education and workforce development … kar 5270 ky...1 kde:oaa: 7/6/2017 education and workforce...

1 KDE:OAA: 7/6/2017

EDUCATION AND WORKFORCE DEVELOPMENT CABINET 1

Kentucky Board of Education 2

Department of Education 3

(New Administrative Regulation) 4

703 KAR 5:270. Kentucky’s Accountability System. 5

RELATES TO: 6

STATUTORY AUTHORITY: 7

NECESSITY, FUNCTION, AND CONFORMITY: 8

9

Section 1. Definitions. 10

(1) “Achievement Gap Closure” means reducing the performance difference between 11

student demographic groups for each of the tested areas. 12

(2) “Catch Up” means individual student performance below proficient grows enough to 13

achieve proficiency or to be on track to become proficient. 14

(3) “Chronic Absenteeism” is defined as a student who misses 10% or more of his/her 15

enrolled academic year. 16

(4) “Comparison Student Group” is the student demographic group being contrasted 17

to the reference group. 18

(5) “Consolidated student groups” are a non-duplicated aggregation of students 19

groups too small to be included separately that includes: African American, 20

Hispanic, Hawaiian/Pacific Islander, Native American/Alaskan Native, multiple 21

race/ethnicity, students with disabilities that have an Individualized Education 22

Program (IEP), and English Learners. 23

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(6) “English Language Arts” includes reading, writing on-demand, and editing and 1

mechanics. 2

(7) “Essential skills” are the foundational abilities needed to successfully complete 3

academic, workplace, or military responsibilities as demonstrated through work-4

based learning experience, service learning, or community service. 5

(8) “Federally defined student demographic groups” include White, African 6

American, Hispanic, Asian, Hawaiian/Pacific Islander, Native American/Alaskan 7

Native, multiple race/ethnicity, free/reduced-price meal eligible, students with 8

disabilities with IEPs, and English Learners. “ 9

(9) “Full Academic Year” means one hundred (100) or more instructional days of 10

enrollment within the school year. “ 11

(10) “Growth” means a student’s continuous improvement toward the goal of proficiency or 12

above. 13

(11) “Keep Up” means individual student performance at or above proficient which grows at 14

a rate to maintain proficiency or above. 15

(12) “Less than Keep Up” means individual student performance below proficient and is not 16

on track to become proficient. 17

(13) “Locally Determined Measure” means a district or public charter determined goal or 18

objective for students and/or schools to achieve that is specific, measurable, 19

achievable, relevant, and time bound. 20

(14) “Move Up” means individual student performance at proficient which grows at a rate 21

to be on track to become distinguished. 22

(15) “Opportunity and Access” means equitable availability to research-based student 23

experiences and school factors that impact student success. 24

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(16) “Proficient” or “Proficiency” means reaching the desired level of knowledge and skills 1

as measured on academic assessments. 2

(17) “Rating” means the inclusion of an indicator in the formal Overall Rating of the school 3

or district. 4

(18) “Reference Group” is a group to which another groups is contrasted to provide a 5

benchmark for performance. 6

(19) “Transition Readiness” means the attainment of the necessary knowledge, skills, and 7

dispositions to successfully transition to the next level. 8

(20) A “Value Table” is a list of numbers that are used to attribute scores to different 9

achievement levels. 10

Section 2. Kentucky’s accountability system used to classify schools and districts shall include 11

the indicators of proficiency, growth, transition readiness, achievement gap closure, opportunity 12

and access, and graduation rate at high. 13

(1) The proficiency indicator shall be measured by student performance on state tests in 14

English Language Arts, mathematics, science, and social studies. 15

(2) The growth indicator shall be calculated at the elementary and middle school levels. 16

The growth indicator may be measured at the high school level. The growth 17

indicator shall be measured by awarding credit as follows: 18

(a) In reading tests within the English Language Arts and mathematics, the 19

percentage of students who meet or are on track to meet their annual personal 20

target for improvement based on an individual student trajectory toward 21

proficiency; and 22

(b) Progress toward achieving English proficiency by English Learners. 23

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(3) The Achievement Gap Closure indicator shall be measured by awarding credit as 1

follows: 2

(a) Reducing the gap in performance between the comparison group and reference 3

group in each subject area accordingly: 4

1. African American, Hispanic, Asian, Hawaiian/Pacific Islander, Native 5

American/Alaskan Native, white and two or more race/ethnicities compared 6

to the reference group. Reference group is the highest performing 7

racial/ethnic student group. 8

2. Free/reduced-price meal eligible compared to non-free/reduced-price meal 9

eligible; 10

3. Students with disabilities with IEPs compared to students without disabilities; 11

and 12

4. English Learners compared to non-English Learners. 13

(b) Reducing the gap to proficiency by the following groups, White, African 14

American, Hispanic, Asian, Hawaiian/Pacific Islander, Native American/Alaskan 15

Native, multiple race/ethnicity, free/reduced-price meal eligible, students with 16

disabilities with IEPs, English Learners, and a consolidated student group. 17

(4) The Opportunity and Access indicator shall be measured by awarding credit for 18

rich curricula, equitable access, school quality and whole child supports, as follows: 19

