The Kentucky Department of Education has developed two parent-friendly brochures, one outlining Kentucky’s state assessments, when students will take them, other tests children may take and how the results for these tests will be used. The second brochure deals with school accountability, how it is based and determined, how parents will know how their child is doing on state assessments and much more.
To view the brochures or text versions of them, click here.
See the brochures and text versions near the bottom of the page.
The text versions contain all of the written information found in the printable versions and may be more suitable for sharing via e-mail or posting.
ParentInfo is highlighting a part of one of the brochures each issue until they have all been covered.
How is accountability determined?
Based on main classifications and overall scores, schools and districts will be placed into categories for the determination of recognition, support and consequences. All schools/districts must develop, review and revise improvement plans annually.
There are five categories schools/districts will be placed into: Kentucky Schools/Districts of Distinction; Kentucky Highest-Performing Schools/Districts; Kentucky High-Progress Schools/Districts; Kentucky Focus Schools/Districts; and Kentucky Priority Schools/Districts.
Qualifications for these categories include:
Kentucky Schools/Districts of Distinction – The highest performing elementary, middle and high schools or districts will be those with overall scores at the 95th percentile or higher.
Kentucky Highest-Performing Schools/Districts – elementary, middle and high schools or district with overall scores at the 90th percentile or higher.
Kentucky High-Progress Schools/Districts – Title I and non-Title I schools showing the highest progress, as compared to their peers (top 10 percent of improvement), and districts showing the highest progress, as compared to their peers (top 10 percent of improvement)
Kentucky Focus Schools/Districts – Schools and districts failing to meet annual measurable objectives (AMOs) for two consecutive years and with low achievement gap scores; high schools with graduation rates below 60 percent for two consecutive years; and schools with low scores among individual student gap groups
Kentucky Priority Schools/Districts – schools identified as Persistently Low-Achieving (PLA) as defined by KRS 160.346; district with overall scores in the bottom 5 percent for all districts that have failed to make their AMOs and show adequate yearly progress for the last three consecutive years.
Rewards for schools/districts of distinction, highest-performing schools/districts and high-progress schools/districts – these will receive recognition of achievements, such as Web logos and other promotional materials. They also will serve as models for lower-performing schools/districts. Subject to availability of funds, financial rewards may be offered, along with other recognition activities.
Consequences for Kentucky Focus Schools/Districts – Revise Comprehensive School or District Improvement Plans (CSIPs or CDIPs) with the goal of student improvement to specifically address areas causing their identification (low gap or graduation scores); submit CSIPs to local superintendent for collaboration and approval; receive ongoing assistance from the Kentucky Department of Education (KDE) based on identified needs. Use guidance from the Commissioner’s Raising Achievement/ Closing Gaps Council and Commissioner’s Parents Advisory Council to write needs assessments and revise improvement plans. Those remaining in Focus category and not making AMOs three consecutive times must submit CSIP and CDIP to KDE for approval. If still in Focus status and not making AMO four consecutive times, subject to more oversight and direction by KDE.
Consequences for Kentucky Priority Schools/Districts – Revise CSIPs or CDIPs with the goal of student improvement to specifically address the area causing their identification (low achievement); submit CSIPs to local superintendent for collaboration and approval; receive targeted assistance from KDE. Document meaningful family and community involvement in the strategies for improvement outlined in CSIPs. Priority Schools identified as Persistently Low-Achieving will receive the help and consequences outlined in KRS 160.346 and 703 KAR 5:180. Those remaining in Priority category the second or more consecutive times must submit CSIP or CDIP to KDE for approval. If remaining in Priority status third or more consecutive times, subject to more oversight and direction by KDE.