Download Glossary
Complete GlossaryGlossary By CategoryGlossary By Element
Category Name Element Reference Element Name Element Description
Accountability Accountability Profile AMO Goal Annual Measurable Objective (AMO) Goal. AMO goals are set to measure whether a school/district has made adequate progress for accountability determinations.
Accountability Accountability Profile Baseline Prior year learners total score
Accountability Accountability Profile Classification Classification of a school or district: Distinguished cut scores are 72.8 for Elementary, 70.2 for Middle, 75.4 for High and 70.5 for Districts. Proficient cut scores are 67.2 for Elementary, 65.8 for Middle, 70.2 for High and 66.2 for Districts. Needs Improvement schools/districts are those scoring below the Proficient cut scores. Progressing school/district has met its AMO, student participation rate for the all students group and each subgroup, and has met its graduation rate goal.
Accountability Accountability Profile Level School level reported: elementary, middle or high school
Accountability Accountability Profile Met AMO Goal Annual Measurable Objective (AMO) met.
Accountability Accountability Profile Met Graduation Rate Goal Current year graduation rate met/not met.
Accountability Accountability Profile Met Participation Rate Goal Current year participation rate met/not met.
Accountability Accountability Profile Next-Generation Learners Total Score Created by equally weighting the scores for achievement, gap, growth, CCR (HS only) and Grad Rate (HS Only).
Accountability Accountability Profile Overall Score Overall performance score of a school or district within the state accountability system. Overall score is used to compare a school's or district's performance and calculate an AMO improvement goal.
Accountability Accountability Profile Rewards and Assistance Category School/District of Distinction cut scores are 76.0 for Elementary, 72.5 for Middle, 77.7 for High and 71.9 for Districts. The school/district must also meet its current year AMO, student participation rate, graduation rate goal and the graduation rate must be above 80% for the prior two years. In addition, districts cannot have a school labeled as Priority or Focus. High Performing School/Districts are those meeting the Distinguished cut score, but are scoring below the School/District of Distinction cut score. The school/district must also meet its current year AMO, student participation rate, graduation rate goal and the graduation rate must be above 80% for the prior two years. In addition, districts cannot have a school labeled as Priority or Focus. High Progress School/District has met its current year AMO, student participation rate and graduation rate goal and has a graduation rate above 80% for the prior two years and has an improvement score indicating the school/district is in the top 10 percent of improvement.
Accountability Accountability Profile Year Academic year, i.e. 2015-2016
Accountability Achievement Achievement Total Points Total points come from the NAPD Calculation multiplied by the equal weight of content areas: reading, mathematics, science, social studies are 20% and writing/language mechanics is 20% (writing 16% and language mechanics 4%). If content area data are not available, weights are redistributed proportionally.
Accountability Achievement Achievement Weighted Score Achievement points times the relative weight of 20%.
Accountability Achievement CATEGORY Label within the School Report Card, Accountability.
Accountability Achievement Categorical growth Categorical growth model in reading and mathematics sums the number of students moving from a student performance level (NAPD) to a higher level and the number remaining at proficient and distinguished, divided by total number of students.
Accountability Achievement College and Career Readiness Points Reflects students' college and/or career preparedness based on test scores and certifications earned. Measured by EXPLORE scores for middle school and ACT benchmarks, college placement tests, and career measures for high school. Students must be enrolled a full academic year (100 days or more) in order to be considered.
Accountability Achievement College and Career Readiness Weighted Score College and career preparedness points times the relative weight of 20%.
Accountability Achievement Combined Results Overall Score Learners weighted score + Program Review weighted score
Accountability Achievement GAP Non-Duplicated Gap Group Non-duplicated gap creates a single student gap group that includes students with membership in the following groups as required by federal guidelines: African American, Hispanic, Native American, students with disabilities, poverty (qualified for free/reduced-price lunch) and English Learners. The student performance levels of novice, apprentice, proficient and distinguished are reported for this non-duplicated group. Accountability is based on students enrolled a full academic year (100 days).
Accountability Achievement Gap Novice Reduction Annual novice reduction targets in reading and mathematics are created for individual student groups including: ethnicity/race (African American, Hispanic, Native American), Special Education, Poverty (free/reduced-price meals) English Learners, gifted/talented and non-duplicated gap group. Points are awarded based on percent of target met. Accountability is based on students enrolled a full academic year (100 days).
Accountability Achievement Gap Weighted Score GAP points times the relative weight of 20%.
Accountability Achievement Grade Grade level (i.e. 03- 3rd grade)
Accountability Achievement Graduation Rate Points Five year adjusted cohort graduation rate as points.
Accountability Achievement Graduation Rate Weighed Score Five year adjusted cohort graduation rate points times the relative weight of 20%.
Accountability Achievement Growth Points Student Growth Percentile when compared to an individual student's score to the student's academic peers utilizing two years of test scores. Reported solely from the grade levels 4-8 and 11 on the subjects of reading and mathematics. Students must be enrolled a full academic year (100 days or more) in order to be considered.
Accountability Achievement Growth Weighted Score Growth points times the relative weight of 20%.
Accountability Achievement Language Mechanics Average student performance (Proficient/Distinguished percentage or points) in language mechanics.
Accountability Achievement Level School level reported: elementary, middle or high school
Accountability Achievement Level- Performance Type Mathematics, reading, science, social studies, language mechanics, writing on demand
Accountability Achievement Mathematics Average Student Performance (proficient/distinguished percentage or points) in mathematics
Accountability Achievement NAPD Calculation Derived from the formula: Novice = 0; Apprentice = .5; Proficient/Distinguished = 1 (Bonus of .5 is added if there are more Distinguished than Novice).
Accountability Achievement Next-Generation Learners Weighted Score Accountability Next-Generation Learners Total Score times the relative weight of 77%.
Accountability Achievement Novice Reduction Annual novice reduction targets in reading and mathematics are created for individual student groups including: ethnicity/race (African American, Hispanic, Native American), Special Education, Poverty (free/reduced-price meals) , English Learners, gifted/talented and non-duplicated gap group. Points are awarded based on percent of target met.
Accountability Achievement Percent Bonus Percentage points added (.5) to the NAPD calculation if there are more students which test at the Distinguished performance level versus the Novice performance level.
Accountability Achievement Percent Distinguished Percent of the number of students accountable 100 days enrolled who can be categorized as Distinguished. Distinguished classification is determined by the NAPD calculation.
Accountability Achievement Percent Apprentice Percent of the number of students accountable 100 days enrolled which can be categorized as Apprentice. Apprentice classification is determined by the NAPD calculation.
Accountability Achievement Percent Novice Percent of the number of students accountable 100 days enrolled who can be categorized as Novice. Novice classification is determined by the NAPD calculation.
Accountability Achievement Percent Proficient Percent of the Number of Students Accountable 100 days enrolled which can be categorized as Proficient. Proficient classification is determined by the NAPD calculation.
Accountability Achievement Percent Proficient/Distinguished Combined percentages of students classified as Proficient and Distinguished.
Accountability Achievement Performance Type NAPD Calculation equals the Proficient/Distinguished percentages for the gap group. Points are the weighted points used for accountability calculations.
Accountability Achievement Performance Type NAPD calculation equals the Proficient/Distinguished percentages for the gap group. Points are the weighted points used for accountability calculations.
Accountability Achievement Program Reviews Total Points The Program Review Total Score is calculated using Total Points divided by 24 with a maximum score of 100.
Accountability Achievement Program Reviews Total Score The Program Review Total Score times the relative weight of 23%.
Accountability Achievement Reading Average student performance (Proficient/Distinguished percentage or points) in reading.
Accountability Achievement Science Average student performance (Proficient/Distinguished percentage or points) in science.
Accountability Achievement Social Studies Average student performance (Proficient/Distinguished percentage or points) in social studies.
Accountability Achievement Student Growth Percentile A statistical program generates a Student Growth Percentile by comparing an individual student’s score to the student’s academic peers using two years of test scores. Growth is reported for reading and mathematics in grades 4 through 8 and grade 11.
Accountability Achievement Total Points Points come from the NAPD calculation multiplied by the equal weight of content areas: reading, mathematics, science, social studies are 20% and writing/language mechanics is 20% (writing 16% and language mechanics 4%). If content area data are not available, weights are redistributed proportionally.
Accountability Achievement Writing Average student performance (Proficient/Distinguished percentage or points) in writing on demand.
Accountability Achievement Year School Year Constant – “20152016” for school year 2015 – 2016.
Accountability CCR Accountability Points With Bonus The Accountability Points with Bonus is calculated using the Percentage of Graduates (high school diploma or alternative HS diploma) College and/or Career Ready AND a half point bonus for graduates meeting College Ready (ACT or COMPASS or KYOTE) AND Career Ready Technical (KOSSA or Industry Certificates).
Accountability CCR Level All graduates. Can be drilled down to disaggregated groups: gender, race, migrant, English Learners, gifted/talented, free/reduced-price meals, disability and Non-Duplicated Gap Group.
Accountability CCR Non-Duplicated Total This total includes only individual graduates (non-duplicated) who received a high school diploma or alternative high school diploma. Graduates with an alternative high school diploma could have met both college-ready and career-ready benchmarks. Graduates with a alternative HS diploma must have met the readiness standards on the Transition Attainment Record (TAR). This is not a total of the college-ready and career-ready columns.
Accountability CCR Number Career Ready Academic The Career Ready indicator includes graduates who met benchmarks for Career Ready Academic on ASVAB or ACT WorkKeys and for Career Ready Technical on KOSSA or received an Industry Recognized Career Certificate as approved by the Kentucky Department of Education.
Accountability CCR Number Career Ready Technical The Career Ready indicator includes graduates who met benchmarks for Career Ready Academic on ASVAB or ACT WorkKeys and for Career Ready Technical on KOSSA or received an Industry Recognized Career Certificate as approved by the Kentucky Department of Education.
Accountability CCR Number Career Ready Total The Career Ready indicator includes graduates who met benchmarks for Career Ready Academic on ASVAB or ACT WorkKeys and for Career Ready Technical on KOSSA or received an Industry Recognized Career Certificate as approved by the Kentucky Department of Education.
Accountability CCR Number College Ready The College Ready indicator includes graduates who met the Kentucky Council on Postsecondary Education (CPE) Benchmarks for reading (20), English (18), and mathematics (19) on any administration of the ACT. The College Placement Tests indicator includes students who passed a college placement test (Compass or KYOTE)
Accountability CCR Percentage of graduates (high school diploma or alternative HS diploma) College and/or Career Ready The percentage of graduates that are college and/or career ready.
Accountability Gap Gap Points Points come from the NAPD Calculation multiplied by the equal weight of content areas: reading, mathematics, science, social studies are 20% and writing/language mechanics is 20% (writing 16% and language mechanics 4%). If content area data is not available, weights are redistributed proportionally.
Accountability Gap Language Mechanics Average Student Performance (Proficient/Distinguished percentage or points) in language mechanics.
Accountability Gap Level School level reported: elementary, middle or high school
Accountability Gap Mathematics Average Student Performance (Proficient/Distinguished percentage or points) in mathematics.
Accountability Gap Non-Duplicated Gap Group African American, Hispanic, American Indian/Alaska Native, Limited English Proficiency , Free/Reduced-Price Lunch, Disability – with IEP
Accountability Gap Novice Percentage Percentage of students within the demographic group with novice scores in reading and/or mathematics (must have minimum of 10 for the prior year to have a target)
Accountability Gap Novice Reduction Annual novice reduction targets in reading and mathematics are created for individual student groups including: ethnicity/race (African American, Hispanic, Native American), Special Education, Poverty (free/reduced-price meals) , English Learner and non-duplicated gap group. Points are awarded based on percent of target met. Accountability is based on students enrolled a full academic year (100 days).
Accountability Gap Novice Reduction Decrease of the novice by 10% each year to set annual targets. Annual targets will be recalculated each year.
Accountability Gap Performance Type NAPD Calculation equals the Proficient/Distinguished percentages for the gap group. Points are the weighted points used for accountability calculations.
Accountability Gap Points by Content Area Points are awarded based on percent of target met.
Accountability Gap Reading Average Student Performance (Proficient/Distinguished percentage or points) in reading.
