Moving in the right direction

The Kentucky Department of Education just released the third year of results under the Unbridled Learning College/Career-Readiness for All accountability model, and while we still have much work to do, the data show we are moving in the right direction and there is much reason to celebrate.

The eyes of the nation have been focused on Kentucky since we became the first state to adopt new English/language arts and mathematics standards, as mandated by Senate Bill 1 (2009). While we saw a big drop in student performance that first year, as expected due to the increased rigor of the standards, we are starting to see some significant progress, as predicted, in student performance evidenced by results on the Kentucky Performance Rating for Educational Progress (K-PREP). Kentucky students are proving to the rest of the nation that the standards are working and helping to better prepare them for college and careers.

Since teachers first taught the new Kentucky Core Academic Standards in the 2011-12 school year, the percentages of students performing at the Proficient and Distinguished levels in reading and mathematics are up between two and nine percentage points, with the largest gains coming at the elementary level, followed by middle school. Gains at the high school level, however, have not been as strong and, in fact, are nonexistent in math. We believe there are several reasons for this. First, we have only one test in reading and one in math at the high school level through our End-of-Course system. Second, these classes are not as well aligned with the new standards as those at the earlier levels. And finally, students have not benefited from the strong foundation laid by more rigorous coursework in elementary and middle school, so there may be some learning gaps. We will be addressing all of these issues in coming months.

We also saw some positive news with our student groups that traditionally underperform compared with their peers. The percentage of students in this “gap group” (African American, Hispanic, Native American, special education, poverty and limited English proficiency students) scoring at the top levels of Proficient or Distinguished is up in most cases from when we implemented Unbridled Learning three years ago. Granted, we still have a long way to go, but we are moving in the right direction.

In addition, the four-year high school graduation rate is up from 86.1 percent in 2012-13 to 87.4 percent in the 2013-14 school year – another positive move.

As the name states, our ultimate goal under this system of assessment and accountability, created as a result of Senate Bill 1 (2009), is to ensure all of our students graduate from high school ready for the next step in life – whether that is a two-year or a four-year college, a postsecondary training program, the military or the workforce.  We’ve made great progress toward that goal in the past five years.  

When we first started measuring the readiness of our students, only about a third (34 percent) had the knowledge and skills needed to be successful at the next level. Today, I’m happy to report that we’ve nearly doubled that number, with a college/career-readiness rate of 62.3 percent. We estimate that this amounts to a cost savings for students and parents of nearly $15 million – money they’ll save by not having to enroll in non-credit-bearing postsecondary remedial courses.

Readers can see all the results for the state and any school or district through the online School Report Cards. I invite you to take a look for yourself.

Public education in Kentucky is moving in the right direction – thanks to the hard work of our teachers, administrators and students.  We all should take time to celebrate their success, but also consider what the data tell us about how we can help even more students become proficient and prepared for success – college- and career-ready – in the coming year. 

Science standards, assessments and Senate Bill 1

Since the day Senate Bill 1 passed the General Assembly in spring 2009 and was signed into law, the Kentucky Department of Education and the Kentucky Board of Education have been working diligently to fully realize the requirements of this visionary legislation: more rigorous academic standards, new assessments, a balanced accountability system and professional development for educators in support of the new standards.

In early 2010, the Kentucky Board of Education, Council on Postsecondary and the Education Professional Standards Board took the first big step in carrying out Senate Bill 1 when they joined to adopt the Common Core State Standards in English/language arts and mathematics. Teachers immediately began working to unpack and interpret the standards.  During the 2010-11 school year, educators began developing curricula and instructional materials. Schools gave the first assessments of the new standards in spring 2012. Teachers had almost two years to develop instruction and materials that were aligned to the new standards prior to the assessments.

States began working to develop new science standards in 2010. These standards went through numerous review cycles and to date, 12 states have fully adopted the Next-Generation Science Standards. Kentucky did so in 2013, and since that time, we have been working with educators to repeat the process used for implementing the English/language arts and math standards. Also, just as we did with the new standards in the first two content areas, we will delay assessment of the new standards until teachers have had nearly years to implement. Testing on the new science standards will occur in spring of 2016.

