1. CPS School Quality Rating Policy Updated September 25, 2013 1 Office of Accountability

2. Agenda  Introduction to the SQRP Purpose & overview Communication plan  Policy Scoring Assigning Points Weighting System Assigning a School Quality Rating Assigning an Accountability Status  Appendix: Metric Definitions  Q&A 2 Office of Accountability

3. Introduction to the SQRP 3 Office of Accountability

4. What is the SQRP?  The School Quality Rating Policy (SQRP) is the Board of Education’s policy for evaluating school performance.  It establishes the indicators of school performance and growth and the benchmarks against which a school’s success will be evaluated on an annual basis.  Through this policy, each school will receive a School Quality Rating and an Accountability Status. 4 Office of Accountability

5. Purpose  The School Quality Rating and Accountability Status serve the following purposes:  Communicating to parents and community members about the academic success of individual schools and the district as a whole;  Recognizing high achieving and high growth schools and identifying best practices;  Providing a framework for goal-setting for schools;  Identifying schools in need of targeted or intensive support; and  Guiding the Board’s decision-making processes around school actions and turnarounds. Office of Accountability 5

6. New policy implementation 6 August 2013 New school quality rating board vote Schools informed of new policy and performance thresholds Sept. 2013 Performance policy ratings published for SY13-14 under current policy based on SY12- 13 data Schools/ parents notified of performance status Sept. – June 2014 Schools monitor performance during the school year Sept. 2014 School quality ratings published for SY14-15 under NEW policy based on SY13- 14 data Schools/ parents notified of performance status Office of Accountability

7. Key changes in new policy 7 Metrics centered on assessments, attendance, and progress towards graduation Three levels of school performance Evaluates Option schools using traditional high school metrics ISAT is the main elementary assessment Uses CPS historical benchmarks Does not account for test participation Metrics better aligned to district’s strategic action plan, e.g., college enrollment, persistence, priority student group growth, 5Essentials Five-tier rating to more effectively differentiate schools New Option School model more targeted to the students served Significant changes to ISAT in next few years makes it unstable for year to year comparisons; replace with NWEA MAP Performance benchmarks are tied to national standards where possible Target test participation rate of 95% Current Performance PolicySY14-15 School Quality Rating Policy Office of Accountability

8. School Quality Rating Policy: Metric Weights MetricWeight Student Growth on NWEA MAP 25% Student Attendance20% Growth of Priority Groups on NWEA MAP 10% Percentage of Students Making National Average Growth on NWEA 10% 5Essentials Survey10% Student Attainment on NWEA MAP (Grades 3-8) 10% Student Attainment on NWEA MAP (Grade 2) 5% ELL Language Development Growth on ACCESS 5% Data Quality5% MetricWeight Student Growth on EPAS20% Growth of Priority Groups on EPAS 10% Student Attainment on EPAS10% Student Attendance10% Freshman On-Track Rate10% 4-Year Cohort Graduation Rate 10% Early College / Career Credentials 5% 1-Year Dropout Rate5% College Enrollment5% College Persistence5% 5Essentials Survey5% Data Quality5% MetricWeight Percentage of Students Meeting / Exceeding National Growth on STAR 30% Average Student Growth Percentile on STAR 20% 1-Year Graduation Rate15% Stabilization Rate10% Student Attendance10% Growth in Attendance10% Credit Attainment5% Elementary SchoolsHigh Schools Option Schools 8 Office of Accountability

9. Current policy per state code – 105 ILCS 5/34-8.3  Not currently used in performance improvement  Allows the CEO to: Draft a new school improvement plan Direct implementation of the school improvement plan Provide additional training for the LSC Mediate disputes or other obstacles to improvement  If the CEO determines the problems are not able to be remediated by the above methods, the CEO shall place the school on Intensive Support. 9 Provisional Support* statusIntensive Support** status  After one year of the school failing to make adequate progress in correcting deficiencies, the CEO is allowed additional corrective measures including: Replacing the principal Replacement of faculty members Ordering new LSC elections Reconstitution, contract turnaround Closure * Listed in state code as “Remediation” ** Listed in state code as “Probation” Office of Accountability

10. Charter Schools  All charter schools with sufficient data will receive a School Quality Rating through this policy.  By State law, charter schools are exempt from Section 5/34- 8.3, meaning CPS does not have the same authority to place charter schools into “Probation” or “Remediation” status.  However, CPS charter schools are subject to the performance standards set out in the accountability provisions in their charter contract with the Board, and most contracts are tied to – or will be tied to – the performance standards under the SQRP. Office of Accountability 10

