Accountability System (NEW) 2018-19
Kentucky Accountability at a Glance  (System still under development)
DRAFT 8/16/2017

(Based on the draft of Kentucky’s Consolidated State Plan for Every Student Succeeds Act implementation and Kentucky’s accountability system regulation as presented to the Kentucky Board of Education, August 2017)

The Accountability System
Kentucky’s new accountability system has been developed by a very inclusive process, with the input of thousands of Kentuckians. The proposed accountability system focuses on students – ensuring they are well-rounded, transition-ready, and prepared with knowledge, skills and dispositions to successfully pursue the pathway of their choice after graduating from high school. The system has several key goals:
􀁸 Promote higher levels of student learning and achievement
􀁸 Reduce achievement gaps and ensure equity
􀁸 Establish opportunity and access for students to receive a quality education
􀁸 Build a culture of high expectations and continuous improvement
􀁸 Communicate a clear and honest understanding of strengths and opportunities for improvement in schools and districts

The system uses multiple academic and school quality measures, not a single test or indicator.

Accountability Indicators and Measures:
Reaching the desired level of knowledge as measured on state-required academic assessments.
􀁸 Student performance on tests in reading/writing and mathematics (equal weight for each subject area)
􀁸 Schools earn credit based on student performance levels: Novice (N=0), Apprentice (A=.5), Proficient (P=1), and  Distinguished (D=1.25)
􀁸 Student performance is aggregated to school, district and state levels.

Other Academic Indicator
Reaching the desired level of knowledge and skills in science and social studies as measured on state academic assessments.
􀁸 Student performance on state-required tests in science and social studies. (Equal weight for each).
􀁸 Schools earn credit based on student performance levels: Novice (N=0), Apprentice (A=.5),
Proficient (P=1), and Distinguished (D=1.25)
􀁸 Student performance is aggregated to school, district and state levels.

Growth (elementary/ middle schools only)
A student’s continuous improvement toward the goal of proficiency and beyond.
􀁸 Comparing prior and current year student performance in reading and mathematics
(equal weight) as measured on state assessments, a school earns credit for students
who meet or are on track to meet their annual personal target for improvement based
on the individual student’s trajectory toward proficiency.
􀁸 Credit is based on how much students “catch up, keep up or move up” performance.
Student regression takes away credit.
􀁸 English learners generate credit as they make progress toward achieving English proficiency.

Graduation Rate (high school only)
Percentage of students completing the requirements for a KY high school diploma compared
to the cohort of students starting in grade 9.
􀁸 The graduation rate is measured by the number of students who graduate within a 
specified period divided by the number of students who form the adjusted cohort for
the graduating class.
􀁸 Kentucky uses a 4-year and an extended 5-year adjusted cohort in
accountability (weighted equally), which recognizes the persistence of students
and educators in completing the requirements for a Kentucky High School diploma.
􀁸 Schools with a graduation rate of less than 80 percent will be identified for Comprehensive Support.

Transition Readiness
Attainment of the knowledge, skills and dispositions for a student to successfully transition to the next level of his or her education career.
Elementary and Middle School requirements:
􀁸 Students generate credit for a school by meeting a benchmark on a composite
score that combines student performance in reading, mathematics, science
(in elementary at grade 4; in middle school at grade 7), social studies and writing
(in elementary at grade 5; in middle school at grade 8).
High School requirements:
􀁸 Schools earn credit when students earn a regular or alternative high school
diploma and achieve academic readiness; career and technical readiness
(additional credit for those in high demand sectors) (see Transition Readiness link below);
or military readiness as defined; and when English learners meet the criteria for English language
proficiency for any student who received English Language services during high school.
English language learners in high school are required to attain English language proficiency.