Accountability Gap Reduction Target Needed Approximately 10% of the percent novice
Accountability Gap Science Average Student Performance (Proficient/Distinguished percentage or points) in science.
Accountability Gap Score 50% of the novice reduction score
Accountability Gap Social Studies Average Student Performance (Proficient/Distinguished percentage or points) in social studies.
Accountability Gap Total Points Points come from the NAPD Calculation multiplied by the equal weight of content areas: reading, mathematics, science, social studies are 20% and writing/language mechanics is 20% (writing 16% and language mechanics 4%). If content area data is not available, weights are redistributed proportionally.
Accountability Gap Weighted Score If school has non-duplicated gap group score and novice reduction score, the weighted score is 50% of the novice reduction score. If the school does not have one of the two, the weighted score will equal the novice reduction score.
Accountability Gap Writing Average Student Performance (proficient/distinguished percentage or points) in writing on demand
Accountability Graduation Rate 5-Year Adjusted Cohort Graduation Rate The five-year adjusted cohort graduation rate is used in accountability calculations. The rate is based on the students that should have graduated last year, but took 5 years or less.
Accountability Graduation Rate Level All students (disaggregated numbers in data sets)
Accountability Growth CATEGORY Label within the School Report Card, Accountability Growth tab.
Accountability Growth Combined Reading and Mathematics Percent Making Typical or Higher Annual Growth Combined reading and mathematics Growth Points Total
Accountability Growth Level School level reported: elementary, middle or high school
Accountability Growth Mathematics Percent Making Typical or Higher Annual Growth Mathematics Percent Making Typical or Higher Annual Growth
Accountability Growth Number Tested Number of students tested. Asterisks indicates suppression required by FERPA.
Accountability Growth Reading Percent Making Typical or Higher Annual Growth Percent of students in Reading making typical or higher annual growth
Accountability Next Generation Learners Achievement Reports student performance in the five content areas of reading, mathematics, science, social studies, writing (also on-demand language mechanics). Basis of points awarded is the NAPD calculation's arbitrary ranking system of Novice, Apprentice, Proficient/Distinguished. Students must be enrolled a full academic year (100 days or more) in order to be considered.
Accountability Next Generation Learners College and Career Readiness Reflects students' college and/or career preparedness based on test scores and certifications earned. Measured by EXPLORE scores for middle school and ACT benchmarks, college placement tests, and career measures for high school. Students must be enrolled a full academic year (100 days or more) in order to be considered.
Accountability Next Generation Learners GAP Grouping of students mandated by federal guidelines; i.e. African American, Hispanic, Native American, students with disabilities, poverty (students qualifying for free/reduced-price lunch), and English Learners, assigned arbitrary performance levels of Novice, Apprentice, Proficient and Distinguished. Students must be enrolled a full academic year (100 days or more) in order to be considered.
Accountability Next Generation Learners Graduation Rate Reporting of how many students graduate within four years of high school.
Accountability Next Generation Learners Growth Student Growth Percentile when compared to an individual student's score to the student's academic peers using two years of test scores. Reported solely from the grade levels 4-8 and 11 on the subjects of reading and mathematics. Students must be enrolled a full academic year (100 days or more) to be considered.
Accountability Next Generation Learners NAPD Calculation Derived from the formula: Novice = 0; Apprentice = .5; Proficient/Distinguished = 1 (Bonus of .5 is added if there are more Distinguished than Novice).
Accountability Next Generation Learners Number of Students Accountable 100 days enrolled Count of students enrolled for a minimum of 100 days that completed a specific test. Asterisks indicates suppression required by FERPA.
Accountability Next Generation Learners Overview table Totaled by the Points and Weighted score of the categories Achievement, Gap, Growth, College and Career Readiness, Graduation Rate, and sum of the aforementioned categories' weighted score.
Accountability Next Generation Learners Percent Apprentice Percent of the Number of Students Accountable 100 days enrolled which can be categorized as Apprentice. Apprentice classification is determined by the NAPD calculation.
Accountability Next Generation Learners Percent Bonus Percentage points added (.5) to the NAPD calculation if there are more students which test at the Distinguished performance level versus the Novice performance level.
Accountability Next Generation Learners Percent Distinguished Percent of the Number of Students Accountable 100 days enrolled which can be categorized as Distinguished. Distinguished classification is determined by the NAPD calculation.
Accountability Next Generation Learners Percent Novice Percent of the Number of Students Accountable 100 days enrolled which can be categorized as Novice. Novice classification is determined by the NAPD calculation.
Accountability Next Generation Learners Percent Proficient Percent of the Number of Students Accountable 100 days enrolled which can be categorized as Proficient. Proficient classification is determined by the NAPD calculation.
Accountability Next Generation Learners Percent Proficient/Distinguished Combined percentages of students classified as Proficient and Distinguished.
Accountability Program Review Accountability Arts and Humanities Total Points Sum of the four standard scores for a total score in the Program Review content area of Arts and Humanities. Total score is a single number ranging between 0-12.
Accountability Program Review Accountability Level School level reported: elementary, middle or high school
Accountability Program Review Accountability Practical Living and Career Studies Total Points Sum of the four standard scores for a total score in the Program Review content area of Practical Living and Career Studies. Total score is a single number ranging between 0-12.
Accountability Program Review Accountability Program Review Total Points Sum of the four standard scores for a total score for all content areas. Total score is a single number ranging between 0-12.
Accountability Program Review Accountability Program Review Total Score 2016-2017: not reported; 2015-2016: The Program Review Total Score is calculated using Total Points divided by 24, or 32 if Primary (K-3) is included, with a maximum score of 100. Twenty-four points is the number required to be Proficient; Prior to 2015-2016: Sum of the four standard scores for a total score for all content areas. Total score is a single number ranging between 0-12.
Accountability Program Review Accountability Writing Total Points Sum of the four standard scores for a total score in the Program Review content area. Total score is a single number ranging between 0-12.
Assessment ACT ACT The ACT is a college entrance exam taken by Kentucky high school juniors. The subjects tested are English, mathematics, reading and science. The number of students listed in the assessment results reflects students tested at a school. This number may differ from the accountability tab. Schools must test all students, but are accountable only for students enrolled a full academic year (100 days or more) or more).
Assessment ACT ACT 11 Average Score Average score of the students administered the ACT Grade 11 examination for each subject: English, mathematics, reading, science and overall composite.
Assessment ACT ACT 11 Benchmarks Percent of students meeting the Kentucky Council on Postsecondary Education's (CPE's) college readiness benchmarks on the ACT (18 on English, 19 on mathematics, 20 on reading).
Assessment ACT Number of Students Count of students tested. Asterisks indicates suppression required by FERPA.
Assessment ACT Overall Composite Averaged composite score of all subject areas for all students administered the ACT Grade 11 examination.
Assessment ACT Percent Meeting English Benchmarks Percent of students meeting the Kentucky Council on Postsecondary Education's (CPE')s college readiness benchmark of 18.
Assessment ACT Percent Meeting Mathematics Benchmarks Percent of students meeting the Kentucky Council on Postsecondary Education's (CPE')s college readiness benchmark of 19.
Assessment ACT Percent Meeting Reading Benchmarks Percent of students meeting the Kentucky Council on Postsecondary Education's (CPE')s college readiness benchmark of 20.
Assessment ACT Percent Meeting Science Benchmarks Percent of students meeting the Kentucky Council on Postsecondary Education's (CPE')s college readiness benchmark of 18.
Assessment K-PREP Enrollment Number of students enrolled
Assessment K-PREP Kentucky Performance Rating for Educational Progress (K-PREP) K-PREP tests are blended norm-referenced and criterion-referenced measures that provide national percentiles and student performance levels of Novice, Apprentice, Proficient and Distinguished. Tests are given in grades 3-8 in reading, mathematics, science, social studies and writing. On-demand writing is also administered in grades 10 and 11. The number of students listed in the assessment results reflects students tested at a school. This number may differ from the accountability tab. Schools must test all students, but are accountable only for students enrolled a full academic year (100 days or more).
Assessment K-PREP Level All students. Can be drilled down to disaggregated groups: gender, race, migrant, English learners, gifted/talented, free/reduced-price meals, disability and non-duplicated gap group.
Assessment K-PREP Number Tested Number of students tested. Asterisks indicates suppression required by FERPA.
Assessment K-PREP Participation Rate Number of students tested divided by number of students enrolled times 100.
Assessment K-PREP Percent Apprentice Percentage of students testing at the Apprentice level.
Assessment K-PREP Percent Distinguished Percentage of students testing at the Distinguished level.
Assessment K-PREP Percent Novice Percentage of students testing at the Novice level.
Assessment K-PREP Percent Proficient Percentage of students testing at the Proficient level.
Assessment K-PREP Percent Proficient/Distinguished Percentage of students testing at or above the Proficient level.
Assessment K-PREP End-Of-Course Enrollment Number of students enrolled
Assessment K-PREP End-Of-Course K-PREP End-Of-Course State-required End-of-Course exams in English II, Algebra II, Biology and U.S. History are administered at the conclusion of coursework. Students receive a scale score and the performance level of Novice, Apprentice, Proficient or Distinguished. The number of students listed in the assessment results reflects students tested at a school. This number may differ from the accountability tab. Schools must test all students, but are accountable only for students enrolled a full academic year (100 days or more).
Assessment K-PREP End-Of-Course Number Tested Count of students tested. Asterisks indicates suppression required by FERPA.
Assessment K-PREP End-Of-Course Participation Rate Number of students tested divided by number of students enrolled times 100
Assessment K-PREP End-Of-Course Percent Apprentice Percentage of students testing at the Apprentice level.
Assessment K-PREP End-Of-Course Percent Distinguished Percentage of students testing at the Distinguished level.
Assessment K-PREP End-Of-Course Percent Novice Percentage of students testing at the Novice level.
Assessment K-PREP End-Of-Course Percent Proficient Percentage of students testing at the Proficient level.
Assessment K-PREP End-Of-Course Percent Proficient/Distinguished Percentage of students testing at or above the Proficient level.
Assessment K-SCREEN Composite The percentage of students who scored ready or not ready on the common kindergarten entry screener.
Assessment K-SCREEN Domain The percentage of students who scored below average, average, and above average in the domains of academic/cognitive, language development, and physical development on the common kindergarten entry screener.
Assessment K-SCREEN Self-help and Social-emotional The percentage of students who scored below average, average, and above average in the domains of self-help and social-emotional skills on the common kindergarten entry screener. This portion of the screener is completed by parents and does not figure into kindergarten readiness results.
Assessment NAEP % At Basic Basic is one of the three NAEP achievement levels, denoting partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP % At Proficient Proficient is one of the three NAEP achievement levels, representing solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP % Below Basic NAEP reports the proportion of students whose scores place them below the Basic achievement level. Basic is one of the three NAEP achievement levels, denoting partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP % At Advanced Advanced is one of the three NAEP achievement levels, denoting superior performance at each grade assessed. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP At Advanced Advanced is one of the three NAEP achievement levels, denoting superior performance at each grade assessed. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP At Basic Basic is one of the three NAEP achievement levels, denoting partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP At Proficient Proficient is one of the three NAEP achievement levels, representing solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP Below Basic NAEP reports the proportion of students whose scores place them below the Basic achievement level. Basic is one of the three NAEP achievement levels, denoting partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
Assessment NAEP National Assessment of Educational Progress (NAEP) NAEP is administered periodically to students using a sample of schools and districts. It reports student achievement by grade and student group. The subjects and grade levels change each year. The number of students listed in the Assessment results reflects students tested at a school. This number may differ from the Accountability tab. Schools must test all students, but are only accountable for students enrolled a full academic year (100 days or more).
Assessment NAEP SD/ELL Students with Disabilities (SD) may need specially designed instruction to meet learning goals. Students with a disability usually have an Individualized Education Plan (IEP). Students with disabilities are often referred to as special education students and may be classified by their school as learning disabled (LD) or emotionally disturbed (ED). The goal of NAEP is that students who are capable of participating meaningfully in the assessment are assessed, but some students with disabilities selected by NAEP may not participate, even with the accommodations provided. More recently in NAEP, students with limited English proficiency (LEP) are termed English Learners (EL). ELL is a term used to describe students who are in the process of acquiring English language skills and knowledge.
Assessment NRT Grade Level Student grade level. NRT tested in grades 3-8.
