(FRANKFORT, KY) – Members of the School Curriculum, Assessment and Accountability Council (SCAAC) discussed new prototypes for the Commonwealth’s assessment and accountability system during the council’s meeting on July 16.
Commissioner of Education Robbie Fletcher said one of his top priorities is a new assessment and accountability system that the Commonwealth can be proud of, and he’s excited to continue the work of the Kentucky United We Learn Council.
The Kentucky United We Learn Council has been tasked with developing new systems of assessment and accountability following the 2021 formation of the United We Learn vision, which focuses on vibrant student experiences, encouraging innovation and collaborating with the community.
“There are aspects of each prototype that I'm sure many of you will say, OK, these are things that we really think will work. These are things that are going to impact instruction,” Fletcher told SCAAC members. “More importantly, this is going to impact the experience that our students have on a day-to-day basis.”
Fletcher stressed that school leaders should not view the two prototypes as mutually exclusive.
“You're going to see aspects that you probably like in prototype one that you think would work really well in prototype two and vice versa, because that's the approach that I'm taking with this,” he said. “And hopefully along the way, after input from SCAAC, input from various advisory committees, input from our superintendents, we'll come up with … a prototype three that everyone's feeling good about.”
The first prototype is an accreditation-style model that would allow for ongoing collection and submission of evidence of learning throughout the school year. In this model, schools would submit evidence to an external evaluator and the local board of education and receive ratings on rubrics with feedback for improvement.
The second prototype values vibrant learning experiences. This system would focus on making sure students, families and communities are engaging in “authentic, joyful and relevant learning opportunities.” This system also allows students to be creative in their learning and applying their knowledge and skills through their personalized projects and experiences.
There are policy considerations for each of these prototypes, said Jennifer Stafford, director of the Kentucky Department of Education (KDE) Division of Assessment and Accountability Support. She said there are considerations with school finances and support efforts as well.
Part of the discussion among SCAAC members about the prototypes centered on student defenses of learning and how they fit into the accountability model. Student defenses mimic real-life situations – such as work presentations – and provide an authentic deadline and audience. Typically, students discuss several aspects of their education, ranging from details about their lives to what they’ve accomplished in school.
Stafford highlighted the defenses of learning from students in 5th grade, 8th grade and 12th grade which were discussed at the Kentucky Board of Education meeting on June 5.
“They were so eye-opening and informative,” she said.
Artavia Acklin, a member of the council who is a school principal in Shelby County, said she has seen vibrant learning experiences through the elementary and middle school levels and the defenses of learning are something students have been able to develop naturally, so incorporating them into the accountability system for all levels should be doable.
“We're reflecting all day, every day, and so it's quite possible to do it at elementary and middle and have it be successful,” said Acklin.
Martha Emmons, a SCAAC member from Paducah representing the business community, said she likes the vibrant learning experiences included in the prototypes. She said they sounded like the experiences her children received in extracurricular activities that propelled them to be successful adults.
“I've seen so many children who were floundering in the classroom who picked up something they had a gift in, whether it was photography, and started doing demonstrations,” she said. “Or maybe it was pet care or leaf collecting, and then their reading is enhanced because they want more information.”
KDE will continue gathering feedback from superintendents, advisory groups and other education stakeholders in advance of the Kentucky United We Learn Council’s next convening on July 29 and the next Kentucky Board of Education meeting on Aug. 7-8.
Online, virtual and remote learning programs in accountability and reporting
SCAAC members also discussed and voted to recommend amendments to Kentucky regulations on accountability administrative procedures and guidelines and related to online, virtual and remote learning programs.
The amendments to 703 KAR 5:240 are the result of the addition of full-time enrolled online, virtual and remote learning programs as defined by 704 KAR 3:535.
There is currently no method under existing state law for attributing accountability or reporting for students attending these types of programs.
The proposed amendments to 704 KAR 3:535 would require these students to be enrolled in an accountable school and their accountability to be attributable to that school in accordance with other accountability guidelines.
In other business:
- SCAAC members voted to recommend amendments to 704 KAR 3:305, minimum requirements for high school graduation, following changes from House Bill 535 on civic literacy;
- SCAAC members voted to recommend amendments to 703 KAR 5:080, the administration code for Kentucky’s educational assessment program, adjusting guidelines for test administrators to account for online testing and other proposed amendments; and
- KDE Office of Teaching and Learning staff members provided an update on the routine review and revision process of the Kentucky Academic Standards.
The next SCAAC meeting is scheduled for Sept. 17.
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