Below is a copy of a portion of the presentation on Assessment Accountability and Assessment System presented at Community Council last Friday, by Leslie Robertson.
This is the same information that will be reviewed with all parents at the
October 2nd meeting at
NOHS auditorium at 7:00 p m.!
I sent the announcement of this meeting in a different cover.
Mrs. Pitsenberger will be sending out a letter to parents today announcing this meeting! Since this informational meeting is before our NEXT PTSA meeting in October, as PTSA leaders, I strongly encourage you to attend!
While other states are phasing in the new standards, Kentucky and specifically Oldham County forges ahead taking the lead with Senate Bill 1 requirements (SB1) as they realize that there is a different way of learning today. With SB1 many things have changed. Currently there are more rigorous standards in Math, English and Language Arts. Along with that~ What will be tested has changed. How content will be tested has changed. When tests will be given has changed. And finally, how the performance of students, schools and districts will be measured will change.
In the attachment above Unbridled Learning: College and/or Career ready Learning for all, the first column on the attachment "NEXT GENERATION LEARNERS" is the piece of the puzzle that will be addressed this year. This will look at: Achievement of everybody, GAP: English language and Special Needs, Growth-How much did each student grow?, College and Career Readiness and finally Graduation Rate- Will have a new calculation. "Next Generation Instructional Programs and Support", and "Next Generation Professionals" will be addressed in coming years. By the end of the year new standards for Science and Social Studies will be added, and the above assessments accountability will dovetail into those areas too.
In mid October we will receive a school Report Card for last year.
Please attend the meeting and consult the Oldham County Board of Education website for further information as it is being updated.
Jenny Stegeman
NOMS PTSA Community Council
Things are Changing in Kentucky Schools
With the passing of Senate Bill 1, in 2009, legislators in Kentucky embarked on changes that would change the face of what would be required by the state’s educational system. The new system would replace what came to be known as the Commonwealth Accountability Testing System (CATS), used in Kentucky for over 12 years. Under the previous CATS Accountability Model, schools were evaluated on a 140 point scale according the level of student proficiency. While proficiency is still an important component, Kentucky schools will use a much broader scope, focusing instead on college and career readiness for all students in an effort to help ensure success once they leave high school. The new system, referred to as Unbridled Learning, uses a much more familiar scale of 100 points to evaluate a school and district’s success.
In an effort to look at areas outside of strictly student achievement, Kentucky will use multiple measures to gain a better understanding and assessment of a school’s work. In doing this, schools and districts will be better able to gauge the effectiveness of many of their programs and focus on continually getting better. These measures will fall into three areas: Next Generation Learners (2011-2012), Next Generation Instructional Programs and Support (2012- 2013) and finally Next Generation Professionals (2014-2015). As you can see, this work will be
With the passing of Senate Bill 1, in 2009, legislators in Kentucky embarked on changes that would change the face of what would be required by the state’s educational system. The new system would replace what came to be known as the Commonwealth Accountability Testing System (CATS), used in Kentucky for over 12 years. Under the previous CATS Accountability Model, schools were evaluated on a 140 point scale according the level of student proficiency. While proficiency is still an important component, Kentucky schools will use a much broader scope, focusing instead on college and career readiness for all students in an effort to help ensure success once they leave high school. The new system, referred to as Unbridled Learning, uses a much more familiar scale of 100 points to evaluate a school and district’s success.
In an effort to look at areas outside of strictly student achievement, Kentucky will use multiple measures to gain a better understanding and assessment of a school’s work. In doing this, schools and districts will be better able to gauge the effectiveness of many of their programs and focus on continually getting better. These measures will fall into three areas: Next Generation Learners (2011-2012), Next Generation Instructional Programs and Support (2012- 2013) and finally Next Generation Professionals (2014-2015). As you can see, this work will be
phased in over the course of several years, though Kentucky educators are busying learning
about the implications of all three categories.