The new science assessments will be very different than any previous assessments – not confined to  paper and pencil, fill-in-the-bubble, multiple choice.  The science assessments would be taken online – similar to what is being done with the new National Assessment of Education Progress (NAEP) assessment in Technology and Engineering Literacy (TEL).  This assessment measures not only science content, but also measures scientific process and problem solving. Early reports from the first administration of the TEL assessment are extremely positive. Students are much more engaged in the test- taking process and the data provide educators not only information on students’ factual knowledge but also their problem solving skills.

Due to the complexity of developing such a test, the new science assessment will require more funding to create than traditional tests.  However, online assessments produce savings in the long run since we are able to eliminate printing paper tests, shipping, storage and other related costs. With the need for additional funding to develop the science assessment, the Kentucky Department of Education identified a short term cost savings by not administering the K-PREP science exam in 4th and 7th grades in 2014-15. Teachers and administrators strongly supported this decision since the current K-PREP test in science assessed the old standards and starting in the fall, students would be learning the new standards.

However, this decision does not mean that we cannot track science learning  in Kentucky. In 2014-15, our students will still take science assessments as part of the Explore (8th grade), Plan (10th grade), ACT (11th grade), and Biology  end-of-course (high school) assessments. These assessments will provide a clear picture of our performance in science relative to other states and the rest of the nation. Also, Kentucky will continue to participate in and receive state-level results for the National Assessment of Education Progress science assessment for 4th- and 8th-grade students.

By 2015-16, we will have one remaining subject area to implement – social studies. We anticipate that the draft social studies standards will go out for public comment this fall and we will begin working with teachers in 2015-16 to implement the standards and develop new social studies assessments for 2016-17.

Transformation does not happen overnight. From a concept laid out in Senate Bill 1 in 2009 through actual implementation of all the requirements in 2017, will be an eight year journey that, thus far, has been very rewarding, frustrating and just plain hard work for teachers and administrators. Parents and students have also had to endure many changes and modifications to K-12 schooling during this time.

Over the next year or so, we will hear from many politicians (state and national) who were not involved in the Senate Bill 1 process. For political reasons, they will push for “education reform.” We will hear calls for new standards, new assessments and new accountability – once again.  However, we should all be persistent in asking why change is needed, what the cost will be, what impact another change would have on teacher morale, and what the impact would be for parents and students.

Senate Bill 1: Plan...Do…Study…Act

Since Senate Bill 1 (2009) was enacted, Kentucky has certainly been seen as a leader in the nation for our work in implementing college/career-ready standards, assessments, a new accountability system and professional development for educators. As these core processes begin to stabilize after three full years of implementation, it is important that Kentucky look at the results of our efforts and make the necessary adjustments to help even more students graduate from high school who are prepared for college, careers, and citizenship.

Throughout the next year, Kentucky will be focused on several key topics. We will review results of our accountability system with all stakeholder groups and make recommendations for any adjustments to the Kentucky Board of Education. We will fully implement the Professional Growth and Effectiveness System for teachers, principals, and superintendents. Finally, we will be looking for innovative ways to deliver instruction and assess student performance that are grounded in what students need to be competitive in the 21st century.

The results from our Senate Bill 1 accountability model (now called Unbridled Learning) will be known to districts beginning in late summer. We are already talking with stakeholder groups about replacement assessments for the Explore and Plan tests that the ACT folks are discontinuing. Also, we are looking at replacement tests for our high school end-of-course assessments due to our concerns about alignment with our Kentucky Core Academic Standards and the poor delivery of the online assessments by ACT. These decisions will be made in late summer.

Our timeline for revisions to the Unbridled Learning system will include discussions with all advisory groups, public input, and culminate with the second annual local superintendent summit in September. The recommendations from all of the groups will result in key recommendations being made to the Kentucky Board of Education in the fall of 2014 and subsequent changes to the accountability regulations being made in the December – April time frame. The key question for our stakeholders and the Kentucky Board of Education will be the implementation date of new assessments and revisions to the state accountability model.

