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MNPS Academic Performance Framework 2011 - 2013

MNPS Academic Performance Framework 2011 - 2013. Paul Changas, Alan Coverstone and Christine Stenson Metropolitan Nashville Public Schools (MNPS) October 29, 2013. The MNPS Framework Presentation Overview. Why the need for a Framework and how it will be used?

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MNPS Academic Performance Framework 2011 - 2013

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  1. MNPS Academic Performance Framework 2011 - 2013 Paul Changas, Alan Coverstone and Christine Stenson Metropolitan Nashville Public Schools (MNPS) October 29, 2013

  2. The MNPS FrameworkPresentation Overview Why the need for a Framework and how it will be used? Our process in building a Framework Components of our Framework – indicators and measures Next steps Lessons learned that might be helpful to other districts A framework template for other districts/schools

  3. The MNPS FrameworkPossible Framework Uses To support efforts to raise student achievement To support the district’s accountability status To offer standardized accountability metrics to complement increased school-level autonomy To inform — but not determine — decisions regarding rewards, supports, and resource allocation for schools To provide school communities with a transparent set of indicators to understand school performance

  4. Why the Need for a Framework?(Why Not Rely on State Accountability Results?) • State absolute accountability system is primarily focused on districts rather than schools • Key school relative accountability results reported every three years rather than annually • State accountability is determined entirely by test scores – there are no school culture measures • There is value in an overall performance index • While a single number cannot tell the whole story, a “bottom line” based upon multiple measures is needed for making decisions • Transparency – outline exactly what measures will be included and how they will be weighted • Manageability – quantity of data can be overwhelming 3 M’s of data use: make it Manageable make it Meaningful make it Matter

  5. State Accountability Flowchart

  6. The MNPS FrameworkIndicators and Weighting

  7. What Factors Should be Included in School Evaluation?Audience Participation Participants pair up Identify 3-5 key factors or indicators that you would include in a school performance system (academic, non-academic, school culture, etc.) How would you prioritize these factors (or should they be equally weighted)? Discuss for 5 minutes and then we will report out

  8. The MNPS FrameworkK-8 Measures and Weighting

  9. The MNPS FrameworkHigh School Measures and Weighting

  10. The MNPS Framework The Academic Performance Scale • Identify key performance measures • Determine the weight of each measure • Determine the performance scale of each measure • Assign performance points to each school based upon position on performance scale

  11. The MNPS Framework The Academic Performance Scale Determine the performance scale of each measure

  12. The MNPS FrameworkSchool Ratings for Growth Two measures (50% of Total Framework): Value Added and Mean Achievement Level Increase K-8 subjects: Math, Reading/LA, & Science HS subjects: Algebra I and II, English I, II, II, & Biology I Not highly correlated to socioeconomic status

  13. The MNPS Framework Mean Achievement Level Increase School A School B

  14. The MNPS Framework Mean Achievement Level Increase Goal Example Establish Proficiency Increase Goals Based Upon Prior-Year Results

  15. The MNPS FrameworkK-8 Ratings for Achievement & College Readiness Two measures (30% of Total): Percent Proficient/Advanced and percent of 4th/8th grade students projected to score 21 or higher on the ACT Percent Proficient/Advanced includes Math (or Algebra I), Reading/LA, & Science These measures are correlated with socioeconomic status (SES), but schools often break the pattern

  16. The MNPS FrameworkHigh School Ratings for Achievement & College Readiness Percent Proficient/Advanced includes Algebra I and II, English I, II, and III, and Biology I ACT Composite score of 21 or higher is required for the Hope Scholarship and is the average of the subject area college readiness benchmarks. These measures are correlated with Socioeconomic status, but schools often break the pattern.

  17. The MNPS FrameworkAchievement Gap and Survey Data Gap Closure (5% of framework) K-8 subjects: Math, Reading/LA, & Science HS subjects: Algebra I and II, English I, II, II, & Biology I TELL and TRIPOD surveys each count as 5% of framework. Parent survey to be added

  18. The MNPS FrameworkSchool Rankings Across Measures

  19. The MNPS FrameworkReport Format

  20. Charter School AccountabilityMNPS Commitments Set and hold charter schools accountable to clear, measurable, and attainable academic, financial, and operational performance standards and targets; Close schools that fail to meet performance standards and targets; and Work proactively to identify and establish new, high quality charter schools to serve students who attend schools identified for closure.

  21. Outcome-based Performance Management Performance Contracts (Predictable, enforceable) Accountability-based Interventions (Transparent, balanced, comprehensive) Consistent Communication (Face validity, engagement) District-Charter Collaboration Compact Focus Groups Scorecard Performance Management, Replication, and Closure (PMRC) Grant Performance Frameworks Policies and Contracts MNPS Research and Assessment Technical Development Balanced Measures Broad Applicability

  22. Outcome-based Performance ManagementHow will we use the APF? Publish Annual School Report Cards Shape Renewal Process Shape Recommendations each October

  23. Academic Performance Mean Achievement Increase TVAAS TCAP (%PA) Achievement Gap School Culture Measures ACT (21+) Overall Performance (APF) Year by year

  24. Renewal Information Projection and Review Level Renewal Application Deadline 5-year Review Year

  25. Outcome-based Performance ManagementHow will we use the APF? Publish Annual School Report Cards Shape Renewal Process Shape Recommendations each October

  26. Outcome-based Performance ManagementHow will we use the APF? Publish Annual School Report Cards Shape Renewal Process Shape Recommendations each October

  27. What Decisions Would You Be Comfortable With?Audience Participation Participants pair up What types of decisions would you be comfortable making with a performance framework for your school(s)? How many years of data would you need to make these decisions? What additional information would you want in making decisions about school performance? Discuss for 5 minutes and then we will report out

  28. The MNPS FrameworkNext Steps • Show expanded data by individual year • Break out mean achievement level increase, TVAAS, and gap calculations by subject • Break out key results by subgroup • Provide professional development on the Framework • Expand documentation • Utilize results in evaluation of initiatives and in identifying schools needing support and resources

  29. The MNPS FrameworkLessons Learned • Include stakeholders in development • Transparency is critical • Flexibility is essential as standards, assessments and policies change, but the basic principles we value and include in the Framework should hold up over time • Construct the Framework in such a way that the top performance category is within reach of any school, regardless of socioeconomic factors • Performance measures can vary significantly from year to year, so multiple years of data should be utilized in critical decisions • Presentation format is important

  30. The MNPS FrameworkPerformance Framework Template

  31. The MNPS FrameworkDecision-making Process for Each Indicator For Example: Value Added • Should Math, Reading/LA, Science be included? • Should Math, Reading/LA, Science be weighted equally and be combined into a single score? • Should there be discrete score categories (e.g. 1-5), or a linear transformation of the scores such that schools earn from 0 to 100 percent of possible points, or should we use a method that takes into account the fact that most schools’ scores are going to be clustered around the average? • Should the categories be discrete or continuous, do we base them on average growth from 2012 to 2013, or take other years of growth into consideration? If we use two years of data, we get a bigger range of possible scores. • Do we set our evaluation based on what has been average in the school district and the state or based on the growth standard (i.e. zero growth is average)? If we use the growth standard, we may fall behind the state. If we use actual average NCE gains, we will be rating schools on a very different basis than the state does in its report card and on the TVAAS site (for grades 3-8 only). Each Category of Data Requires the Following Decisions:

  32. The MNPS Framework Questions?

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