Assessment NRT Language Mechanics Student’s national percentile for language mechanics exam.
Assessment NRT Mathematics Student’s national percentile for mathematics exam.
Assessment NRT Reading Student’s national percentile for reading exam.
Assessment NRT Science Student’s national percentile for science exam.
Assessment NRT Social Studies Student’s national percentile for social studies exam.
Assessment NRT Stanford Achievement Test (SAT 10) Percentiles SAT 10 is the norm-referenced portion of the K-PREP blended norm-referenced and criterion-referenced tests. SAT 10 allows comparisons of a student’s performance to the performance of other students in national normed groups and produces a national percentile for individual students. The number of students listed in the Assessment results reflects students tested at a school. This number may differ from the Accountability tab. Schools must test all students, but are only accountable for students enrolled a full academic year (100 days or more).
Assessment Other Tests Advanced Placement The Advanced Placement Program is governed by the College Board. Over 30 college-level courses are offered at local high schools; college credit may be available when students receive high scores on the final assessment. Assessment results are reported in this section.
Assessment Other Tests Advanced Placement Number of Exams Taken Total number of College Board Advanced Placement tests given regardless of final score.
Assessment Other Tests Advanced Placement Number of Exams with Scores 3-5 Number of students that received a 3, 4, or 5 on College Board Advanced Placement tests at the school, district and state.
Assessment Other Tests Advanced Placement Number of Test Takers Number of students that took the College Board Advanced Placement test at the school, district and state level.
Assessment Other Tests Advanced Placement Percent of Exams with Scores 3-5 Percentage of students receiving a 3, 4, or 5 on the College Board Advanced Placement when comparing to total number of exams taken.
Assessment Other Tests Advanced Placement Percent of Total Test Takers Calculated percentage of total test takers. All students will always be 100%; disaggregated data will be percent of that grouping. Percent of test takers is not based on course enrollment.
Career and Technical Education CTE Specific College and Career Readiness % of CTE Preparatory Students College and/or Career Ready Percentage of students listed in the total preparatory enrollments that were either college ready, career ready, or college and career ready. If the student met more than one of these measures, the student would count only once in this calculation.
Career and Technical Education CTE Specific College and Career Readiness Career Ready Total Number of graduating preparatory students who met both the career ready academic and career ready technical measures.
Career and Technical Education CTE Specific College and Career Readiness Career Ready-Career Ready Academic-ASVAB Number of graduating preparatory students who met the benchmark on the Armed Services Vocational Aptitude Battery assessment.
Career and Technical Education CTE Specific College and Career Readiness Career Ready-Career Ready Academic-WorkKeys Number of graduating preparatory students that met the benchmark on the WorkKeys assessment .
Career and Technical Education CTE Specific College and Career Readiness Career Ready-Career Ready Technical-KOSSA Number of graduating preparatory students that earned a Kentucky Occupational Skills Standards Assessment certificate aligned to the pathway in which the student was preparatory.
Career and Technical Education CTE Specific College and Career Readiness Career Ready-Career Ready-Technical-Industry Certification Number of graduating preparatory students that earned an industry certification aligned to the pathway in which the student was preparatory.
Career and Technical Education CTE Specific College and Career Readiness College Ready Number of graduating preparatory students that met college readiness requirements.
Career and Technical Education CTE Specific College and Career Readiness Number of Preparatory Students BOTH College and Career Ready Number of graduating preparatory students that were college ready and met the career ready technical measure.
Career and Technical Education CTE Specific College and Career Readiness Total CTE Senior Enrollments Number of graduating seniors enrolled in pathway(s) at the school, according to the Technical Education Database System (TEDS) data.
Career and Technical Education CTE Specific College and Career Readiness Total CTE Senior Enrollments Number of graduating seniors enrolled in pathway(s) at the school, according to the Technical Education Database System (TEDS) data.
Career and Technical Education CTE Specific College and Career Readiness Total Senior Preparatory Enrollments Number of graduating seniors enrolled in pathway(s) at the school, according to the Technical Education Database System (TEDS) data, that have met the requirements of preparatory status in the pathway(s).
Career and Technical Education CTE Specific College and Career Readiness Total Senior Preparatory Enrollments Number of graduating seniors enrolled in pathway(s) at the school, according to the Technical Education Database System (TEDS) data, that have met the requirements of preparatory status in the pathway(s).
Career and Technical Education Career Pathways Career Pathway Career Pathways are systemic frameworks for transforming our educational institutions by addressing the needs of students and employers across the learning continuum. A program of studies for each career pathway is a coherent, articulated sequence of rigorous academic and career/technical courses including dual credit opportunities, leading to postsecondary degrees and industry-recognized certifications and/or licensures. Career Pathways are developed, implemented and maintained in partnership among secondary and postsecondary institutions, business and employers. They are available to all students.
Career and Technical Education Career Pathways Total Enrollments The total of active enrollments during the academic year in the Technical Education Data System.
Career and Technical Education Career Pathways Total KOSSA and Industry Certifications Earned The total combined number of industry certifications and Kentucky Occupational Skills Standards Assessment earned during the academic year in the Technical Education Data System.
Career and Technical Education Perkins Number of Students Meeting Benchmark Total number of students that met the benchmark set by the performance measure.
Career and Technical Education Perkins Performance Goal This is a determination of met or not met for the school for the state goal that was set for the Performance Measure.  Performance goals can be found at the following URL: http://education.ky.gov/CTE/Pages/Perkins.aspx
Career and Technical Education Perkins Performance Measure There are eight performance measures for Perkins accountability. Information on each goal can be found at the following URL: http://education.ky.gov/CTE/Pages/Perkins.aspx
Career and Technical Education Perkins Total Accountable Enrollments Number of students the school was held accountable on for each performance measure.
Data Set Data Set Identifier Coop Regional identifier of Kentucky Education Cooperative Network associated with school and district. Map of regions available at http://education.ky.gov/specialed/excep/Documents/Special%20Education%20Service%20Regions.pdf
Data Set Data Set Identifier Coop Code Numeric identifier for Cooperative
Data Set Data Set Identifier County Name The name of the county where the school and district are located.
Data Set Data Set Identifier County Number The relevant county code for the school or district.
Data Set Data Set Identifier District Name The name of the applicable district.
Data Set Data Set Identifier District Number The three-digit code assigned by the Kentucky Department of Education to identify district.
Data Set Data Set Identifier NCES ID Unique identifier assigned by National Center for Education Statistics.
Data Set Data Set Identifier School Code Six-digit identifier created by combining district and school number identifiers. Unique Kentucky number for school.
Data Set Data Set Identifier School Name The name of the applicable school at the time the School Report Card is created.
Data Set Data Set Identifier School Number The three-digit code assigned by the Kentucky Department of Education to identify school within district.
Data Set Data Set Identifier School Year The relevant school year for the data provided.
Data Set Data Set Identifier State School ID Nine-digit identifier created by combining county, district, and school numbers. Used for federal reporting.
Delivery Targets CCR Actual Score Actual score refers to the annual result for the state, district or school College and Career Readiness (CCR) percentage rate.
Delivery Targets CCR CCR The College and Career Readiness (CCR) Delivery targets provide schools and districts with the annual progress needed to meet their CCR Delivery goals. Data in this table refer to the high school graduates’ CCR percentage report and the percentage of students CCR without the bonus points.
Delivery Targets CCR CCR Targets The College and Career Readiness (CCR) targets are calculated using the same formula as all goals and targets. For example, a school with a 2011-12 baseline score of 34% would have a five-year goal of 67%. The difference between the school’s baseline and five-year goal (67-34=33) is then divided by 5 (33/5=6.6) to give the incremental gains needed to meet the five-year delivery goal. This increase is added to the baseline score and also to subsequent years to create the annual delivery targets.
Delivery Targets CCR Delivery Target The Kentucky Department of Education establishes yearly targets and five-year goals for increasing performance expectations by subject area at the school, district, and state levels.
Delivery Targets CCR Level Level describes whether the data being displayed are for the elementary, middle or high school level and students' demographic information.
Delivery Targets CCR Met Target Met Target is a yes or no field. If the state, district or school's actual score for college and career readiness (CCR) is at or above the CCR target, the result will be yes. If the score for CCR is below the CCR target, the result will be no.
Delivery Targets CCR Target Type Target type describes whether the data displayed are for the delivery target, actual score or met target.
Delivery Targets Delivery Targets CCR Targets State-level delivery goals represent five-year projections of performance and/or graduation expectations from a baseline year out to year five, depending on the strategic priority. State-level targets are calculated as follows: Baseline % - 5 year % = annual target. School and district goals and targets are calculated using the same formula.
Delivery Targets Delivery Targets Calculation of Delivery Goals and Targets State-level delivery goals represent five-year projections of performance and/or graduation expectations from a baseline year out to year five, depending on the strategic priority. State-level targets are calculated as follows: Baseline % - 5 year % = annual target. School and district goals and targets are calculated using the same formula.
Delivery Targets Delivery Targets School Trend Data The school trend data provide a snapshot of performance relative to annual targets.
Delivery Targets Graduation Rate Actual Score Actual score refers to the annual result for the state, district or school graduation rate.
Delivery Targets Graduation Rate Delivery Target The state-level graduation rate goal is to increase the percentage of students who graduate within four years from 86% in 2012-13 to 89.2% in 2014-15. The annual target needed to meet this goal is 1.3%.
Delivery Targets Graduation Rate Graduation Rate The graduation rate Delivery targets provide schools and districts with the annual progress needed to meet their graduation rate Delivery goals. Data in this table refer to the four- and five-year adjusted cohort graduation rate report.
Delivery Targets Graduation Rate Level Level describes whether the data being displayed are for the elementary, middle or high school level and students' demographic information.
Delivery Targets Graduation Rate Met Target Met Target is a yes or no field. If the state, district or school's actual score for graduation rate is at or above the graduation rate target, the result will be yes. If the score for graduation rate is below the graduation rate target, the result will be no.
Delivery Targets Graduation Rate Target Type Target type describes whether the data displayed are for the Delivery target, actual score or met target.
Delivery Targets K-Screen Actual Score Actual score refers to the annual result for the state, district or school kindergarten readiness rate.
Delivery Targets K-Screen Delivery Target The K-Screen Delivery target at the state, district and school is the projected annual rate that the state, district or school is aiming to achieve.
Delivery Targets K-Screen Kindergarten Readiness The Kindergarten readiness Delivery targets provide schools and districts with the annual progress needed to meet their 2018-19 Kindergarten readiness Delivery goals. Students are assessed within the first 30 days of the school year. Data in this table refer to the Kindergarten readiness rate report, which can be found here: https://applications.education.ky.gov/SRCSecure/Assessment.aspx
Delivery Targets K-Screen Kindergarten Readiness Targets The Kindergarten readiness Delivery goal is to increase the percentage of students who are ready for kindergarten from 49.0% in 2013-14 to 74.5% in 2018-19. Students are assessed within the first 30 days of the school year.
Delivery Targets K-Screen Level Level describes whether the data being displayed are for the elementary, middle or high school level and students' demographic information.
Delivery Targets K-Screen Met Target Met Target is a yes or no field. If the state, district or school's actual score for kindergarten readiness is at or above the kindergarten readiness target, the result will be yes. If the score for kindergarten readiness is below the kindergarten readiness target, the result will be no.
Delivery Targets K-Screen Prior Setting Prior setting is a description of a student's placement prior to entering kindergarten.
Delivery Targets K-Screen Target Type Target type describes whether the data displayed are for the Delivery target, actual score or met target.
Delivery Targets Proficiency/Gap Actual Score Actual score refers to the annual result for the state, district or school proficiency and/or gap percentage rate.
Delivery Targets Proficiency/Gap Delivery Target The Gap state-level Delivery goal is to increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 33.0% in 2011-12 to 66.5% in 2016-17. The annual target needed to meet this goal is 6.5%.
Delivery Targets Proficiency/Gap Level Level describes whether the data being displayed are for the elementary, middle or high school level and students' demographic information.
Delivery Targets Proficiency/Gap Met Target Met Target is a yes or no field. If the state, district or school's actual score for proficiency and/or gap rate is at or above the proficiency and/or gap rate target, the result will be yes. If the score for graduation rate is below the proficiency and/or gap rate, the result will be no.
