November DAC Webcast

Jennifer Stafford: Good morning and welcome
to the November DAC Monthly Webcast. I’m Jennifer Stafford the Division Director in the Division
of Assessment Support. With me today is Jenni Larkins. Jenni is newly promoted to a consultant
two position. So she’s going to have some more responsibilities.
Congratulations Jenni. Jenni Larkins: Thank you. I’m honored. Jennifer Stafford: And also
with us today is Pam Powers Systems Consultant IT taking your questions. If you have any
questions. Please email DAC info at education dot KY
dot gov. We’ve got a good agenda for you today, the first we will talk about is the upcoming
2018-19 testing plan. After we talked through the testing plan for
this year. We’re going to look at some early graduates. And ordering of end of course materials. And
Jenni, we were actually able to release those this week. So we were really glad that we
were able to provide you those directions to order. And we’re not late, we are meeting deadlines
for an upcoming test window for those early graduates. So
we have information to share with you with about our early graduates and end of course
testing. We want to remind you also that the accountability regulation is open. It opened
in October. I’ll provide you some updates about our growth
indicator in the public meeting that we did have in October. Finally, we’ll talk through
the 2018-19 planned accountability. And then as always we’ll take your questions
and answers. Let’s begin with our 2018-19 assessment plan.
For the upcoming school year, we plan to provide assessments both in elementary, middle and
high school in reading, math, science, social studies, On demand writing, as well as, the college
admissions exam. Now, for our reading and math, three through eight assessments, those
are the same assessments that we have been giving now, since 2012, on the same standards. So
the reading and math standards are going through revision. However,
those new assessments will not be until future years when those standards are approved. So for this year, the 2018-19 the testing
plan for reading and math are on the current standards that we have. So we want to make
you fully aware that the standards for our reading
and math are the standards that are currently in place. For science, we do have standards that were
adopted the Kentucky academic standards and science; and those will be tested as they
were last year in 4 and 7 operationally. In grade 11 we will have an operational science
assessment for high school students. Now, what we mean by operational is that the assessment will yield student performance
levels. So when operational assessment in grade 11, for science will be administered
this coming spring. Now you recall that we have field tested science in high school the past two years.
In 2017 and then again in 2018 we assessed science. We assessed once doing an integrated approach,
which is a summative assessment that takes into account multiple content areas such as
Earth, biology and other content areas assessments. We also field tested a biology end of course
assessment in high school and grade. And so what we’re going to do for this operational
assessment are to combine those Into a test form that will be operational
in a summative assessment. That summative assessment will be at grade 11 for our high
school students in science and be a summative approach. Now, we do have a draft of a science blueprint
for grade 11; we were really hoping to have that for you today and to be able to send
that with the special email this morning. However, it needed some just some final approvals before that. So Pam, I think that
we have some some really good opportunity here and we think that it is going
to be posted very soon, this week, and if not definitely next week. So please look forward
to receiving the blueprint with the updated science assessment
at grade 11, as well as 4 and 7. So we will have those for you just as soon
as those receive the final approval. For social studies we will continue with our assessments
at grade five and eight and recall that at high school social studies assessments will be created once new standards
are adopted, and the standards move through the process. So for the social studies it will be assessed once
we do receive new standards. On demand writing again will be at grades 5 and 8, and it will
be also at grade 11. This past year, we did have an on demand writing
at grade 11. However, that was not included in accountability for the 2017-18 but it will
be operational and include playing to be included in accountability for high school students. Then finally on your slide, we have the college
admissions exam. That college admissions exam, we’re able to announce that ACT did win that
contract and currently, it still has grade 10 students being assessed. At grade 10 and for the college admissions
exam. So the ACT. So,. We are moving forward with our trainings on
ACT. Those are scheduled for the end of this month – November 27th and 28th. Jenni will
be there, and she will be part of that training. At that time. So at this point, we still have
not received funding for grade 10 ACT We’re, our commissioner is continuing to advocate
for that funding. So, Until we have a firm answer about the ability
to fund grade 10, we will continue with the grade 10 students being tested with the ACT,
but again, that’s not a final decision, and we
will update you as soon as we know that for sure. One piece I did want to highlight for
you is the. Green highlights in the specific cells indicates