11. SQRP in the context of other accountability tools 11 District scorecard School Quality Rating Policy School Progress Report Illinois School Report Card (ISBE) Principal evaluation Teacher evaluation Tracks annual progress on KPIs from the Action Plan Includes all schools (district-operated, charter/contract) Holds district leaders accountable to priorities and goals Identifies schools making academic progress Differentiates school performance; determines “probation” status Identifies schools with insufficient academic achievement for school action decisions (e.g., turnaround, charter watch list, renewal and revocation) Communicates holistic picture of school quality, including academic measures (teacher attendance, student behavior/discipline, safety, healthy schools certification) Provides parents with information for school choice decisions Tracks performance on state assessments and AYP Provides a state-mandated measure of principal effectiveness (practice and student growth) for district-operated schools Provides feedback to support development Provides a state-mandated measure of teacher effectiveness (practice and student growth) for district-operated schools Provides feedback to support development All metrics that support the implementation of the district Action Plan Objective, research-based metrics for assessing student learning and success outcomes State and federal accountability metrics Objective annual measures that an individual can influence Broader set of information for stakeholders, but not appropriate for high-stakes accountability ToolPurposeRelevant Metrics Office of Accountability

12. Communicating SQRP Results SQR results will be communicated in the following ways each Fall:  Direct Principal Notification: Principals will receive a letter and SQRP report notifying them of the school’s rating and status.  Direct LSC Notification: LSC members will receive a letter and SQRP report, which will be sent to the LSC member’s home.  The CPS Website: Each school’s rating, status, and complete SQRP report will be included on the school’s profile page at cps.edu, as well as on the School Data page at cps.edu/schooldata.cps.edu/schooldata  School Progress Reports: Families will receive these reports annually in the fall. The School Progress Report includes information on the school’s performance on a variety of indicators, including but limited to the SQRP. 12 Office of Accountability

13. Additional Resources Materials will be available at the following locations:  www.cps.edu (search “SQRP”) www.cps.edu  Knowledge Center Available Resources include:  Recorded webinar  PowerPoint from webinar  Handbook  Training materials for parents and LSCs  Calculators Office of Accountability 13

14. Policy Scoring 14 Office of Accountability

15. Scoring Overview Schools are assigned between 1 and 5 points for each indicator. Points for each indicator are multiplied by that indicator’s weight. Weights for all indicators add up to 100% Weighted points are added up, resulting in an overall score between 1 and 5. Based on the overall weighted score, the school receives a School Quality Rating of Tier 1 (highest) to Tier 5 (lowest). Based on the school’s rating (“tier”) it receives an Accountability Status of Good Standing, Remediation (“Provisional Support”) or Probation (“Intensive Support”). Points Weighting Weighted Score School Quality Rating Accountability Status 15 Office of Accountability

16. Points  Each school receives between 1 and 5 points for each indicator based on its score in the most recent year.  To receive full credit on assessment indicators, a school must have a 95% participation rate. If the school has a lower participation rate, points are adjusted as follows: Participation Rate for Elementary and High School Participation Rate for Option Schools Point Adjustment Greater than or equal to 95%Greater than or equal to 90%No adjustment Greater than or equal to 93% but less than 95% Greater than or equal to 85% but less than 90% -1 point Greater than or equal to 92% but less than 93% Greater than or equal to 80% but less than 85% -2 points Greater than or equal to 90% but less than 92% Greater than or equal to 75% but less than 80% -3 points Less than 90%Less than 75%-4 points 16 Office of Accountability

17. Weighted Score  Each indicator has a specific weight in the policy.  Points earned for each indicator are multiplied by the indicator’s weight to calculate that indicator’s weighted score.  The weighted scores for each indicator are added together to calculate the school’s overall weighted score, which will also be between 1 and 5 points. School Growth Percentile on NWEA MAP Reading 90 th Percentile 5 points 12.5% 0.625 Indicator School’s Result Points Weight Weighted Points EXAMPLE 17 Office of Accountability

18. School Quality Rating Each school receives a School Quality Rating based on it’s overall weighted score as follows: Weighted Points EarnedSchool Quality Rating 4.0 or moreTier 1 Between 3.5 and 3.9Tier 2 Between 3.0 and 3.4Tier 3 Between 2.0 and 2.9Tier 4 Less than 2.0Tier 5 18 Office of Accountability

19. Combining ES & HS Ratings for schools with both student levels 19 ES Points # ES Students Served X HS Points # HS Students Served X + Total # Students Served Combined Score This formula provides a weighted average of the points earned on the elementary school model and the high school model. The weighting is based on the proportion of elementary (K-8) students served and high school (9-12) students served. The proportions will be established on the 20 th day. This method gives proportional weighting to each grade band, while allowing the school to set goals, because it will know the weighting at the beginning of the year. Weighted Points EarnedSchool Quality Rating 4.0 or moreTier 1 Between 3.5 and 3.9Tier 2 Between 3.0 and 3.4Tier 3 Between 2.0 and 2.9Tier 4 Less than 2.0Tier 5 Office of Accountability