(a) Elementary schools that provide all students opportunities and access to: 20

1. A rich curricula annually including: 21

a. Visual and performing arts; 22

b. Health and physical education; 23

c. Science; and 24

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d. Social studies. 1

2. School quality as measured by a lack of student chronic absenteeism. 2

3. Equitable access of federally defined student demographic groups in 3

proportion to the school population to the Primary Talent Pool in grade 3 4

and/or Gifted and Talented Services in grades 4 and 5. 5

4. Whole child supports as determined by the school by selecting two (2) of the 6

following: 7

a. School-based counselors/or mental health services provider; 8

b. School nurse; 9

c. Library or Media specialist; 10

d. Family resource/Youth services centers; 11

e. Teachers with certification in Visual art, Music, Dance, Theatre, 12

Media arts, Physical education, Health and World languages; or 13

f. Access to career counselors or career coaches. 14

(b) Middle schools that provide students opportunities and access to: 15

1. A rich curricula annually including: 16



c. Science; 19

d. Social studies; and 20

e. Career exploration including Career and Technical education courses 21

or other courses that focus on essential skills. 22

2. School quality as indicated by a lack of student chronic absenteeism. 23

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3. Equitable access of federally defined student demographic groups in 1

proportion to the school population to Gifted and Talented Services. 2


following: 4

a. School-based counselors or mental health services provider; 5

b. School nurse; 6




Media arts, Physical Education, Health and World languages; or 10


(c) High schools that provide students with opportunities and access to: 12

1. A rich curricula including: 13



c. Cultural studies and/or World language; 16

d. Career and Technical Education (CTE), including specialized career 17

pathways in state and regional high demand sectors as approved by 18

Kentucky’s Workforce Innovation Board; and 19

e. Essential skills demonstrated through work-based learning 20

experience, service learning, or community service. 21

2. School quality as indicated by a lack of student chronic absenteeism 22

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3. Equitable access of federally defined student demographic groups to the 1

following Advanced coursework: Advanced Placement, International 2

Baccalaureate, Cambridge Advanced International, and Dual Credit. 3


following: 5

a. School-based counselors or mental health services provider; 6

b. School nurse; 7




Media arts, Physical Education, Health and World Languages; or 11


5. Within Opportunity and Access, the locally determined indicator shall be 13

included in the accountability rating of each district and public charter 14

school. 15

a. Each district shall propose to the department the targeted goal or 16

objective that is specific, measurable, achievable, relevant, and time 17

bound. Through discussion and deliberation, the district and 18

department will enter into an agreement on the goals or objectives of 19

the locally determined indicator. 20

b. Each public charter school shall include its charter mission as a 21

locally determined measure to be included in the charter school’s 22

accountability rating that is specific, measurable, achievable, 23

relevant, and time bound. 24

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(5) The Transition Readiness indicator shall be measured by awarding credit for 1

students meeting the following criteria: 2

(a) At the elementary and middle school level, students meet a score at or above the 3

benchmark on a composite score that combines student performance on state-4

required assessments for English Language Arts, mathematics, science, and 5

social studies combined into a composite score. A composite score shall include 6

the last content area assessment by grade level available for each school. 7

Students participating in the Alternate Assessment Program will have criteria 8

based on alternate assessment requirements and employability skills. 9

(b) At the high school level: 10

1. Earn a regular or alternative high school diploma; and 11

2. Achieve academic readiness, technical or military readiness as follows: 12

a. A student shall achieve academic readiness by: 13

i. Scoring at or above the Benchmark score as determined by 14

Council on Postsecondary Education on a college admissions 15

exam; 16

ii. Completing six (6) or more hours of department approved dual 17

credit and receiving a grade of B or higher; 18

iii. Completing two (2) or more Advanced Placement courses and 19

receiving a score of three (3) or higher on the assessment; 20

iv. Receiving a score of five (5) or higher on an exam for International 21

Baccalaureate Course; or 22

v. Scoring at or above the benchmark on two (2) or more Cambridge 23

Advanced International examinations. 24

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b. A student shall achieve Technical Readiness by: 1