that these are proposed assessments that will be online. So, when you see the green highlights, for Grade 10 reading and math, as well as, grade
11 science and on demand writing, those assessments are planned for spring 2019 to be online. So, we had such a good field test last spring with our high school
on line. We used the Pearson product of Test Nav, and it went, so well and we feel
that Kentucky schools at the high school level are ready for online testing. So these assessments
will be provided online. And there will be paper assessments and paper
formats for our students who are special needs. Now, I wanted to spend just a few moments
before we move on about the reading and math at grade 10. So,
the field test, it is going to be field tested, these are in preparation for an operational
assessment beginning in the 2019-2020 school year. So, those two assessments
are the assessments that if you have been. Keeping track of the graduation requirements
could lead to the operational assessments that are required for our students to meet
a benchmark in order to graduate. So these two tests at grade 10, the reading and math, are
the field test on current standards that could lead to that summative assessment that are
currently proposed to be a graduation requirement. Now, whether or not those assessments are
used for graduation requirements, we do have to have assessments. So our students will have to
be assessed in reading and math regardless, if it is used for graduation requirements
are not. So these two assessments at grade 10 in reading and math. are moving us toward those operational assessments
in reading and math, and again, those will be summative assessments. In reading obviously,
it’s in grade 10, it will incorporate standards from English
one and English two, and then for the math at grade 10, it will incorporate standards
from algebra two, excuse me, algebra one and geometry. So, at grade 10
math it will incorporate standards of algebra one and geometry. So, notice that editing mechanics will also
be included after new standards are implemented. So those standards that are moving through
the process of approval now will be implemented and after new standards. So the editing mechanics
will be assessed once that happens. Now, impacting this spring’s assessment are
a few RFPs or request for proposals. Those requests for proposals include the elementary,
middle, and high school summative assessment. So the test that we are just talking about
that will be administered this coming spring, we have bids out for those. We have a released
that RFP back in the early fall late late summer early
fall and we have received responses back from vendors. Now we had a group of people that
came to evaluate the proposals from the vendors,
and that did include internal staff as well as staff from our districts. So we had a really
good group of technical advisors. We had a good group of evaluators that did
include two DACs, two of our district assessment coordinators, as well as a DoSE and a technology
coordinator. So we’ve had a really good engaged group of
individuals who were part of that evaluation and technical panel so we are looking forward
to finalizing that contract for the upcoming
spring assessments. Three other RFPS that are in a process are
for our psychometric services as well as the third party check and our test security vendor. The psychometric services, we do not as a
agency, hire a psychometrician. directly. What we do is, we contract that
out, and we are looking for a vendor to provide the psychometric services. So we will have
to go through the bid process; it will be the same will have evaluators and technical
advisors on the psychometric services contract that
will evaluate the vendor proposals for that one. The third party checks, what they do
is they verify, and provide guidance to the agency in multiple
ways and in the development of our standards, in our
accountability system and the scoring process. There’s a lot of technical assistance that
we look for both through our psychometric contract as well as our third party check. The final R F P there, is the test security
vendor. Now previously, we have gone through our main assessment provider, Pearson, to
do the third party check or the test security check. These are checks
that we would look for student in erasure’s, wrong to right answers, and so forth. So we’ve
gone through our Pearson contract for those services. Moving forward we will look to a independent
contractor to provide those services directly to the agency to work with our main assessment
vendor. So those are our three contracts that will
impact this upcoming spring assessment. Let me pause there cause that was a lot of
information about our upcoming spring assessment and turn to Pam to see if we have any questions
and I… from the way she’s smiling, I bet we do. Pam Powers: Yes, Jennifer we do. Quite a few things that come in around the
high school assessments. And I know you covered these standards that
would be covered in the field test but several people miss those could you repeat those what
we’re going to use in reading and math. Jennifer Stafford: Absolutely. The current standards that we have in place
and adopted are the standards that will be used for the
field test. So the current standards that we have been testing at grades 3through 8 will be utilized as well
as the current standards in high school. So we’ve talked about multiple times the fact
that there are new standards for reading and math and there’s
other standards that are going through the process too. That, like health and PE, Practical Living.
