School Performance Framework Sponsored by The Colorado Department of Education Summer 2010 Version 1.3

Outcomes: School Performance Framework Understand the purpose of the school and district performance frameworks. Define and appropriately use terminology included in the school and district performance framework reports. Interpret the metrics (by performance indicator) included in the SPF and explain why each of the metrics were included. Describe the cut-points for each metric and how an overall plan type assignment is determined. Interpret the performance of one local school as presented by the School Performance Framework Report. Identify next steps in using the school performance framework reports.

Agenda: School Performance Framework Purpose and Terminology Overview Indicator Points and Plan Type Assignments Interpreting the School Performance Framework Using the School Performance Framework Performance Data by Indicator

School Performance Framework Purposes Focus attention on what matters most Provide a body of evidence related to state-identified performance indicators to support school and district performance management Support school and district efforts to evaluate their performance Establish a common framework for the state to use to hold schools accountable for performance Identify schools that need additional support (priority improvement and turnaround)

Focus Attention on What Matters All students will exit Colorados K-12 education system ready for postsecondary education and workforce success. --Colorados Achievement Plan for Kids (SB )

On what does the framework focus? Four key performance indicators: –Academic Achievement –Academic Growth –Academic Growth Gaps –Postsecondary and Workforce Readiness

How does the framework focus on these indicators? Assigns a rating to each of the performance indicators so schools/districts know the extent to which they meet state expectations. –Exceeds, Meets, Approaching, Does not meet The ratings roll up to an overall evaluation of the school/districts performance. That evaluation informs the plan type assigned to the school. –Performance, Improvement, Priority Improvement, Turnaround

Mean vs. Median

Percentage vs. Percentile

Percentiles Range from Indicate the relative standing of a students score to the norm group. (i.e. how a particular compares with all others) Growth Percentiles Indicate a students standing relative to their academic peers, or students with a similar score history (how his/her recent change in scores compares to others change in scores).

Adequate Growth What is adequate growth? Based on catch-up and keep-up growth.

Catching Up To be considered to be Catching Up: The student scores below proficient (unsatisfactory or partially proficient) in the previous year The student demonstrates growth adequate to reach proficiency within the next three years or by tenth grade, whichever comes first.

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 95 Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade is the minimum-this students adequate growth value Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 76 Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade th percentile growth will not be enough for this student to catch up – her current growth is not adequate. Proficient

Keeping Up To be considered to be Keeping Up: The student scores at the proficient or advanced level in the previous year. The student demonstrates growth adequate to maintain proficiency for the next three years or until tenth grade, whichever comes first.

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade Proficient 79 th percentile growth will be enough for this student to keep up – his current growth is adequate.

Median Adequate Growth AGPSorted AGPsMedian AGP Median Adequate Growth for this school is 55 Search for the middle value… Adequate growth percentiles for all catch-up and keep- up students

Agenda: School Performance Framework Purpose and Terminology Overview Indicator Points and Plan Type Assignments Interpreting the School Performance Framework Using the School Performance Framework Performance Data by Indicator

1 year vs. 3 year data CDE has provided two different versions of the School Performance Framework Reports. –The most recent year of data (2009) –The most recent three years of data ( ) Read 1-year vs. 3-year Data (technical guide) –Why are there two options? –When would the 3-year version be used to assign the school plan type?

School Performance Framework Overview Page 1: Summary of school performance, including plan type assignment and ratings for each performance indicator Page 2: Details of school performance by indicator and sub-indicator Page 3: Scoring guides including cut scores

School Performance Framework, Page 1 Four possible plan type assignments Plan Type Assignment Indicator Ratings Four possible indicator ratings

Performance Indicators Read the definitions of each of the following performance indicators on the first page of the sample SPF –Academic Achievement –Academic Growth –Academic Growth Gaps –Postsecondary and Workforce Readiness Discussion: Why does the School Performance Framework focus attention on these areas of performance?

SPF: Performance Indicator Summary, Page 1

Agenda: School Performance Framework Purpose and Terminology Overview Indicator Points and Plan Type Assignments Interpreting the School Performance Framework Using the School Performance Framework Performance Data by Indicator

Performance Indicators and Data Look at Page 2, first column

Page 2: Sub-Indicators Sub-indicators for each performance indicator: Points (earned and eligible) Percent of points Ratings School Performance Data

Defining State Expectations 1.Performance data 2.Basis for comparison 3.Definition of what level of performance meets state expectations –Scoring Guide on page 3 of the SPF –SPF Technical Guide includes reference data