Through this blog, I am asking stakeholders to begin to think about two key questions.

     1. ACT has announced the end of the tests that Kentucky gives to all
     8th graders (EXPLORE) and 10th graders (PLAN). Kentucky has a
     choice to continue giving the test in the fall of 2014, however, that
     will be the final administration. A key question to consider is do we
     replace EXPLORE and PLAN for this coming year or do we
     administer one more time in the fall of 2014 and then replace in
     2015-16?

     2. The Kentucky Department of Education (KDE) has always been
     committed to reviewing the results of the Unbridled Learning
     accountability model after three years of data. The third year
     data will be released this fall. Should KDE implement stakeholder
     recommend changes for the 2014-15 accountability report cards
     or should KDE delay implementation of stakeholder
     recommendations until 2015-16?

There are many pros and cons for the choices prompted by these two questions. Through this blog and many upcoming meetings, KDE will be seeking input from stakeholders so we can bring forward well- informed recommendations to the Kentucky Board of Education this fall.

Thanks to all of our advisory groups for your careful thoughts and suggestions so that Kentucky education can continue to be seen as the leader in education reform in the nation and more importantly so we can continue to do what is right for our children.

Putting superintendent feedback to use

It’s been about six months since Kentucky Department of Education (KDE) leadership and I met with all Kentucky school district superintendents in Frankfort for a face-to-face Superintendents’ Summit. This provided an opportunity for me to explain the why, what and how of the P-12 components of the Unbridled Learning: College and Career Readiness for All system. In addition, superintendents heard presentations on key topics and had the opportunity through roundtable discussions to share feedback on the issues. This detailed feedback was compiled into a document that included responses from KDE staff to each comment/question submitted by superintendents. 

Since the summit, Kentucky Department of Education (KDE) staff has studied and integrated this feedback into our work in an effort to be responsive to the needs of school districts. The feedback has been extremely valuable and KDE is appreciative of superintendents’ willingness to share it with us.

Below is an update on the many ways the superintendent feedback has had a positive impact on KDE’s work.

Assessment and Accountability
• Accountability Model – KDE will do a three-year review of the components of the accountability system looking for areas for continuation and adjustments. By allowing three years of data to be part of the review, it will provide a more consistent look at the scores. 

• State Tests – KDE issued a Request for Information (RFI) in November 2013 to begin exploring assessments to help with the issuing of a Response for Proposals (RFP) to replace the EXPLORE/PLAN tests at a minimum since the vendor is discontinuing them, but also possibly the high school end-of-course tests. KDE continues working with ACT to improve their current high school model and ACT has indicated that the turnaround times for paper tests this spring will be significantly shorter. 

• Growth – Both at the summit and later, superintendents focused attention on the growth model. Due to this concern, the Growth Component will be one of the main components we will be taking a look at during review of the accountability model. The review will look at purpose, use and weights of the growth component. 

• Program Reviews – KDE is launching major activities to help improve the Program Review model. Those activities include strengthening of the audit process, conducting research to determine the value and importance of Program Reviews, improving the scoring process, and reviewing and analyzing data to help inform future changes. 

Professional Growth and Effectiveness System (PGES)
• Kentucky Board of Education (KBE) took up the first reading of the new regulation earlier this month. It comes back for a second reading and approval on April 9. In the interim, KDE is analyzing and considering all feedback on the regulation. Additionally, the KBE is holding a study session on the student growth component of the PGES model on April 8 prior to its board meeting.
• KDE has distributed the Model Certified Evaluation Plan (CEP).
• Regional trainings are taking place this month and next for district leadership teams to delve into the Model CEP.
• Educational cooperatives have been involved in this work and have been encouraged to share models of solid implementation from the statewide pilot of the system during their meetings.
• A closer look at time and funding to implement PGES is a part of the research agenda throughout the pilot.
• The Area Technology Centers/Career and Technical Education (ATC/CTE) pilot of PGES is currently underway and will expand during the upcoming academic school year.
• A subcommittee of the Steering Committee that has been guiding this work agreed on rubrics for “other professionals” in January. A pilot for the “other professionals” system will take place during the 2014-15 school year.
• Ongoing conversations between KDE and the Kentucky Education Association (KEA) have occurred to ensure local presidents are sharing a consistent message around the expectations for PGES.

