Local Accountability: NxG Readiness Assessments

In Kentucky, a unique opportunity has presented itself for a comprehensive redesign of the school accountability model. As emphasized repeatedly throughout the week and in various blog posts, it is evident that the "Stars are aligning for Kentucky" in the context of crafting a new school accountability framework. This paradigm shift moves away from the conventional "legacy" model towards a forward-thinking, new generation accountability system. Notably, this innovative model incorporates a local component that places a premium on community-based expectations. Moreover, the next-generation accountability model places significant emphasis on student readiness, personalization, and the development of portraits of a learner.

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This unfolding opportunity holds immense potential for schools and school districts to explore new frontiers in terms of innovation. The Kentucky Board of Education (KBE) and the Kentucky Department of Education (KDE) have generously provided school districts throughout the Commonwealth with a free and secure space to innovate. This pertains particularly to the creation of portraits of a learner, fostering vibrant learning environments, and embracing next-generation accountability models. Recognizing the pivotal role of innovation at the local level, in contrast to a top-down approach, both KBE and KDE have effectively communicated a visionary "moonshot" moment. This moment is geared towards propelling education to new horizons, particularly in terms of student learning and readiness. Specifically, the Kentucky Board of Education has challenged the Kentucky Department of Education and the 171 school districts to create an accountability system in partnership with communities that: 

• Embraces innovative practices, fosters vibrant learning experiences, and encourages positive engagement in the continuous improvement process, with a strong emphasis on community-based accountability; 
• Provokes, inspires, and leverages innovation in all schools across the Commonwealth; and
• Fosters an educational experience for students focused on developing productive citizens and lifelong learners.

Central to this vision is the call to sever the chains that tether ships to the shoreline, metaphorically urging school districts to break free from conventional constraints. KBE and KDE have actively encouraged each school district to dream big and pursue ambitious innovations in the realms of portraits of a learner, vibrant learning, and next-generation accountability models. The overarching message is clear – it is time for educational institutions to embrace bold ideas and chart a course towards transformative change.

Within Fleming County Schools, our active participation in the Local Laboratories of Learning (L3 Coalition) ensures a constant commitment to innovation, risk-taking, and the exploration of novel approaches while revitalizing proven methods that demonstrate effectiveness. As members of this coalition, we consistently strive to enhance our educational practices. A notable example is our ongoing efforts to refine the Measures of Quality, a tool crucial for evaluating student learning and readiness. Although some may question the iterative nature of our local accountability approach, these iterations are not arbitrary but a product of valuable insights gained from our dedicated staff.

Fleming County Schools remains dedicated to continuous improvement, and through the process of developing iterations of the Measures of Quality, we uncover more effective ways to assess and promote student learning and readiness. School and district administrators consistently emphasize to others that the iterative approach to local accountability is not just about change for its own sake; it reflects the dynamic nature of our educational landscape and our commitment to adapting based on what we learn.

It is important to acknowledge that the learning doesn't stop at the administrative level. Our team of school and district administrators engages in a never-ending learning cycle, gaining new insights every day in the realms of school accountability, vibrant learning, portraits of a learner, and student readiness. This daily learning process serves as the foundation for our commitment to continuous improvement and ensures that we remain at the forefront of educational innovation in Fleming County Schools.

In addressing the critical aspect of student readiness, our recent focus has been on developing an evaluation process that goes beyond traditional measures and delves into a student's interests, passions, and aspirations. While there is a prevailing concern about students struggling with reading, math, and writing skills, it is crucial to clarify that reading, math, and writing remain foundational skills essential for success in life and is absolutely a fundamental and permanent concentration of next generation accountability models. Undoubtedly, there are genuine challenges in terms of student readiness within these core subjects. However, it is worth questioning whether all students scoring low on standardized assessments in reading, math, and writing are genuinely struggling or if some are disengaged and choosing not to answer questions correctly.

The widely shared perception that "students can't read, perform basic math functions, or write" underscores a genuine concern, but it is essential to consider the complexity of the issue. This assumption is raised based on direct observation by teachers, principals, and district leaders. However, the question remains as to whether the observed difficulties stem solely from a lack of proficiency, or if there are instances where students intentionally opt not to respond accurately, despite having the skills to do so. This phenomenon is not exclusive to high-performing, average-performing, or low performing schools or school districts. Rather, it is a recognizable occurrence each year in classrooms across Kentucky and the nation, typically concentrated on a single high-stakes testing day in April or May, depending on the state's testing schedule. The stakes feel heightened for students during these assessments, which can negatively impact engagement, motivation, and ultimately performance in ways that may not reflect actual skills and proficiencies. There are likely multiple factors influencing student performance, including test design and environment. Therefore, solutions should consider more than skill building alone, and also foster positive, personalized assessment experiences that enable students to authentically demonstrate competencies.