Delivery Targets Proficiency/Gap Proficiency The Proficiency Delivery targets provide schools and districts with the annual progress needed to meet their 2016-17 Proficiency Delivery goals. The overall Proficiency Delivery targets and goals reflect the percentage of Proficient and Distinguished students for math and reading combined. School-level targets include K-PREP scores for grades 3-5 (elementary), grades 6-8 (middle), or K-PREP End-of-Course for English II and Algebra II (high school). District-level targets reflect combined school-level results (elementary, middle, or high school). Data in this table can be found here: (hyperlink to http://applications.education.ky.gov/SRC/AssessmentByState.aspx).
Delivery Targets Proficiency/Gap Proficiency/Closing the Achievement Gap (K-12) The Gap Delivery targets provide schools and districts with the annual progress needed to meet their 2016-17 Achievement Gap delivery proficiency goals. The overall gap targets and goals reflect the percentage of Proficient and Distinguished students for math and reading combined for the non-duplicated gap group. “Non-duplicated gap group” indicates that students who fall into multiple gap categories (i.e., African-American, Hispanic, Native American, students with disabilities, students eligible for free/reduced-price lunches, and limited English proficient) are only counted once. Data in this table are based on the Kentucky Performance Rating for Educational Progress (K-PREP) tests for elementary and middle schools and the End-of-Course assessments for high schools, which can be found here: http://applications.education.ky.gov/SRC/AssessmentByState.aspx).
Delivery Targets Proficiency/Gap Target Type Target Type describes whether the data displayed are for the Delivery Target, Actual Score or Met Target.
Delivery Targets Program Review Actual Score Actual score refers to the annual result for the state, district or school program reviews which are rated proficient or distinguished.
Delivery Targets Program Review Delivery Target There is one state-level Program Review goal. It is to increase the percentage of proficient programs from 65.4% in 2013-14 to 82.7% in 2018-19. The program reviews that are included in that percentage include: Arts and humanities, practical living/career studies, writing and kindergarten-3rd grade. The number of proficient programs is also displayed.
Delivery Targets Program Review Level Level describes whether the data being displayed are for the number or percent of programs that are Proficient/Distinguished.
Delivery Targets Program Review Met Target Met Target is a yes or no field. If the state, district or school's actual score for Program Review is at or above the Program Review target, the result will be yes. If the score for Program Review is below the proficiency and/or gap rate, the result will be no.
Delivery Targets Program Review Program Review The Program Review Delivery targets provide schools and districts with the annual progress needed to meet their 2018-19 Program Review delivery goals. School-level targets include Program Review total scores that are calculated using the total score for the Program Review.
Delivery Targets Program Review Target Type Target type describes whether the data displayed are for the Delivery target, actual score or met target.
Finance Financial Summary 3-Year Change data The calculation for 3-Year Change data (beginning with the 2013-14 School Report Card) is the difference between the current school year value and two years prior, divided by the two years prior value.
Finance Financial Summary 4% or Above Adopted Rate Indicates that a district has levied the 4% tax rate or above.
Finance Financial Summary Average Daily Attendance (ADA) no adjustments Average Daily Attendance (ADA) with no adjustments applied is the aggregate days attended by pupils in K-12 divided by the actual number of days the school is in session as reported by the superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR). Full attendance for kindergarten is included. It is also known as the unadjusted ADA. This value is used in most per-pupil calculations for the Finance Report Card.
Finance Financial Summary Average Daily Membership (ADM) This is the aggregate days membership of pupils divided by the actual number of days school is in session. Per the SAAR Summary Report, it is the aggregate days present plus aggregate days absent divided by the number of days taught.
Finance Financial Summary Bonding Capacity to Revenue Ratio This is the amount of additional bond indebtedness the district may incur divided by the total revenues. Bonding capacity is reported biannually, indicating the bonding potential available. The data is calculated from the audited annual financial report and the local available revenue report. It is loaded to the Finance Report Card in December of the odd year.
Finance Financial Summary FTE Certified Staff This is the Full Time Equivalent (FTE) of all certified staff from the Professional Staff Data report submission. Certified staff include positions that require EPSB (Education Professional Standards Board) certification. (FTE multiplied by Allocation % for all certified staff within object code 0110 from the Professional Staff Data Report)
Finance Financial Summary FTE Certified Staff - Teachers This is the Full Time Equivalent (FTE) of all teachers from the Professional Staff Data report submission. (FTE multiplied by Allocation percentage for all certified staff in summary class codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110 from PSD Report)
Finance Financial Summary FTE Classified Staff This is the Full Time Equivalent (FTE) of all classified staff from the Classified Staff Data report submission. Classified staff include positions that do not require EPSB certification. (FTE is calculated by multiplying contract days by hours per day divided by the total hours in the school year for all classified staff within object codes 0130 and 0160)
Finance Financial Summary Financial Key Indicators Financial Key Indicators are identified within each of the five sub-tabs of the Finance tab. Each indicator is explicitly defined within the School Report Card Glossary.
Finance Financial Summary Financial Summary This sub-tab is part of the Finance tab of data. It includes 11 financial indicators. All data within this tab have been validated by the district. Orange highlighted data indicates a potential area of concern that a district should monitor closely, such as a decrease over the past three years.
Finance Financial Summary Fund Balance This is the total committed, assigned, and unassigned fund balance in the general fund. (Fund 1; Objects 874X, 875X, 8770)
Finance Financial Summary Fund Balance Percentage This is the percentage of fund balance to total expenditures in the general and food service funds. (Balance Sheet--Fund 1; Objects 874X, 875X, 8770; AFR Fund 1, 51 and Objects less than 09XX and not 0280 and not project 16M)
Finance Financial Summary Percent of Salaries and Benefits to Total Expenditures This is the ratio of salary and benefit expenditures in the general fund compared to the district's total expenditures in the general fund. It indicates the percentage of expenditures committed to salaries and benefits. (Salary and benefits in Fund 1 for expenditure objects 01xx and 02xx; total expenditures Fund 1. Values exclude transfers (Object 091x))
Finance Financial Summary Rank Order Rank order indicates the relative value for a district among 173 districts, from the highest (1) to lowest (173) value for School Report Card year selected. Note that 2011-12 and 2012-13 had 174 districts.
Finance Financial Summary SEEK Average Daily Attendance (SEEK ADA) Average Daily Attendance (ADA) is the aggregate days attended by pupils in K-12 and divided by the actual number of days the school is in session. The result is adjusted by the following to obtain the prior school year's adjusted ADA: 1) Five days with lowest attendance; 2) Up to 10 days with low attendance due to weather; 3) Non-contract students; 4) Over under age; 5) Virtual/performance-based Proficient, eligible suspensions and eligible expulsions; 6) Kindergarten attendance adjustment whereby 50% of the full kindergarten attendance days is deducted; and 7) Add in two-thirds of the attendance lost if loss was more than 10% of total. Each year, student growth may be added, therefore the calculation is the Prior School Year's Adjusted ADA plus the Current School Year's Growth. This ADA value is used to calculate the SEEK funding, therefore it is also known as the SEEK ADA or Funded ADA.
Finance Revenues and Expenditures 3-Year Change data The calculation for three-year change data (beginning with the 2013-14 School Report Card) is the difference between the current school year value and two years prior, divided by the two years prior value.
Finance Revenues and Expenditures Capital Outlay and Other Revenue This is the revenue in all funds for capital outlay and other revenue sources, except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 5xxx except 52xx)
Finance Revenues and Expenditures Capital Outlay and Other Revenue per Pupil This is the revenues from capital outlay and other sources divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 5xxx except 52xx divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Administration This is the expenditures for administration (offices of superintendent, principals, and business) only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Functions 23xx, 24xx, 25xx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Administration per Pupil This is the expenditures for administration (offices of superintendent, principals, and business) only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Functions 23xx, 24xx, 25xx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Capital Outlay and Debt This is the expenditures for capital outlay and debt only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Functions 4xxx, 51xx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Capital Outlay and Debt per Pupil This is the expenditures for capital outlay and debt only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Functions 4xxx, 51xx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Enterprise Operations This is the expenditures for enterprise operations only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 3xxx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Enterprise Operations per Pupil This is the expenditures for enterprise operations only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Function 3xxx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Instruction This is the expenditures for instruction only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 1xxx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Instruction per Pupil This is the expenditures for instruction only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Function 1xxx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Instructional Staff Support This is the expenditures for instructional staff support only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 22xx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Instructional Staff Support per Pupil This is the expenditures for instructional staff support only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Function 22xx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Operations and Maintenance This is the expenditures for operations and maintenance only from all funds except agency funds, adult education, community service, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 26xx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Operations and Maintenance per Pupil This is the expenditures for operations and maintenance only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 26xx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Student Support This is the expenditures for student support and other from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Functions 21xx, 29xx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Student Support per Pupil This is the expenditures for student support and other from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Functions 21xx, 29xx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Expenditures on Transportation This is the expenditures for transportation only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 27xx; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Expenditures on Transportation per Pupil This is the expenditures for transportation only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; for Function 27xx; Expenditure Objects 01xx - 0998 except 091x divided by unadjusted ADA)
Finance Revenues and Expenditures Federal Revenue This is the revenue in all funds for federal sources except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 4xxx)
Finance Revenues and Expenditures Federal Revenue per Pupil This is the federal revenues divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 4xxx divided by unadjusted ADA)
Finance Revenues and Expenditures Financial Key Indicators Financial key Indicators are identified within each of the five sub-tabs of the Finance tab. Each indicator is explicitly defined within the School Report Card Glossary.
Finance Revenues and Expenditures Local Revenue This is the revenue in all funds for local sources except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 1xxx)
Finance Revenues and Expenditures Local Revenue per Pupil This is the local revenues divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 1xxx divided by unadjusted ADA)
Finance Revenues and Expenditures Percent of Administrative to Total Expenditures This is the administrative expenditures (for the offices of superintendent, principals, and business) divided by the total expenditures (all funds except agency funds, adult education, community services, and day care). (Administrative expenditures: Fund 1, 2x, 3x, 400, 51; Function 23xx, 24xx, 25xx, exclude Object 091x divided by Total expenditures: Fund 1, 2x, 3x, 400, 51; Object 01xx - 0998 except Object 091x)
Finance Revenues and Expenditures Rank Order Rank order indicates the relative value for a district among 173 districts, from the highest (1) to lowest (173) value for School Report Card year selected. Note that 2011-12 & 2012-13 had 174 districts.
Finance Revenues and Expenditures Revenues and Expenditures This sub-tab is part of the Finance tab of data. It includes 29 financial indicators, broken down by revenues, revenues per pupil, expenditures and expenditures per pupil. All data within this tab have been validated by the district.
Finance Revenues and Expenditures State Revenue This is the revenue in all funds for state sources except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 3xxx)
Finance Revenues and Expenditures State Revenue per Pupil This is the state revenues divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 3xxx divided by unadjusted ADA)
Finance Revenues and Expenditures Total Expenditures This is the total expenditures in all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Expenditure Objects 01xx - 0998 except 091x)
Finance Revenues and Expenditures Total Expenditures per Pupil This is the total expenditures divided by the unadjusted ADA. Total expenditures are defined by using: Fund 1, 2x, 3x, 400, 51 and Expenditure Objects 01xx - 0998 except 091x. These expenditures are divided by unadjusted ADA. This calculation differs from the calculation on the Learning Environment tab in order to align with NCES Federal Reporting requirements that must be completed by each state.
Finance Revenues and Expenditures Total Revenue This is the total revenue in all funds for federal, state, and local sources except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 1xxx, 3xxx, 4xxx, 5xxx except 52xx)
Finance Revenues and Expenditures Total Revenue per Pupil This is the total revenues divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; Revenue Objects 1xxx, 3xxx, 4xxx, 5xxx except 52xx divided by unadjusted ADA)
Finance SEEK 3-Year Change data The calculation for Three-Year Change data (beginning with the 2013-14 School Report Card) is the difference between the current school year value and two years prior, divided by the two years prior value.
Finance SEEK Actual Transportation Expenditures This is the expenditures for transportation only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; for Function 27xx; Expenditure Objects 01xx - 0998 except 091x)
Finance SEEK Building Fund - Local This is the building fund monies received from local effort.
Finance SEEK Building Fund - State This is the building fund monies received through SEEK funding.