i. Scoring at or above the benchmark on Industry Certifications as 2

approved by the Kentucky Workforce Innovation Board on an 3

annual basis; or 4

ii. Scoring at or above the benchmark on the Kentucky 5

Occupational Skill Standards Assessment (KOSSA) as 6

appropriate for articulated credit; and 7

iii. Completing six (6) or more hours of department approved CTE 8

dual credit, and receiving a grade of B or higher; or 9

iv. Completing two (2) credits in a career and technical education 10

program of study and enrolling in a third credit in a Career and 11

Technical Education program of study; or 12

v. Completing a department approved or labor cabinet approved 13

apprenticeship; or 14

vi. Completing a department approved alternate process to verify 15

exceptional work experience. 16

c. A student shall achieve Military Readiness by scoring at or above the 17

benchmark of the Armed Forces Quality Test (AFQT) on the Armed 18

Services Vocational Aptitude Battery (ASVAB) and enlisting in a 19

branch of military service. 20

d. For students who qualify as English Learners in high school: 21

Meeting criteria for English Language proficiency to be English 22

Language Ready. 23

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e. Students participating in the Alternate Assessment Program will 1

have criteria based on alternate assessment requirements and 2

employability skills. 3

(6) The Graduation rate indicator shall be measured for each high school using the 4

five-year cohort rate. The graduation rate shall be reported for all students and 5

student groups. 6

Section 3. Classification of schools and districts in the state accountability system. 7

(1) Data shall be included in the Overall Rating for school and districts for the following 8

indicators: 9

(a) Proficiency; 10

(b) Growth; 11

(c) Transition Readiness; 12

(d) Achievement Gap Closure; 13

(e) Opportunity and Access (School Quality/Student Success); and 14

(f) Graduation Rate (high school level and district level). 15

(2) Data from individual student performance on state assessments administered as required 16

in KRS 158.6451 and KRS 158.6453 shall be included in the school and district’s 17

Overall Rating. This data shall include students with disabilities with IEPs who 18

participate in the alternate assessment program. 19

(3) Data in the Overall Rating shall be attributed to grade level spans for schools and 20

districts as established in this subsection. 21

(a) Elementary schools shall include data from proficiency, growth, achievement gap 22

closure, transition readiness, and opportunity and access. 23

11 KDE:OAA: 7/6/2017

(b) Middle schools shall include data from proficiency, growth, achievement gap 1

closure, transition readiness, and opportunity and access. 2

(c) High schools shall include data from proficiency, growth as determined by the 3

department, achievement gap closure, transition readiness, graduation rate, and 4

opportunity and access. 5

(d) Districts shall include data from school proficiency, growth, achievement gap 6

closure, transition readiness, graduation rate, and opportunity and access, 7

including a locally determined measure. 8

(e) Overall Ratings for the public charter schools shall include data appropriate to 9

the grade level spans established in this subsection. 10

Section 4. Calculations for reporting categories. 11

(1) Proficiency shall be rated equally for each content area as established in this subsection. 12

(a) In elementary, middle, and high schools, for each content area of English 13

Language Arts, mathematics, science, and social studies schools shall be 14

awarded one and one-quarter (1.25) points for each percent of students scoring 15

distinguished, One (1) point for each percent of students scoring proficient, One-16

half (.5) point for each percent of students scoring apprentice, and Zero (0) points 17

for each percent of students scoring novice. 18

(b) For elementary and middle school levels, schools shall be awarded an additional 19

credit for students scoring at proficient or distinguished on assessments required at 20

higher grade levels than the student’s grade level enrollment at the time of testing. 21

The calculation shall be made as required by this paragraph. 22

12 KDE:OAA: 7/6/2017

1. The additional credit shall consider the grade level in which the student is 1

enrolled at the time of testing and the performance on the of higher grade level 2

assessment. 3

2. To be eligible to take a content area test(s) at a higher grade level than which 4

the student is enrolled, the student must be instructed in content at a higher 5

level than the grade enrolled during the year. 6

3. Each student scoring proficient or distinguished on assessments required at 7

grade levels higher than the student enrollment shall receive the additional 8

credit. 9

4. The additional credit shall be added to the proficiency calculation. 10

(c) The following chart shall be used to calculate the points for the proficiency 11