Teacher PGES
• PGES consultants are providing greater support for all four domains.
• The Kentucky Teacher Internship Program (KTIP) and PGES will be merged. A pilot will be conducted in the 2014-15 academic school year with full implementation in 2015-16. 
• The summative model for the teacher PGES has been shared publicly and with the KBE. 
• Videos from teachers, principals, and superintendents will be shared in the coming weeks to provide information about the use of student growth in the system.

Principal PGES
• Questions about assistant principals and their role in the principal PGES have been addressed through PGES webcasts and newsletters.
• Great collaboration has occurred with the Education Professional Standards Board (EPSB) to ensure principal preparation programs are sharing the principal PGES as a part of the expectations for demonstrating effectiveness.
• Regional VAL-ED training has assisted with understanding of the tool.
• TELL Kentucky survey data is used as a source of evidence for the creation of principal goals but focuses primarily on working conditions and the goal for continuous improvement.
• A greater partnership with the Kentucky Leadership Academy (KLA) has been formed to support the principal PGES and teacher PGES.

Additional Curricular Information
• Science leadership networks are underway across the regions. Teachers have been participating and involved in conversations about the standards and updating local curricula.
• Regional social studies leadership networks are meeting so teachers may examine the C3 Social Studies Framework and develop new standards for future implementation. The social studies standards will not be introduced until late in the fall of 2014 at the earliest
• World Language Program Reviews will be piloted in 2014-15 in order to continue to build innovative models for language and cultural programs. 

Budget
• Based on the comments during the Superintendent’s Summit, KDE submitted a budget proposal to the Governor in November 2013 supporting the three priorities as agreed on by superintendents. These were restoration of funding for SEEK, Flexible Focus (textbooks, professional development, Extended School Services, school safety) and Technology. 
• The Governor’s budget proposal supports all of these areas in some fashion and KDE continues to advocate for restoration of K-12 funding as the legislative session moves forward.

Flexibility of Federal Funds
• KDE will issue a white paper in March to assist districts in using federal funds effectively.

Career and Technical Education
• In response to requests to expand the career readiness measures, the Office of Career and Technical Education (OCTE) has developed an electronic form by which schools and districts can submit industry certifications for consideration. The form can be found on the KDE website at this link.
• In collaboration with the Office of Next-Generation Learners, OCTE has created workgroups to develop career pathways for the arts. Seven pathways and end-of-program assessments will be developed for students interested in the arts. Schools and districts will be able to implement the pathways during the 2014-15 school year.

Sharing Best Practices
• A “Best Practices” webpage now exists where districts can both submit best practices that have worked for them as well as access ideas from across the state.  The webpage is currently undergoing a redesign to make it easier for users to submit and find best practices.

Technology
• KDE continues to assist district and school staff with any issues regarding roles and levels in the Continuous Instructional Improvement Technology System (CIITS) through monthly webcasts as well as through the CIITS Help Desk.
• KDE has been working with the SchoolNet development team on an issue with the Educator Development Suite (EDS) recognizing only the teacher of record. The solution will make it possible for all certified staff to have access to self-reflection, student growth goal setting, professional growth plans, and student voice results that are a part of PGES. We are hopeful this will occur within the next three months.

Finally, plans are underway to schedule a second Superintendents’ Summit in September of this year. The main topic for the summit would be reviewing the existing accountability model and making recommendations for possible changes in the model to the Kentucky Board of Education.  After seeing the impact they can have, we hope all superintendents will once again take part.