20. Accountability Status (1/3)  In general…  With some exceptions… 20 Office of Accountability Intensive Support** Provisional Support* Good Standing Tier 5 Tier 4 Tier 1, 2 or 3 = = = * Listed in state code as “Remediation” ** Listed in state code as “Probation”

21. Accountability Status (2/3) Schools may be placed (or retained) in Probation/Intensive Support status if: The school has been on Probation/Intensive Support for 2+ years and needs 2+ years of Tier 4 or higher to be removed; The school has undergone an action under 5/34-8.3 (principal removal or turnaround) in the last 5 years; The CEO has determined Remediation/Provisional Support status is insufficient for a Tier 4 school and may place the school in Probation/Intensive Support. There is a failure or refusal to comply with the provisions of the Illinois School Code, other applicable laws, collective bargaining agreements, court orders, or Board rules and policies, in which case the school may be placed on Probation/Intensive Support. – This includes a school that is in state or federal school improvement status under NCLB and is not in compliance with requirements of that status. Schools may be retained in Retention/Provisional Support status if: The school has been on Remediation/Provisional Support for 2+ years and needs 2+ years of Tier 3 or higher to be removed 21 Office of Accountability

22. Accountability Status (3/3) Office of Accountability 22 Tier 5 Tier 4 # Years on Probation 8.3 Action in last 5 years? Intensive Support Provisional Support Intensive Support Yes No 2+ years 2013 Rating Level 3 Level 1 or 2 Provisional Support 0 or 1 years Tier 1, 2, or 3 # Years on Probation 8.3 Action in last 5 years? Intensive Support Good Standing Intensive Support Yes No 2+ years 2013 Rating Level 3 Level 1 or 2 Good Standing 0 or 1 years Accountability Status will be determined in 2014 based on the following:

23. Elementary School Model Measure1 point2 points3 points4 points5 pointsWeight National Growth Percentile on NWEA Reading< 10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.12.5% National Growth Percentile on NWEA Math< 10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.12.5% Priority Group National Growth Pctl. on NWEA Reading< 10 th pctl.10 th pctl.30 th pctl.50 th pctl.70 th pctl.5%* Priority Group National Growth Pctl. on NWEA Math< 10 th pctl.10 th pctl.30 th pctl.50 th pctl.70 th pctl.5%* % Making Nat. Avg. Growth on NWEA Reading & Math<40%40%50%60%70%10% National Attainment Pctl. on NWEA Reading (Gr. 3-8)<10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.5% National Attainment Pctl. on NWEA Math (Gr. 3-8)<10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.5% National Attainment Pctl. on NWEA Reading (Gr. 2)<10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.2.5% National Attainment Percentile on NWEA Math (Gr. 2)<10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.2.5% Attendance Rate<92%92%94%95%96%20% ELL Progress on ACCESS< 25%25%35%45%55%5% 5 Essentials Survey Not Yet Organized Partially Organized Moderately Organized Organized Well- Organized 10% Data Quality Index<80%85%90%95%99%5% 23 *The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 1.25% in reading and 1.25% in math. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades NWEA growth indicators. Office of Accountability

24. High School Model Measure1 point2 points3 points4 points5 pointsWeight National Growth Percentile on EXPLORE, PLAN and ACT < 10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.20% National Priority Group Growth Percentile on EXPLORE, PLAN and ACT < 10 th pctl.10 th pctl.30 th pctl.50 th pctl.70 th pctl.10%* National Attainment Percentile on EXPLORE, PLAN and ACT <10 th pctl.10 th pctl.40 th pctl.70 th pctl.90 th pctl.10% 4-Year Cohort Graduation Rate<55%55%65%75%85%10% Freshman On-Track Rate<60%60%70%80%90%10% One-Year Dropout Rate>8%8%6%4%2%5% Attendance Rate<80%80%85%90%95%10% Early College & Career Credentials< 10%10%20%30%40%5% College Enrollment<45%45%55%65%75%5% College Persistence<55%55%65%75%85%5% 5 Essentials Not Yet Organized Partially Organized Moderately Organized Organized Well- Organized 5% Data Quality<80%80%90%95%99%5% 24 *The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 2.5%. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades growth indicator. Office of Accountability

25. Option School Ratings Measure1 point2 points3 points4 points5 pointsWeight Average Growth Percentile on STAR Reading <30 th pctl.30 th pctl.40 th pctl.50 th pctl.60 th pctl.10% Average Growth Percentile on STAR Math <30 th pctl.30 th pctl.40 th pctl.50 th pctl.60 th pctl.10% Percent Making Growth Targets on STAR Reading <35%35%45%55%65%15% Percent Making Growth Targets on STAR Math <35%35%45%55%65%15% 1-Year Graduation Rate<60%60%70%80%90%15% Credit Attainment Rate<40%40%50%60%70%5% Annual Stabilization Rate<60%60%70%80%90%10% Average Daily Attendance Rate<60%60%70%80%90%10% Growth in Attendance Rate<60%60%70%80%90%10% 25 Office of Accountability