indicator in accordance with paragraphs (a) and (b) of this subsection: 12

Proficiency Levels Points Awarded for Each Percent of

Students

Novice 0

Apprentice .5

Proficient 1

Distinguished 1.25

At elementary and middle schools, credit for

students scoring proficient or distinguished

on assessments for higher grade levels than

enrolled at the time of testing

Distinguished: 1.5

Proficient: 1.25

Apprentice .5

Novice 0

13

(2) Achievement Gap Closure indicator shall be calculated as established in this 14

subsection. 15

(a) School achievement gap closure between student demographic comparison 16

groups and reference groups shall be determined by: 17

13 KDE:OAA: 7/6/2017

1. Separately summing scores for each tested content area assessment using 1

points in accordance with paragraph 1(c) in the Proficiency subsection for 2

each student demographic group. 3

2. By statistical analysis the department shall determine if the difference in 4

performance scores between the comparison group and reference group is 5

significantly large. Each comparison-reference group pair shall be 6

indicated: Y= significantly large gap, N=Not significantly large gap, 7

NA=No evaluation. 8

3. The points in accordance with paragraph 2 (a) 2 of this subsection shall be 9

Y=1, N=0, and NA=0. 10

4. A standard setting process shall be conducted involving Kentucky 11

educators and advised by technical experts to determine limits within the 12

range of gap levels. 13

5. Comparison and reference groups included in this subsection shall include 14

the following student demographic groups accordingly: 15

a. Reference group compared to African American, Hispanic, Asian, 16

Hawaiian/Pacific Islander, Native American/Alaska Native, multiple 17

race/ethnicity, and white; 18

b. Free/reduced-price meal eligible compared to non-free/reduced-price 19

meal eligible; 20

c. Students with disabilities with IEPs compared to students without 21

disabilities; and 22

d. Non-English Learners students compared to English Learners. 23

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(b) School achievement gap closure between student demographic groups and 1

100% proficiency shall be determined by: 2

1. Separately summing scores for all content area assessments using points in 3

accordance with paragraph 1 (c) in the Proficiency subsection for each 4

student demographic group. 5

2. By statistical analysis the department shall determine if the difference in 6

performance scores between the student demographic group and goal is 7

significantly large. Each comparison-reference group pair shall be 8

indicated: Y= significantly large gap, N=not significantly large gap, 9

NA=No evaluation. 10

3. The points in accordance with paragraph 2 (b) 2 of this subsection shall be 11

Y=1, N=0, and NA=0. 12

4. A standard setting process shall be conducted involving Kentucky educators 13

and advised by technical experts to determine limits within the range of gap 14

levels. 15

5. Student demographic groups in 2 (b) of this subsection shall include the 16

following student demographic groups: 17

a. White; 18

b. African American; 19

c. Hispanic; 20

d. Asian; 21

e. Hawaiian/Pacific Islander; 22

f. Native American/Alaska Native; 23

g. Multiple race/ethnicity; 24

15 KDE:OAA: 7/6/2017

h. Students in poverty based on qualification for free or reduced price meals; 1

i. Students with disabilities that have an Individualized Education Program 2

(IEP); 3

j. English Learners; and 4

k. Consolidated student group. 5

(c) A school calculation shall be the sum of the total number of groups that have 6

significantly large gaps (1), not significantly large gaps (0) and no evaluation 7

(0). The sum shall yield a single gap number of students with: 8

1. All students included in their demographic group; and 9

2. No student counting more than one (1) time per student demographic 10

group. 11

(d) A standard setting process shall be conducted involving Kentucky educators 12

and advised by technical experts to determine limits within the range of gap 13

levels. 14

(e) Each student demographic group shall have a minimum of ten (10) students per 15

content area in the school or district in order to report gap data. 16

(f) Gap shall be computed equally by using the reduction of achievement gap between 17

demographic groups and reducing the gap to 100% proficiency for demographic 18

groups 19

(3) Growth shall be rated for elementary and middle schools as established in this 20

subsection. Growth may be rated for high schools as established in this subsection. 21