Acknowledging these variations, are pivotal in addressing the multifaceted challenges associated with student readiness. By exploring alternative evaluation methods that consider students' individual interests and aspirations, we can gain a more comprehensive understanding of their readiness and tailor educational approaches to foster engagement and success. This distinctive and innovative perspective is essential for educators, education leaderw and policymakers as we navigate the landscape of standardized assessments and work towards a more holistic and effective framework for evaluating and enhancing student readiness.

With that all being said, Fleming County Schools is in the process of developing and piloting Next Generation Readiness Assessments in reading, math, and writing. The expectations for students has never been higher through these Next Generation Readiness Assessments. Very similar to competency-based assessments, the core difference is that the readiness assessments are given toward the end of the grade level or throughout the course. Students in grades 3 - 12 will complete the NxG Readiness Assessments in reading, math, and writing as another measure of their readiness. This is where it gets fun and engaging. 

With that all being said, Fleming County Schools is in the process of developing and piloting Next Generation Readiness Assessments in reading, math, and writing. The expectations for students has never been higher through these Next Generation Readiness Assessments. Very similar to competency-based assessments, the core difference is that the readiness assessments are given toward the end of the grade level or throughout the course. Students in grades 3 - 12 will complete the NxG Readiness Assessments in reading, math, and writing as another measure of their readiness. This is where it gets fun and engaging. 

It is important that learning is grade-level appropriate, relevant, personalized, engaging, and vibrant. Likewise, it is important for Next Generation Assessments to be grade-level appropriate, relevant, personalized, engaging, and vibrant. Below are guiding questions for performance-based, vibrant, and relevant Next Generation Readiness Assessments, infused with the goal of not only evaluating students' abilities, but also to engage and inspire students throughout the process:

1. How closely does the Next Generation (NxG) Readiness Assessment align with established educational standards to measure both mastery of content and readiness for the next academic level?
2. To what extent does the assessment demonstrate both validity (measuring what it intends to measure) and reliability (consistency in results across different administrations), ensuring an accurate representation of students' readiness?
3. How do the NxG Readiness Assessments ensure fairness and equity, providing an equal opportunity for all students to showcase their mastery of standards and readiness, irrespective of their background or circumstances?
4. How do the NxG Readiness Assessments' tasks and questions reflect real-world scenarios, encouraging students not only to master academic content but also to develop skills applicable beyond the classroom, contributing to their overall readiness?
5. How flexible are the NxG Readiness Assessments in accommodating different learning styles and preferences, allowing students to demonstrate their understanding in diverse and personalized ways while assessing their readiness for the next academic level?
6. How do the NxG Readiness Assessments balance formative components (ongoing assessments for instructional feedback) and summative components (evaluations of student learning at the end of an instructional period) to inform both immediate instructional needs and overall readiness for advancement?
7. To what extent do the NxG Readiness Assessments engage students, fostering a positive attitude toward learning and providing opportunities for them to authentically showcase their mastery of standards and readiness for progress?

Purpose

The purpose of the Next Generation Readiness Assessments is to provide students with multiple opportunities to demonstrate mastery of content standards and readiness for advancement. Unlike traditional standardized summative testing, these integrated performance assessments allow students to showcase developing competencies within the natural flow of learning, not as an isolated event. Students can complete Next Generation Readiness Assessments over flexible timeframes – whether a defined window of three weeks, a quarter, semester, or full academic year – depending on pacing for standards mastery based on individual needs and personalization. This enables readiness evidence to be gathered continuously across meaningful learning activities, reducing pressure of high-stakes exam day situations. The emphasis is on empowering students to authentically exhibit transferable knowledge while receiving frequent feedback for growth in preparation for next transitions.

Triangulation

In contrast to many prevailing conventional accountability frameworks, the assessment of proficiency in reading, math, and writing does not hinge solely on a singular day of testing within Next Generation Accountability Models. The evaluation of Core Readiness in these critical subjects is a dynamic and ongoing process, occurring multiple times throughout the academic year. This comprehensive approach is embedded within local accountability systems, encompassing performance-based, personalized, and real-world assessments that seamlessly intertwine with daily lessons, whether in a formative or summative manner. These assessments serve as key indicators to ascertain students' mastery of specific standards and their ability to meet grade or course expectations in reading, math, and writing.

The NxG Readiness Assessments generate valuable data, which is then cross-referenced with information from i-READY diagnostics and district benchmarks (specifically for writing). Additionally, insights from the Kentucky Summative Assessments (KSA) data, once released, further contribute to a holistic understanding of each student's capabilities, skills, and readiness across the three core subjects. Contrary to the prevalent emphasis on mere proficiency in traditional accountability models, expectations have not been diminished; rather, they have been elevated to ensure that students are not just proficient but genuinely prepared in these subject areas. This recalibration in focus signifies a commitment to a more holistic and accurate assessment of students' academic prowess and readiness for future challenges.

