Developed in Collaboration with the District Accountability Committee (DAC)

Transcription

1 Nicholas Gledich, Ed.D. Superintendent District Accountability Committee: Ed Plute, Ph.D., Chair John Keane, Ex-Offcio Member Janeen Demi-Smith Ph.D., Ex-Officio Member Jacqueline Law, Ex-Officio Member John Griego, Ex-Officio Member Julie Williams, Member Manual Ramsey, Member Marcia Landwehr, Member Lyman Kaiser, Member Patrick Mieritz, Member Patricia Nixon, Member COLORADO SPRINGS SCHOOL DISTRICT 11: RULES FOR ACCREDITATING ALTERNATIVE EDUCATION CAMPUSES (AEC) AND GUIDANCE FOR CALCULATING SELECTED ACCOUNTABILITY MEASURES ON THE AEC FRAMEWORK The Colorado Department of Education (CDE) calculates the AEC School Performance Framework (SPF) results from the selection of accountability measures as submitted by the District. Educational Data and Support Services (EDSS) Janeen Demi-Smith, Ph.D. Executive Director Paul M. Medina, Jr. Educational Research Analyst Developed in Collaboration with the District Accountability Committee (DAC) The Accreditation Sub-committee makes DAC approved recommendations to the BOE relative to the accreditation of District 11 and the development of the District Improvement Plan. Version 1.1 (Updated August 10, 2012)

2 Table of Contents Executive Summary...4 Foreword...5 Elements of the D11 AEC Framework...6 Student Academic Achievement...6 TCAP (Reading, Writing, and Math)...6 MAP (Reading, Language Usage, and Mathematics)...6 Accuplacer (Reading, Language, and Elementary Algebra)...6 Student Academic Growth...6 TCAP (Reading, Writing, Math, and Science)...6 MAP (Reading, Language Usage, and Mathematics)...7 Accuplacer (Reading, Language, and Elementary Algebra)...7 Post Secondary & Workforce Readiness...7 4, 5, 6, or 7 year Completion Rate...7 Dropout Rate...7 Colorado ACT Composite Score...7 4, 5, 6, or 7 year Graduation Rate...8 Post Completion Success Rate...8 Workforce Readiness...8 Credit/Course Completion...8 Concurrent Enrollment Course Completion...8 Student Engagement...8 Daily Attendance Rate...8 Truancy Rate...8 Student Reengagement Rate...8 Returning Student Rate...9 Socio-Emotional or Psychological Adjustment Rate...9 Truancy Resolution Rate...9 Borderline Case Consideration...9 Indicators, Assigned Weights, Points Earned, and Percentiles...9 Indicators...9 Assigned weights for indicators at each school level...9 Assigned weights for required, optional, and additional measures within each indicator.10 Total points earned...10 Percentiles for CDE required measures...10 Percentiles for optional and additional measures selected by D11 AECs...10 Assigning the Indicator and Accreditation Status...10 Cut points for each performance indicator P a g e

3 Cut points for accreditation status...10 Technical assistance...10 Overview: The D11 AEC Framework Process...11 EDSS Data Analysis...11 DAC accreditation sub-committee review...11 Superintendent s Cabinet review...11 BOE review and acceptance...11 Technical assistance to schools...11 Public notification...12 Monitoring and revision of rules...12 Future Considerations...12 AECs...12 NWEA Norms RIT Scale Study Tables...13 Table 1: Alternative Education Campuses Scoring Guide for Elementary, Middle, and High Schools...13 Table 2: Baseline Data for AECs, Table 3: Reading-Means and Standard Deviation (SD) of Grade Level Status for Reading and Means and Standard Deviation (SD) of Growth to Subsequent Terms Assuming Status Norms as Starting RIT Score...15 Table 4: Language Usage-Means and Standard Deviation (SD) of Grade Level Status for Reading and Means and Standard Deviation (SD) of Growth to Subsequent Terms Assuming Status Norms as Starting RIT Score...16 Table 5: Mathematics-Means and Standard Deviation (SD) of Grade Level Status for Reading and Means and Standard Deviation (SD) of Growth to Subsequent Terms Assuming Status Norms as Starting RIT Score...17 Appendixes...18 Appendix 1: Colorado Department of Education, Guidance for Calculating Only Optional Measures on the AEC Framework...18 Appendix 2: Colorado Springs School District 11, Guidance for Calculating Additional Measures on the AEC Framework...26 Appendix 3: Report Format for D11 Alternative Education Campus Framework P a g e