Overall Score Phase In
|
||
Year
|
Component
|
Percentage of Overall
|
2011-2012
|
Next Generation Learners
|
100%
|
2012-2013
|
Next Generation Learners
Next Generation Instructional Programs & Support |
77%
23%
|
2013-2014
|
Next Generation Learners
Next Generation Instructional Programs & Support Next Generation Professionals |
70%
20%
10%
|
Student test results will be reported to parents much like they were under the old CATS system.
These reports will be more detailed and will reflect student scores on more rigorous tests,
assessing a more rigorous curriculum with the adoption of Kentucky’s new Common Core
Standards (KCAS). Whenever curriculum is changed on a large scale, there is always the
possibility that during the transition a school’s performance “scores” might decline, at least for
a short period of time. This will be an issue that all schools and districts in Kentucky will have to
face while we phase out the old system and welcome a new one. As staff and student comfort
levels and knowledge increase, with the changes in curriculum and assessments, we will see
those scores begin to rise.
Although, the new system has 3 categories, Kentucky’s Educational System has not taken its eyes off of what is most important – student achievement. Indeed this category represents the very foundation of “why” we do school. This category uses measures of students’ performance on various tests throughout the year. A single score will be derived from the awarding of points according to a school’s performance in the following areas:
Although, the new system has 3 categories, Kentucky’s Educational System has not taken its eyes off of what is most important – student achievement. Indeed this category represents the very foundation of “why” we do school. This category uses measures of students’ performance on various tests throughout the year. A single score will be derived from the awarding of points according to a school’s performance in the following areas:
Next Generation Learners
|
||||
Achievement
|
Student scores on various
achievement tests will be
labeled as – Novice, Apprentice,
Proficient and Distinguished.
The goal is 100 percent
proficiency for all students.
Scores from this category will be calculated and weighted to become a part of the school’s overall score. |
Elementary – math, reading, writing,
social studies and science
This will count as 30% of the school’s achievement score. Middle - math, reading, writing, social studies and science This will count as 28% of the school’s achievement score. High – writing This will count as 20% of the school’s |
||
achievement score.
Gap
Data/scores will be analyzed to
see how well: minority
students, students from low
income families, students with
limited English proficiency and
students with disabilities
compare to students who are
not in one of these sub-
categories. Scores from
students in any of the sub-
categories listed will be
combined into one “GAP”
groups for this purpose.
Scores from this category will be calculated and weighted to become a part of the school’s overall score.
Scores from this category will be calculated and weighted to become a part of the school’s overall score.
Elementary – tests in reading, math,
science, social studies and writing
will be used for comparison
This will count as 30% of the school’s gap score.
Middle – tests in reading, math, science, social studies and writing will be used for comparison
This will count as 28% of the school’s gap score.
High – End of Course (EOC) Tests* and writing tests will be used or comparison
This will count as 20% of the school’s gap score.
This will count as 30% of the school’s gap score.
Middle – tests in reading, math, science, social studies and writing will be used for comparison
This will count as 28% of the school’s gap score.
High – End of Course (EOC) Tests* and writing tests will be used or comparison
This will count as 20% of the school’s gap score.
Growth
All students do not begin the
school year with the same
academic readiness. Some
students may be a little ahead of
their peers, while others may lag
slightly behind. The state will
use a statistical program to
measure how EACH student,
regardless of where they
started, has progressed
throughout the year.
Scores from this category will be calculated and weighted to become a part of the school’s overall score.
Scores from this category will be calculated and weighted to become a part of the school’s overall score.
Elementary – math and reading
This will count as 40% of the school’s growth score.
Middle – math and reading
This will count as 28% of the school’s growth score.
High – PLAN (10th grade) scores to ACT (11th grade) scores in the areas of math and reading
This will count as 20% of the school’s growth score.
This will count as 40% of the school’s growth score.
Middle – math and reading
This will count as 28% of the school’s growth score.
