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School Performance Framework
Sponsored by The Colorado Department of Education
Summer 2010Version 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 Colorado’s K-12 education system ready for postsecondary education and workforce success.
--Colorado’s Achievement Plan for Kids(SB 08-212)
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/district’s performance. That evaluation informs the plan type assigned to the school.– Performance, Improvement, Priority Improvement,
Turnaround
Mean vs. Median
Percentage vs. Percentile
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).
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
N o t P ro fi c i e n t
7th grade 8th grade 9th grade 10th grade6th grade
85
8580
80
80
7676
7676
76 is the minimum-this student’s adequate growth value
P ro fi c i e n t
Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up
N o t P ro fi c i e n t
7th grade 8th grade 9th grade 10th grade6th grade
7676
7676
P ro fi c i e n t
Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up
N o t P ro fi c i e n t
7th grade 8th grade 9th grade 10th grade6th grade
7676
7676
5555
55
55
55th percentile growth will not be enough for this student to catch up – her current growth is not adequate.
P ro fi c i e n t
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
N o t P ro fi c i e n t
7th grade 8th grade 9th grade 10th grade6th grade
50
5050
50
79 7979
79
P ro fi c i e n t79th percentile growth will be enough for this student to keep up – his current growth is adequate.
Median Adequate Growth
AGP Sorted AGPs Median AGP4578993211915567431077
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 (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?
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 DataPerformance Indicator Performance DataAcademic Achievement % proficient and advanced (reading,
mathematics, science and writing)
Academic Growth Median student growth percentile (reading, mathematics and writing)
Gaps in Academic Growth Median student growth percentile in reading, mathematics and writing for disaggregated groups
Postsecondary and Workforce Readiness
Graduation Rate, Dropout Rate, Average Colorado ACT Composite Score
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
Elem Middle HighN of Schools 1021 482 38015th percentile 47.69 29.16 5.6950th percentile 68.97 52.66 26.3290th percentile 87.18 75.79 49.94
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
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 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
Adequate Growth
1. What was my school’s median growth percentile?
2. What was my school’s 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 Data Comparison
Graduation Rate Above 80%
Drop-Out Rate At or below state average
Colorado ACT Composite At 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 Earned Rating
4 Exceeds
3 Meets
2 Approaching
1 Does not meet
0 Not 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.
Indicator ES/MS Weight HS Weight
Academic Achievement 25 15
Academic Growth 50 35
Academic Growth Gaps 25 15
Postsecondary and Workforce Readiness
0 35
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 26-27 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