4 Executive Summary The Colorado Springs School District 11 Board of Education (D11) and the State of Colorado Department of Education (CDE) agree that Alternative Education Campuses (AEC) be recognized for their mission and the unique student populations. This concept to evaluate school performance for the AECs as a separate learning community developed over the course of the past several years as a joint task of school districts and CDE. Today, it is known as the AEC Framework. Similar to traditional schools, CDE produces AEC School Performance Framework Reports and ratings on an annual basis distributed to the District during the August timeframe. Similarly aligned with the State, D11 s Rules for Accreditation of AECs and Guidance for Calculating Selected Accountability Measures on the AEC Framework have been developed for evaluating the four indicators required by the state: (1) student achievement on standardized assessment, (2) student longitudinal academic growth, (3) post secondary and workforce readiness, and (4) student engagement. In coordination with AEC Principals, the District Accountability Committee (DAC) Accreditation Sub-Committee produced the D11 AEC framework described within this document. The D11 AEC framework serves to keep AEC leadership and administrative staff motivated to stay on top of their game, entertain regular conversation for continuous improvement, and refine and/or add to the selection of measures over time that accurately portray the learning environments and cultures of each AEC. The D11 was framework has been approved by CDE. When available, the D11 AEC framework uses 3 year performance datasets. D11 reports 60% of the performance datasets to CDE and CDE provides the remaining 40%. The datasets report both achievement and growth. After consolidating the datasets and calculating the results by entering the data into the D11 framework, a point system is used to generate a percentage of points earned to rank each of our AECs into one of five status categories: Accredited with Distinction, Accredited with Performance, Accredited with Improvement, Accredited with Priority Improvement Plan, or Accredited with Turnaround Plan. In addition, the DAC reserves the right to consider a larger body of evidence for any borderline case in the final determination of assigning an AEC status. When completed, the DAC subcommittee brings their recommendations forward to the D11 leadership. The leadership in turn brings forward the final determinations to the BOE for review and acceptance. If not already provided, required District leadership signatures from the AEC Principals, Superintendent, and President of the BOE are to be submitted to CDE for record. 4 P a g e

5 Foreword In September 2010, the Colorado Springs School District (D11) Board of Education (BOE) officially approved the use of Colorado Department of Education s (CDE) School Performance Frameworks (SPF) as the basis for accreditation of traditional D11 schools and gave direction to determine Alternative Education Campus (AEC) school statuses. D11 had a choice to either use the state s AEC framework or opt to develop a local AEC framework with the condition that it met or exceeded the rigor of the state s framework and that it met with CDE approval. D11 chose to use the CDE ACE framework. The AEC framework consists of weighted measures of Achievement, Academic Growth, Postsecondary and Workforce Readiness, and Student Engagement. Within these weighted measures, the D11 AEC framework reports quantitative performance data on TCAP, MAP, Accuplacer Assessment, Completion Rate, Dropout Rate, Colorado ACT Composition Score, Graduation Rate, Credit Course Completion, Concurrent Enrollment Course Completion, Daily Attendance Rate, Truancy Rate, Student Reengagement Rate, Student Returning Rate, and Truancy Resolution Rate. AECs can adjust selection measures on an annual basis, but only after carefully evaluating the value of any adjustment. Sustaining the consistency and stability of reported performance from year to year to gauge progress over time must be considered in these adjustments. The AEC and traditional SPFs are similar in that CDE conducts an annual review of the performance of the public schools in the state and makes recommendations to the State Board of Education concerning whether the public school shall implement a Performance, Improvement, Priority Improvement, or Turnaround plan. The difference in AEC and traditional school SPF takes into account the unique purposes of the AECs and the unique circumstances of the challenges posed by the students enrolled at those campuses. These circumstances are reflected by the school/district through the submission to CDE of supplemental measures and the associated performance data for these measures. The District Accountability Committee (DAC) accreditation sub-committee and Educational Data and Support Services (EDSS) staff will monitor the state s process of determining plan assignment under the AEC SPF so that the state s process of assigning the type of plan and the accrediting of the district remains closely aligned with the way the district processes the accreditation of AEC schools. The D11 AEC framework uses a point system to generate a percentage of points earned to rank each school into one of five status categories: Accredited with Distinction, Accredited with Performance, Accredited with Improvement, Accredited with Priority Improvement Plan, or Accredited with Turnaround Plan. In addition to using the AEC framework to determine a school s status, the DAC accreditation sub-committee may consider a larger body of evidence in any borderline cases. The guidance below describes the process for evaluating the performance of the AECs and the method for recommending school statuses and school accreditations to the BOE. 5 P a g e