Thank you. There’s others are going through the process to be adopted; they’re not adopted
yet. So we’re not developing an assessment on those until those standards
are adopted and fully in place. So the standards that we have now are the standards that will be used to develop
those field tests. Pam Powers: We also have questions coming
in about what do we know, what the format of this field test in grade 10 will be like
– what would be doing multiple choice, constructive response, multiple selects – Do we have any
idea what that is? Jennifer Stafford: Sure that it will be multiple
choice and extended response. We will provide more detail more finalized
details when we go into our February DAC trainings. Those are scheduled, and we’re looking forward
to seeing all of our DACs and some of our BACs at those trainings, so we’ll have more specific detail at that time. And, hopefully,
we will have the vendor on board. So then we will give you some very detailed directions. Pam Powers: So grade 10, will these assessments
in grade 10 become a part of the accountability system? Jennifer Stafford:The field test do not yield a performance level for our students.
So obviously, if the student is not provided a performance level of novice, apprentice,
proficient, distinguish; the field test is not included in accountability. Eventually, once we do get to operational,
these tests will be used for school accountability. Yes, in the meantime, this past year 2017-18 and this upcoming year for 18-19 we are using
the ACT reading and math scores. So we’re transitioning having the use the ACT reading
and math because we don’t have the operational reading and math because it is field tested.
So once we get to an operational assessment in reading and math, a summative
assessment, we will not use ACT for the proficiency indicator but will use the grade 10 reading
and math for our proficiency indicator. Now ACT will still be utilized in the system
for transition readiness. Pamela Powers: And a question has come in
about our online testing, will there be any chance that
we can do paper pencil more than just our accommodated students? Jennifer Stafford: For the online testing
there will be a limited amount of paper, we are looking forward to having our vendor on
board, and providing you more detailed direction in our February DAC training. But the field test this past spring, in spring
of 18 with our field test on test Nav, went so well that are high schools have demonstrated
that they can accomplish quite successfully online testing.
So it is a direction that we’re moving with high school this year, and in coming years,
we will look to move to online testing for our elementary and middle schools also. Pam Powers: On Monday they received an email
to ask their BACs to complete an online testing survey. Are we considering online testing
for this year for our elementary and middle schools? Jennifer Stafford: This year the testing that could possibly be online
is our high school at our high school as a in the slides here, you will see that the
online testing is at high school at the high school level. You see that green shading indicates
that it is online testing. Now, the only option,
I believe, is for ACT there is on line testing options
for that college admissions exam. So in the training that I mentioned earlier that Jenni
is going to be at November 27 and 28th your test coordinators will hear more detailed
directions about online testing for the ACT. There is going to bring a lot of possibility
and options for make up testing grades 3 through 8 for 2018-19 and in the recent or the upcoming year will be paper
pencil, but we are doing some research to take elementary and middle schools online
in the future. Pam Powers: OK. So let’s clarify one more
time with the ACT. Once the reading and math test go operational
for grade 10 we’ll no longer use the ACT for proficiency. Is that correct? Jennifer Stafford: That’s correct. So, during
this transition period, while we don’t have assessments at high school for reading and
math, we have to provide scores for reading and math to be used in
accountability. The only other assessments that we have at high school is the ACT and
so the ACT will be used again, this year – reading and math for proficiency.
