The results from the 2012-13 state accountability system have been released.
The Henderson County School District is considered Proficient. Henderson County High School is Distinguished/Progressing as well as a High Performing School/High Progress School. South Middle School is Proficient/Progressing. North Middle School is Needs Improvement/Progressing/Focus.
The elementary schools have various classifications:
East Heights and Niagara elementary schools are Proficient/Progressing; Cairo and Spottsville elementary schools are Proficient; Bend Gate and South Heights elementary schools are Needs Improvement/Progressing; and A.B. Chandler and Jefferson elementary schools are Needs Improvement.
The results indicate significant improvement district wide. In 2012, Henderson County Schools was in the 50th percentile of all school districts. A five point increase in the overall 2013 score elevated the district to the 83rd percentile placing the district among the top twenty percent (20%) in the state.
Henderson County High School showed noteworthy improvement. The ten point increase in the overall 2013 score advanced the school from the 55th percentile in 2012 to the 91st percentile in 2013. This monumental increase netted the school reward category honors as a High Performing School and a High Progress School.
Additionally, South Middle School’s approximate nine point increase in the overall 2013 score raised the school from the 53rd percentile to the 87th percentile.
Seven of the eleven schools are considered Progressing. Progressing means the school met the Annual Measureable Objective (AMO) that was set in 2012. If a school was considered Proficient or Distinguished
2012, the AMO was .5 point. If a school was considered Needs Improvement in 2012, the AMO was 1 point. Schools considered Progressing are: Bend Gate Elementary (+4.7 points), East Heights Elementary (+1 point), Niagara Elementary (+7.6 points), South Heights Elementary (+5.1 points), North Middle School (+4.1 points), South Middle School (+8.7 points) and Henderson County High School (+10 points)
With the move to national standards in 2011-12, the K-PREP tests are more rigorous and replace the Kentucky Core Content Tests which were given under the old CATS system in previous years. Students now experience more challenging curriculum, instruction and tests. Whereas the previous measure was that of basic proficiency in math and reading, the new measure is college and career readiness. Thus the new state testing system is aptly called, Unbridled Learning – College and Career Readiness for All.
In grades 3-8, the K-PREP test is a blended model of norm-referenced and criterion-referenced questions. The norm-referenced portion consists of multiple choice questions with results that use percentiles to compare our students to others in the state and nation. The criterion-referenced portion includes multiple choice, short answer and extended response questions written specifically for Kentucky’s new Core Academic Standards. The new test has a strict time limit which is approximately 40% less than time allotted in years past. The intent of the new standards and testing system is to better prepare our students for college and the 21st century workplace. It is projected that over 60% of future jobs will require some training beyond high school.
In grades 9-12 students take an end of course, final exam in English 2, Algebra 2, U.S. History, and Biology. These end of course exams count both as 20% of their final grade for the course and toward the high school’s state accountability score. These exams include two multiple choice sections of 45 minutes and a written portion, called constructed response, of 45 minutes.
The results give students a score considered novice, apprentice, proficient or distinguished in the subject area. All of the students’ scores feed into the larger school score. Schools and districts will receive an overall score on a scale 0 to 100. Scores will be sequenced from high to low by elementary, middle or high school level, and then divided into equal sections called percentiles.
The formula for those measurements includes the following elements: Achievement- student achievement on reading, math, science, social studies and writing tests Gap- how achievement varies among different groups (minority, special education, low-income) of students Growth- how much student performance improves in reading and math from one year to the next College/Career Readiness- number of students who hit the targets to achieve the required level of preparation for life after high school Graduation Rate- number of students in a regular education program completing high school on time
Elementary school scores are derived from Achievement (30 percent), Gap (30 percent) and Growth (40 percent).
Middle school scores are derived from Achievement (28 percent), Gap (28 percent), Growth (28 percent) and College & Career Readiness (16 percent).
High school scores are derived from Achievement (20 percent), Gap (20 percent), Growth (20 percent), College & Career Readiness (20 percent) and Graduation Rate (20 percent).
Based on the Overall Score and Percentile Rank, schools and districts will receive various classifications: Distinguished - schools and districts at or above the 90th percentile
Proficient – schools and districts in the 70th to 89th percentile
Needs Improvement - schools and districts below the 70th percentile
Progressing – met Annual Measurable Objective (AMO), participation rate and graduation rate goal
In addition to classifications, schools can also qualify for rewards and assistance categories:
Highest Performing – schools and districts whose scores are between 90th – 94th percentile, met student participation rate and graduation rate is above 60
High Progress – schools and districts that met AMO, participation rate and graduation rate. Has an improvement score in the top 10% of improvement
Focus – schools and districts that have non-duplicated gap groups scoring in the bottom 10% or have an individual group of students scoring significantly low
Parents/guardians will receive individual reports for their children. Results for schools and districts will be made available at the Kentucky Department of Education website: www.education.ky.gov on September 27, 2013.
Henderson County School Superintendent Dr. Thomas L. Richey commented, "The Henderson County School District has much to celebrate as we continue to move forward in College and Career Readiness for each child. Academic growth as measured by K-PREP has been significant, and teachers, administrators and support staff have accepted the challenge as shown in the recent testing results. We can only celebrate the success of our individual schools for a short time, and we must realize that much remains to be done. Change is inevitable, and we recognize that the educational challenges in creating a quality learning experience for each child do not wait. I am confident that we will continue to work tirelessly for our students’ success and consider the challenges of 2013-14 as opportunities to grow."
In looking at the data and upon reviewing practices put in place, school and district leaders determined strengths of the district and created a plan of action for improvement.
- School leadership embracing and leading the instructional program and culture of the school
- Using data at the individual student level to ensure each will be college and career ready Use of formative and summative assessments created through teacher Professional Learning Communities (PLC)
- Using textbook materials that are based on common core standards [rigor and relevance]
- Collaboration and monitoring between district administration and school principals
- Targeted and on-going professional development
- Students, teachers and parents performing to the challenge of increased rigor in our curriculum
- Continue parent partnerships through Superintendent Parent Advisory Roundtable, Commonwealth Institute for Parent Leadership (CIPL) training, projects, and involvement, and school and district content specific parent meetings
- Continue analysis of student work, common assessments, instructional practices across the district and collaboratively implement a plan of intentional focus on improving instruction
- Implement the new Reading, English-Language Arts textbooks and materials
- Continue teacher instructional practices networking and professional development (i.e. new science standards, on demand writing)
The results of the second administration of the Kentucky Performance Rating for Educational Progress (K- PREP) tests for Henderson County Schools are shown below for the district and each school.
Information provided by Danielle Crafton
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