6 I. Student Academic Achievement Elements of the D11 AEC Framework A. CSAP/TCAP (Reading, Writing, Math, and Science) a. This measure determines the percent of students who scored proficient or advanced on the CSAP/TCAP test at each school. Since the CSAP/TCAP is only administered to 3 rd through 10 th grade students, this measure represents the achievement for students in those grades only. It includes all students whose scores counted at each school. This is calculated by dividing the number of students who score proficient or advanced on CSAP/TCAP in each subject area by the number of students who took that test at the school. The measure includes not tested or no score as part of the denominator. b. Note: This calculation is applicable only if the denominator in the calculation is at least 16 students. c. This measure is required and provided by CDE. B. MAP (Reading, Language Usage, and Mathematics) a. This measure is determined by identifying individual student s growth projection target reported with their fall Rasch Unit (RIT) scores and then compared to their spring RIT scores. The difference between the fall and spring RIT point is used to determine if the students met or did not meet their target projection growth. b. This measure is calculated regardless of where the first test was taken, but included only in the calculation for the school at which the student took the spring test. C. Accuplacer Assessment (Reading, Language, Elementary Algebra) a. Option 1: This measure reports the percent of the students scoring at or above grade level on the spring administration of the Accuplacer Assessment and who were continuously enrolled for at least 8 weeks and enrolled at the time of testing. b. Option 2: This measure reports the percentage of students increasing at least one grade level between pre and post-tests on the Accuplacer Assessment and who were continuously enrolled for at least 8 weeks and enrolled at the time of both pre- and post-test administrations,. D. Refer to Appendix 2 and 3 for guidance in calculating the measures. II. Student Academic Growth A. TCAP/CSAP (Reading, Writing, and Math) a. The TCAP/CSAP growth measure is provided by CDE. It represents the median growth percentile (MGP) for the school and summarizes student growth rates by district, school, grade level, and groups of interest. CDE considers a median of 50 to be typical growth for schools or groups. b. Note: This calculation is applicable only if the denominator in the calculation is at least 16 students. c. This measure is required and provided by CDE. 6 P a g e

7 B. MAP (Reading, Language Usage, and Mathematics) a. This measure is determined by calculating the difference between spring and fall RIT scores. This difference in Rausch unit (RIT) scale scores estimates academic growth. The difference is calculated regardless of where the first test was taken, but included only in the calculation for the school at which the student took the spring test. Expected growth in RIT scores varies widely based primarily on the grade level of the student. The results of these calculations are entered into a table that shows where the student s score fall in the relation to the national norms for MAP. The table will show a percentile for the student s score. If the growth is at the 50th percentile, then the child grew the same as the average growth for the nation. A lower percentile would indicate the child s academic growth was lower than the national average and a higher percentile would indicate that the child s academic growth was higher than the national average. b. Note: This calculation is applicable only if the denominator in the calculation is at least 16 students. C. Accuplacer (Reading, Language, and Elementary Algebra) a. This measure reports the percent of students who met their target growth and who were continuously enrolled for at least 8 weeks and enrolled during two or more test administrations. b. Note: This calculation is applicable only if the denominator in the calculation is at least 16 students. D. Refer to Appendix 2 and 3 for guidance in calculating the measures. II. Post Secondary and Workforce Readiness A. 4, 5, 6, or 7 year Completion Rate: The percentage of a 9 th grade cohort of students that is measured from the beginning of the 9 th grade year (adjusted for verified transfers in and out with adequate documentation), who graduate OR otherwise complete high school. This measure is required and provided by CDE. This calculation is applicable only if the denominator in the calculation is at least 16 students. B. Dropout Rate: The annual rate of the percentage of all students enrolled in grades 7-12 who leave school during a single school year without subsequently attending another school or educational program. This measure is required and provided by CDE. This calculation is applicable only if the denominator in the calculation is at least 16 students. C. Colorado ACT Composite Score: The average Colorado ACT composite score. This measure is required and provided by CDE. This calculation is applicable only if the denominator in the calculation is at least 16 students. 7 P a g e

8 D. 4, 5, 6, or 7 year Graduation Rate: Graduation rate that provides the best results from the 4, 5, 6, or 7-year cohort graduation rate. This measure is optional and provided by CDE. This calculation is applicable only if the denominator in the calculation is at least 16 students. E. Post Completion Success Rate: Of students receiving a diploma, certificate, or GED at the end of the year, the percent providing proof of planned college enrollment, enlistment, or employment. This measure is optional and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. F. Workforce Readiness: Of the students with senior level credit, the percent of students to meet or exceed a score representing readiness to successfully enter the labor market prior to program exit. This measure is optional and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. G. Credit/Course Completion: Percent of students to complete the number of credits/courses necessary to remain on track to graduate within the timeframe established upon enrollment. This measure is optional and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. H. Concurrent Enrollment Course Completion: Of the students concurrently enrolled, percent completing their courses with credit. This measure is an additional CDE approved measure and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. I. Refer to Appendix 2 and 3 for guidance in calculating the measures. III. Student Engagement A. Daily Attendance Rate: This measure reports the average daily attendance. It measures the aggregate numbers of whole and partial days the students have attended school for the current school year. This measure is required and provided by CDE. This calculation is applicable only if the denominator in the calculation is at least 16 students. B. Truancy Rate: This measure reports the percent of students with unexcused absences. If the student is absent without an excuse by the parent/guardian or if the student leaves school or a class without permission of the teacher or an administrator in charge, the absence is considered to be an unexcused absence and the student shall be considered truant. This measure is required and provided by the CDE. This calculation is applicable only if the denominator in the calculation is at least 16 students. C. Student Reengagement Rate: Of the students who had previously dropped out of any public school that reenrolled in the most recent year, the percent that remained enrolled through the end of the year. This calculation is applicable only if the denominator in the calculation is at least 16 students. 8 P a g e

