By Mark Collier
The Kentucky Department of Education has released the
results for the 2017 Assessment and Accountability and Fort Thomas Independent
Schools, once again, have a reason to celebrate.
A shift in how school districts will be measured
academically in the next school year has eliminated measures that are typically
used to rank schools by overall scores or classifications.
Senate Bill 1, which passed in this year’s legislative
General Assembly, allowed for a reprieve of accountability measures this year
in preparation for a statewide shift to a new accountability system for the
2018-2019 year.
So while district stakeholders are accustomed to a high
ranking against other districts, Fort Thomas educators are extolling their accomplishments
from last year as they pore over scores. Last year the district was the top
performing school in northern Kentucky and ranked number 3 overall.
“Fort Thomas Independent Schools uses a variety of measures
to determine the progress and achievement of students. Along with the state
accountability, we use international and national assessments that demonstrate
that our students continue to perform at a high level,” said Dr. Karen Cheser,
Superintendent of Fort Thomas Independent Schools.
“This year's state assessment does not include rankings and
levels that we usually receive, but we can still use the data to make any
needed changes. Next year's assessment system will be different, measuring
items like transition readiness that we have not traditionally addressed. As
usual, we will be proactive in ensuring our students do well, no matter the
accountability system.”
A few highlights from across the district:
• 87.9% of all high school students in the 11th grade
performed at the Proficient/Distinguished level in writing.
• 77.9% of all middle school students in the 6th grade
performed at the Proficient/Distinguished level in language mechanics, which is
an increase from 67.3% Proficient/Distinguished in 2016.
• 81.3% of all elementary students performed at the
Proficient/Distinguished level in social studies.
• The average ACT scores for each of the subject areas are
as follows: English, 24.5; Mathematics, 23.3; Reading, 24.7; and Science, 24.2.
• The percent of students meeting the Kentucky Council on
Postsecondary Education’s (CPE’s) College Readiness Benchmarks on the ACT were
as follows: English, 86.6%; Mathematics, 73.3%; and Reading, 77.6%.
• Students at the high school level increased their
percentage of meeting the benchmark standard on the ACT in English (86% to
87%), Reading (69% to 70%), and Science (61% to 63%) from 2016 to 2017.
Highlands Middle School, in particular, made large strides
in their academic performance and Novice reduction, which demonstrates an effort
to target academic achievement gaps and support students in moving towards
proficiency.
A highlight at the middle school level included a reduction
in the percentage of students who performed at the Novice level in writing,
lowering from 7.6% in 2016 to 4.8% in 2017.
“Any success and improvement is attributed to having an
amazing staff that give tirelessly to help every student succeed as a student
and a person at HMS,” said Highlands Middle School Principal, Michael Howton.
“We have increased our focus on students needs by providing multiple levels of
academic supports, improving our culture and closely monitoring the growth and
development of every student.”
New Assistant Superintendent For Teaching and Learning, Bill
Bradford, knows the standing of Fort Thomas Schools throughout the state and
can now attest to the culture personally.
He said he’s excited about the implementation of
personalized learning efforts that will target students who have been unable to
master grade level standards and to enhance programming as it relates to
transition readiness.
“As an educator from another school district, the reputation
of the Fort Thomas Independent Schools is perfectly aligned to the performance
that I see from students, support staff, teachers, and administrators on a
daily basis,” said Bradford. “There is an excellence here that is truly
unmatched. While high levels of student
achievement remain the expectation of all stakeholders, our educators are
focused on continuous improvement efforts that will further promote the most
rigorous and relevant learning experience for all students.”
Although not accountable for the 2017-reporting year due to
Senate Bill 1, data has been provided to schools and districts for how students
performed in achievement, gap, growth, college and career readiness, and
graduation rate.
Individual school performance results for achievement are
listed below on a scale to 100:
• Highlands High School earned 96.3 points for achievement.
• Highlands Middle School earned 95.6 points for
achievement.
• Johnson Elementary School earned 97.9 points for
achievement.
• Moyer Elementary School earned 91.9 points for
achievement.
• Woodfill Elementary School earned 92 points for
achievement.
Fort Thomas Independent Schools found themselves in the top ten of many categories for academic proficiencies.
Highlands Middle School ranked #10 in Reading
Highlands Middle School ranked #8 in Math
Johnson Elementary School ranked #6 in Reading
Highlands High School ranked #6 in Reading
Highlands High School ranked #7 in Social Studies
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