The plan moving forward then is to use the grade 10 reading and math assessments, when
they become operational. for the proficiency indicator. Pam Powers: OK, and the last one at the moment. Do we have any ideas on spring testing dates,
will this change because of the field test or online testing or anything different from
our last 14 instructional days? Jennifer Stafford: Again, we are working with
the proposals that have been provided by our vendors to secure a vendor to provide those assessments. And,
when we have those pieces that contract in place we’ll know more. But we are looking
right now at the last 14 days. Now, you may recall at the June board meeting,
I want to say June 2018, our Associate Commissioner Rhonda Sims went to the Kentucky Board of
Education and asked them for their consent or approval to expand that last
14 days to open that window a bit so that we could
pursue online testing. And at that board meeting, the Kentucky Board of Education did approve
the expansion of the testing window to accomplish online testing. So, there will be some flexibility
in that, the specific details We can’t give you today. But we will provide some additional
details in February once we get the vendor on board. Pam Powers: We have a little bit of confusion
out there. When we mentioned the ACT at 10th grade and
then we’re talking about the field tested 10th grade are those different tests, the
same test – could you clear up the confusion please? Jennifer Stafford: Absolutely. So let’s put
this slide back on the up on the screen for the testing plan. So you can say for grade
10 there are three different assessments possible. So at grade 10 you have
a field test in reading and the field test in math. These are field tests of the current
standards that could be operational in the future and part
of the graduation requirements. Also, on the slide, you will see for grade
10 that we have the ACT. The current contract with ACT does include testing at grade 10
and 11 for spring 2019. However our Commissioner is continuing to
seek and secure funding for that. Grade 10 is not completely decided at this point. However, it will be
administered if additional funding is secured by the Kentucky Department of Education. So
from this slide. You can see that grade 10 Will have two field tests and potentially
have the ACT as an assessment for this spring. Pam Powers: That looks like we’ve covered
all the questions now. Jennifer Stafford: Good. And if there are still lingering questions
out there, please email Pam at dacinfo at education dot KY dot gov, and she can respond,
as well as we can respond too. Let’s move on now to our end of course exams
for early graduated, and Jenni was quite pleased when that final approval was given, and we
were able to share the directions. We have been waiting for that. And we were
glad to provide those directions. Jenni Larkins: We have. I was very thankful to be able to
include that in the Monday email this week with the possibility of being able to order
those exams. Many of you’ve been asking for quite some
time and we did put out the guidance document that lists all of the instructions. It’s pretty
simple. It’s through a report in infinite campus that will talk about. But these end
of course exams are available for all four courses that we’ve used Algebra II, English II, Biology, and U.S.
history, and they are available for those early graduate students this year. And then
we have a little contract with ACT that says that we can use them again next year, if it’s necessary to do that. The
graduation requirements are being discussed and even if they are approved, we still maybe
using those next year just for those early graduate students more details on that. But
the contract does allow us to use these again next year
if necessary, so that we won’t have to go through this delay and not being able to order
until a later time. And so forth. Now, as a reminder, these early graduate students,
when we say that we’re not talking about students that are able to graduate early just simply
because they’ve earned enough credits to do so or students who maybe are graduating the
cause of a hardship. They are for students that are actually in
the early graduation program those students who have signed an agreement with the district
that they are going to graduate in three academic years
or less, they are flagged an infinite campus as early graduate students, and they have
that signed intent form. So not just any early graduate student and emphasizing that because
we still have folks that try to order exams for those students
under those other conditions. We have three Windows for you to test for
the early graduate EOCs, and we’ll talk a little bit about how you can use those windows.
These are almost identical to what they were last year, we will have one in December, one in late February or early March, and then
a third late April early May. And schools may use these to meet the needs of the students.