9 D. Returning Student Rate: Of the students who completed the prior year at this school and who were eligible to return, the percent that re-enrolled and attended this school for at least 8 weeks during the current year. This measure is optional and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. E. Socio-Emotional or Psychological Adjustment: Of students continuously enrolled for 8 weeks or more and enrolled during two or more assessment administrations, the percent that show positive change on reliable, research-based psychosocial instruments reflecting educationally significant psychological, behavioral, or attitudinal adjustment. This measure is optional and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. F. Truancy Resolution Rate: This measure reports the percent of students that have a successful truancy resolution during the current school year. This measure is an additional CDE approved measure and provided by the school. This calculation is applicable only if the denominator in the calculation is at least 16 students. G. Refer to Appendix 2 and 3 for guidance in calculating the measures. IV. Borderline Case Consideration A. Additional body of evident review a. The DAC accreditation sub-committee may consider a larger body of evidence in any borderline case. The measures described above ascertain points for each school but it does not preclude the review of additional evidence in determining the accreditation status of an AEC. b. This is particularly important in the following circumstances. i. Borderline cases as the model may have some capricious nature as it relates to exactly where a cutoff or threshold for each level exists. ii. Cases where trends can clearly be established but not evidenced in the assignment of points within the model. I. Indicators Indicators, Assigned Weight, Points Earned, and Percentiles A. There are four indicator areas that CDE uses for evaluating AECs and for determining a school performance plan type: (1) student Achievement on a standardized assessment, (2) student longitudinal academic growth, (3) post secondary and workforce readiness, and (4) student engagement. Where available, this AEC framework will include three years of data. B. Assigned weights for indicators at each school level a. High Schools: Achievement (15%), Growth (35%), Post Secondary and Workforce Readiness (30%), and Student Engagement (20%). 9 P a g e

10 b. Elementary and Middle Schools: Achievement (20%), Growth (50%), and Student Engagement (30%). C. Assigned weights for required, optional, and additional measures within each indicator: Required, optional, and addition measures reported within each indicator are weighted equally. D. Total points earned a. The maximum points that can be earned are 100. b. High School: The maximum points for each indicator are: Achievement-15 points, Growth-35 points, Post Secondary and Workforce Readiness-30 points, and Student Engagement-20 points. c. Elementary and Middle Schools: The maximum points for each indicator are: Achievement-20 points, Growth-50 points, and Student Engagement-30 points. d. See Table 1 for AEC scoring guide. E. Percentiles for CDE required measures a. At the sub-indicator level (i.e. Academic Achievement for CSAP Reading), the follow percentages apply for determining the ratings: i. Below the 40%: Does not meet AEC Norms ii. At or above 40% - below 60%: Approaching AEC Norms iii. At or above 60% - below 90%: Meets AEC Norms iv. At or above 90%: Exceeds AEC Norms b. At the Performance Indicator level (i.e., Academic Achievement) the following percentiles apply for determining the ratings: i. Below the 37.5%: Does not meet AEC Norms ii. At or above 37.5% - below 62.5%: Approaching AEC Norms iii. At or above 62.5% - below 87.5%: Meets AEC Norms iv. At or above 87.5%: Exceeds AEC Norms F. Percentiles for optional and additional measures selected by D11 AECs: The percentiles shown at Table 2 apply. Assigning the Indicator and Accreditation Status at the District Level I. Assigning the Indicator and Accreditation Status A. Cut points for each performance indicator a. Above 80%: Exceeds b. At or above 60%: Meets c. At or above 47% - below 60%: Meets with Improvement d. At or above 33% - below 47%: Approaching e. Below 30%: Does not meet B. Cut points for accreditation status a. Above 80%: Accredited with Distinction 10 P a g e

11 b. At or above 60%-below 80%-: Accredited with Performance c. At or above 47% - below 60%: Accredited with Improvement d. At or above 33% - below 47%: Accredited with Priority Improvement Plan e. Below 33%: Accredited with Turnaround Plan C. Technical assistance a. Schools with a designated status of either accredited with improvement, accredited with priority improvement plan, or accredited with turnaround plan will receive technical assistance from the district consistent with Senate Bill (accountability alignment). b. In the case of charter schools, this technical assistance will involve fee negotiations. Overview: The D11 AEC Framework Process I. Overview: The D11 AEC Framework Process A. EDSS Data Analysis: EDSS will apply the framework as described in this document to the data as it becomes available. When all data have been entered into the framework, the results will be provided to the DAC accreditation sub-committee for review and consideration. Refer to Appendix 3 for the report format to the accreditation subcommittee. B. DAC accreditation sub-committee review: a. The DAC accreditation sub-committee will meet and review the results provided by EDSS as soon as feasible after the data have been entered into the framework and a result has been calculated. The DAC accreditation sub-committee members anticipate that on some occasions the data used in the framework will not give a clear or complete picture of the student achievement for a particular school. In these cases, the mission of the school and a body of evidence that includes other data may be considered in order to ascertain a recommended status for each school. b. The DAC accreditation sub-committee s official District liaison will be the Executive Director of Assessment, Enrollment, and Research (or his/her designee). Additionally, the District will provide staff representation such that up to date and accurate information on instructional practices can be shared with the committee. These two liaisons will provide the results of the committee s work, reviewing the data and making status determinations to the Superintendent s Cabinet. C. Superintendent s Cabinet review: The Superintendent s Cabinet will review the recommendations provided by DAC accreditation sub-committee. These recommendations and other data will be considered as a final list of school accreditation status recommendations is created. D. BOE review and acceptance: The BOE will be provided with a final list identifying the accreditation status for each school in the District. Once the BOE approves that list, technical assistance will be assigned to each school with a designation of either accredited with improvement, accredited with priority improvement plan, or accredited 11 P a g e