Results show progress; work to be done

This week, we released the Unbridled Learning assessment and accountability results from the 2012-13 school year. We have some really positive news. Our cohort graduation rate is 86.1 percent which places us among the top states. Our college- and career-ready rate is 54 percent which is 20 percent higher than our 2010 baseline. It is clear that Kentucky educators are helping more students reach success.

While we have made tremendous progress the last few years, but we have much work to do. I am concerned that students are not making sufficient progress on assessments in grades 3-10 on states tests. These tests measure progress of students toward the goal of college- and career-readiness. Our performance on language arts and math improved, however, the improvement will need to accelerate if we are to maintain and continue to improve our graduation rates and the rate of graduates who achieve college- and career-ready status.

Over the coming months, we will be providing schools and districts with best practices on raising proficiency and closing achievement gaps for all groups of students. It is essential that every classroom, every school and every district in Kentucky have in place a system of interventions to help students when they are struggling academically.

I am very proud of the work of educators in Kentucky. Kentucky has been featured in numerous national publications for our work in college- and career-ready standards, assessments and accountability. I have full confidence that our students, teachers, administrators and parents will continue to push for more student success.

To find out more about your local schools' performance take a look at our easy-to-read online School Report Cards.

Terry Holliday, Ph.D.

Commissioner

Taking Stock of Unbridled Learning Results

The Unbridled Learning accountability results have been out for a few days now, and we are seeing lots of articles, board presentations, parent workshops and discussion about the accountability results.

Early reports seem to focus on the overall drop in proficiency (which was predicted) and the new emphasis by the state to provide a percentile rank for schools and districts. However, there has not been much discussion about the significant increase in the percentage of graduates who are college- and career-ready. This is somewhat disappointing, since college and career readiness is the underlying principle for the accountability model and was the key requirement from 2009’s Senate Bill 1.

Other key issues we are hearing about include the usefulness of the tools provided. While there are massive amounts of data in the new School Report Card, schools are reacting very positively to the data being in one place and the user-friendly nature of the School Report Card. The report card gives a quick and easy snapshot of performance of schools and districts and also provides a multilevel, complex view of the components that make up the overall score for schools and districts. 

The percentile rank system has been well received by most, since it provides an easy way to understand how your school/district performance compares to other Kentucky schools. This percentile system is similar to what parents receive from testing reports. Parents may not understand the test score from the state or national test; however, they do understand and want to know how their child's performance compares to other children across the state and nation.

The release of the accountability model has also given the Kentucky Department of Education (KDE) an opportunity to receive constructive feedback on concerns with the model. Among these concerns are:

• complexity of the system
• science and social studies scores -- too high, compared to math and reading
• comparisons with national assessments
• understanding student growth
• understanding student gap group results
• perceived lack of consequences for low-performing schools

KDE will share these concerns and others as we present the Unbridled Learning accountability results to the Kentucky Board of Education (KBE) at the December board meeting. Most of these concerns can be addressed by clarification of the model and how the results are reported.

There will be those that call for immediate action to address concerns. I want to close with some of the state and national issues that will certainly impact any immediate or long-range changes to the model.

The Kentucky Board of Education has certainly stated a clear intent to improve the accountability model as we get feedback from the field. The first issue we must consider is that schools and districts entered the 2012-13 school year knowing the "rules of the game" for accountability, and we should not change the rules in the middle of the game. Therefore, I would recommend to KBE that no major changes be made to regulations governing the model until we have at least two years of data from the model. Also, we are governed by the federal Elementary and Secondary Education Act (ESEA) waiver, and any changes to our accountability model would require federal review. Finally, all states are hoping for  reauthorization of ESEA (No Child Left Behind), which most certainly will impact the Unbridled Learning model.

As we close out November, parents across Kentucky now know if their child is on target to be college- and career-ready. From 3rd grade through 12th grade, every student and parent has the information to know the status of a trajectory to reach college/career readiness by graduation. This information provides students, parents and educators with the information needed to take action to ensure more of our students reach college/career readiness and have a positive impact on the economy of Kentucky.