • All schools are classified as CSI/ATSI • Will receive the classification of the school that it feeds KDE:OSAA:9/27/2019

  25. Monitored English Learners Monitored ELs: For Proficiency, Separate Academic and Growth, includes all current ELs and former EL students that are in the 1st or 2nd year of monitoring.  KDE:OSAA:9/27/2019

  26. CSI/ATSI Components 2018-2019 KDE:OSAA:9/27/2019

  27. Proficiency Indicator • Reaching the desired level of knowledge and skills as measured on academic assessments • Student performance on state tests in reading and mathematics • Elementary and Middle School – K-PREP • High School – ACT Reading and Mathematics scores • Achievement status will be Novice (N), Apprentice (A), Proficient (P), and Distinguished (D) • Indicator scores are generated by a weighted average with the values N=0, A=.5, P=1 and D=1.25 KDE:OSAA:9/27/2019

  28. Separate Academic Indicator • Student performance on state tests in science, social studies and writing • Elementary and Middle School – Science, Social Studies and Writing • High School – Science and Writing • Achievement status will be Novice (N), Apprentice (A), Proficient (P), and Distinguished (D) • Indicator scores are generated by a weighted average with the values N=0, A=.5, P=1 and D=1.25 • All tested content areas contribute equally to the indicator KDE:OSAA:9/27/2019

  29. Growth Indicator • Student’s continuous improvement toward the goal of proficiency • Growth is measured at elementary and middle school levels in reading and mathematics using the K-PREP • English Learner (EL) progress on Language Proficiency will be evaluated using the ACCESS for ELLs exam and included in the reading calculation • Each student’s growth is determined by the performance level earned on state assessments between last year and this year. KDE:OSAA:9/27/2019

  30. Mathematics Growth Measure Points are assigned from the Growth Value Table from the assessment for academic proficiency (K-PREP) to project individual growth for each student. KDE:OSAA:9/27/2019

  31. Growth Value Table Points for student performance in Year 2, given Performance in Year 1 Year 1 Year 2 KDE:OSAA:9/27/2019

  32. Reading Growth Measures • Points are assigned from the Growth Value Table from the assessment for academic proficiency (K-PREP). • Points from the English Learner (EL) Growth Table are based upon the current and previous composite scores from the Language Proficiency assessment (ACCESS for ELLs). KDE:OSAA:9/27/2019

  33. English Learner Growth Value Table Year 1 Year 2 KDE:OSAA:9/27/2019

  34. Graduation Indicator • The graduation rate is the percentage of students completing the requirements for a Kentucky high school diploma compared to a cohort of students beginning at grade 9. • The indicator calculation is the average of students graduating in 4 years and 5 years. • Graduation rate calculations are based on the students’ final enrollment. KDE:OSAA:9/27/2019

  35. Transition Readiness Indicator • Transition Readiness is the attainment of the necessary knowledge, skills and dispositions for a student to successfully transition to the next level of his or her educational career. • Transition Readiness is reported at the high school. • All students with a Graduation Code (G-Code) in Infinite Campus (IC) are included in Transition Readiness and are accountable based on the 100 day rule. KDE:OSAA:9/27/2019

  36. Transition Readiness Chart KDE:OSAA:9/27/2019

  37. Reporting Data KDE:OSAA:9/27/2019

  38. 5-Star Rating KDE:OSAA:9/27/2019

  39. School Ratings and Federal Classifications (ES) Elementary School KDE:OSAA:9/27/2019

  40. School Ratings and Federal Classifications (MS) Middle School KDE:OSAA:9/27/2019

  41. School Ratings and Federal Classificationsfor High School High School KDE:OSAA:9/27/2019

  42. Percentage of Students Performing at Proficient/Distinguish (P/D) Levels Proficiency and Separate Academic KDE:OSAA:9/27/2019

  43. Reading and Mathematics P/D Percentages for School/District Name Reading Mathematics

  44. Science, Social Students and WritingP/D Percentages for School/District Name KDE:OSAA:9/27/2019

  45. Demographic Group Performance – Grades 3-8

  46. Demographic Group Performance – Grades 5 and 8

  47. Demographic Group Performance – Grades 4 and 7 KDE:OSAA:9/27/2019

  48. Demographic Group Performance – High School

  49. Demographic Group Performance – High School Science & Writing

  50. Growth Elementary and Middle School Levels KDE:OSAA:9/27/2019

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