12 with turnaround plan. Award letters and certificates will be prepared for each school that is identified as accredited with distinction. EDSS will prepare and distribute the letters and certificates. E. Technical assistance to schools: The assignment of technical assistance for the schools with designated status of either accredited with improvement of support, accredited with priority improvement plan, or accredited with turnaround plan should be done consistent with Senate Bill Technical assistance should provide support to those who are in need of technical assistance. In cases where technical assistance is to be provided, the amount of technical assistance shall be based on the degree of need and contingent on the availability of resources. F. Public notification: The District will use it website to notify the public of each school s accreditation status. G. Monitoring and revision of rules: The DAC accreditation sub-committee and EDSS staff will monitor the implementation of regulations associated with Senate Bill If the state process for accrediting districts is changed significantly, the committee will review the rules as stated in this document and bringing forward recommendations for revision to these rules that the state s process for accrediting the district remains closely aligned with the district s process of accrediting schools. II. Future Considerations A. AECs a. It is in the best interest of AECs to continue conversations throughout the academic school year about selected measures of accountability and foster a process of research, development, and continuous improvement that leads to the capture and calculation of performance measures that fairly and accurately characterize the learning environment and culture within each AEC. Additional measures or adjustments to previously selected measures should balance the value of any adjustment to the schools framework against consistency and stability from year to year for gauging progress over time prior to submitting a recommendation for additions and/or changes to the framework. b. The District will not conduct Winter MAP testing at any level beginning in There will be no exceptions, unless individual students are being monitored for Special Education (SPED) needs through a documented Individualized Education Program (IEP). AECs are advised that an N of 16 students or greater is required to calculate and report the end of year results. Likewise, in order to determine results in academic achievement and academic growth a pretest and a posttest is required for each student. 12 P a g e

13 Table 1. Alternative Education Campuses Scoring Guide for Elementary, Middle, and High Schools Alternative Scoring Guide ELEMENTARY & MIDDLE SCHOOL Scoring Guide for Alternative Education Campuses (AECs) ONLY Performance Indicator For each selected measure: Point Value Framework Points (combined across measures) Academic Achievement Academic Growth Student Engagement Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms 1 Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms 1 Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms Alternative Scoring Guide HIGH SCHOOL Scoring Guide for Alternative Education Campuses (AECs) ONLY Performance Indicator For each selected measure: Point Value Framework Points (combined across measures) Academic Achievement Academic Growth Post-Secondary & Workforce Readiness Student Engagement Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms 1 Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms 1 Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms 1 Exceeds AEC Norms 4 Meets AEC Norms 3 Approaching AEC Norms 2 Does Not Meet AEC Norms P a g e

14 Table 2. Baseline Data for AECS, PERCENTILE Measure 40 th 60 th 90th 3 Year CSAP Reading - % Prof/Adv. E 16.7% 29.4% 31.6% M 15.5% 21.4% 46.7% H 26.7% 35.4% 54.8% 3 Year CSAP Writing - % Prof/Adv. E 12.3% 14.3% 35.3% M 8.4% 16.7% 32.1% H 10.0% 14.6% 28.6% 3 Year CSAP Math - % Prof/Adv. E 15.0% 15.5% 17.7% M 6.2% 10.0% 34.0% H 2.0% 4.4% 9.4% 3 Year CSAP Science - % Prof/Adv. E 16.8% 37.0% 43.8% M 8.0% 12.1% 44.0% H 10.8% 16.4% 30.3% 3 Year CSAP Reading - MGP E NA NA NA M H Year CSAP Writing - MGP E N/A N/A N/A M H Year CSAP Math - MGP E N/A N/A N/A M H Completion Rate Best of 4, 5, 6, 7yr 44.2% 55.4% 70.9% Graduation Rate Best of 4, 5, 6, 7yr 30.7% 39.9% 65.3% 3 Year Drop-out Rate H 17.7% 11.4% 4.6% 3 Year ACT Composite Score H Attendance ADA Rate 81.3% 86.2% 92.5% Truancy Truancy Rate 12.1% 7.7% 0.8% 14 P a g e