Finance SEEK Capital Outlay This is the SEEK funding restricted for projects included on the district facility plan or for payment of debt service. (SEEK ADA multiplied by $100)
Finance SEEK Financial Key Indicators Financial key indicators are identified within each of the five sub-tabs of the Finance tab. Each indicator is explicitly defined within the School Report Card Glossary.
Finance SEEK Net General Fund SEEK This is the total unrestricted SEEK funding less the restricted capital outlay funding.
Finance SEEK Net General Fund SEEK per Pupil This is the amount of net general fund SEEK funding received per pupil, based on the SEEK Average Daily Attendance. It is calculated as the net general fund SEEK divided by SEEK ADA.
Finance SEEK Percent of Actual Transportation Expenditures Funded by SEEK This is the SEEK funding provided for pupil transportation divided by the actual expenditures for pupil transportation in all funds except agency funds, adult education, community services, and day care. It is calculated as transportation SEEK funding divided by actual transportation expenditures (Fund 1, 2x, 3x, 400, 51; for Function 27xx; Expenditure Objects 01xx - 0998 except 091x).
Finance SEEK Rank Order Rank order indicates the relative value for a district among 173 districts, from the highest (1) to lowest (173) value for School Report Card year selected. Note that 2011-12 and 2012-13 had 174 districts.
Finance SEEK SEEK This sub-tab is part of the Finance tab of data. It includes eight financial indicators. All data within this tab have been validated by the district.
Finance SEEK Transportation SEEK Funding This is the SEEK funding provided for pupil transportation.
Finance Salaries 3-Year Change data The calculation for three-year change data (beginning with the 2013-14 School Report Card) is the difference between the current school year value and two years prior, divided by the two years prior value.
Finance Salaries Average Principal Salary This is the average salary for a principal based on the Professional Staff Data report submission. (Sum of principal salaries in object codes 0110, 0111, and 0112 divided by FTE of principals in summary class code 1010 with the FTE limited to object code 0110)
Finance Salaries Average Teacher Salary This is the average salary for a teacher based on the Professional Staff Data report submission. (Sum of teacher salaries in object codes 0110, 0111, and 0112 divided by the FTE Certified Staff - Teachers which is FTE multiplied by Allocation percentage for all certified staff in summary class codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110 from Professional Staff Data Report)
Finance Salaries Financial Key Indicators Financial key indicators are identified within each of the five sub-tabs of the Finance tab. Each indicator is explicitly defined within the School Report Card Glossary.
Finance Salaries Rank Order Rank order indicates the relative value for a district among 173 districts, from the highest (1) to lowest (173) value for School Report Card year selected. Note that 2011-12 & 2012-13 had 174 districts.
Finance Salaries Salaries This sub-tab is part of the Finance tab of data. It includes four financial indicators. All data within this tab have been validated by the district.
Finance Salaries Substitute Teacher Expenditures per Pupil This is the expenditures for certified substitutes only from all funds except agency funds, adult education, community services, and day care divided by the unadjusted ADA. (Fund 1, 2x, 3x, 400, 51; Object 0120 divided by unadjusted ADA)
Finance Salaries Total Substitute Teacher Expenditures This is the expenditures for certified substitutes only from all funds except agency funds, adult education, community services, and day care. (Fund 1, 2x, 3x, 400, 51; Object 0120)
Finance Taxes 3-Year Change data The calculation for Three-Year Change data (beginning with the 2013-14 School Report Card) is the difference between the current school year value and two years prior, divided by the two years prior value.
Finance Taxes 30-cent Local Effort This value is 30 cents per $100 of the district's property assessment.
Finance Taxes Assessment This is the total tangible, real estate, and motor vehicle property assessments.
Finance Taxes Assessment per Pupil This is the total assessments divided by the SEEK ADA. SEEK ADA (funded ADA) is used for this per pupil calculation because of equalization.
Finance Taxes Financial Key Indicators Financial key indicators are identified within each of the five sub-tabs of the Finance tab. Each indicator is explicitly defined within the School Report Card Glossary.
Finance Taxes Levied Equivalent Rate This value is used to determine eligibility for Tier I and Facilities Support Program of Kentucky equalization. It is a district’s total tax revenue divided by its total assessment, which includes property and motor vehicles.
Finance Taxes Rank Order Rank order indicates the relative value for a district among 173 districts, from the highest (1) to lowest (173) value for School Report Card year selected. Note that 2011-12 & 2012-13 had 174 districts.
Finance Taxes Real Estate Tax This is the actual tax rate adopted for the year for real estate; cents per $100 of assessed value.
Finance Taxes Tangible / Personal Property Tax This is the actual tax rate adopted for the year for tangible property; cents per $100 of assessed value.
Finance Taxes Taxes This sub-tab is part of the Finance tab of data. It includes six financial indicators. All data within this tab have been validated by the district.
Learning Environment Community Community Section of Report Card which indicates parent and/or community involvement as self-reported by schools.
Learning Environment Community Number of parents/guardians serving on the School Council (SBDM) or its committees Number of parents/guardians serving on the School-Based Decision Making Council (SBDM) or its committees as reported by the school.
Learning Environment Community Number of parents/guardians voting in School Council (SBDM) elections Number of parents/guardians voting in School-Based Decision Making Council (SBDM) elections as reported by the school.
Learning Environment Community Number of students whose parent/guardian had at least one teacher conference Number of students whose parent/guardian had at least one teacher conference as reported by the school.
Learning Environment Community Number of volunteer hours Number of volunteer hours as reported by the school.
Learning Environment Community Parent Involvement Section of Report Card that details parental involvement.
Learning Environment Equity District-level turnover An aggregate of the school turnover totals within the district.
Learning Environment Equity Overall Effectiveness - Exemplary/Accomplished Percentage of Effective Educators. Exemplary/Accomplished combined numbers. Beginning with the 2016-17 report card, this measure is no longer reported.
Learning Environment Equity Overall Effectiveness of School Teachers and Leaders The percentage of teachers and leaders in a school building that receive an Overall Performance Category rating of Accomplished or Exemplary aggregated to the district and state levels.
Learning Environment Equity Overall Growth - High/Expected Percentage of educators with high or expected student growth. High/Expected combined numbers.Beginning with the 2016-17 report card, this measure is no longer reported.
Learning Environment Equity Overall Student Growth Rating of Teachers and Leaders The percentage of teachers and leaders in a school that receive an Overall Student Growth rating of Expected or High aggregated to the district and state levels. The overall student growth rating is determined by district-defined decision rules to combine local and state (if available) contributions.
Learning Environment Equity Percentage of new and Kentucky Teacher Internship Program (KTIP) teachers Total percent of first year and KTIP teachers in the school, district or state. Includes those teachers who did not teach in Kentucky the previous year and all KTIP teachers.
Learning Environment Equity Percentage of teacher turnover The proportion of teachers that left teaching in a school, district or the state.
Learning Environment Equity School-level turnover Teachers who left the classroom within a school, regardless of whether re-employed at the same school (in a non-teaching role), in another district, moved within district, left the Kentucky public school system or retired.
Learning Environment Equity State-level turnover An aggregate of the school turnover totals within the state.
Learning Environment Equity Working Conditions Results of three constructs around teacher retention and student achievement. Kentucky uses the Teaching, Empowering, Leading and Learning (TELL) as the survey for working conditions
Learning Environment Equity Working Conditions - Construct 1 Question that addresses Managing Student Conduct.
Learning Environment Equity Working Conditions - Construct 2 Question that addresses Community Engagement.
Learning Environment Equity Working Conditions - Construct 3 Question that addresses School Leadership.
Learning Environment Equity Working Conditions - Strongly Agree/Agree The percentage of combined TELL survey responses of Agree and Strongly Agree in the constructs for questions that address Managing Student Conduct, Community Engagement and Support and School Leadership.
Learning Environment Programs Autism Special education indicator Autism means a developmental disability significantly affecting and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term shall not apply if a child’s educational performance is adversely affected primarily because the child has an emotional-behavior disability.
Learning Environment Programs Creative or Divergent Thinking Creative or Divergent Thinking ability, a gifted and talented indicator, means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways.
Learning Environment Programs Deaf Blind Special education indicator deaf-blindness means concomitant hearing and visual impairments that have an adverse effect on the child’s education performance, the combination of which causes severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness, unless supplementary assistance is provided to address educational needs resulting from the two disabilities.
Learning Environment Programs Developmentally Delayed Special education indicator "developmental delay" or "DD" means that a child ages 3-8 has not acquired skills or achieved commensurate with recognized performance expectations for his or her age.
Learning Environment Programs Emotional Behavior Disability "Emotional-behavioral disability" or "EBD" means that a child, when provided with interventions to meet instructional and social-emotional needs, continues to exhibit one (1) or more of the following, when compared to the child’s peer and cultural reference groups, across settings, over a long period of time and to a marked degree: 1. Severe deficits in social competence or appropriate behavior which cause an inability to build or maintain satisfactory interpersonal relationships with adults or peers; 2. Severe deficits in academic performance which are not commensurate with the student’s ability level and are not solely a result of intellectual, sensory, or other health factors but are related to the child’s social-emotional problem; 3. A general pervasive mood of unhappiness or depression; or 4. A tendency to develop physical symptoms or fears associated with personal or school problems. (b) This term does not apply to children who display isolated (not necessarily one (1)) inappropriate behaviors that are the result of willful, intentional, or wanton actions unless it is determined through the evaluations process that the child does have an emotional-behavioral disability.
Learning Environment Programs English Learners English Learners (EL) are those students in Kentucky schools whose primary language is other than English. The term 'limited English proficient' has been defined in Title IX of the No Child Left Behind Act under the General Provisions Part A, Section 9101.
Learning Environment Programs Functional Mental Disability Functional Mental Disability (FMD) is a special education indicator in which: 1. Cognitive functioning is three or more standard deviations below the mean; 2. Adaptive behavior deficits are three or more standard deviations below the mean.
Learning Environment Programs General Intellectual Ability General Intellectual Ability, a gifted and talented indicator, means possessing: (a) Either the potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability, which is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, logical reasoning, social awareness, memory, nonverbal ability and the analysis, synthesis, and evaluation of information; and (b) A consistently outstanding mental capacity as compared to children of one's age, experience or environment.
Learning Environment Programs Gifted and Talented "Gifted and talented student" means a pupil identified as possessing demonstrated or potential ability to perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude, creative or divergent thinking, psychosocial or leadership skills, or in the visual or performing arts.  Only Specific Academic Aptitude (SAA) students in the areas of language arts, mathematics, science and social studies were reported for the State School Report. SAA student are only identified in a specific academic area. Generally Intellectual Ability students were not reported, unless they were also identified for SAA. Specific reporting of the disaggregated data can be found under the Assessment and Accountability tabs.
Learning Environment Programs Gifted and Talented Creative or Divergent Thinking Creative or divergent thinking ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways
Learning Environment Programs Gifted and Talented Creative or Divergent Thinking Creative or divergent thinking ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways
Learning Environment Programs Gifted and Talented General Intellectual Ability General intellectual ability means possessing: (a) Either the potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability, which is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, logical reasoning, social awareness, memory, nonverbal ability and the analysis, synthesis, and evaluation of information; and (b) A consistently outstanding mental capacity as compared to children of one's age, experience, or environment
Learning Environment Programs Gifted and Talented General Intellectual Ability General intellectual ability means possessing: (a) Either the potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability, which is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, logical reasoning, social awareness, memory, nonverbal ability and the analysis, synthesis, and evaluation of information; and (b) A consistently outstanding mental capacity as compared to children of one's age, experience, or environment
Learning Environment Programs Gifted and Talented Primary Talent Pool Talent pool means a group of primary students informally selected as having characteristics and behaviors of a high potential learner and further diagnosed using a series of informal and formal measures to determine differentiated service delivery needs during their stay in the primary program.
Learning Environment Programs Gifted and Talented Primary Talent Pool Talent pool means a group of primary students informally selected as having characteristics and behaviors of a high potential learner and further diagnosed using a series of informal and formal measures to determine differentiated service delivery needs during their stay in the primary program.
Learning Environment Programs Gifted and Talented Psychosocial Leadership Skills Psychosocial or leadership ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision, to set goals and organize others to successfully reach those goals.