26. Additional Tier 1 Qualifying  A school may receive a Tier 1 rating – regardless of its overall weighted score – for meeting the following:  For elementary schools, 90 th percentile or higher on the National School Attainment Percentile calculation for both NWEA Reading and NWEA Math  For high schools, 90 th percentile or higher on the National School Attainment Percentile on EXPLORE, PLAN and ACT Assessments  For both elementary and high schools, 95% participation for all relevant assessments Office of Accountability 26

27. Appendix 27 Office of Accountability

28. Elementary School Indicators 28 Office of Accountability

29. NWEA Growth Percentile Definitions:  Average Spring-to-Spring RIT score growth of students on the NWEA MAP assessment, compared to average national growth for schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national distribution. Calculation:  For each school, a national average comparison growth score will be calculated. This will be the mean of the national average Spring-to-Spring growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same pretest averages and the same proportion of students at each grade level. Average scores will be based on NWEA’s national school- level norms.  The national average comparison score for each school represents a 50 th percentile school in terms of growth.  The school will receive a percentile score based on how far above or below the 50 th percentile it scored. SQRP Scoring: Notes: Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. 29 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 39 th 40 th to 69 th 70 th to 89 th 90 th or above Office of Accountability

30. Sample Elementary School 3 rd Grade Reading Grade # Students Average Pretest RIT Score National Avg. Growth Percentile Range Targets Average Posttest RIT Score National Growth Percentile 3 rd 85181.1+13193.845 th 190.9193.5195.4197.3194.1 10 th 40 th 70 th 90 th 50 th This is the average pretest RIT score for this school’s 3 rd graders (i.e., the average of their 2 nd grade RIT scores) This is the number of students with a valid pretest and posttest score. Students are attributed to the school where they were enrolled the greatest amount of time during the year. This is the average growth for 3 rd grade for a school with an average pretest RIT score of 181.1. The 50 th percentile score is the sum of 181.1 and 13. This is the national average posttest score in 3 rd grade for a school with an average pretest score of 181.1. Other cut points are established based on distance from the 50 th percentile. This is the actual growth percentile of the school based on the average posttest RIT score. This school will fall into the 3-point range, which is from 40 th to 70 th percentile. 30 Office of Accountability Note: The norms in this example are based on fall-to-spring norms from NWEA. CPS is working with NWEA to develop spring-to-spring norms, which will be available soon.

31. Sample Elementary School All Grades Reading Grade # Students Average Fall RIT Score National Avg. Growth Percentile Range Targets Average Spring RIT Score National Growth Percentile 3 rd 85181.1+13193.845 th 4 th 71194.0+9.2201.522 nd 5 th 78201.1+7.6211.187 th 6 th 115208.4+6.7216.285 th 7 th 108214.9+4.0219.185 th 8 th 87216.9+4.1221.055 th All Grades Average 544203.9+6.9211.884 th 190.9193.5195.4197.3194.1 200.4202.6204.3206.0203.2 206.0208.2209.8211.5208.7 211.5213.6215.2216.7214.1 216.4218.4219.9221.3218.9 218.5220.3221.8223.1220.8 209.3210.5211.4212.3210.8 This is the national average growth for a school with the same pretest scores and the same proportion of students in each grade. This is the average pretest RIT score for the school, weighted by the number of students in each grade. This is the overall percentile, which is based on the difference between the school’s actual growth and the national average growth. This school would earn 4 points in the policy. 31 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th Office of Accountability

32. NWEA Priority Group Growth Definitions:  There are 8 possible priority group measures for each school – reading and math for each of the following 4 priority groups: English Language Learners (ELL) Students with an IEP (does not include 504 plans) African-American students Hispanic students  Each priority group must have at least 30 students for a growth percentile to be calculated.  Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating (1.25% for each subject). If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall NWEA Growth Percentile metrics. Calculation  Each priority group will receive a NWEA Growth Percentile based on the methodology described in the “NWEA Growth Percentile” section.  The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school with the same pretest scores.  Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national average for students with the same pretest scores, including students nationally that are not in that priority group. SQRP Scoring 32 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 29 th 30 th to 49 th 50 th to 69 th 70 th or above Office of Accountability

33. Percent Meeting NWEA Targets Calculation  Numerator: Number of students meeting national Spring-to-Spring growth targets on the NWEA reading test plus number meeting targets on the math test. Targets are the national average growth of students with the same pretest score based on NWEA research.  Denominator: Number of students taking the NWEA MAP reading test in both periods plus number taking the NWEA MAP math test in both periods. SQRP Scoring Notes: Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. 1 point2 points3 points4 points5 points PercentUnder 40%40% to 49.9%50% to 59.9%60% to 69.9%70% or above 33 Office of Accountability