15 Table 3. Reading-Means and Standard Deviation (SD) of Grade Level Status for Reading and Means and Standard Deviation (SD) of Growth to Subsequent Terms Assuming Status Norms as Starting RIT Score. Fall Status Growth from Fall To: Winter Status Growth from Winter to: Winter Spring Fall of Next Grade Spring Grade Mean SD Mean SD Mean SD Mean SD N Mean SD Mean SD N K , , , , , , , , , , , , , , , , , , , , , , and , Note: D11 uses pre and post test results for determining growth. The pretest may be a fall or winter score depending on the students' enrollment and pretest date. Statistics shown for students in the 11th grade were also used for students in the 12th grade. 1 Table extracted from Northwest Evaluation Association (NWEA), RIT Scale Norms: For Use with Measures of Academic Progress (MAP) and MAP for Primary Grades, p 30, September P a g e

16 Table 4. Language Usage-Means and Standard Deviation (SD) of Grade Level Status for Language Usage and Means and Standard Deviation (SD) of Growth to Subsequent Terms Assuming Status Norms as Starting RIT Score 1. Fall Status Growth from Fall To: Winter Status Growth from Winter to: Winter Spring Fall of Next Grade Spring Grade Mean SD Mean SD Mean SD Mean SD N Mean SD Mean SD N , , , , , , , , , , , , , , , , , , and , Note: D11 uses pre and post test results for determining growth. The pretest may be a fall or winter score depending on the students' enrollment and pretest date. Statistics shown for students in the 11th grade were also used for students in the 12th grade. 1 Table extracted from Northwest Evaluation Association (NWEA), RIT Scale Norms: For Use with Measures of Academic Progress (MAP) and MAP for Primary Grades, p 31, September P a g e

17 Table 5. Mathematics-Means and Standard Deviation (SD) of Grade Level Status for Mathematics and Means and Standard Deviation (SD) of Growth to Subsequent Terms Assuming Status Norms as Starting RIT Score. Fall Status Growth from Fall To: Winter Status Growth from Winter to: Winter Spring Fall of Next Grade Spring Grade Mean SD Mean SD Mean SD Mean SD N Mean SD Mean SD N K , , , , , , , , , , , , , , , , , , , , , , and , Note: D11 uses pre and post test results for determining growth. The pretest may be a fall or winter score depending on the students' enrollment and pretest date. Statistics shown for students in the 11th grade were also used for students in the 12th grade. 1 Table extracted from Northwest Evaluation Association (NWEA), RIT Scale Norms: For Use with Measures of Academic Progress (MAP) and MAP for Primary Grades, p 32, September P a g e

18 Appendix 1: Colorado Department of Education, Guidance for Calculating Only Optional Measures on the AEC Framework I. Student Academic Achievement #2. Nationally or state normed interim assessments capable of measuring achievement according to the Colorado Model Content Standards Definition A. Definition a. Of students currently enrolled for at least 8 weeks and enrolled at the time of testing, the percent scoring at grade level on the spring administration of the alternative assessment or, b. Of students currently enrolled for at least 8 weeks and enrolled at the time of both pre- and post-test administrations, the percent increasing at least one grade level between pre- and post-tests of approved alternative assessment. c. Only applicable for assessments that give a grade level equivalent or have a way to convert scores to grade level equivalents and if the denominator for calculation is at least 16 students. B. Equation(s) a. Option 1 i. Numerator: Students scoring at or above assigned grade level equivalent on approved alternative assessment (can be multiple assessments for each assessment)-nwea MAP, Scantron, Acuity, Galileo, Wide Range Achievement Test (WRAT), Test for Adult Basic Education (TABE), and Accuplacer. ii. Denominator: Students scoring at or above assigned grade level equivalent plus students scoring below assigned grade level equivalent. b. Option 2 i. Numerator: Students scoring at or above assigned grade level equivalent on approved alternative assessment (can be multiple assessments for each assessment)-nwea MAP, Scantron, Acuity, Galileo, Wide Range Achievement Test (WRAT), Test for Adult Basic Education (TABE), and Accuplacer. ii. Denominator: Students increasing at least one grade level between pre- and posttest plus students dropping or maintaining same grade level between pre- and post-test. iii. Exemptions: Students not continuously enrolled for at least 8 weeks. c. D11 calculates NWEA MAP target growth as follows. i. This measure is determined by identifying individual student s growth projection target reported with their fall RIT scores and then compared to their spring RIT scores. The difference between the fall and spring RIT point growth is used to determine if the students met or did not meet their target projection growth. ii. This measure is calculated regardless of where the first test was taken, but included only in the calculation for the school at which the student took the spring test. C. Exemptions from both numerator and denominator: Students not continuously enrolled for at least 8 weeks. 18 P a g e