(a) An individual student trajectory toward proficiency shall be generated by the 22

department for each student using data from reading and mathematics 23

assessments; 24

16 KDE:OAA: 7/6/2017

(b) An individual growth trajectory shall be based on performance on prior state 1

assessments; 2

(c) Novice and Apprentice performance levels for growth calculations shall be 3

subdivided into Novice high and Novice low, and Apprentice high and Apprentice 4

low, respectively. 5

(d) Points for current year student performance level compared to prior year 6

performance level shall be assigned based on a value table and reported using 7

the following terms: less than keep up, catch up, keep up and move up. 8

(e) The school calculation for mathematics shall be the sum of the total points 9

from the value table for each student divided by the total number of scores. 10

(f) The school calculation for reading shall be the sum of the total points for each 11

student from the value table plus growth for English Language proficiency as 12

described in 3(g) of this subsection divided by the total number of scores. 13

(g) Progress toward achieving English proficiency by English Learners: 14

1. Individual growth shall be compared to prior year performance on an English 15

proficiency exam. 16

2. A standard setting process shall be conducted involving Kentucky 17

educators and advised by technical experts to determine exit criteria and a 18

value table shall be generated. 19

3. Points for each English Learner based on the value table shall be summed. 20

4. Total points for English Learners shall be added to the sum of the reading 21

growth points for non-English Learner students in reading as described in 22

section 3(f) of this subsection. 23

17 KDE:OAA: 7/6/2017

(h) For an overall school growth score, an average of reading that includes growth 1

for English Learners on an English proficiency exam and mathematics growth 2

scores shall be calculated. 3

(4) Opportunity and Access shall be rated for elementary, middle and high schools as 4

established in this subsection. 5

(a) Opportunity and access school calculation shall sum the total number of points 6

for the categories for Rich Curricula, Equitable Access, School Quality and 7

Whole Child-Supports. 8

(b) A standard setting process shall be conducted involving Kentucky educators 9

and advised by technical experts to determine low to high performance levels 10

within Opportunity and Access. 11

(5) Transition readiness shall be rated as established by this subsection. 12

(a) A transition readiness percentage shall be calculated by dividing the number of 13

high school graduates who have met measures of transition readiness plus the 14

number of English Learners who have achieved English language proficiency 15

by the total number of graduates plus the number of graduates who have 16

received English language services during high school. 17

(b) A transition readiness percentage shall be calculated for elementary and middle 18

schools by dividing the number of students who have met a benchmark on a 19

composite score that combines student performance on state-required tests in 20

English Language Arts, mathematics, science, and social studies for transition 21

readiness by the total number of accountable students. 22

18 KDE:OAA: 7/6/2017

(6) Graduation rate is the percentage of students completing the requirements for a 1

Kentucky high school diploma compared to the cohort of students beginning in 2

grade nine. Kentucky uses in accountability a five-year adjusted cohort rate. 3

(7) The Overall Rating shall be assigned as follows: 4

(a) The indicators for each school and district as identified in Section 3 shall 5

contribute to the Overall Rating of schools and districts. 6

(b) Indicators by school and district level identified in Section 3 shall have a rating of 7

low, moderate, high, or very high. 8

(c) The relationship between each category of proficiency, achievement gap closure, 9

growth, transition readiness, opportunity and access, and graduation rate shall be 10

included in the Overall Rating. 11

(d) Overall Ratings shall be reported using a five-star rating system to communicate 12

performance of schools, districts, and the state with one star being the lowest rating 13

and five stars being the highest rating. 14

(e) A school or district shall be designated as “Gap Closure School” or “Gap 15

Closure District” for closing the differences in achievement between students 16

demographic groups designated in Section 2. 17

(f) A school or district shall be designated as “Gap Issue School” or “Gap Issue 18

District” for very large achievement gaps and/or low-performing students. Schools 19

or districts with large achievement gaps may not be rated above three stars. 20

(g) If data cannot be calculated for a category, the weights shall be redistributed using 21

an equal proportion to indicators that shall be reported for the school or district. 22

(8) School accountability indicators shall be assigned as follows: 23

19 KDE:OAA: 7/6/2017

(a) Students enrolled for a full academic year shall be included in the calculations for 1

proficiency, achievement gap closure, growth, and transition readiness for a school 2

and district. 3

(b) Opportunity and access calculations shall be based on the students’ 4

enrollment. 5

(c) Graduation rate calculations shall be based on the students’ final enrollment. 6

(d) Student demographic groups shall have minimum of ten (10) students to be 7

included in school rating calculations. 8

(e) In accordance with KRS 158.6455, schools and districts shall be placed into 9

one (1) of five (5) star ratings established by a standard-setting process 10

utilizing results from the first operational administration of assessments in 11

2018-19. The process shall: 12

1. Be advised by the National Technical Advisory Panel on Assessment and 13

Accountability; the School Curriculum, Assessment and Accountability 14

Council; and the Office of Education Accountability; and 15

2. Use accepted technical procedures and involve Kentucky school and district 16

administrators and teachers. 17

education and workforce development … kar 5270 ky...1 kde:oaa: 7/6/2017 education and workforce...

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