Learning Environment Programs Gifted and Talented Psychosocial Leadership Skills Psychosocial or leadership ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision, to set goals and organize others to successfully reach those goals.
Learning Environment Programs Gifted and Talented Specific Academic Aptitude-Language Arts Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented Specific Academic Aptitude-Language Arts Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented Specific Academic Aptitude-Math Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented Specific Academic Aptitude-Math Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented Specific Academic Aptitude-Science Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented Specific Academic Aptitude-Science Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Art Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Art Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Dance Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Dance Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Drama Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Drama Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Music Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented Visual and Performing Arts-Music Visual or performing arts ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama.
Learning Environment Programs Gifted and Talented-Specific Academic Aptitude-Social Studies Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Gifted and Talented-Specific Academic Aptitude-Social Studies Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in one (1), or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers.
Learning Environment Programs Homeless Homeless children and youths is defined as individuals who lack a fixed, regular and adequate nighttime residence. The term includes – • Children and youths who are: o sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (sometimes referred to as ‘doubled-up”); o living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; o living in emergency or transitional shelters; or o abandoned in hospitals; • Children and youths who have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings; • Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and • Migratory children who qualify as homeless because they are living in circumstances described above.
Learning Environment Programs Orthopedically Impaired Orthopedic impairment (OI), a special education indicator, means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes: (a) An impairment caused by a congenital anomaly such as clubfoot, or absence of some member; (b) An impairment caused by disease such as poliomyelitis, or bone tuberculosis; and (c) An impairment from other causes such as cerebral palsy, amputations, and fractures or burns that causes contractures.
Learning Environment Programs Other Health Impaired Other health impairment (OHI), a special education indicator, means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that: (a) Is due to a chronic or acute health problem, such as acquired immune deficiency syndrome, asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette’s syndrome, or tuberculosis; and (b) Adversely affects a child’s educational performance.
Learning Environment Programs Percentage The referenced population, divided by the total number of students that fall within the demographic group.
Learning Environment Programs Primary Talent Pool Gifted and Talented program indicator - students who possess demonstrated or potential ability to perform at exceptionally high levels in the primary years (P1-P4; Kindergarten through 3rd grade).
Learning Environment Programs Psychosocial Leadership Skills Psychosocial or leadership ability, a Gifted and Talented program indicator, means possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision, to set goals and organize others to successfully reach those goals.
Learning Environment Programs Special Education "Special education" means specially designed instruction, at no cost to the parents, to meet the unique needs of the child with a disability. This includes instruction in the classroom, in the home, in hospitals and institutions, and in other settings. Special education means speech-language pathology services (if the service is considered special education rather than a related service), travel training and vocational education.) "Specially designed instruction" means adapting as appropriate the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum included in the Kentucky Core Academic Standards (704 KAR 3:303), formerly the Program of Studies.
Learning Environment Programs Specific Academic Aptitude-Language Arts A Gifted and Talented program indicator, "Specific academic aptitude" means possessing either potential or demonstrated ability to perform at an exceptionally high level in one or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers in language arts.
Learning Environment Programs Specific Academic Aptitude-Math A Gifted and Talented program indicator, "Specific academic aptitude" means possessing either potential or demonstrated ability to perform at an exceptionally high level in one, or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers in mathematics.
Learning Environment Programs Specific Academic Aptitude-Science A Gifted and Talented program indicator, "Specific academic aptitude" means possessing either potential or demonstrated ability to perform at an exceptionally high level in one or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers in science.
Learning Environment Programs Specific Academic Aptitude-Social Studies A Gifted and Talented program indicator, "Specific academic aptitude" means possessing either potential or demonstrated ability to perform at an exceptionally high level in one or very few related, specific academic areas significantly beyond the age, experience or environment of one's chronological peers in social studies.
Learning Environment Programs Specific Learning Disability Specific Learning Disability (LD), a special education program indicator, means a disorder that adversely affects the ability to acquire, comprehend or apply reading, mathematical, writing, reasoning, listening, or speaking skills to the extent that specially designed instruction is required to benefit from education. The specific learning disability (LD) may include dyslexia, dyscalculia, dysgraphia, developmental aphasia, and perceptual/motor disabilities. The term does not include deficits that are the result of other primary determinant or disabling factors such as vision, hearing, motor impairment, mental disability, emotional-behavioral disability, environmental or economic disadvantaged, cultural factors, limited English proficiency, or lack of relevant research-based instruction in the deficit area.
Learning Environment Programs Speech Language Speech or language impairment, a special education program indicator, means a communication disorder, including stuttering, impaired articulation, a language impairment, a voice impairment, delayed acquisition of language, or an absence of language, that adversely affects a child’s educational performance
Learning Environment Programs Traumatic Brain Injury Traumatic Brain Injury (TBI), a special education program indicator, means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury does not mean brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma. Traumatic brain injury means open or closed head injuries resulting in impairments in one or more areas, including:  (a) Cognition; (b) Language; (c) Memory; (d) Attention; (e) Reasoning; (f) Abstract thinking; (g) Judgment; (h) Problem-solving; (i) Sensory, perceptual, and motor abilities; (j) Psychosocial behavior; (k) Physical functions; (l) Information processing; and (m) Speech.
Learning Environment Programs Visual and Performing Arts-Art Visual or performing arts ability, a Gifted and Talented program indicator, means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in visual art.
Learning Environment Programs Visual and Performing Arts-Dance Visual or performing arts ability, a Gifted and Talented program indicator, means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in dance.
Learning Environment Programs Visual and Performing Arts-Drama Visual or performing arts ability, a Gifted and Talented program indicator, means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in drama.
Learning Environment Programs Visual and Performing Arts-Music Visual or performing arts ability, a Gifted and Talented program indicator, means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in music.
Learning Environment Programs Visually Impaired Visual impairment means a vision loss, even with correction that: (a) Requires specialized materials, instruction in orientation and mobility, Braille, visual efficiency, or tactile exploration; (b) Has an adverse effect on the child’s educational performance; and (c) Meets the following: 1. The child has visual acuity with prescribed lenses that is 20/70 or worse in the better eye; or 2. The child has visual acuity that is better than 20/70 and the child has one (1) of the following conditions: a. A medically-diagnosed progressive loss of vision; b. A visual field of twenty (20) degrees or worse; c. A medically diagnosed condition of cortical blindness; or d. A functional vision loss.
Learning Environment Safety % of Total Events Calculation of column total divided by total events.
Learning Environment Safety % of Total Resolutions Calculation of column total divided by total resolutions.
Learning Environment Safety Alcohol Behavior events with the following law violations: 1811, 1812, 210, 230. Refer to the Behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf
Learning Environment Safety Are parents required to sign in? Indicates whether parents are required to sign in when visiting the school, as reported by school. Only reported at the school level.
Learning Environment Safety Assault, 1st degree Behavior events with the following law violation: 301. Refer to the behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf
Learning Environment Safety Behavior Events Indicates Safe School behavior events as reported in the Kentucky Student Information System (KSIS), and broken down by law/board violation, race and gender and totaled.
Learning Environment Safety Behavior Events by Context Indicates the context (School Sponsored Event; During School Hours, School Sponsored Event; Not During School Hours, Non School Sponsored Event; During School Hours or Non School Sponsored Event; Not During School Hours) as reported by schools in the Kentucky Student Information System (KSIS). Numbers are broken down by race and by gender and totaled.
Learning Environment Safety Behavior Events by Grade Level Indicates behavior events by grade level.
Learning Environment Safety Behavior Events by Location Indicates behavior events by locations (Classroom, Bus, Hallway/Stairwell, Cafeteria, Campus Grounds, Off-Campus, Restroom, Gymnasium, Office, Athletic Field, Playground, Field Trip, Other) as reported by schools in the Kentucky Student Information System (KSIS). Numbers are broken down by race and by gender, and totaled.
Learning Environment Safety Behavior Events by Socio-Economic Status Indicates behavior events by socio-economic status (Free Meal Status, Reduced Meal Status and Paid Meal Status) as reported by schools in the Kentucky Student Information System (KSIS). Numbers are broken down by race and by gender and totaled.
Learning Environment Safety Discipline Resolutions Indicates behavior events that resulted in a resolution of (Expelled, receiving services; Expelled, not receiving services; Out-of-School Suspensions, Corporal Punishment, In-School Removals, Restraint, Seclusion, Unilateral Removal by School Personnel or Removal by Hearing Officer) as reported in the Kentucky Student Information System (KSIS) and broken down by race and gender and totaled.
Learning Environment Safety Do all parents receive the district discipline code? Indicates whether parents are sent district discipline code as reported by school.
Learning Environment Safety Drugs Behavior events with the following board violations: 1014 and Law Violations: 1801, 1802, 1821, 1822, 1831, 1832, 1841, 1842, 1851, 1852, 1861, 1862, 1871, 1872, 1881, 1882, 1891, 1892 or 2001. Refer to the Behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf
Learning Environment Safety Harassment (includes bullying) Behavior events with the following board violations: 8001, 8002, 8003, 8004, 8006 and Law Violation 340, 341 and 350. Refer to the Behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf
Learning Environment Safety Legal Sanctions Indicates legal sanctions (arrests, charges, civil damages, school resource officer involvement or court designated worker involvement) taken as reported in the Kentucky Student Information System (KSIS) broken down by race and gender and totaled.
Learning Environment Safety Other Assault or Violence Behavior events with the following law violations: 11, 20, 30, 75, 90, 172, 174, 175, 302, 303, 304, 305, 306, 307, 308, 309, 310, 320, 330, 2003. Refer to the Behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf
Learning Environment Safety Percentage of classrooms with telephones able to access outside lines The percentage of classrooms with telephones able to access outside lines as reported by the school. Only reported at the school level.
Learning Environment Safety Safety Indicates behavior events and resolutions as reported by schools.
Learning Environment Safety School Safety - Precautions Indicates the types of safety precautions as answered by each school.
Learning Environment Safety State Resolutions not reported above Indicates behavior events not reported in another category but that resulted in a state resolution code.
Learning Environment Safety Tobacco Behavior events with the following board violations: 9001, 9002, 9003, 9004, 9005.  Refer to the Behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf.
Learning Environment Safety Total Events The number of reported events in the school during the school year specified.
Learning Environment Safety Total Legal Sanctions The number of legal sanctions during the school year specified.
Learning Environment Safety Total Resolutions The number of reported state resolutions during the school year specified.
Learning Environment Safety Total Student Count The number of reported students unduplicated for specified category.
Learning Environment Safety Violations per 1,000 ADA Count of violations per 1,000 counts of Average Daily Attendance (ADA).
Learning Environment Safety Weapons Event counts with the following law violation: 151, 152, 153, 154, 2000. Refer to the Behavior data standards at http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Behavior.pdf.
Learning Environment Students Adjusted Average Daily Attendance Adjusted Average Daily Attendance (AADA) means the aggregate days attended by pupils in entry level primary (kindergarten) through grade 12, adjusted for weather-related low attendance days if applicable and divided by the actual number of days the school is in session, after the five days with the lowest attendance are deducted per KRS 157.320 (1) as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR). Kindergarten student attendance is fully included.
Learning Environment Students Attendance Rate The attendance rate reflects the proportion of students in attendance during the school year. The percentage is calculated by the sum of present days for all students divided by total present plus absent student days (i.e., Present/(Present + Absent).
Learning Environment Students By Transition to Adult Life after Graduation The Transition to Adult Life is the verification of graduate’s transition status after graduation. Collected and reported by schools in Infinite Campus, options include: college (in or out of state), employment, vocation/technical school, military or unsuccessful or deceased.
Learning Environment Students College (In State Only) Number Transition to adult life after graduation -- number of students indicated as attending college in-state after graduation. As reported by schools in Infinite Campus -- graduation tab.
Learning Environment Students College (In State Only) Percent Transition to adult life after graduation -- percent of students indicated as attending college in-state after graduation. Collected on  tab in Infinite Campus.
Learning Environment Students College (In State and Out of State) Number Transition to adult life after graduation -- number of students indicated as attending college after graduation. As reported by schools in Infinite Campus - graduation tab.
Learning Environment Students College (In State and Out of State) Percent Transition to adult life after graduation -- percent of students indicated as attending college after graduation.