34. NWEA Attainment Percentile (3 rd -8 th grade) Definitions:  Average Spring RIT score of students on the NWEA MAP assessment, compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution. Calculation:  For each school, a national average comparison RIT score will be calculated. This will be the mean of the national average RIT scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same proportion of students at each grade level. Average scores will be based on NWEA’s national school-level norms.  The national average comparison score for each school represents a 50 th percentile school.  The school will receive a percentile score based on how far above or below the 50 th percentile it scored. SQRP Scoring: Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. 34 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 39 th 40 th to 69 th 70 th to 89 th 90 th or above Office of Accountability

35. NWEA Attainment Percentile (2nd grade) Definitions:  Average Spring RIT score of 2 nd grade students on the NWEA MAP assessment, compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution. Calculation:  The average RIT score for 2 nd grade students in the spring will be compared to the national average score for 2 nd grade. The national average score will be based on NWEA’s national school-level norms.  The school will receive a percentile score based on how far above or below the 50 th percentile it scored. SQRP Scoring: Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. 35 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 39 th 40 th to 69 th 70 th to 89 th 90 th or above Office of Accountability

36. ELL Language Development Growth (ACCESS) Definitions:  Percentage of ELL students meeting individual growth targets on the ACCESS Composite score. Calculation:  Each student’s ACCESS Composite score is compared to a target score based on the student’s prior year score.  Target scores will represent reasonable annual progress and will be adjusted for the student’s score in the prior year. These targets are currently under development by CPS.  Schools are rated in the SQRP on the percentage of students meeting their individual target score as follows:  Numerator: Number of students meeting individual growth target on ACCESS Composite.  Denominator: Number of students taking the ACCESS assessment. Denominator is limited to students who have a valid score in both years. SQRP Scoring: Notes: Students are assigned to the school where they were enrolled for the most time between ACCESS administrations. 36 1 point2 points3 points4 points5 points PercentageUnder 25%25% to 34.9%35% to 44.9%45% to 54.9%55% or higher Office of Accountability

37. Attendance Rate (K-8 th grade) Definitions:  Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8 th and 12 th graders. Calculation:  Numerator: Total number of present days for students during the year.  Denominator: Total number of membership days for students during the year.  For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in 8 th or 12 th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate. SQRP Scoring: Notes: Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school. 1 point2 points3 points4 points5 points Attendance RateUnder 90%90% to 92.9%93% to 94.9%95% to 95.9%96% or above 37 Office of Accountability

38. 5Essentials Definitions:  Overall rating of the school on the 5 Essentials survey (a primary component of the My Voice, My School survey for students and teachers) administered in the Spring. Calculation:  Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago.  The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of essentials for which the school has sufficient data. SQRP Scoring: Notes The school must have a minimum level of participation of 50% for the calculation of a rating. 1 point2 points3 points4 points5 points Overall Rating Not Yet Organized for Improvement Partially Organized for Improvement Moderately Organized for Improvement Organized for Improvement Well-Organized for Improvement 38 Office of Accountability

39. The 5 Essentials Description Primary Responder Effective Leaders The principal works with teachers to promote professional growth and school success Teachers Collaborative Teachers Teachers collaborate to promote professional growth and school success Teachers Involved Families The entire staff involves families and communities to advance student learning Teachers Supportive Environment The school is safe, demanding and supportiveStudents Ambitious Instruction Classes are challenging and engagingStudents  The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR. They help schools organize, prioritize, evaluate, and achieve sustainable improvement. Surveys are administered in the Spring to 6-12 th grade students and all teachers.  Schools in Chicago that make progress on 3 of 5 of the Essentials are 10 times more likely to make substantial improvement than schools that do not. 39 Office of Accountability

40. Data Quality Index Definitions:  Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used in the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the year before year end processing. Calculation:  For each of the 4 categories of the DQI, the percent of errors is calculated as follows:  Numerator: Number of outstanding data quality errors that need to be corrected for the category  Denominator: Total number of data quality checks performed for the category  The DQI scores used in the SQRP will be 100% minus this percentage.  The overall DQI score is calculated as a weighted average of the category percentages using the following weights: SQRP Scoring: 1 point2 points3 points4 points5 points Data Quality IndexUnder 85%85% to 89.9%90%-94.9% 95%-98.9%99% or above 40 DQI CategoryWeight Attendance40% Registration and Enrollment40% Student Contact Information15% Student Health5% Office of Accountability

41. High School Indicators 41 Office of Accountability

42. EPAS Growth Percentile Definitions:  Average Spring-to-Spring Composite score growth of students on the EPAS assessment series (EXPLORE, PLAN and ACT), compared to national average growth for schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national school-level distribution. Calculation:  For each school, a national average comparison growth score will be calculated. This is the weighted mean of the national average growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students in each grade level at the school. This comparison score will therefore represent an average national school with the same pretest averages and the same proportion of students at each grade level. National averages will be based on data from ACT, Inc.  The national average comparison score for each school represents a 50 th percentile school in terms of growth.  The school will receive a percentile score based on how far above or below the 50 th percentile it scored. SQRP Scoring: Notes: Student must have taken all four subject tests in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. The pretest score for 9 th grade growth will be measured using the 8 th grade EXPLORE in 2013-2014 and 8 th grade NWEA assessment in subsequent years. NWEA scores will be equated to the EPAS scale to establish a pretest average. 42 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 39 th 40 th to 69 th 70 th to 89 th 90 th or above Office of Accountability

