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

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

2. Materials

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.

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

5. 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)

6. Focus Attention on What Matters All students will exit Colorado’s K-12 education system ready for postsecondary education and workforce success. --Colorado’s Achievement Plan for Kids (SB 08-212)

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

8. 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/district’s performance. That evaluation informs the plan type assigned to the school. • Performance, Improvement, Priority Improvement, Turnaround

9. AdequateGrowth Percentile Student Growth Percentile Percentage Median Student Growth PErcentile Median Mean Median Adequate Growth

10. Mean vs. Median

11. Percentage vs. Percentile

12. Percentiles Percentiles • Range from 1 - 99 • Indicate the relative standing of a student’s score to the norm group. (i.e. how a particular compares with all others) Growth Percentiles • Indicate a student’s 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).

13. Experiencing Student Growth Percentile • Using the Student Growth Card, form a group with all of the “students” with the same 3rd grade scale score – academic peers. • Within your group get in order by 4th grade scale score. • Turn your cards over and compare your growth percentiles.

14. Experiencing Median Growth Percentile • Using your Student Growth card, identify your school (A, B, C, D, E). • Form a group with others from the same school. • Put yourselves in order (in a line) by growth percentile. • Identify the person in the middle (median). • What is the median student growth percentile for your school?

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

16. 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.

17. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 95 Not Proficient 55

18. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 85 85 Not Proficient

19. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 80 80 80 Not Proficient

20. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 Not Proficient 76 76

21. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 is the minimum-this student’s adequate growth value 80 85 95 76 80 76 85 Not Proficient 80 76 76

22. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 76 76 Not Proficient

23. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 6th grade 7th grade 8th grade 9th grade 10th grade 55th percentile growth will not be enough for this student to catch up – her current growth is not adequate. Proficient 76 76 76 76 Not Proficient 55 55 55 55

24. 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.

25. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 79 12 Not Proficient

26. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 25 25 Not Proficient

27. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 38 38 38 Not Proficient

28. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 50 50 50 Not Proficient

29. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 is the maximum -this student’s adequate growth value 38 50 25 50 38 50 25 38 12 50 Not Proficient

30. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 50 50 50 Not Proficient

31. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 6th grade 7th grade 8th grade 9th grade 10th grade 79 79 Proficient 79 79 50 50 50 79th percentile growth will be enough for this student to keep up – his current growth is adequate. 50 Not Proficient

32. Median Adequate Growth AGP Sorted AGPs Median AGP 45 78 99 32 11 91 55 67 43 10 77 Adequate growth percentiles for all catch-up and keep-up students Median Adequate Growth for this school is 55 Search for the middle value…

33. SPF Terminology • Consider the SPF Terminology (Appendix of the SPF Technical Guide). • Use the following legend to mark each term: •  = “I got it” • ? = Could use further clarification • * = New term or new definition for a familiar term • With your table group • Discuss ? • Identify any unanswered questions for full group

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

35. 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 (2007-2009) • 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?

36. 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

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

38. 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?

39. SPF: Performance Indicator Summary, Page 1

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

41. Performance Indicators and Data Look at Page 2, first column

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

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

44. 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

45. Example • What would result in a rating of “Meets” for academic achievement for high schools in mathematics? (p. 3) • Below the 90th percentile and at or above the 50th 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

46. Practice • What percent proficient and advanced would result in a rating of “Approaching” for academic achievement for high schools in reading?

47. Practice • What percent proficient and advanced would result in a rating of “Approaching” for academic achievement for high schools in reading? • At or above the 15th percentile and below the 50th percentile of all* schools. (scoring guide, page 3 of SPF) • For 2009 greater than or equal to 41.51% and below 69.57% proficient and advanced (technical guide)

48. Academic Growth • Performance data: Median Growth Percentile and Median Adequate Growth • Comparison: Two steps • Did my school meet adequate growth? (yes or no) • How did my school’s 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

49. Adequate Growth • What was my school’s median growth percentile? • What was my school’s median adequate growth percentile? • Did my school meet adequate growth?

50. Scoring Guide for Academic Growth