State Assessment Results

State Assessment Results
Posted on 10/01/2019
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Superintendent Danny Adkins announces the assessment results for Floyd County Schools.

 

Superintendent Adkins comments, “As I’ve said several times since I’ve been superintendent, we will use assessment results to help us get better. And that’s what these results are; guides to areas where we may want to focus on a little more.”

 

Kentucky’s accountability system gives a school/district an overall rating of 1 to 5 stars. By design, few schools/districts will receive one star and few will receive five stars. The state of Kentucky rates three of five stars in elementary, middle and high school levels.

 

Inside the star rating system for the 2018-2019 school year, there are five components:

  • Proficiency Indicator (proficiency in reading and math)
  • Separate Academic Indicator (performance in science, social studies and writing)
  • Growth Indicator (how students grew in reading and math on the state assessment with ACT for high schools),
  • Transition Readiness Indicator (having a high school diploma and being ready for college and/or career)
  • Graduation Indicator (High school only), the percentage of students who graduate on time (the percentage who graduate in four years and five years compared to the number that began high school together)

 

Superintendent Adkins comments, “We have 11 schools and 16 ratings as each elementary and middle in our K-8 schools get separate scores. We also have the overall district scores reported and the number of stars per school/per level and the district rating per level.” Adkins continued, “With all that, we have received a 2 star rating for all three levels (elementary, middle and high). Overall, our middle schools are doing somewhat better as four of those (AES, DACE, JMS and SFES) represent our six schools receiving three star ratings. Our high schools are showing the lowest scores and our elementary scores vary from school to school.”

 

Adkins continues, “We’re intentionally not pointing out specific schools because we want to focus on growing. If you look at just about every school and every level in the Growth Indicator, we do not fare well. So we are focusing on growth this year. And growth is based on kids’ performance levels getting better. So we are going to get better for our students.”

 

Adkins clarifies, “What does getting better mean? You could say we are getting back to basics. We are going to focus on making sure we are teaching our new standards at the appropriate level, especially in math and science. We’re also going to make sure that the science and social studies content we teach in all grades is at the right level.”

 

“We, that’s the district leadership and school administrators, are going to grow in instructional leadership. Then, we are going to ensure our teachers are encouraged and supported to grow through instructional feedback,” Adkins explains. “We are already revising curriculum maps and we have instructional consultants who are going to schools and supporting teachers about interventions. We are planning an intentional instructional coaching focus at our leadership meetings so that our school leadership teams can better support their teachers. There is no “gotcha;” there is no “this school is better than that school because of test scores;” and there is no goal of having a certain test score. There is only this – we will grow and get better for our students. Period. And this data helps us see areas where we may need to put more focus.”

 

Commenting on some of the negative results, Adkins says, “Don’t think we are ignoring things because we’re not. We have some specific areas at a few schools that make them a priority. There are significant gaps in student performance for students with disabilities at three of our schools (DACE middle grades, PES and PHS) and we will continue analyzing the data to find the root cause so we can address it, grow and get better for students. Comprehensive Support and Improvement (CSI) schools are selected based upon the bottom 5% of student performance and the state estimates that about 50 schools will be CSI every year. We have a school labeled CSI; that’s the elementary part of DACE and it will be a focus for us. Again though, our plan is to identify the root cause, address that need/deficiency, then grow and get better for students.”

 

Adkins ended saying, “Would we like to have 5 stars in everything? Of course, we would. I think everyone wants to be at the top, but our focus, our intentional focus, will be on getting better, on growing so that our students get a better education and have more possibilities and opportunities available to them. We aren’t focusing on scores; we are focusing on growing and growing students.”

 

 

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