Learning Environment Students College (Out of State only) Number Number of students indicated as attending college out-of-state after graduation. As reported by schools in Infinite Campus - graduation tab.
Learning Environment Students College (Out of State only) Percent Percent of students indicated as attending college out-of-state after graduation. Collected on tab in Infinite Campus.
Learning Environment Students Dropout Rate The dropout rate is calculated by dividing the number of dropouts by the dropout membership x 100. Dropout membership is taken from the growth factor membership report.
Learning Environment Students Graduation Rate The Average Freshman Graduation Rate (AFGR) is calculated by taking the number of graduates who received a regular diploma in four years and the number of graduates who received a regular diploma in more than four years but had an Individual Educational Plan (IEP) to allow extended time divided by Average membership x 100. Average membership is calculated by dividing the membership, as reported on the growth factor membership report for student’s 9th and 10th grade year, by 2.
Learning Environment Students Lunch Status Indicates the level of socio-economic status of a student in entry level primary (kindergarten) through grade 12 based upon the lunch status of free, reduced-price or paid as reported to the Kentucky Department of Education by the FRAM Module. For 2011-12, it was pulled from Infinite Campus for active enrollments on Nov. 1 (it does not include no-shows or students marked as state exclude). District can compare to their Qualifying data on Oct. 31, or run ad-hocs from Infinite Campus. For 2012-13 and 2013-14, the data were as of the last day of school.
Learning Environment Students Lunch Status - Free (Count) Count of students designated as eligible for free lunch status as defined by the school on last day of enrollment.
Learning Environment Students Lunch Status - Free (Percent) Percent of students designated as eligible for free lunch status as defined by the school on last day of enrollment.
Learning Environment Students Lunch Status - Reduced (Count) Count of students designated as eligible for reduced-price lunch status as defined by the school on last day of enrollment.
Learning Environment Students Lunch Status - Reduced (Percent) Percent of students designated as eligible for reduced-price lunch status as defined by the school on last day of enrollment.
Learning Environment Students Military (Count) Number of students indicated as military after graduation. As reported by schools in Infinite Campus - graduation tab.
Learning Environment Students Military (Percent) Percent of students indicated as military after graduation. Currently collected on graduate tab.
Learning Environment Students Not Successful (Count) - Change to Unknown (Count) Number of students not indicated as another transition status. As reported by schools in Infinite Campus - graduate tab.
Learning Environment Students Not Successful (Percent) - Change to Unknown (Percent) Percent of students not indicated as another transition status after graduation.
Learning Environment Students Retention Rate Retention Rate indicates the percentage of students grades 4-12 who were retained (not promoted to the next grade level). The rate is calculated by dividing the number of students retained by ADM.
Learning Environment Students Spending per Student Current expenditures made divided by the total primary through grade 12 end-of-year Average Daily Attendance in the school or district. School-level spending per student is self-reported by the districts/schools and current expenditures is defined by using: Funds 1, 2x, 3x, 400, 51; Functions 1000-3900 except 32xx, 33xx, 34xx; and Objects 01xx - 0998 except 07xx. These expenditures are divided by the Adjusted Average Daily Attendance (AADA) amount that includes all adjustments and 100% of Kindergarten attendance as listed on the School Report Card Learning Environment – Student tab. This enables the school level data to be reflective of the entire kindergarten ensuring the data accounts for the whole school population. District-level data is calculated by KDE and is calculated using all audited AFR data divided by the SEEK ADA (Adjusted 50% kindergarten). Note: Several districts updated 2015-16 data during the 2016-17 reporting period due to mistakes in calculations provided in the prior reporting period. Data was updated to ensure consistency in reporting.
Learning Environment Students Student Success Provides self-reported student success rates from student population after leaving high school.
Learning Environment Students Student Success Rate Non-academic indicators of student success in the school, district, or state. Student success rates are provided for (1) Attendance (2) Retention (3) Dropout. Graduation has been moved to the delivery tab.
Learning Environment Students Students Section of the Report Card that defines student attributes within each school as the data is entered by school districts into the Kentucky Student Information System (KSIS).
Learning Environment Students Students By Gender Individual category of male or female in entry level primary (kindergarten) through grade 12 as self-reported by the student, parent or guardian or observed by someone in the school as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR).
Learning Environment Students Students By Gender - Female (Count) Count of female students in entry level primary (kindergarten) through grade 12 as self-reported by the student, parent or guardian or observed by someone in the school as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR).
Learning Environment Students Students By Gender - Female (Percent) Percent of female students in entry level primary (kindergarten) through grade 12 as self-reported by the student, parent or guardian or observed by someone in the school as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR).
Learning Environment Students Students By Gender - Male (Count) Count of male students in entry level primary (kindergarten) through grade 12 as self-reported by the student, parent or guardian or observed by someone in the school as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR).
Learning Environment Students Students By Gender - Male (Percent) Percent of male students in entry level primary (kindergarten) through grade 12 as self-reported by the student, parent or guardian or observed by someone in the school as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR).
Learning Environment Students Students By Grade Individual category of grade level as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR). The values are: Grade K (K=Kindergarten), Grade 01 through Grade 12 (1st through 12th grades), and Grade 14 (a student identified with an Individual Education Program (IEP) that is 17 years of age on or before Oct. 1 of current school year and has progressed through a grade 12 assessment).
Learning Environment Students Students By Race Individual race/ethnicity category for entry level primary (K) through grade 12 students as self-reported by the student, parent or guardian or observed by someone in the school. Includes Hispanic, African American, Asian, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander, White (not Hispanic), or two or more races as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR).
Learning Environment Students Students By Race - African American (Count) Number of students categorized as race code African American
Learning Environment Students Students By Race - African American (Percent) Percent of students categorized as race code African American.
Learning Environment Students Students By Race - American Indian or Alaska Native (Count) Number of students categorized as race code American Indian, Alaska Native.
Learning Environment Students Students By Race - American Indian or Alaska Native (Percent) Percent of students categorized as race code American Indian, Alaska Native.
Learning Environment Students Students By Race - Asian (Count) Number of students categorized as race code Asian.
Learning Environment Students Students By Race - Asian (Percent) Percent of students categorized as race code Asian.
Learning Environment Students Students By Race - Hispanic (Count) Number of students categorized as race code Hispanic.
Learning Environment Students Students By Race - Hispanic (Percent) Percent of students categorized as race code Hispanic.
Learning Environment Students Students By Race - Native Hawaiian or Other Pacific Islander (Count) Number of students categorized as race code Native Hawaiian or Other Pacific Islander.
Learning Environment Students Students By Race - Native Hawaiian or Other Pacific Islander (Percent) Percent of students categorized as race code Native Hawaiian or Other Pacific Islander.
Learning Environment Students Students By Race - Two or More Races (Count) Number of students categorized as race code Two or More.
Learning Environment Students Students By Race - Two or More Races (Percent) Percent of students categorized as race code Two or More.
Learning Environment Students Students By Race - White (Not Hispanic) (Count) Number of students categorized as race code White (Not Hispanic).
Learning Environment Students Students By Race - White (Not Hispanic) (Percent) Percent of students categorized as race code White (Not Hispanic).
Learning Environment Students Total Membership All enrollments minus all withdrawals for entry level primary (kindergarten) through grade 12 students on the last day of the reporting period, as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR). This value is the same as the ethnic count.
Learning Environment Students Transition to Adult Life after Graduation The Transition to Adult Life is the verification of graduate’s transition status after graduation. Schools choose from college (in or out of state), employment, vocation/technical school, military or unsuccessful or deceased.
Learning Environment Students Vocational/Technical training (Count) Number of students indicated as receiving vocational or technical training after graduation. As reported by schools in Infinite Campus - graduation tab.
Learning Environment Students Vocational/Technical training (Count) Number of students indicated as receiving vocational or technical training after graduation. Currently collected on graduate tab.
Learning Environment Students Vocational/Technical training (Percent) Percent of students indicated as receiving vocational or technical training after graduation.
Learning Environment Students Work & Part-time College (Count) Number of students indicated as working and attending school part time after graduation. As reported by schools in Infinite Campus - graduation tab.
Learning Environment Students Work & Part-time College (Percent) Percent of students indicated as working and attending school part time after graduation.
Learning Environment Students Working (Count) Number of students indicated as working after graduation. As reported by schools in Infinite Campus - Graduation tab.
Learning Environment Students Working (Percent) Percent of students indicated as working after graduation.
Learning Environment Teachers Average Student to Teacher ratio The total membership of the school (6/30 SAAR membership) divided by the number of teachers on a full-time equivalent (FTE) basis, not including administrators, guidance counselors, media specialists or resource teachers (Professional Staff Data/Classified Staff Data as of 9/15). Teachers include classification codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110.
Learning Environment Teachers Average years teaching experience Average number of years of professional experience of classroom teachers excluding certified staff such as administrators, counselors media specialists, or resource teachers.
Learning Environment Teachers Credit Recovery - Digital Learning Provider Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Computer-based course that allows students to earn credit for a course they previously failed (e.g., PLATO, APEX, Odyssey, NOVEL/STARS).
Learning Environment Teachers Credit Recovery - Direct Instruction Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Course taught by a teacher employed by the district that allows students to earn credit for a course they previously failed.
Learning Environment Teachers Digital Learning Provider Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Virtual course that uses a digital platform other than credit recovery (e.g., JCPS eSchool, KET, BAVEL).
Learning Environment Teachers Direct Instruction Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Traditional course taught by a teacher employed by the district; default value.
Learning Environment Teachers District Provided Self Study Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Independent self-study course.
Learning Environment Teachers Dual Credit - College Offered Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Dual credit course taught by a teacher employed by a postsecondary institution, and students are not enrolled in National Academy Foundation (NAF).
Learning Environment Teachers Dual Credit - District Offered Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Dual credit course taught by a teacher employed by the district, and students are not enrolled in National Academy Foundation (NAF).
Learning Environment Teachers Instructional Setting The location or setting where instruction "teaching" takes place. Examples: on-site, off-site, on-line.
Learning Environment Teachers Instructional Setting - Classroom The location or setting where instruction "teaching" takes place is on-site classroom.
Learning Environment Teachers Instructional Setting - Home Hospital The location or setting where instruction "teaching" takes place is home/hospital.
Learning Environment Teachers Instructional Setting - Offsite CTE The location or setting where instruction "teaching" takes place is off-site Career and Technical Education.
Learning Environment Teachers Instructional Setting - Offsite College The location or setting where instruction "teaching" takes place is off-site college.
Learning Environment Teachers Instructional Setting - On-Site Classroom The location or setting where instruction "teaching" takes place is on-site classroom.
Learning Environment Teachers Instructional Setting - Online The location or setting where instruction "teaching" takes place is online.
Learning Environment Teachers NAF Academy Courses National Academy Foundation (NAF) curriculum course (see http://naf.org/) that is not dual credit; associated teaching method with the class or coursework as specified by the school in Infinite Campus.
Learning Environment Teachers NAF Academy Dual Credit - District Offered District-offered dual credit course taught by a teacher employed by the district, and students are enrolled in the NAF Academy. Teaching method associated with the class or coursework as specified by the school in Infinite Campus.
Learning Environment Teachers Number of teachers certified by National Board for Professional Standards The number of teachers certified by the National Board for Professional Teaching Standards (www.nbpts.org), as reported by Education Professional Standards Board. The following MUNIS job class codes are counted: 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096. 2099, 2100, 2210, 2211.
Learning Environment Teachers Percent of core academic subject classes not taught by highly qualified teachers. Percentage of courses not taught by highly qualified designated teacher. Also disaggregated by high poverty compared to low poverty (schools in the top quartile of poverty and the bottom quartile of poverty in the state) on the online card. Data provided by Education Professional Standards Board. Beginning with the 2016-17 report card, this measure is no longer reported by EPSB.
Learning Environment Teachers Percent of teachers with emergency or provisional certification Percentage of teachers granted an emergency or provisional certificate as outlined by 16 KAR 2:120 and 16 KAR 2:010, respectively. Data provided by Education Professional Standards Board.
Learning Environment Teachers Professional Qualifications (% of teachers with degrees to all teachers) Percentages of teachers per school with degrees to all teachers, including bachelor's, master's, Rank 1, specialist, doctorate and total, as provided by Education Professional Standards Board.