19 D. Current D11 Users: Tesla EOP, The Bijou School, Community Prep School, and Life Skills Center. E. Future Expectations/Implications: Beginning September 2011, the updated 2011 NWEA Norms Study is applicable on future NWEA assessments. II. Student Longitudinal Academic Growth #2. Demonstrated growth on a nationally or state normed interim assessment capable of measuring progress on the Colorado Model Content Standards A. Definition a. Of the students continuously enrolled for at least 8 weeks and enrolled during two or more test administrations, the percent achieving their target growth on the approved alternative assessment. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation(s) a. Numerator: Students achieving their target growth on approved alternative assessment (NWEA MAP, Scantron, Acuity, Galileo, Wide Range Achievement Test (WRAT), Test for Adult Basic Education (TABE), CELApro, and Accuplacer. b. Denominator: Students achieving their target growth on approved alternative assessment plus students not achieving their target growth on the approved alternative assessment. c. Exemptions from both the numerator and denominator: Students not continuously enrolled for at least 8 weeks at time of second assessment. c. D11 calculates the NWEA MAP growth as follows. i. This measure is determined by calculating the difference between spring and fall RIT scores. This difference in Rausch unit (RIT) scale scores estimates academic growth. The difference is calculated regardless of where the first test was taken, but included only in the calculation for the school at which the student took the spring test. Expected growth in RIT scores varies widely based primarily on the grade level of the student. Therefore, computing growth without normalizing the difference results would erroneously suggest large growth routinely occurs in the lower grade levels and rarely occurs in the higher-grade levels. Therefore, a statistical process is used to normalize the difference outcomes. The method used is a conversion to Z scores. For each individual student a z score is calculated using the standard statistical formula below: z = (x μ)/σ where x is a student s spring to fall RIT difference, or growth, μ is the mean (or average) and σ is the standard deviation respectively from the NWEA national norms tables (see Tables 3, 4, and 5). Then, the z score is used to calculate the standard normal cumulative distribution of z (using SPSS, Excel, or standard statistical table). ii. The results of these calculations are interpreted as the national percentile growth a student experienced. If the growth is at the 50th percentile, then the child grew 19 P a g e

20 the same as the average growth in the nation. A lower percentile would indicate the child s academic growth was lower than the national average and a higher percentile would indicate that the child s academic growth was higher than the national average. C. Exemption from both numerator and denominator: Students not continuously enrolled for at least 8 weeks at time of second assessment. D. Current D11 Users: Tesla EOP, The Bijou School, Community Prep School, and Life Skills Center. E. Future Expectations/Implications: None III. Postsecondary & Workforce Readiness #5. Successful Transition A. Definition a. Percent of students experiencing a positive transition after attending this school. This only applies to non-degree/certificate granting schools. b. Optional measure applying only to non-degree/certificate granting schools. c. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Students with positive transitions (as shown below). i. Students returning to their home school. ii. Students enrolling in GED program. iii. Students enrolling in other public schools or AECs in the same district or a different district within the state. iv. Students enter day treatment program. v. Students enrolling in vocational school. b. Denominator: Students with positive transitions plus students with negative transitions (as shown below). i. Students who dropped out. ii. Students who reached the maximum age for services. iii. Students who committed an offense while enrolled in the school and were detained or committed. iv. Students violating probation while enrolled in the school that were then detained or committed. C. Exemption from both numerator and denominator a. Students still enrolled at the end of the most recent year. b. Students with neutral transitions (as shown below). i. Students transferring to home-bound education (i.e. home schooling). ii. Students who were hospitalized due to a critical illness/injury. iii. Students transferring to private schools. iv. Students moving to another state. v. Students who died. vi. Students leaving school because of a pre-enrollment crime and entering detention. 20 P a g e

21 vii. Students awaiting trial on a pre-enrollment crime, plead or being convicted. E. Current D11 Users: None. F. Future Expectations/Implications: None IV. Postsecondary & Workforce Readiness # 6. Post-Completion Success A. Definition a. Of students receiving a diploma, certificate or GED at the end of the prior year, the percent providing proof of planned college enrollment, enlistment, or employment. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Students demonstrating post-completion success (as shown below). i. Completer students providing evidence of planned college enrollment (evidence can include: a copy of a letter of admission, registration form, course schedule or transcript). ii. Completer students providing evidence of military enlistment (i.e., letter of enlistment) iii. Completer students providing evidence of employment (evidence can include: a copy of the written job offer, or pay stub) b. Denominator i. Prior year completers demonstrating post-completion success plus prior year completers not demonstrating post-completion success. ii. Completer students who did not provide evidence of planned college enrollment or employability. C. Exemption from both numerator and denominator: Students who did not receive a diploma, certificate, or GED at the end of the prior year. D. Current D11 Users: None. F. Future Expectations/Implications: None. V. Postsecondary & Workforce Readiness #7. Workforce Readiness A. Definition a. Of the students with senior level credit, the percent of students to meet or exceed a score representing readiness and successfully enter the labor market prior to program exit. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Students demonstrating workforce readiness 21 P a g e