We’re trying to be really flexible here. You don’t have to you, if you have a student
that needs to take three exams, For example, you don’t have to have the student test all
three exams in the same window. So perhaps you have a student that took biology last year and they need that biology EOC. They can take
that in test window one if they’d like. But perhaps they’re in the U S history course
right now and they don’t want to take the U S history until test window three, that’s
perfectly fine. You just need to indicate which window the student wants to test in
on that report in Infinite Campus. So again, you don’t have to have your students
test all of their exams in the same window, you select which exams they need an which
window you would like them to take those exams in and just indicate that on the report, and
if you have any questions, just email me and I’ll be glad to help you work through any
issues like that. Again, that report is run through infinite
campus. It’s an ad hoc report the directions for doing that are in that order guidance
document that you see linked here on the slide, it was also provided in Monday’s DAC email. We’re asking that you get your order in before
November 15, so that we can have your materials ready, especially for that first window. Because
that’s going to go out the week right after Thanksgiving; the materials will be shipped
to you. And, if you need accommodations, we only have
paper materials available for standard administration. So, there won’t be any accommodated materials
to order. You can provide extended time and have a human
reader or human scribe. You can do behavior modification. And that kind of thing, but
there’s no special ordering for accommodated materials. There are other pieces of information in that guidance document
when you open it. So, the ordering instructions are in front and then we have included some
information on how you receive scores and we’ve included an FAQ section in the back
for all the little details that you might be wondering about. And then finally,
we have included a retake policy for students who might need to retake an exam; and it’s
not for the students that may just score low on an exam. So if you have
a student that scores novice on an EOC exam that’s probably not the student that we’re
talking about. In fact, you may review that student’s participation in the
program, if they’re scoring novice on these exams, because that might be an indicator
they’re not really prepared for this program. But these are for those students that have
unique circumstances that might have lead to them performing poorly on just one
exam or that’s not typical for them. So that policy an application are also included in
the document. And if you have any questions about that you can email me or we can look to Pam now
to see if you’ve had any questions while we’re talking. Pam Powers: No questions on this topic, so
far. Jenni Larkins: OK. Thank you. Alright, I’ll turn it back to Jennifer,
then. Jennifer Stafford: And let’s turn our attention
now to accountability. Last DAC monthly webcast, we announced that the accountability of regulation
270 was opened at the Kentucky Board of Education meeting. And at their October meeting. They did talk specifically about the transition
readiness indicator of academic readiness and career readiness and the use of dual credit
in that indicator. As you recall from our discussion in October
the proposal is to change the requirement of a student in dual credit from receiving
a B B as in boy to a C for inclusion in meeting the benchmarks of dual credit. So
that has opened the door to other possible adjustments
to be made. So that the Kentucky Department of Education is going to hear possible other
changes at their December meeting to the accountability indicators. So, just as a reminder this tentative timeline
would put the public comment period on the 2 70 regulation sometime in January. So we’re
looking forward to moving forward with this possible amendments
to the regulation and expected to be effective for this school year. So any of the adjustments
or amendments that would be made, it is anticipated that they would be effective for this school year accountability. Now specifically,
one indicator that has gotten a lot of discussion is our growth indicator. I announced last DAC webcast that we were having a public hearing
on the 24th. Well, that meeting did occur and we had a wonderful group of people that
were highly engaged in the discussion around growth. Our Commissioner did come and speak with the
participants and gave his support of growth moving forward and their recommendations to him. The working group discussed several scenarios
with growth. They started the day with thinking through what characteristics that they would like to see in a growth measure. They also
discussed the importance of growth as well as the strengths and weaknesses of each of
the different types of models, the growth models. Brian Gong from the Center For Assessment
did facilitate that meeting, and at the end of the day, they were discussing three possible
scenarios – one was a student growth percentile measure and the other two were a Um. Difference between their classifications. So for example, if
a student move from novice, low novice to high novice, or from high novice to low apprentice
and things, so they were looking at three different scenarios. At the end of the day, we felt like that we
needed more conversation, because it was a complicated measure in the details are immense. So, we wanted to bring the group back together