Learning Environment Teachers Professional Qualifications - Bachelor's Degree Percentage of teachers per school, district or state with bachelor's degree, as provided by Education Professional Standards Board.
Learning Environment Teachers Professional Qualifications - Doctorate Degree Percentage of teachers per school, district or state with doctoral degree, as provided by Education Professional Standards Board.
Learning Environment Teachers Professional Qualifications - Master's Degree Percentage of teachers per school, district or state with master's degree, as provided by Education Professional Standards Board.
Learning Environment Teachers Professional Qualifications - Rank I Percentage of teachers per school, district or state with Rank I, as provided by Education Professional Standards Board.
Learning Environment Teachers Professional Qualifications - Specialist Percentage of teachers per school, district or state with specialist degree, as provided by Education Professional Standards Board.
Learning Environment Teachers TELL TELL Kentucky is a statewide, anonymous, online survey of school-based educators, administered in the spring of 2015, to assess teaching conditions at the school, district and state levels. Data are available only for schools that met TELL Kentucky's 50 percent response threshold for reporting. Visit TELL website for more information. http://tellkentucky.org/results.
Learning Environment Teachers Teachers Section of the report card that gives information about teachers within the state and indicates their credentials, race, gender and teaching methods.
Learning Environment Teachers Teachers by gender - Female Head count for individual category of female staff in the school as reported in MUNIS. Teachers include classification codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110.
Learning Environment Teachers Teachers by gender - Male Head count for individual category of male staff in the school as reported in MUNIS. Teachers include classification codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110.
Learning Environment Teachers Teachers by race Section of the report card that lists the head count of number of teachers categorized by white (not Hispanic); African American; Hispanic; Asian; American Indian or Alaska Native; Native Hawaiian or other Pacific Islander; two or more races and in total as reported in MUNIS by school, district and state. Teachers include classification codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110. This data is as of September for the given school year.
Learning Environment Teachers Teachers by race - African American Head count of number of teachers categorized by African American.
Learning Environment Teachers Teachers by race - American Indian or Alaska Native Head count of number of teachers categorized by American Indian or Alaska Native.
Learning Environment Teachers Teachers by race - Asian Head count of number of teachers categorized by Asian.
Learning Environment Teachers Teachers by race - Hispanic Head count of number of teachers categorized by Hispanic.
Learning Environment Teachers Teachers by race - Native Hawaiian or Other Pacific Islander Head count of number of teachers categorized by Native Hawaiian or Other Pacific Islander.
Learning Environment Teachers Teachers by race - Total Head count sum of teachers in total as reported in MUNIS by school, district and state. Teachers include classification codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110.
Learning Environment Teachers Teachers by race - Two or More Races Head count of number of teachers categorized by two or more races.
Learning Environment Teachers Teachers by race - White (Not Hispanic) Head count of number of teachers categorized by white (not Hispanic).
Learning Environment Teachers Teaching Method The methods used for instruction.
Learning Environment Teachers Third Party Contract Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Course taught by a third-party contractor other than virtual, dual credit or National Academy Foundation (NAF) (e.g., auto mechanic, golf instructor, Head Start provider).
Learning Environment Teachers Total number of full time equivalent teachers (not including administrators, guidance counselors, media specialists, or resource teachers) Full-time equivalent (FTE), not including administrators, guidance counselors, media specialists or resource teachers (Professional Staff Data/CSD data as of 9/15). Teachers include classification codes 2010, 2025, 2030, 2040, 2050, 2060, 2070, 2080, 2090, 2095, 2096, 2099, 2100, and 2211 within object code 0110.
Learning Environment Teachers Transitional Course - KDE Curriculum Teaching method associated with the class or coursework as specified by the school in Infinite Campus. Course that uses the transitional curriculum framework sponsored by the Kentucky Department of Education (found at http://education.ky.gov/educational/int/hscf/Pages/default.aspx).
Learning Environment Technology Percentage of computers meeting state minimum standards Districts report count of all computers or other internet connected devices in use for teaching, learning, research, creation, analysis, management, operations or evaluation/assessment. Beginning in 2013-14, the count includes computers regardless of age if still in use. Default is 100% because computers reported are still in use.
Learning Environment Technology Student Access to Technology Student Access to Technology is the section of School Report Card that provides information on technology available to students in schools.
Learning Environment Technology Student-to-Internet-connected instructional computer ratio Student-to-Internet-connected instructional computer/device ratio is based on self-reported count provided by schools and demonstrates ratio of computer-devices to students in the school.
Learning Environment Technology Technology Identifies technology available within each school as self-reported by the school. District and State calculations are based on school reported numbers rolled up to applicable level.
Profile Profile A1 A school under administrative control of a principal or head teacher and eligible to establish a school-based decision making council. An A1 school is not a program operated by, or as a part of, another school.
Profile Profile A2 District-operated career and technical education center (CTC), where the membership is counted at an A1 school.
Profile Profile A3 District-operated, totally special education program.
Profile Profile A5 An alternative program that is a district-operated facility with no definable attendance boundaries that is designed to remediate academic performance, improved behavior or provide an enhanced learning experience.
Profile Profile A6 Kentucky Education Collaborative for State Agency Children (KECSAC)-funded programs serving state children agency
Profile Profile Address1 Address Line 1 of the building site
Profile Profile Address2 Address Line 2 of the building site
Profile Profile B1 Laboratory or training school operated by a college. Examples include the Gatton Academy and Headstart Schools.
Profile Profile C2 State-operated career and technical education area technology centers (ATC)
Profile Profile City City where building site is located.
Profile Profile Classification State Classification designation. Schools can be classified as either a public school (A1) a Public Program (A2, A3, A5, A6), a Laboratory or training school operated by a college (B1), state-operated ATC (C2) or a State Department of Education-operated school (D1).
Profile Profile Contact Name The designated leader of the school (principal) or district (superintendent) at the time the card is publicly released. (DATA SET LABEL ONLY)
Profile Profile D1 State Department of Education-operated schools (Kentucky School for the Blind and Kentucky School for the Deaf)
Profile Profile District Board Members Elected board members for the applicable school year.
Profile Profile District Code Unique school number assigned by the Kentucky Department of Education.
Profile Profile Fax Fax number for contact person
Profile Profile Grade Range Lowest to highest grade in the school building, district or state.
Profile Profile High Grade Highest grade in the school building, district or state. (DATA SET LABEL ONLY)
Profile Profile Latitude Latitude geographic coordinates for the building site location. (DATA SET LABEL ONLY)
Profile Profile Longitude Longitude geographic coordinates for the building site location. (DATA SET LABEL ONLY)
Profile Profile Low Grade Lowest grade in the school building, district or state. (DATA SET LABEL ONLY)
Profile Profile Membership Total count of students enrolled at a given facility, district or statewide.
Profile Profile Not a Title I School The school is not eligible to receive Title I, Part A funding or the school is not an A1 school.
Profile Profile PO Box Mailing address -- Some schools and districts have U.S. Postal Service mail delivered to a post office box.
Profile Profile Phone Phone number for contact person
Profile Profile Principal Contact name -- The designated leader of the school at the time the card is publicly released.
Profile Profile School Code Unique school number assigned by the Kentucky Department of Education. Combination of district number and school number, in that order.
Profile Profile School Council Members Designated school council members for the applicable school year
Profile Profile School Membership Total count of all enrollments minus all withdrawals for entry level primary (kindergarten) through grade 12 students on the last day of the reporting period, as reported to the Kentucky Department of Education by the local superintendent at close of year via the Superintendent's Annual Attendance Report (SAAR). This value is the same as the ethnic count. It is provided for each school, district, and the state total.
Profile Profile School Year The applicable period of time referenced for release of information. Labels are provided to indicate data provided outside these dates.
Profile Profile State State abbreviation of where building site is located. Constant KY.
Profile Profile Status School's designation of Title 1 services as reported for specified school year.
Profile Profile Superintendent Contact name -- The designated leader of the district at the time the card is publicly released. This can include interim superintendents.
Profile Profile Title 1 Eligible - No Program School is eligible to receive Title I, Part funds but the district decides to not participate.
Profile Profile Title I Eligible - Schoolwide School The school’s poverty percentage is at or above 40% low income as reported by the district. The school receives a Title I, Part A allocation and the district implements a schoolwide program. All students are eligible to be served with Title I, Part A funds.
Profile Profile Title I Eligible - Targeted Assistance School The school’s poverty percentage is less than 40% low income as reported in by the district. The school receives a Title I, Part A allocation and the district implements a targeted assistance program. Only identified students enrolled in the school receive Title I services.
Program Review Next-Generation Instructional Programs and Support. Program Review A systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative support an monitoring KRS 158.6453(1)(i). Also known as Program Review.
Program Review Program Review  Arts and Humanities Subject area included in accountability review.
Program Review Program Review  Arts and Humanities Program Review Administrative/Leadership Support and Monitoring The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Arts and Humanities Program Review Classification One of three performance classification labels based on the total score for each Program Review content area. Needs Improvement - less than 8.0; Proficient - 8.0 to 10.7; and Distinguished - total points 10.8 or higher.
Program Review Program Review  Arts and Humanities Program Review Curriculum and Instruction The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Arts and Humanities Program Review Formative and Summative Assessment The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Arts and Humanities Program Review Professional Development and Support The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Arts and Humanities Program Review Total Points Sum of the four standard scores for a total score in the Program Review content area. Total score is a single number ranging between 0-12.
Program Review Program Review  Kindergarten Through 3rd Grade (K-3) General subject area included in accountability review.
Program Review Program Review  Kindergarten through 3rd Grade (K-3) Program Review Administrative/Leadership Support and Monitoring The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Kindergarten through 3rd Grade (K-3) Program Review Classification One of three performance classification labels based on the total score for each Program Review content area. Needs Improvement - less than 8.0; Proficient - 8.0 to 10.7; and Distinguished - total points 10.8 or higher.
Program Review Program Review  Kindergarten through 3rd Grade (K-3) Program Review Curriculum and Instruction The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Kindergarten through 3rd Grade (K-3) Program Review Formative and Summative Assessment The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Kindergarten through 3rd Grade (K-3) Program Review Professional Development and Support The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Kindergarten through 3rd Grade (K-3) Program Review Total Points Sum of the four standard scores for a total score in the Program Review content area. Total score is a single number ranging between 0-12.
Program Review Program Review  Level Level describes whether the data being displayed are for the elementary, middle or high school level and students' demographic information.
Program Review Program Review  Practical Living and Career Studies Subject area included in accountability review.
Program Review Program Review  Practical Living/Career Studies Program Review Administrative/Leadership Support and Monitoring The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Practical Living/Career Studies Program Review Classification One of three performance classification labels based on the total score for each Program Review content area. Needs Improvement - less than 8.0; Proficient - 8.0 to 10.7; and Distinguished - total points 10.8 or higher.
Program Review Program Review  Practical Living/Career Studies Program Review Curriculum and Instruction The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Practical Living/Career Studies Program Review Formative and Summative Assessment The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Practical Living/Career Studies Program Review Professional Development and Support The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Practical Living/Career Studies Program Review Total Points Sum of the four standard scores for a total score in the Program Review content area. Total score is a single number ranging between 0-12.
Program Review Program Review  Program Review A systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative support an monitoring KRS 158.6453(1)(i). Also known as Next-Generation Instructional Programs and Support.
Program Review Program Review  Program Review Total Points Total points are generated by adding the individual Program Review content area total score.
Program Review Program Review  Program Review Total Score Total score is the percentage of the 24 possible points needed for proficiency.
Program Review Program Review  Writing Subject area included in accountability review
Program Review Program Review  Writing Program Review Administrative/Leadership Support and Monitoring The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Writing Program Review Classification One of three performance classification labels based on the total score for each Program Review content area. Needs Improvement - less than 8.0; Proficient - 8.0 to 10.7; and Distinguished - total points 10.8 or higher.
Program Review Program Review  Writing Program Review Curriculum and Instruction The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Writing Program Review Formative and Summative Assessment The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Writing Program Review Professional Development and Support The average characteristic score for the standard. The characteristic scores range from 0-3 (0 = No Implementation, 1 = Needs Improvement, 2 = Proficient and 3 = Distinguished).
Program Review Program Review  Writing Program Review Total Points Sum of the four standard scores for a total score in the Program Review content area. Total score is a single number ranging between 0-12.