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USD 232 leading Johnson County
Tuesday, December 10th, 2013

 

2013 School Report Card Debuts New Annual Measurable Objectives

USD 232 Leading Johnson County

The Kansas State Department of Education (KSDE) released its first look at the 2013 Kansas School Report Card achievements based on the four Annual Measurable Objectives (AMOs) approved through the Elementary and Secondary Education Act (ESEA) Flexibility Waiver. The new system provides Kansas a multi-dimensional look at student achievement based on academic performance, academic growth, proficiency gap reduction and reduction in the percentage of students scoring below proficiency, rather than the single percent proficient previously used known as Adequate Yearly Progress (AYP).

 

USD 232
Based on the most recent Annual Measurable Objectives, USD 232 is among the top performing school districts in Johnson County - first in Reading, second in Math, and second with the average ACT Composite Score.

 

"We are proud of the outstanding academic results achieved by our students and the equally impressive efforts of our staff whose remarkable commitment made these results achievable," said Superintendent Doug Sumner. "While we are thrilled to celebrate this success, our efforts to meet increasingly rigorous standards will continue as we maintain our focus on preparing students for College and Career Readiness. While the road ahead will require even more from us, the strength of a highly engaged student body, innovative staff and a supportive community provide confidence that our efforts will continue to yield positive results."

 

READING

 
 

District/Entity

% Proficient

1

De Soto USD 232

96.5

2

Gardner Edgerton

96.4

3

Blue Valley

95.6

4

Olathe

93.7

5

KC Catholic Diocese

93.5

6

Spring Hill

90.6

7

Shawnee Mission

90.5

 

Kansas

85.7

 

 

MATH

 

 

District/Entity

% Proficient

1

Gardner Edgerton

97.0

2

De Soto USD 232

94.5

3

Olathe

91.4

4

Blue Valley

91.4

5

KC Catholic Diocese

89.6

6

Shawnee Mission

88.3

7

Spring Hill

84.1

 

Kansas

79.5

 

ACT Scores

 
 

District/Entity

ACT Average Composite

1

Blue Valley

25.0

2

De Soto USD 232

23.7

 

KC Catholic Diocese

23.7

 

Olathe

23.7

5

Shawnee Mission

23.6

6

Gardner Edgerton

23.0

7

Spring Hill

21.9

 

Kansas

21.8

Achievement Measures

The Assessment Performance Index (API), the new accountability system, awards successively higher points each time a student moves into a higher proficiency level rather than focusing only on those students who could be moved over the proficiency line established by No Child Left Behind.  The API is calculated by assigning points to each of the top four proficiency levels in fixed and equal increments of 250 points.  At the lowest performance level (Academic Warning) no points are awarded, Approaching Standards awards 250 points, Meets Standards awards 500 points, Exceeds Standards awards 750 points and Exemplary awards 1,000 points.  Therefore, a school can earn up to 1,000 points for each student who advances from the lowest proficiency level to the highest proficiency level. The point increments are uniform so that there are no incentives to focus exclusively on those students at the threshold of proficiency, while neglecting those at the very bottom and the very top.  Schools are rewarded for maintaining students at the highest levels possible. 

 

 

Student Growth Measures

The Student Growth Percentiles (SGPs) model adopted by Kansas will measure each student's academic trajectory on state assessments. The model uses easy-to-understand percentiles and offers realistic year-to-year goals for each student. Based on the SGP model, Kansas has established a Growth AMO target that requires schools to fall within the top half of the distribution of all school growth medians in order to meet the AMO target.

 

Gap Reduction Measures

Achievement gaps in Kansas will be identified by comparing building and district performance against a state benchmark.  Both building and district performance and state benchmarks will be calculated by using the API.  Gap calculations will be performed separately for math and reading. State benchmarks for math and reading are based on the building scoring at the 70th percentile on the API, which was determined to be an ambitious but achievable level of performance for all buildings and districts.  This benchmark is then compared to the API score for each building and district's lowest performing 30 percent of students. The difference between the state benchmark and the lowest performing 30 percent of students in each building can then be ranked and used to identify those schools which have the most pronounced state-level achievement gaps.  This system provides each building and district with a customized Gap AMO to know the progress they must make each year.

 

Reducing Non-Proficient Measures

The goal of the Reducing Non-Proficient AMO is to help schools chart their progress towards reducing the number of non-proficient students by half in annual increments spanning six years. Separate proficiency AMOs will be reported for the All Students group and all identifiable subgroups at the building, district and State levels. Reducing Non-Proficient AMOs will be reported separately for math and reading assessments.

Under these new measures, it is expected that schools will achieve at least one of the four AMOs in reading, at least one of the four AMOs in math, assessment participation must be greater than or equal to 95 percent for All Students and all subgroups, and at the high school level, must make graduation goals for All Students and all subgroups.


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