school performance framework sponsored by the colorado department of education summer 2010

School Performance Framework

Sponsored by The Colorado Department of Education

Summer 2010Version 1.3

Materials

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).

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.

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?

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

Proficient

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

55

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

85

85

Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

8080

80

Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

7676

7676

Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

95

Not Proficient

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

Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

7676

7676

Proficient

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

Not Proficient

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.

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

12

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

79 Proficient

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

25

25

Proficient

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

3838

38Proficient

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

50

5050

50Proficient

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

12

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

25

25 3838

38

50

5050

5050 is the maximum -this student’s adequate growth value

Proficient

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

50

5050

50Proficient

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

Not Proficient

7th grade 8th grade 9th grade 10th grade6th grade

50

5050

50

79 7979

79

Proficient79th 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

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

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 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

Elem Middle High

N 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

Practice

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

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)

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

High School Writing Example

• What was the median growth percentile in writing?– 58.0

• What was median adequate growth in writing?– 82.0

• Did this school meet adequate growth?– No

Cut-Points for Academic GrowthDid we meet median adequate growth? NO, so use the NO scoring guide.

58.0

Practice: High School Reading

• What was the median growth percentile for high school reading?

• What was median adequate growth for high school reading?

• Did this school meet adequate growth?

Practice

• What was the median growth for high school reading?– 52.0

• What was median adequate growth for high school reading?– 35.0

• Did this school meet adequate growth?– YES

Cut-Points for Academic GrowthDid we meet median adequate growth? YES, so use the YES scoring guide.

52.0

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

Practice• What was the median growth percentile for students who

were eligible for free/reduced lunch in reading?

• What was the median adequate growth percentile for students who were eligible for free/reduced lunch in reading?

• Did the students who were eligible for free/reduced lunch meet adequate growth?

• What this school’s Growth Gaps rating for free/reduced lunch students?

Practice• What was the median growth percentile for students who

were eligible for free/reduced lunch in reading? – 42.0

• What was the median adequate growth percentile for students who were eligible for free/reduced lunch in reading? – 41.5

• Did the students who were eligible for free/reduced lunch meet adequate growth? – Yes

• What this school’s Growth Gaps rating for free/reduced lunch students? – Approaching

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

High School Practice• What was the graduation rate?

– 88.6%

• What rating did that earn? – Meets (above 80% but below 90%)

• What was the dropout rate? – 2.2%

• What rating did that earn? – Meets (below state average of 5.1, but above 1%)

• What was the average Colorado ACT composite score? – 16.4

• What rating did that earn? – Does not meet (At or below 19)

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

Example• Consider the Academic Growth Gaps indicator (high

school example)• How many points was this high school eligible to earn?

– 48

• How many points were earned?– 29

• What percentage of points were earned for this indicator?– 60.4

• In which sub-indicator content area did this school earn the most points?– Writing

Indicator Ratings• Based on the % of points earned of the points

eligible for the indicator.

• Cut-points on page 3 of SPF

Cut-Points for each performance indicator  Cut-Point:  The school earned … of the points eligible on this indicator.

Achievement; Growth; Gaps; Postsecondary and Workforce

Readiness

• at or above 87.5% Exceeds

• at or above 62.5% - below 87.5% Meets

• at or above 37.5% - below 62.5% Approaching

• below 37.5% Does Not Meet

• What rating would the example high school example earn with 60.4% of points for Academic Growth Gaps?

High School Practice

• How many points did this school earn out of eligible points on the Academic Growth indicator?– 3 in reading + 2 in math + 3 in writing = 8 points out of

12 eligible (4 per subject)

• What percent of points did this school receive on the Academic Growth indicator? – 66.7%

• What rating did that earn on Academic Growth? – Meets

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

High School Example

• What percent of points did this high school earn on the Academic Growth indicator?– 66.7%

• What framework points did this high school earn on the Academic Growth indicator?– 66.7% x 35 framework points = 23.3

framework points

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

High School Example• What framework points did this school earn on each

indicator?– 5.6 for Achievement, 23.3 for Growth, 9.1 for Growth Gaps,

20.4 for Postsecondary & Workforce Readiness

• What total framework points did this school earn?– 5.6 + 23.3 + 9.1 + 20.4 = 58.4

• What percent of framework points did this school earn?– 58.4 out of 100 eligible = 58.4%

• What plan assignment does this school receive?– Improvement

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

Additional Local Data Sources

• What additional local data sources could you analyze to drill-down in areas where the SPF indicates performance has not met expectations?

• Consider:– Interim/benchmark assessment results– Progress monitoring assessment results– End of unit assessment results– Disaggregated by various student groups

More School and District Reports coming soon. . .

• July: Revised (based on your feedback) School Performance Framework Reports with 2007-2009 data.

• July: District Performance Framework Reports with 2007-2009 data

• August: School and District Performance Framework Reports (2008-2010 data)

Provide Feedback!!!• Parking Lot

– + the aspects of this session that you liked or worked for you.

The things you will change in your work or would change about this session.

– ? Questions that you have

– Light bulb: ideas, a-has, innovations

• On-line Feedback:www.surveymonkey.com/spffeedback