KCCT Kentucky’s Commonwealth Accountability Testing System Overview of 2008 Regional KPR.

KCCTKentucky’s Commonwealth

Accountability Testing System

Overview of 2008 Regional KPR

Summary Statements from pages 2 – 6 of the Regional KPR

The expected index growth was 18.1 points in 9 years (86.2 – 68.1); actual index growth is 14.1 points (82.4-68.3) using the adjusted combined indices.

The OVEC region has never met goal; at this point we are the farthest from the goal (-3.8 points). (86.2 – 82.4) (Adjusted)


Improve about 3 points per biennia.

The expected decrease in Novice was to 14.32% this biennium; actual decrease is 11.80%.

The OVEC region has 3 biennia to reach 100 by 2014


To meet goal of 100 the region will have to make the following points each biennium.

Elementary 2.816 Middle 4.52 High School 6.833


A new growth chart will be created from the nonadjusted 2007 and 2008 accountability indices. These new growth charts will be released in late 2008. An Elementary example is provided below.

2007

Nonadjusted Accountability Index

2008 Nonadjusted Accountability Index

Average of the 2007 and 2008 Nonadjusted Accountability Indices

Subtract the Accountability Index from 100 and divide by 3. (biennium

increase) 90.8 92.3 91.55 2.816

Elementary

Transitioning from 2008 to 2014

Data review and appeals processed and revised KPR’s posted fall 2008.

A new growth chart will be created from the nonadjusted 2007 and 2008 accountability indices.

These new growth charts will be released in late 2008.

Summary Statements from pages 4, 5, 6 of the Regional KPR

There are 24 content measures (3 grade levels x 8 content measures)

The four of the five lowest academic indices are in high school. Math 69.89 Writing OD 73.03 Science 73.04 Social Studies 73.78


The fifth lowest academic index is at middle school.

Writing On Demand 75.64

Elementary has no indices in the 70’s.


Arts & humanities decreased from 07 – 08 at all three levels.

PL/VS increased from 07-08 at all three levels. (Only multiple choice questions)


Attendance rate is down at all three grade levels.

An average of approximately 36% of the student population qualify for free and reduced lunch.

Approximately 13% of the population qualifies for Special Education services.

Alternate assessment is 1% of the population


The total number of students that were tested and accountable in the 14 OVEC districts is listed. Elementary 11,748 (grades 3, 4,

5)

Middle 12,182 (grades 6, 7, 8)

High School 10,733 (grades 10, 11, 12)

Subpopulations

Largest Subpopulation Gaps

Elementary - Disability with Accommodations 30.1 index points

Middle School – Disability with Accommodations 32.7 index points

High School – Disability with Accommodations 39.7 index points

Reading Gaps

Grade 3Disability with Accommodations26.16 index points



Reading Gaps




Reading Gaps

Grade 10Disability with Accommodations

40.97 index points

Math Gaps

Grade 3

Disability with Accommodations 39.12 index points

Grade 4


Grade 5


Math Gaps




Math Gaps

Grade 11Disability with Accommodations

44.51 index points

Findings

The District Support Team analyzed performance at all grade levels in math and reading for the OVEC region using the Regional

KPR. Questions to consider:

Is there lack of student knowledge of math content?

Do all students have consistent use of CATS like assessments?

Questions to Consider

Are teachers comfortable creating, implementing, and analyzing formative and interim assessments?

Are teachers or others that write common assessments comfortable aligning each question to the combined core content?

Do they consider if the questions are congruent to the core content and were students assessed at the appropriate DOK level?

Core Content Findings from the Regional KPR

Less than 85% correct on multiple – choice questions is indicative of a lack of content knowledge.

Very few sub domains are scoring 85% correct on multiple choice questions.

Some grade levels have no sub domains scoring 85% correct on multiple choice questions.

Core Content Findings from the Regional KPR Open Response questions - Sub domains

with less than 50% of the students performing at or above proficient indicates students cannot utilize content knowledge and skills at higher DOK levels.

Open Response Question have a high percentage of students scoring at the zero and one performance level.

Look at the number of item observations per sub domain in each content area and align curriculum maps to match.

Core Content Findings from the Regional KPR

Grade levels 3 – 8; Number Property Operations have the highest weight of the test and has the lowest achievement.

Grade level 11; Number Property Operations is 20% of the test and has the lowest performance.

Subpopulations

Hispanic students are performing higher than African Americans.

Students participating in ESS are performing better this year than 2007.

Students with disabilities, tested with accommodations, have the widest gap than all other subpopulations.

Scale Scores

Math3rd Grade - All subpopulations except students with disabilities tested with accommodations are in the proficient range.

Reading3rd Grade – All subpopulations are in the proficient range.

Key Points

Math content knowledge is a concern at all grade levels, especially at high school.

The largest gaps are in the subpopulation of students with disabilities using accommodations.

The goal of 100 by 2014 will not be realized at the current rate of student progress.

Next Steps

The district needs will determine the next steps.

Suggestions?

KCCT Kentucky’s Commonwealth Accountability Testing System Overview of 2008 Regional KPR.

Documents

Transcript of KCCT Kentucky’s Commonwealth Accountability Testing System Overview of 2008 Regional KPR.