and allow them more time to consider their recommendation. Now during this time frame
between then, we’ve gotten several emails and people are thinking about growth and quite
excited about the direction that the growth indicator is taking. Now we do have a second
meeting scheduled for tomorrow. It’s tomorrow, and
it is a public meeting. So if you are interested in attending that public meeting, you are
welcome to. It’s going to be here held here in Frankfort, and if you are interested in
the location please e-mail Pam. Now the members of our Working group on the growth indicator includes
superintendents, district assessment coordinators, principals, teachers, and a data management
specialist. So you can see here that we have a wonderful
group of people that represent the entire state. If you plotted each of these locations
where our participants came from, you would see that
it’s evenly distributed across the Commonwealth. So we are looking forward to tomorrow to hear
their continued discussion. We look forward to hearing their recommendation; and at the end of the
day, they hopefully will come to a consensus on what the recommendation will be to our
Commissioner. So that could impact our accountability. Both of those
two topics that our regulation that is in discussion right now. That includes this growth indicator discussion;
the workgroup could impact the planned accountability for this school year 2018-19. So looking at
2018-19 the accountability measures at this point,
include for elementary and middle school, proficiency in reading and math. And those
are the 3 through 8 and we’ve talked about those at length this morning and the standards
that are incorporated in those assessments. At elementary and middle, it would include
the separate academic indicator for science, social studies and on demand writing, and
then the growth. So this recommendation that the work group is discussing tomorrow could impact this or will impact this indicator
for our 18 19 school year. In high school we continue with the indicators that we have
but we are adding another one. For proficiency again, we’re using the ACT
for reading and math for again, this year. For separate academic indicator, the science
and on demand writing will be included. Again, we talked about the science assessment at grade 11 had been
field tested previously and will be operational this year as well as the on demand writing
will be used in the separate academic indicator at the high school level. The high school indicator of transition readiness
and graduation rate will continue to be used in 18 19. The two additions to transition
readiness will include dual credit, as well as, the exceptional work experience for our academic and career measures; and then the
English language proficiency will be included at the elementary and middle school in growth
as well as the high school transition readiness. Now,
scheduled to come into the accountability for 18 19 is transition readiness at elementary
and middle school; achievement gap closure at all levels and opportunity and access is expected to
be delayed until the 2019 20 school year. And there’s a lot of conversation currently
about the opportunity and access indicator. So again, there will be proposals discussed
at the Kentucky Board of Education meeting; at their December meeting. So please look
forward to those discussions, and we will have highlights for
you from that during our December monthly DAC webcast. Now we wanted to indicate to you which of
the assessments will be used for each indicator. So we’ve tried to do some highlighting here
for you, of what will be included in the accountability indicators at each level.
So with this shading, if you look at our legend to the bottom left, you will see that the
blue highlighting. indicates at elementary and middle school
that the reading and math three through 8 will be used for proficiency and growth. The kind of yellow highlighting will be used
for the separate academic indicator, and you will notice that at the high school level
you do have the science and on demand writing. Proficiency in transition readiness at the
high school will be that grade 11 ACT exam. Now, even if the grade 10 is administered it will not be used for proficiency. Let me repeat that. If grade 10 students take
the ACT, it will not be used for proficiency. However, it could be used for transition readiness if the students meet the benchmark. So the
grade 10 ACT assessment could do nothing but help the
student demonstrate readiness for post secondary. So again, the color coding, I hope this helps
you to communicate and understand the assessments in where they are included in each of the
accountability indicators. Now achievement gap closure at the elementary-
middle transition readiness may include reading, math, science, social studies, and writing.
But again, those are still in consideration. So, let me pause at this point Pam and see
if you have any other questions for either Jenni or I. Pam Powers: Well, could you reiterate, one
more time, the grade 10 ACT – will it or will it not count toward proficiency? Jennifer Stafford: So, if we can highlight
the slide, just one more time, we can put that up there. So, you notice that the grade 10. So, let’s look at grade 10 that
column that says grade 10 at the bottom, college admissions exam, you see the X with the asterisk
on there it is not highlighted in dark orange; it will not be used for proficiency.