22 i. Students with senior level credits, scoring at or above the threshold representing readiness on an approved assessment (currently includes Work Keys and TABE) in the most recent year. ii. Note: This is applicable only if the denominator for calculation is at least 16 students. b. Denominator: Students demonstrating workforce readiness plus students not demonstrating workforce readiness. i. Students with senior level credits, scoring at or above the threshold representing readiness on an approved assessment in the most recent year. ii. Note: This is applicable only if the denominator for calculation is at least 16 students. C. Exemption from both numerator and denominator: Students who do not have enough credits to qualify them as a senior, regardless of assigned grade (if grade is determined by age rather than credit accumulation). D. Current D11 Users: None. E. Future Expectations/Implications: None VI. Postsecondary & Workforce Readiness #8. Credit/Course Completion A. Definition a. Percent of students to complete the number of credits/courses necessary to remain on track to graduate within the timeframe established upon enrollment. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Students completing necessary number of credits/courses. i. Students who have completed in the most recent year the number of credits/courses necessary to remain on track to graduate within the timeframe established upon enrollment. ii. Note: This is applicable only if the denominator for calculation is at least 16 students. b. Denominator: Students completing necessary number of credits/courses plus students not completing necessary number of credits/courses (as shown below). i. Students completing fewer than the number of credits/courses necessary to remain on track to graduate within the timeframe established upon enrollment. ii. Students who dropped out. iii. Students who were expelled. iv. Students who reached the maximum age for services. v. Students who committed an offense while enrolled in the school and were detained or committed. vi. Students violating probation while enrolled in the school who were then detained or committed. 22 P a g e

23 C. Exemption from both numerator and denominator: Students transferring to other educational setting prior to completing the academic term (as shown below). a. Students returning to home school. b. Students transferring to other AEC, public or private school. c. Students transferring to home-bound education (i.e. home schooling). d. Students who were hospitalized due to a critical illness/injury. e. Students who died. f. Students leaving school because of a pre-enrollment crime and entering detention. g. Students awaiting trial on a pre-enrollment crime, plead or being convicted. D. Current D11 Users: Tesla EOP. E. Future Expectations/Implications: None. VII. Student Engagement #3. Student Re-engagement A. Definition a. Of the students who had previously dropped out of ANY public school that reenrolled in most recent year, the percent that remained enrolled through the end of the year. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Re-engaged students. i. Students who dropped out of ANY public school at any time and re-enrolled in this school at any time during the most recent year (e.g. enrolled December, 2011) that remained enrolled through the end of the year (e.g. May 2012) ii. Students who dropped out of ANY public school at any time, re-enrolled in, and received a diploma, certificate or GED from this school in the most recent year. iii. Students who dropped out of ANY public school at any time and re-enrolled in this school in the most recent year who then transferred to another AEC, public school, private school, or facility b. Denominator: Re-engaged students plus non re-engaged students i. Students who dropped out of ANY public school at any time and re-enrolled in this school in the most recent year (e.g. enrolled December, 2011) that dropped out before the end of the year (e.g. February 2012) ii. Students who dropped out of ANY public school at any time and re-enrolled in this school in the most recent year that were expelled before the end of the year. C. Exemption from both numerator and denominator a. Returning students (see definition in Student Engagement #4 below). b. Students transferring into the school without having been a drop-out. D. Current D11 Users: Community Prep School E. Future Expectations/Implications: None. 23 P a g e

24 VIII. Student Engagement #4. Returning Students A. Definition a. Of students who completed the prior year at this school and were eligible to return, the percent who re-enrolled and attended this school for at least 8 weeks during the current year. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Returned students i. Students who, having completed the prior year at this school, re-enrolled and attended this school for at least 8 weeks during the current year ii. This includes retained students. b. Denominator: Returned students plus non-returned students. i. Students who dropped out during the summer. ii. Students who moved to any other school/aec/program/educational setting other than their home school. iii. Students who were expelled. C. Exemption from both numerator and denominator a. Students who graduated at the end of the previous year. b. Students who completed a certificate or other non-degree granting program at the end of the previous year. c. Students who died. d. Students who returned to their home school after the end of the previous year and before the start of the current school year. (Note this does not exempt students who transferred to a school/aec/program/educational setting other than their home school.) e. Non-retained students who completed the highest grade served by the school in the previous year. E. Current D11 Users: Tesla EOP, The Bijou School, Community Prep School, and Life Skills Center. F. Future Expectations/Implications: None. IX. Student Engagement #5. Socio-Emotional or Psychological Adjustment A. Definition a. Of students continuously enrolled for 8 weeks or more and enrolled during two or more assessment administrations, the percent that show positive change on reliable, research-based psychosocial instruments reflecting educationally significant psychological, behavioral, or attitudinal adjustment. b. Note: This is applicable only if the denominator for calculation is at least 16 students. B. Equation a. Numerator: Students with positive adjustment. 24 P a g e