Readiness and Portraits of a Learner

Next Generation Accountability Models, exemplified by the Measures of Quality 3.0, transcend mere visually appealing dashboards or scorecards. This innovative approach to school and district accountability extends beyond the realm of data-driven decision-making or leadership, prioritizing the fundamental essence of learning quality within educational institutions. Within this paradigm, numerous components contribute to an overarching quality of learning, with a particular emphasis on cultivating a high-quality learning environment. What distinguishes Next Generation Accountability Models is their unique capability to facilitate the creation of Portraits of a Learner, a tool that plays a pivotal role in designing vibrant learning environments infused with 21st century work competencies.

The Portrait of a Learner serves as a catalyst for the development of personalized, real-world, and dynamic learning experiences. These experiences, tailored to individual learners, are not only designed but are also required to be demonstrated through the comprehensive Next Generation Readiness Assessments. The process of learning design initiates with a foundation in academic standards and further incorporates the competencies outlined in the Portrait of a Learner. For instance, in the context of Fleming County Schools, competencies such as Teamwork, Communication, Growth and Achievement, Innovation and Creativity, and Problem Solving are integral to the learning experiences and opportunities provided. Moreover, these competencies are rigorously evaluated through the Next Generation Readiness Assessments, ensuring a holistic and thorough assessment of students' readiness for the challenges of the 21st century.

Harnessing Students' Interests, Passions, and Aspirations

NxG Readiness Assessments leverage students' interests, passions, and aspirations to render core readiness assessments more engaging, inspiring, personalized, and relevant. The underlying premise is that when students' interests and aspirations are brought to the forefront and utilized as sources of inspiration for learning, they are more likely to actively participate in the evaluation process, just as they do throughout the learning journey. This heightened engagement not only ensures active involvement in the evaluation but also correlates with elevated performance, ultimately enabling students to meet and exceed readiness expectations in reading, math, and writing.

The key lies in initiating the process with academic standards and subsequently incorporating students' interests, passions, and aspirations. This approach not only makes learning more pertinent to students but also renders the evaluation of their readiness more meaningful and exciting for each individual. In the context of Fleming County Schools, a compelling example often cited is that of a welding student. Although conventional state assessments or ACT results might suggest struggles in reading on grade level, these students showcase a high level of comprehension when engaged with an OSHA-10 technical manual, boasting lexile levels of 1300, and demonstrate a profound mastery of the content.

Interestingly, the discrepancy arises when these same students are presented with literary works such as Beowulf or The Iliad. Reading these poems becomes a challenging task, leading to disengagement from the material and the overall learning experience. This prompts a critical question: is it a matter of the students' inability to read, or are they encountering material that lacks relevance to their interests, passions, or aspirations? The intricacies of reading comprehension are multifaceted, and while the assumption that relevance plays a significant role in addressing students' reading difficulties holds true for many, it doesn't encompass all scenarios. Some students, regardless of the incorporation of their interests, passions, and aspirations into the learning and evaluation processes, may still encounter challenges in reading.

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The Next Generation (NxG) Readiness Assessments are groundbreaking performance-based evaluations uitlized in the core subject areas of reading, mathematics, and writing. These assessments are administered at the conclusion of a grade level or course to gauge student proficiency in essential academic standards and their preparation for the subsequent grade level, course, and graduation.

For the 2023-2024 school year, the Next Generation Readiness Assessments will be used in pilot testing in select grade-levels. Readiness is a critical component of Next Generation Accountability Models, throughout K-12 education. NxG Readiness Assessment emphasize the development of specific skills and knowledge rather than simply preparing students to pass standardized assessments. NxG Readiness Assessments are designed to ensure students are prepared for future academic challenges, postsecondary education, the workforce, and more importantly a successful life. 

To achieve success with a readiness model, as opposed to a proficiency-based model, the curriculum and assessment principles require careful planning, preparation, and a long-term commitment from everyone involved in the educational process. The transition from a proficiency-based mindset to a readiness-based mindset is not an overnight process for students; it necessitates time and a gradual shift in perspective. Regardless of the pace of progress, it is crucial for everyone to remain dedicated to the success of this critical, foundational, and transformative shift in education.

It is essential to emphasize that a readiness-based curriculum and assessment are centered around maintaining quality control in each of the core areas. This involves empowering teachers to align instruction with essential standards and deploy standards-based assessments designed to evaluate student readiness comprehensively. The shift towards readiness is not just about a change in terminology; it signifies a fundamental alteration in the educational approach, focusing on preparing students for success beyond the classroom.

Furthermore, relinquishing control to those who care most about education—our students—is a pivotal aspect of a readiness-based model. By empowering students to integrate their learning interests, passions, and career aspirations into their performance-based demonstrations of readiness, the education process becomes more personalized and relevant to their individual growth. This student-centric approach fosters a sense of ownership and engagement, aligning with the broader goal of developing well-rounded individuals ready for the challenges of the 21st century.

Embracing a readiness-based curriculum and assessment requires a collective effort and a mindset shift from all stakeholders in the educational process. It is not merely a change in terminology but a comprehensive transformation that demands commitment, adaptability, and a focus on preparing students for a future that extends beyond traditional proficiency measures.