Academic Achievement (status) Performance Data: the percent of students in the school scoring at the proficient or advanced achievement level Comparison: Compared to the distribution of percent proficient and advanced scoring students in all other schools* in the state. Scoring Guide: sets the percentile cut-points for each rating. * Does not included schools with N of less than 16 or Alternative Education Campuses

Math ElemMiddleHigh N of Schools th percentile th percentile th percentile Example What would result in a rating of Meets for academic achievement for high schools in mathematics? (p. 3) Below the 90 th percentile and at or above the 50 th percentile of all* schools. (scoring guide, page 3 of SPF) For 2009 greater than or equal to 26.32% and less than 49.94% proficient and advanced Academic Achievement The school's percentage of students scoring proficient or advanced was: at or above the 90th percentile of all schools.Exceeds below the 90th percentile but was at or above the 50th percentile of all schools.Meets at or above the 15th percentile of all schools.Approaching below the 15th percentile of all schools.Does Not Meet

Academic Growth Performance data: Median Growth Percentile and Median Adequate Growth Comparison: Two steps 1.Did my school meet adequate growth? (yes or no) 2.How did my schools growth compare to state expectations for growth? Scoring guide: sets the cut-points for median growth percentile using two tables that depend on whether or not the school met adequate growth

Adequate Growth 1.What was my schools median growth percentile? 2.What was my schools median adequate growth percentile? 3.Did my school meet adequate growth?

Scoring Guide for Academic Growth

Growth Gaps Performance data: Median Student Growth Percentile for disaggregated student groups. Comparison: Two Steps 1.Did the growth of disaggregated groups in my school meet adequate growth? (yes or no) 2.How did the growth of disaggregated groups in my school compare to state expectations for growth? Scoring guide: sets the cut-points for median growth percentile using two tables that depend on whether or not the disaggregated group met adequate growth

State Expectations for Postsecondary and Workforce Readiness Performance DataComparison Graduation RateAbove 80% Drop-Out RateAt or below state average Colorado ACT CompositeAt or above the state average Technical Guide: How graduation and dropout rates are calculated. The state average dropout rate. The state average ACT Composite Score. Note: State averages are different for 1-year vs. 3- year metrics

Agenda: School Performance Framework Purpose and Terminology Overview Indicator Points and Plan Type Assignments Interpreting the School Performance Framework Using the School Performance Framework Performance Data by Indicator

Indicator Points Points earned on a scale of 0-4 Sum sub-indicator points for total indicator points. Convert to % (total indicator points/100) Points EarnedRating 4Exceeds 3Meets 2Approaching 1Does not meet 0Not eligible for points

Framework Points Each indicator is weighted differently in the overall plan type assignment (page 1 SPF). Multiply the percent of points earned by the weight for each indicator (Eligible points). These are your framework points for each indicator. IndicatorES/MS WeightHS Weight Academic Achievement2515 Academic Growth5035 Academic Growth Gaps2515 Postsecondary and Workforce Readiness 035

Arriving at a Plan Type Assignment Sum framework points for each indicator. Convert this sum to a percentage (of 100). Use % of framework points to determine the plan type assignment. See Cut-points for plan type assignment on page 3 to determine plan type assignment. Cut-Points for plan type assignment Cut-Point: The school earned … of the total framework points eligible. Total Framework Points at or above 60%Performance at or above 45% - below 60%Improvement at or above 30% - below 45%Priority Improvement below 30%Turnaround

Distribution of Preliminary School Performance Framework Plan Assignments: All School Levels See Technical Guide pages for distribution by school level.

Agenda: School Performance Framework Purpose and Terminology Overview Indicator Points and Plan Type Assignments Interpreting the School Performance Framework Using the School Performance Framework Performance Data by Indicator

Resources to Support SPF Interpretation School Performance Framework Technical Guide Guiding Questions for Interpreting the School Performance Framework (page 18 of the technical guide)

Interpreting your School Performance Framework Report Take out a School Performance Framework report for a school in your district (or use the elementary sample report in the technical guide). Use the guiding questions for interpreting the School Performance Framework Report. Do you have any questions about what you see on your SPF report?

Agenda: School Performance Framework Purpose and Terminology Overview Indicator Points and Plan Type Assignments Interpreting the School Performance Framework Using the School Performance Framework Performance Data by Indicator

Next steps with the SPF Reports Identify for which indicators and sub-indicators school performance –does not meet state expectations, or –does not meet school or district expectations. Drill down... into additional data related to priority sub-indicators. Use this data to focus improvement planning efforts. Use plan type assignments to target support for schools.

Additional State Data Sources School Growth Summary, District Growth Summary CSAP score reporting Colorado Growth Model (both public and private) Student-level CSAP files (from CTB) Student-level flat files (growth, CSAPA, PSWR) from CEDAR