And if you look down at the bottom left with the asterisk grade 10, if administered, will
only be used for transition readiness. So grade 10 ACT, if it’s administered, if
the commissioner secures funding for it will only help students demonstrate transition
readiness; it will not be used for proficiency. Pam Powers: We have another question, kind
of a follow up, with the ACT since we’re talking about both grades 10 and 11. Will we test
both on the same day? Will We have different days? Jenni Larkins: If we test 10th grade students,
for the ACT, they will test on the same day. Yes. Pam Powers: OK, we’ve had several questions
come in around high school separate academic indicator. We know right now we don’t have
a social studies test. So will the indicator be calculated without the social studies test
and then what happens when we do have a social studies test? Jennifer Stafford: Currently, for 2018-19 the separate academic indicator
at high school would include science and on demand writing. Those will be equally distributed
within the academic indicator at the high school level. Once we get a social studies assessment. Well,
first we have to have standards. We’ll have to develop an assessment for social studies,
we’ll have to field test it, then we’ll have to make it operational. Once all of those steps are in place, once
we have standards, we field tested the assessment and the social studies assessment become operational,
then at that time will social studies be included in the separate academic indicator at the
high school level. Pam Powers: OK, we’ve had a couple more come
in. This one is around achievement gap closure.
You indicate that it’s included this year, when we can we expect delivery targets for
the student groups for achievement gap closure? Jennifer Stafford: There is a lot of conversation
about the achievement gap closure indicator right now. It is a complicated measure and a complicated
indicator. It includes both gap to group and gap to proficiency as it’s currently written. We want to have
further discussions on that indicator and moving forward will have some discussion with
the Kentucky Board of Education on those pieces of the accountability system. So moving forward,
we will have training around the accountability system, specifically, and what all the accountability
system entails and then more detail once all of those big decisions are made by
the Kentucky Board of Education. Pam Powers: We have a little bit of confusion
over the bottom of slide 18. We list scheduled additional indicators for transition readiness,
achievement gap closure are list as scheduled, is there a chance that
they won’t be part of the 18 19 accountability? Jennifer Stafford: We have discussed multiple
times, the fact that all of the indicators are being reviewed. We’ve had such a. response on the growth indicator. We want
to make sure that all of our indicators are clear, are easily interpreted, are supporting, and easily understood by our
education community, as well as, our parents and students. So we’re looking at all of our
indicators and reviewing the complexity of each of those.
So, it’s scheduled to be in there again, we’re discussing those currently, and more discussion
will happen at that December board meeting. So we look forward to some clarity within this system. So that we have
a system that you can support, that you can easily communicate, both to our internal educators, and as well as to our parents. If we have
an indicator that people can’t explain or can’t understand, then we need to look at
that and take a critical look. So we are reviewing
all of the indicators, specifically growth, because we have brought the working group
in, and we’re really close to a resolution on the growth. We have these three indicators that are scheduled to go
in, and those are being reviewed. Pam Powers: That’s all for now. Jennifer Stafford: Well wonderful, we really
appreciate your questions today. We hope that we have provided a clear direct answers for
you and there is no, no uncertainty in your mind after today. So
if there is, please reach out to us for further questions. Our next scheduled December webcast
is December 13. Now that will be after the Kentucky Board of Education meets in December. So we’ll look forward to some updates at that
point. If we have more to share between now and then,
we will certainly do so in a DAC email, so please keep those at the top of your list
and we can we use those to communicate with you between our DAC monthly
webcasts. And do look for the science blueprint in this upcoming, in this upcoming thing. So we again appreciate
your time and attention in everything that you do for the students and for all of our
educators. We wish you a happy Thanksgiving. We hope
that you get to spend time with loved ones, with your families and enjoy some time away
from the office. We thank you again. And we will see you in

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