January 19, 2012January 19, 20129:00 – 10:00 a.m. ET9:00 – 10:00 a.m. ET

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1. College- and Career-Ready Expectations for All Students

2. State-Developed Differentiated Recognition, Accountability, and Support

3. Supporting Effective Instruction and Leadership

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Revisions:Added specific language about professional learning opportunities for teachers of students with disabilities and English language learners.

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Described the CIITS professional development module implementation and the focus on PD360 resources aligned to supporting educators and diverse learners.

Submitted an attachment of the specific strategies, including the use of Universal Design for Learning, for working with diverse learners. The attachment outlined the year-long action plan for the support provided to special educators through literacy and math specialists housed in the special education cooperatives.

Included the KDE proficiency and gap delivery plans that highlight KDE strategies for improving the learning results of students in the gap populations.

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Revisions:Added an annual Graduation Goal for high schools.

Goal is set by subtracting the baseline from 98 and dividing by 11 years. Example: Baseline of 76 is 22 from 98. 22 divided by 11 years is an

annual goal of 2. If the goal is missed, the school would not have made its AMO goal.

If a school misses its AMO goal, the school cannot be labeled as Progressing, but will still receive an overall category of Needs Improvement, Proficient, or Distinguished.

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Added an annual Tested Participation Rate for all schools. All schools must test at least 95% of their students to meet

the goal. If the school misses the goal, the school would not meet its

AMO goal. Reduced AMO Rate of Growth.

Technical reviewers suggested that making growth of a full standard deviation in five years was too high.

KDE adjusted rate from an annual goal of .2 standard deviation growth to .07 annual growth.

Adjusted exit rules for Priority and Focus Schools. To exit Priority and Focus status, a school would need to

have a 70% graduation rate.

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Explained how the overall accountability system addresses improving the achievement of students with disabilities and English learners.

Clarified how the state’s District 180 process for working with Priority Schools addresses the needs of English learners and students with disabilities.

Referenced KDE gap and proficiency delivery plans that highlight KDE strategies for improving the learning results of students in these and other gap populations.

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ASSIST electronic planning and monitoring tool to collect additional data on subgroups and allow for targeted planning.

Professional development to address gap closure, use of collaboration models, instructional strategies, etc.

Additional digital learning opportunities. Intentional use/monitoring of proficiency strategies. Methods to track ongoing progress of students in alternative

programs, students with disabilities, and English learners.

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Explained how the accountability system provides incentives and support to close achievement gaps for all students. Schools that do not meet AMOs are not eligible for

recognition. ASSIST process allows for identification of root causes and

electronic development and monitoring of plans to address these issues.

Explained how a combination of state and federal funds would be used to ensure sufficient support for interventions in Priority, Focus and other schools needing assistance.

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Revisions:Cited specific references for the design of Kentucky’s Professional Growth and Effectiveness System that ensure KY is considering the challenges in implementation related to appropriate ways to determine effectiveness for specialty teachers and educators working with students with disabilities and ELs.

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Clarified the role and inclusion of teachers of students

with disabilities and EL educators in the design, implementation, and sustainment of the new professional growth and effectiveness system.

Acknowledged the challenges in the implementation timeline and considered extending the timeline to allow KY an additional year before full scale implementation for accountability purposes.

Provided clarification on the use of local Title II funding to support research-based strategies for improving educator effectiveness.

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1. Only CTE students can earn Career Readiness because:a. Only CTE students can earn the required career/technical requirements

of KOSSA and Industry Certificates.b. Testing of non-CTE students with ASVAB and ACT WorkKeys is

acceptable, but those students won’t be able to earn Career Readiness in the accountability system.

2. How will the data collection be fixed for CTE students? KDE is working on a fix in the TEDS system with the hope of having it

operational by summer 2012. a. TEDS will add two new screens: ASVAB and ACT WorkKeys.a. All KDE data will be loaded into TEDS for local district review and

quality control.c. Districts will have the ability to add missing data into TEDS.d. TEDS data will be sent to the accountability system.

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Kentucky Department of Education: Career Measures Definition College Ready, Career Ready, and College AND Career Bonus

College Ready: Must meet

benchmarks on one of following:

Career Ready: Must meet benchmarks for one requirement in Career Academic area and must meet one requirement in

Career Technical area.

Bonus - College AND Career Ready: Must meet at least one from College Ready and

one from Career Ready Technical.

College Ready  Career Ready

AcademicCareer Ready

TechnicalCollege Ready

AcademicCareer Ready

Technical

ACT  

Armed Services Vocational Aptitude

Battery (ASVAB)

ACT Work Keys (Applied

Math, Locating Information, and

Reading for Information)

Kentucky Occupational Skills

Standards Assessment

(KOSSA)

Industry Certificates

ACT or COMPASS or KYOTE

KOSSA

COMPASS  

Notes: (1) By meeting the college ready academic definition, the student does not have to take the additional tests of ASVAB or WorkKeys for the bonus area. (2) For accountability purposes, the bonus shall not allow the readiness percentage to exceed 100 percent.

Industry Certificates

KYOTE

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In December, Kentucky was awarded a grant under Phase 3 of the Race to the Top (RTTT) Grant program. Kentucky's grant award is $17, 037,544. Just over one half of the grant ($8,537,544) will be awarded to local districts based on each district’s share of Title I funding.

In order to receive its portion of the RTTT funding a district will be required to assure the following: The district has a plan in place that describes how the district will

implement the various elements of the CIITS and will use RTTT funds to ensure all elements of the CIITS are implemented.

By 2015, all educators in the district will be using the CIITS system to make instructional decisions and to ensure quality professional growth and educator effectiveness through the elements of the system, particularly the formative assessment and Educator Development suite, which includes professional development resources.

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In December 2011, OpenEd Solutions presented to the Kentucky Board of Education (KBE) a report titled "Digital Learning 2020". The report was delivered to the KBE as an informational item. It outlined 11 recommendations related to various aspects of digital learning. While the KBE did not take any action on the bill, staff recommended that the following three of the recommendations be the focus for any legislative action: Make the shift to more digital instructional resources and away from a

focus on only printed textbooks. Move KDE away from the role of provider of digital learning through

the Kentucky Virtual School to that of a regulator of digital learning services to be provided by outside vendors.

Modify the funding formula so that a small portion (5-10%) of the formula be performance-based rather than based on Average Daily Attendance (ADA).

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