High – PLAN (10th grade) scores to ACT (11th grade) scores in the areas of math and reading
This will count as 20% of the school’s growth score.
College/Career
Readiness
Information about how many
students are ready for college /
career readiness, as measured
on various assessments will
make up this category.
Scores from this category will be calculated and weighted to
Scores from this category will be calculated and weighted to
Elementary – N/A
Middle – EXPLORE assessment given in the fall of each school year to 8th grade students
This will count as 16% of the school’s CCR score.
High – College Readiness Rate determined by dividing the number
Middle – EXPLORE assessment given in the fall of each school year to 8th grade students
This will count as 16% of the school’s CCR score.
High – College Readiness Rate determined by dividing the number
become a part of the school’s
overall score.
|
of high school graduates who have
met an indicator of readiness for
college and/or career by the TOTAL
number of graduates.
This will count as 20% of the school’s CCR score. |
|||||
Graduation
Rate
|
This information is gathered and
scored according to how many
students will graduate within
four years of high school.
|
High School Only
|
||||
*End of Course (EOC) tests are explained in the previous article.
Scores from each of these sub-categories will be tallied and weighted to arrive at one School and District Weighted Score. From those scores, a school and the district, as a whole, will be classified in one of four categories: Distinguished, Proficient, Progressing or Needs Improvement. Based on this classification, they will be categorized for the purpose of determining who will be recognized, who will need support and which schools and/or districts will need consequences. These categories will consist of:
Kentucky Schools/Districts of Distinction – highest performing elementary, middle and high schools OR districts – falling into the 95th %ile or higher
Kentucky Highest-Performing Schools/Districts - elementary, middle and high schools OR districts with overall scores in the 90th %ile or higher
Kentucky High-Progress Schools/Districts - schools showing the highest progress as compared to their peers (top 10% improvement) and districts showing the highest progress compared to other districts (top 10% improvement)
Kentucky Focus Schools/Districts – schools and districts who fail to meet annul measurable objectives (AMOs), for two consecutive years AND with low achievement GAP scores; high schools with graduation rates lower than 60% for two consecutive years and schools with low performing scores in GAP groups
Kentucky Priority Schools/Districts – schools identified as Persistently Low Achieving (PLA) and districts with overall scores in the bottom 5% for all districts that have mailed to make AMOs and show adequate progress for the last three consecutive years
For more information on Unbridled Learning, contact Leslie Robertson – Oldham County District Assessment Coordinator @ 502-241-3500 or leslie.robertson@oldham.kyschools.us.
Scores from each of these sub-categories will be tallied and weighted to arrive at one School and District Weighted Score. From those scores, a school and the district, as a whole, will be classified in one of four categories: Distinguished, Proficient, Progressing or Needs Improvement. Based on this classification, they will be categorized for the purpose of determining who will be recognized, who will need support and which schools and/or districts will need consequences. These categories will consist of:
Kentucky Schools/Districts of Distinction – highest performing elementary, middle and high schools OR districts – falling into the 95th %ile or higher
Kentucky Highest-Performing Schools/Districts - elementary, middle and high schools OR districts with overall scores in the 90th %ile or higher
Kentucky High-Progress Schools/Districts - schools showing the highest progress as compared to their peers (top 10% improvement) and districts showing the highest progress compared to other districts (top 10% improvement)
Kentucky Focus Schools/Districts – schools and districts who fail to meet annul measurable objectives (AMOs), for two consecutive years AND with low achievement GAP scores; high schools with graduation rates lower than 60% for two consecutive years and schools with low performing scores in GAP groups
Kentucky Priority Schools/Districts – schools identified as Persistently Low Achieving (PLA) and districts with overall scores in the bottom 5% for all districts that have mailed to make AMOs and show adequate progress for the last three consecutive years
For more information on Unbridled Learning, contact Leslie Robertson – Oldham County District Assessment Coordinator @ 502-241-3500 or leslie.robertson@oldham.kyschools.us.
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