Proficiency Delivery Plan

Published: 5/3/2013 8:30 AM

The Proficiency Delivery targets provide schools and districts with the annual progress needed to meet their 2017 Proficiency Delivery goals. The overall Proficiency Delivery targets and goals are created based on the combined percentage of students scoring proficient or higher in math and reading. Delivery targets and goals are provided for all schools, although state- and district-level progress is tracked only for students in grades K-8. Data in this table refer to the Kentucky Performance Rating for Educational Progress (K-PREP) tests, which can be found here.

 
 
 
 
There are four main targets for proficiency:
1) Increase the average combined reading and math Kentucky Performance Rating for Educational Progress (K-PREP) scores for elementary and middle school students from 44% in 2012 to 72% in 2017.
2) Increase the percentage of proficient and distinguished programs in the arts, practical living/career studies and writing from __% in 2013 to __% in 2017 as measured on Program Reviews.
3) Increase the percentage of children ready for kindergarten from 28.1 % in 2012 to 64.1 % in 2015-16.
4) Increase the average combined reading and math Kentucky Performance Rating for Educational Progress (K-PREP) scores for 3rd grade students from 46.1% in 2012 to 73.1% in 2016.
 
The 2012 KPREP Elementary/Middle, Reading/Math Score Map above, displays the current percentage of elementary and middle school students scoring at or above proficiency in reading/math combined. Districts in green are above average, districts in yellow, orange and red are below average.

 

Additional information on these strategies can be found within the Proficiency Delivery Plan.
Strategies for this Delivery Plan
expand Strategy : Collection and Use of Data for School Improvement: Program Reviews ‎(1)
A program review analyzes the components of an instructional program through curriculum and instruction, assessment, professional learning and leadership and support. The goal is to develop quality programs through program integration throughout a school.
Theory of Action:
IF schools engage in a thorough review of their program(s);
 
and if schools identify areas of program improvement;
 
and if schools adjust programs based on improvement plan;
 
and if evidence indicates improved student learning,
 
then schools will have proficient programs.
 
expand Strategy : Continuous Instructional Improvement System (CIITS) ‎(1)
expand Strategy : Course and Assessment Alignment ‎(1)
The CAA strategy supports teachers, schools and district leaders by engaging them in ongoing professional learning designed to build their capacity to implement standards within the context of highly effective teaching and learning.
Theory of Action:
If schools analyze curriculum/courses to identify gaps related to Kentucky Core Academic Standards (KCAS),
and if schools make adjustments to ensure curriculum/course alignment to KCAS and if schools utilize appropriate instructional resources aligned to the developed curricula/courses,
and if teachers effectively implement those within the context of highly effective teaching, learning and assessment practices,
then more students will graduate college and career ready between 2012 to 2017.
 
expand Strategy : Kentucky System of Intervention/Response to Intervention (KSI/RTI) ‎(1)
expand Strategy : Literacy Initiative ‎(1)
The literacy initiative supports professional learning, targeted interventions and planning in literacy. The goal is to increase student's proficiency in literacy so that all show continuous improvement and all students perform at/above proficient.
Theory of Action:
IF broader ownership of literacy by staff in districts/schools and early childhood education providers is developed with support in a shared understanding of literacy planning;
 
and if districts/schools/early childhood education providers align literacy practices in an interdependent system of literacy related ongoing professional development for new and experienced administrators and educators (birth-12);
 
and if administrators and educators (birth-12) implement a comprehensive and cohesive framework of literacy instruction that includes targeted interventions,
 
then the best literacy outcomes for Kentucky’s students beginning at birth through 12th grade will be achieved.
 
expand Strategy : Math Initiative ‎(1)
expand Strategy : School Readiness and Early Learning ‎(1)

School readiness means that each child enters school ready to engage in and benefit from early learning experiences that best promote the child’s success, and every school will be ready and prepared for every child. Child readiness for school encompasses five developmental areas: approaches to learning; health and physical well-being; language and communication development; social and emotional development; and cognitive and general knowledge.

Theory of Action:

IF schools/districts and early childhood providers collaborate to ensure all children experience effective transitions from birth to school entry;

and if schools/districts appropriately assess all students with a common kindergarten entry assessment at school entry;

and if schools/districts and early childhood providers receive support through Leadership Networks;

then, more students enter kindergarten ready to learn and achieve proficiency in reading and math by 3rd grade.

 

expand Strategy : Unbridled Learning Accountability Model ‎(1)