43. Sample High School 9 th Grade EXPLORE Grade # Students Average Pretest Score National Avg. Growth Percentile Range Targets Average Posttest Score Growth Percentile 9 th 21514.1+0.614.532 nd 43 14.214.614.915.214.7 This is the average pretest score for this school’s 9 th graders. Starting in 2014-15, this score will be converted from students’ 8 th grade NWEA RIT scores to the EPAS scale. This is the number of students with a valid pretest and posttest score. Students are attributed to the school where they were enrolled the greatest amount of time during the year. This is the national average growth for 9 th grade for a school with an average pretest score of 14.1. The 50 th percentile score is the sum of 14.1 and 0.6. This is the national average posttest score in 9 th grade for a school with an average pretest score of 14.1. Other cut points are established based on distance from the 50 th percentile. This is the actual growth percentile of the school based on the average posttest score. This school will fall into the 2-point range, which is from 10 th to 40 th percentile. 10 th 40 th 70 th 90 th 50 th Office of Accountability Note: The norms in this example are based on fall-to-spring norms based on CPS data. CPS is working with ACT to develop national spring-to-spring norms, which will be available soon.

44. Sample High School All Grades EPAS Grade # Students Average Pretest Score National Avg. Growth Percentile Range Targets Average Posttest Score Growth Percentile 9 th 21514.1+0.614.532 nd 10 th 18715.4+0.716.480 th 11 th 15416.8+1.518.458 th All Grades Average 55615.3+0.916.256 th 44 14.214.614.915.214.7 15.616.016.316.616.1 17.718.218.618.918.3 15.816.116.316.616.2 This is the national average growth for a school with the same pretest scores and the same proportion of students in each grade. This is the average pretest score for the school, weighted by the number of students in each grade. This is the overall percentile, which is based on the difference between the school’s actual growth and the national average growth. This school would earn 4 points in the policy. 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th 10 th 40 th 70 th 90 th 50 th Office of Accountability Note: The norms in this example are based on fall-to-spring norms based on CPS data. CPS is working with ACT to develop national spring-to-spring norms, which will be available soon.

45. EPAS Priority Group Growth Definitions:  There are 4 possible priority group measures for each school – one for each of the following 4 priority groups: English Language Learners (ELL) Students with an IEP (does not include 504 plans) African-American students Hispanic students  Each priority group must have at least 30 students for a growth percentile to be calculated.  Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating. If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall EPAS Growth Percentile metric. Calculation  Each priority group will receive an EPAS Growth Percentile based on the methodology described in the “EPAS Growth Percentile” section.  The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school with the same pretest scores.  Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national average for students with the same pretest scores, including students that are not in that priority group. SQRP Scoring 45 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 29 th 30 th to 49 th 50 th to 69 th 70 th or above Office of Accountability

46. EPAS Attainment Percentile Definitions:  Average Spring Composite score of students on the EPAS assessment series, compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution. Calculation:  For each school, a national average comparison score will be calculated. This will be the mean of the national average scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same proportion of students at each grade level.  The national average comparison score for each school represents a 50 th percentile school.  The school will receive a percentile score based on how far above or below the 50 th percentile it scored. SQRP Scoring: Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. 46 1 point2 points3 points4 points5 points PercentileUnder 10 th 10 th to 39 th 40 th to 69 th 70 th to 89 th 90 th or above Office of Accountability

47. Four-Year Graduation Rate Definitions:  Percent of students who were first-time freshmen four years prior that have graduated. Calculation:  Numerator: Number of students in the 4-year cohort who have graduated, including students who have completed the requirements for graduation but remain enrolled under their IEP.  Denominator: Number of students who were first-time freshmen in the school four years prior, excluding students with a non-dropout leave code or a verified out-of-district transfer. SQRP Scoring Notes: Unverified out-of-district transfers whose transfer took place in the last 150 calendar days of the most recent school year are excluded in this rate. Includes summer graduates. 47 1 point2 points3 points4 points5 points Grad RateUnder 55%55% to 64.9%65% to 74.9%75% to 84.9%85% or above Office of Accountability

48. Freshmen On-Track (FOT) Definitions:  Percent of students earning 5 or more credits and failing no more than 1 semester core course during their 9 th grade year. Calculation:  Numerator: Number of first-time freshmen meeting the above criteria.  Denominator: Number of first-time freshmen enrolled at the school. SQRP Scoring Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Dropouts and unverified transfers are considered off-track. Measure only includes students who are in the 9 th grade for the first time. Students with no credits attempted in the first semester are excluded. 48 1 point2 points3 points4 points5 points FOT RateUnder 60%60% to 69.9%70% to 79.9%80% to 89.9%90% or above Office of Accountability