Achievement Gap Closure
Reducing the disparity in performance between student groups with a goal of reducing
or closing the gap by moving all students to higher levels and moving those at the lowest
levels more rapidly.
􀁸 Measured on student group performance on state assessments (combined
reading/writing, mathematics, science and social studies) in two ways:
o Gap to Group – Student group performance compared to reference
student group (highest performing group with 10 or more students and at
least 10 percent of the student population). Schools earn credit based on
whether they are closing the gap between the student group and reference student group.
o Gap to Proficiency – Student group performance compared to proficiency.
Schools earn credit based on how closely the percent proficient and above in
each student group compares to the group’s combined content area annual
target toward proficiency.
􀁸 Both measures are reported separately for each group of 10 or more students.
A statistical process is used to ensure that schools are not penalized for a small group size.
􀁸 Measures combine (Gap to group – 33 percent; Gap to Proficiency – 67 percent)
to produce indicator score

Opportunity and Access
Equitable availability to research-based student experiences and school factors that impact student success.
NOTE: Measures are strongly tied to equity to help ensure all students have robust experiences that are precursors to high achievement and growth.
􀁸 Required measures include those focused on:
o rich curricula: access to standards-based, visual and performing arts;
health and physical education; science; social studies; career exploration and
career and technical education courses (MS/HS); cultural studies and/or world
languages (HS); essential skills and co- curricular learning and leadership experiences
o school quality: chronic absenteeism; behavior events, and physical restraint and seclusion.
o equitable access: proportionality of student group access to gifted and
talented services; rigorous coursework
􀁸 Selected measures:
Schools will choose an additional two additional measures of:
o whole child supports: access to school-based counselor and/or mental health
services provider; school nurse or other health services provider; library/media specialist;
family resource/youth services center; teachers with certification in their specialized area;
career counselors/career coaches (MS/HS)
􀁸 Reported measures (not included in school/district rating, but are reported for
transparency): state-funded preschool rating; percentage of students in half day
vs. full day kindergarten; percentage of teacher turnover and first-year teachers;
student group out-of-school suspensions are proportionate to group enrollment
Local Measure (District and Public Charter School only)
Locally-defined measure that highlights an area for improvement or objective of a charter school.
􀁸 Each district shall propose to the Kentucky Department of Education a
targeted multi-year goal or objective that is SMART.
􀁸 Each public charter school will include a measurable objective related to
 the charter contract that will be included in the charter school’s rating.

Considering All Indicators
Performance levels on the indicators are based on standards of excellence. Kentucky educators will determine, through a standard-setting process, the performance required for each of five levels of performance that range from very weak to very strong. The performance levels on the indicators will form a school profile that will determine a schools overall rating. Kentucky schools would be rated
from one to five stars under the proposed accountability system.

Overall School Rating
Based on the strength of performance on school-level measures and indicators, with
5-stars being the best performance.

To earn a 4-star or 5-star rating, a school must have reduced achievement gaps
􀃌􀃌 􀃌 􀃌 􀃌 (5 star) 􀃌􀃌􀃌􀃌 (4 star)

Any school/district with a significant gap will earn a 3-star rating at the most.
􀃌􀃌􀃌 (3 star)

A federal student demographic group designation will note schools identified for
Targeted Support and Improvement (TSI) and Comprehensive Support and Improvement (CSI)
􀃌􀃌 (2 star)

 The lowest performing 5 % of schools will be designated 1-star schools and qualify for CSI
􀃌 (1 star)

School Improvement and Support
Support will be provided for low-performing schools.
􀁸 Targeted Assistance - school with low-performing or consistently
underperforming student group(s)
􀁸 Comprehensive Support – bottom 5% of schools OR less than 80% graduation rate
OR chronically low-performing student group(s)

Long-Term Goals
Goals based on graduating class of 2030. Intermediate goals established in three-year intervals from 2018 to 2030.
􀁸 Increase academic achievement significantly for all students in the state
􀁸 Decrease the achievement gap to proficiency rate of all students and each
student group by at least 50 %.
􀁸 Significantly increase the cohort graduation rate to 95 % (4-year rate) and
96 % (5-year extended rate) for all students and each student group.
􀁸 Increase the proportion of English language proficient students making
significant progress toward becoming proficient in the English language.
Specific goals are set for each student group based on where it is starting and the
targeted outcome while also taking into account the goal must be realistic and attainable.

DRAFT 8/16/2017

Results will be reported in an online Report Card. The first page for each school or district will show a dashboard displaying the overall rating and the performance on indicators from which it is derived. The disaggregation of individual student group data will be accessible by drilling deeper on reported-only measures. Individual reports on a student's performance will be issued to parents/guardians.

For additional information on Kentucky School Accountability Draft Proposal visit:

Transition Readiness Link (12/5/2017 DRAFT)