The Kentucky Board of Education reviewed recommended changes to the Accountability System at this past December’s meeting. Proposed changes were considered as a 1st reading for items related to growth, transition readiness, and GAP.
Growth will likely see the greatest changes. Commissioner Lewis authorized establishment of a Growth Indicator Work Group with the charge to consider options for defining and measuring growth, and to return a recommendation to him. Members included teachers, principals, superintendents, district assessment coordinators, and one data management specialist.
The work group met for approximately 6 hours each on October 24 and November 9, 2018 in Frankfort, Kentucky. The work group identified characteristics that a growth model should and should not have. The group also identified several principles of growth, and recommended specific ways to reflect those principles in practice. Desirable characteristics were discussed that a growth model should be simple and easily calculated with no black box characteristics such as projected growth in the current model.
The result of the groups work was a categorical model of growth where students earn growth points from improvement between categorical score levels from one year to the next. The following table was proposed to the board.
How to read the value table: The table provides points assigned to combinations of performance in Year 1 and Year 2. The rows and columns are achievement levels (Novice, Apprentice, Proficient, Distinguished) where Novice and Apprentice have been divided into “Low” and “High.” To find the assigned points for growth, find the student’s performance level in Year 1 (left-hand column), and then read across the row to the cell under the student’s performance in Year 2. The number in the cell is the number of points assigned for that student’s growth.
How to use the value table to generate a school’s growth score: For each student for whom the school is accountable for growth, use the table to find the number of points assigned for that student’s growth. Sum the numbers and divide the total by the number of accountable students. Round to one decimal point for reporting.
Follow this link for additional details shared regarding the proposed growth recommendations.
- Transition Readiness in the High School for Academic Readiness changed from “completing six or more hours of KDE-approved dual credit and receiving a grade of B or higher in each course” to “completing six hours of KDE-approved dual credit and receiving a grade of C or higher in each course.”
- Removal of Transition Readiness from middle school and elementary, which would have calculated a composite score from tested subjects.
- Simplify the GAP calculation by including only reading and mathematics.
- Strike the name Opportunity and Access from the regulation to be replaced by Quality of School Climate and Safety with recommendations for its measured components to be presented at the February 6th state board meeting.
Follow this link for the revised Accountability Regulation 703 KAR 5:270. All proposed changes have the potential to be used for the 2018-19 school year to be reported in Fall of 2019, if approved in February’s state board meeting and the 2019 legislative session. See below for timeline of approval.
Tentative Timeline for Amendments to Accountability Regulation
- October – KBE First Read
- December – KBE Second Read
- January – Public Comment Period (written and oral)
- February – KBE Statement of Consideration
- Spring – Legislative Committees
- Expected to be effective for 2018-2019 reporting