49. One-Year Dropout Rate Definitions:  Percent of students in grades 9-12 dropping out during the year. Calculation:  Numerator: Number of students whose end-of-year status is a dropout status or who have transferred out of district and whose transfer has not been verified.  Denominator: Number of students enrolled or who were last enrolled at the school excluding students with a non-dropout leave code or a verified out-of-district transfer. SQRP Scoring Notes: Students are assigned to the school where they were most recently enrolled. Unverified out-of-district transfers whose transfer took place in the last 150 calendar days of the school year are not counted as dropouts in this rate. The rate used in the SQRP excludes students who have previously dropped out in the previous 2 years. 49 1 point2 points3 points4 points5 points Dropout RateOver 8%6.1% to 8%4.1% to 6%2.1% to 4%2% or under Office of Accountability

50. Attendance Rate (Grades 9-12) Definitions:  Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8 th and 12 th graders. Calculation:  Numerator: Total number of present days for students during the year.  Denominator: Total number of membership days for students during the year.  For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in 8 th or 12 th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate. SQRP Scoring: Notes: Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school. 1 point2 points3 points4 points5 points Attendance RateUnder 80%80% to 84.9%85% to 89.9%90% to 94.9%95% or above 50 Office of Accountability

51. Early College and Career Credentials Definitions:  Percent of students graduating from the school with at least one credit from an approved early college course, a 3+ on an AP exam, a 4+ on an IB exam, or an approved career certification. Calculation:  Numerator: Number of students graduating from the school with one of the credentials listed above.  Denominator: Number of students graduating from the school. SQRP Scoring Notes: The denominator includes all graduates in the most recent years, regardless of graduating class. Early college courses and career certifications will need to be pre-approved to count in the metric; schools will have the opportunity to view pre-approved courses or apply for approval for additional offerings. Students meeting multiple criteria are only counted once in the measure. 51 1 point2 points3 points4 points5 points Early College and Career Credentials Under 10%10% to 19.9%20% to 29.9%30% to 39.9%40% or more Office of Accountability

52. College Enrollment and Persistence Definitions:  College Enrollment: The percentage of students enrolled in college in the fall after graduation from high school.  College Persistence: The percentage of students enrolled in college in the fall after graduation from high school that remain enrolled in college the following fall. Calculation:  For college enrollment rate:  Numerator: The number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school, as determined by the National Student Clearinghouse.  Denominator: The number of students graduating from the school in the prior year.  For college persistence rate:  Numerator: The number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school that remain enrolled in college in the following fall, as determined by the National Student Clearinghouse.  Denominator: Number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school. SQRP Scoring: 1 point2 points3 points4 points5 points College Enrollment RateUnder 45%45% to 54.9%55% to 64.9%65% to 74.9%75% or above College Persistence RateUnder 55%55% to 64.9%65% to 74.9%75% to 84.9%85% or above 52 Office of Accountability

53. 5Essentials Definitions:  Overall rating of the school on the 5 Essentials survey (My Voice, My School) administered in the Spring. Calculation:  Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago.  The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of essentials for which the school has sufficient data. SQRP Scoring: Notes The school must have a minimum level of participation of 50% for the calculation of a rating. 1 point2 points3 points4 points5 points Overall Rating Not Yet Organized for Improvement Partially Organized for Improvement Moderately Organized for Improvement Organized for Improvement Well-Organized for Improvement 53 Office of Accountability

54. The 5 Essentials Description Primary Responder Effective Leaders The principal works with teachers to promote professional growth and school success Teachers Collaborative Teachers Teachers collaborate to promote professional growth and school success Teachers Involved Families The entire staff involves families and communities to advance student learning Teachers Supportive Environment The school is safe, demanding and supportiveStudents Ambitious Instruction Classes are challenging and engagingStudents  The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR. They help schools organize, prioritize, evaluate, and achieve sustainable improvement. Surveys are administered in the Spring to 6-12 th grade students and all teachers.  Schools in Chicago that make progress on 3 of 5 of the Essentials are 10 times more likely to make substantial improvement than schools that do not. 54 Office of Accountability

55. Data Quality Index Definitions:  Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used in the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the year before year end processing. Calculation:  For each of the 4 categories of the DQI, the percent of errors is calculated as follows:  Numerator: Number of outstanding data quality errors that need to be corrected for the category  Denominator: Total number of data quality checks performed for the category  The DQI scores used in the SQRP will be 100% minus this percentage.  The overall DQI score is calculated as a weighted average of the category percentages using the following weights: SQRP Scoring: 1 point2 points3 points4 points5 points Data Quality IndexUnder 85%85% to 89.9%90%-94.9% 95%-98.9%99% or above 55 DQI CategoryWeight Attendance40% Registration and Enrollment40% Student Contact Information15% Student Health5% Office of Accountability

