Floyd County Schools District Assessment Results

Floyd County Schools District Assessment Results
Posted on 09/26/2018
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Floyd County Schools Superintendent Danny Adkins announces 2017-2018 assessment results.


Adkins comments, “We’re moving into a new accountability model and we’re thankful for a system that brings awareness to each student group at each grade level so that we can see where we need to focus to better serve the students of Floyd County. This year we don’t have an overall school score as we have in the past. It will be next year when we make the move to the five star rating system. However, we do have reading, math, science, social studies and writing as we have in the past, we do have growth, and we do have graduation rate. These scores represent students so when we talk about areas of strength or areas where we need to grow, we’re talking about how we’re serving our students and how they’re performing. This is our checkpoint and from here, we continue some things, revise some and try new approaches so that we are doing everything we can to provide opportunities for all students to succeed.”


Adkins states, “First, we want everyone to know more about the new system. Elementary and middle schools are measured on three indicators; Proficiency (0 to 125), which is reading and math, Separate Academic Indicator (0 to 125), which is science, social studies and writing, and Growth (-150 to 150) which is based on reading and math and has a table with specific assigned points. High schools have Proficiency (0 to 125) based on ACT instead of our state assessment and they also have Transition Readiness (0 to 125) which is the percentage of students who have a high school diploma and demonstrate Academic or Career Readiness. This replaced College and Career Readiness. The third factor for high schools is graduation rate.”


Adkins discusses the two new classifications for schools saying, “This year, if schools aren’t scoring above a certain cut score on all three indicators, they are labeled Comprehensive Support and Improvement (CSI) schools and that just means that these schools need more support. We’re happy to say that we do not have any schools in the CSI category. The other classification is Targeted Support and Improvement (TSI) and to be a TSI school, there has to be one or more student groups that are performing at the same level that all students in any of the lowest performing 5% of schools are performing. The group has to have at least 10 students per grade and there’s no set cut score like with CSI. These student groups include White, African American, Hispanic, Asian, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, Two or more races, English Learners, Free/Reduced-Price Meals, and Disability. TSI means that there needs to be more focus on a group of students so that those students can perform at higher levels. We do have one school labeled TSI for students with disability and that’s Prestonsburg High School. As soon as PHS found out, they started analyzing and implementing changes. The school has modified the schedule, made sure that students have access to resource and co-teaching classes, and are purchasing a program to help students practice mastery of math concepts. We have an experienced high school consultant working with PHS from the district level and will be offering more support as needed.”


In discussing new factors in accountability, Adkins says, “We have science scores this year from a new science test for elementary and middle with science scores continuing to be based on the ACT for the high school. We also have Progress towards English Proficiency for students in the category of English as a Second Language (ESL). This score is part of classifying schools, is part of Growth at elementary and middle school levels, and is part of Transition Readiness at the high school level. This is not an area where we have the required number of students per grade level yet although we anticipate it to be in the future so we want to know as much as we can now.”


Adkins comments on scores saying, “Proficiency for the district is 83.8 for elementary, 80 for middle and 47.8 for high school. These scores show us a need to increase our focus and support for our high schools. The Separate Academic Indicator for the district is 79 for elementary and 72 for middle. For high school, we have a district Transition Readiness score of 51.5 and this is another area where we’ll focus our support. Our Graduation Indicator for all students is the average of our four and five year cohorts and we’re pleased to report a rate of 95.8 although we won’t be completely satisfied until that number is 100.”


Adkins says that overall scores show, “Our elementary schools are performing at the highest levels with middle next and then high school. We’re also doing better in Reading than in Math so we’re looking at Math across all levels. We’re currently satisfied with our Social Studies scores but we’re going to focus more on science and writing.”


Adkins ends saying, “Every time I’m in schools I’m impressed with the level of instruction, the high energy and the learning environments that are cultivating student curiosity in these buildings so I know we have what it takes to improve the areas where we need improvement. We’re going to focus on kids getting what they need to succeed. We’re working on improving our assistance to schools and getting kids ready for transition to the world after being a Floyd County Schools student. We appreciate the support that parents and community members have given us in the past and ask that they continue to partner with us in giving our kids the best education and the best tools for future success.”



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