56. Option School Indicators 56 Office of Accountability

57. Average Student Growth Percentile Definitions  Average Fall-to-Spring, Fall-to-Winter, or Winter-to-Spring growth percentile of students on the STAR reading and math assessments. Calculation  For each school, an average student growth percentile will be calculated from available individual growth percentiles from Fall-to-Spring, Fall-to-Winter, or Winter-to-Spring windows.  An average student growth percentile is calculated separately for reading and math. Performance Policy Scoring Notes Student are counted once per subject. For example, if a student has Fall-to-Spring growth, the student’s Fall-to-Winter and Winter-to-Spring percentiles are not used. 1 point2 points3 points4 points5 points PercentileUnder 30 th 30 th to 39 th 40 th to 49 th 50 th to 59 th Above 60 th 57 Office of Accountability

58. Percent Meeting Student Growth Targets Definition  Percentage of students with a growth percentile of 40 or higher on the STAR reading and math assessments. Calculation  Numerator: Number of students with a growth percentile of 40 or higher on the STAR assessment  Denominator: Number of students with valid pretest and posttest scores on the STAR assessment  This metric is calculated separately for reading and math. Performance Policy Scoring Notes Student are counted once per subject. For example, if a student has Fall-to-Spring growth, the student’s Fall-to-Winter and Winter-to-Spring percentiles are not used. 1 point2 points3 points4 points5 points PercentUnder 35%35% to 44.9%45% to 54.9%55% to 64.9%65% or above 58 Office of Accountability

59. One-Year Graduation Rate Definitions:  Percent of graduation-eligible students who graduate by the end of the school year. Calculation:  Numerator: Number of graduation eligible students who graduate at any point during the school year  Denominator: Number of students who, at the beginning of the school year or at the time of enrollment, have sufficient credits such that they could graduate by the end of the school year if they took a full course load. Performance Policy Scoring Notes Verified transfers are excluded from the calculation. The definition of “full course load” will be individualized per the program model. 1 point2 points3 points4 points5 points 1-Yr Grad RateUnder 60%60% to 69.9%70% to 79.9%80% to 89.9%90% or higher 59 Office of Accountability

60. Credit Attainment Definitions:  Percent of students who earn the total credits possible during their time of enrollment Calculation:  Numerator: Number of students earning the total credits possible during their time of enrollment  Denominator: Number of students receiving grades during their time of enrollment Performance Policy Scoring Notes Students who have not been enrolled long enough to earn credits are excluded. The total credits possible are individualized per the program model. 1 point2 points3 points4 points5 points Credit AttainmentUnder 40%40% to 49.9%50% to 59.9%60% to 69.9%70% or above 60 Office of Accountability

61. Annual Stabilization Rate Definitions:  Percent of stable* students who are enrolled at the end of the school year, completed the program, or successfully transitioned to another CPS school. Calculation:  Numerator: Number of stable students who enrolled at any time during the year and are enrolled at the end of the year, complete the program, or successfully transition to another CPS school.  Denominator: Number of stable students enrolled at any time during the year, excluding students with a non-dropout leave code or a verified transfer. Performance Policy Scoring Notes: * Stable refers to students who have accumulated at least 42.5 membership days. Unverified out-of- district transfers are counted as dropouts in this rate. 1 point2 points3 points4 points5 points Stabilization RateUnder 60%60% to 69.9%70% to 79.9%80% to 89.9%Over 90% 61 Office of Accountability

62. Attendance Rate Definitions  Average daily attendance rate of the school. Calculation  Numerator: Total number of present days for students during the year.  Denominator: Total number of membership days for students during the year. Performance Policy Scoring Notes For the Performance Policy rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in 8 th or 12 th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate. 1 point2 points3 points4 points5 points Attendance RateUnder 60%60% to 69.9%70% to 79.9%80% to 89.9%90% or above 62 Office of Accountability

63. Growth in Attendance Rate Definitions  Percent of stable* students who show an improvement of at least 3 percentage points in their individual daily attendance rates at an Option School compared to their daily attendance rate in the previous school year. Calculation  Numerator: Number of stable students whose current year attendance rate at their school of enrollment is at least 3 percentage points greater than their average year-end attendance rate during the previous school year or who have maintained a 90% attendance rate in the current year  Denominator: Number of stable students with documented current year attendance Performance Policy Scoring Notes * Stable refers to students who have accumulated at least 42.5 membership days. Students without documented attendance from the previous school year who have at least 42.5 days of membership will be counted positively. 1 point2 points3 points4 points5 points Growth in Attendance Under 60%60% to 69.9%70% to 79.9%80% to 89.9%90% or above 63 Office of Accountability