Frequently Asked Questions: Performance Management Framework

Transcription

1 Frequently Asked Questions: Performance Management Framework Purpose & Impact on Schools: 1. Q: What is the purpose of the Performance Management Framework (PMF)? A: The purpose of the framework is to provide a fair, complete picture of a school s overall performance using common indicators. The framework will allow the PCSB to evaluate schools in a systematic and fair manner. Results of the review will be publicly available and will provide vital information to the Board, schools, families, and the community. 2. Q: How will the PMF impact a school s 5 year charter review? A: Evidence for the Charter Review will be gathered in part from the PMF. Based on each school's academic results and non-academic results, the PCSB will render decisions regarding charter continuance, continuance with conditions, or proposed revocation. 3. Q: Will LEAs receive more than one report? A: Yes, an LEA may receive more than one report. For example, if a school s grade span is preschool through 12 th, it will receive three reports one for the non standard framework (preschool - 2 nd ), a second one for the elementary/middle school framework (3rd - 8th grade), and the last one for the high school framework (9 th - 12th grades). 4. Q: How will schools be rated according to the PMF? A: Schools will be placed into tiers based upon the total number of points they receive within the framework. Tier I schools ( high performing ) have received % of the possible PMF points. Tier II schools ( mid performing ) have received 35-64% of the possible points. Tier III schools ( low performing ) have received 0-34% of the possible points. 5. Q: Will new schools be tiered? A: In their first year of operations, schools will be held to a modified academic review. Data will be collected on all measures, where available, but only performance in student achievement and attendance will trigger potential consequences. Beginning in their second year, they will be held to the same performance standards as existing schools. Schools that serve DC CAS tested grades will be held to the same performance standards as existing schools when they have two years of DC CAS scores for the growth model. 6. Q: What are the consequences and rewards associated with each Tier? A: Tier I schools will be exempt from the PDR, and will receive recognition of their performance through PCSB public communication. Tier II schools will also be exempt from the PDR, unless conducted as a part of the charter review or renewal cycle. Tier III schools will receive a full PDR, and those receiving less than 20% of the total possible points could become candidates for revocation.

2 7. Q: Is it possible for different campuses within an LEA receive different Tier ratings? A: Yes, an LEA could potentially have campuses falling into different tiers. If one campus falls low in Tier III, the entire LEA could become a candidate for revocation. If this occurs, the LEA may decide whether to go through the revocation process, or voluntarily close the lowperforming campus. 8. Q: Is it possible to be classified into Tier I if a school is in AYP Restructuring? A: Yes. Since the PMF measures indicators other than the DC-CAS, this is possible. 9. Q: Does the PMF compare charter schools to all schools in DC? A: Currently, DCPS and other non-pcsb schools are not included in the comparison. (However, the student growth model does include all DCPS students.)

3 PMF Indicators & Metrics: 1. Q: What indicators are schools being measured on? A: Schools are measured and earn points in four different categories: student progress over time, student achievement, gateway measures, and leading indicators. A school s score on a measure is translated into a point value. 2. Q: What is the difference between Student Achievement and Student Progress? A: Progress measures how much a student's performance has improved from one year to the next relative to his or her academic peers, other students statewide with similar DC CAS test scores in prior years. Achievement measures the absolute performance on the DC CAS whether or not a student scored proficient or advanced. 3. Q: For elementary and middle schools (3 rd -8 th ), how much weight does each indicator hold in the total score? A: Student progress is worth 40 points; student achievement is worth 25 points; gateway is worth 15 points; and leading indicators is worth 20 points. 4. Q: For high schools (9 th -12 th ), how much weight does each indicator hold in the total score? A: Student progress is worth 15 points; student achievement is worth 30 points; gateway is worth 30 points; and leading indicators is worth 25 points. 5. Q: For elementary and middle schools, what measures are being used for each indicator? A: Student Progress is a measure of Median Growth Percentile (MGP), which assesses growth over time on the Reading and Math DC CAS. Student Achievement is a measure of the percent of students scoring proficient or advanced in Reading and Math on the DC CAS. Gateway is a measure of the percent of students scoring proficient in 3 rd grade Reading and 8 th grade Math on the DC CAS. Leading Indicators are a measure of the attendance and re-enrollment rate. 6. Q: For high schools, what measures are being used for each indicator? A: Student Progress is a measure of Median Growth Percentile (MGP), which assesses growth over time on the Reading and Math DC CAS. Student Achievement is a measure of the percent of students scoring proficient or advanced in Reading and Math on the 10 th grade DC CAS, as well as student performance in AP or IB classes. Gateway is a measure of the graduation rate, PSAT performance in 11 th grade, SAT performance in 12 th grade, and the college acceptance rate. Leading Indicators are a measure of the attendance and re-enrollment rate, and 9 th graders with credits on track to graduate. 7. Q: How does Median Growth Percentile (MGP) measure student progress? A: A student growth percentile (SGP) measures how much a student's performance has improved from one year to the next relative to his or her academic peers, which are other students statewide with similar DC CAS test scores in prior years. The model determines whether a student grew at a faster or slower rate than the students' peers, or at a similar rate. The school level MGP is calculated by taking the median of all student growth rates within the school for each subject.

4 8. Q: Can students who perform at the top range of the DC-CAS show growth on the MGP model? A: Yes. This model measures growth at the top (and bottom) of the DC CAS performance scale. The model accounts for this by measuring each child's growth relative to his/ her academic peers. 9. Q: Are the points allotted for MGP separated by Reading and Math? A: Yes. For high school reading and math are weighted at 7.5 points each; for elementary and middle, there are 20 points possible for each subject. 10. Q: What happens to the MGP scores of children who moved from out of district? A: Scores of out-of state students will not be included in the MGP measures. Only students that have at least two years of DC-CAS data will be included in the progress metrics. 11. Q: What happens if a school serves some, but not all, grades measured in the PMF? A: If an elementary or middle school does not serve 3rd or 8th grade in a particular school year (have not added grade(s) because of charter agreement) the school will receive N/A for gateway performance and the points will be rescaled within the framework. A high school will not receive a PMF until it serves 10 th graders. Until a high school has at least 11th grade performance on the PSAT, the school will receive N/A for gateway performance. A high school s gateway points will be rescaled within the framework until the school begins serving the 12th grade. 12. Q: What are floors and targets, and how were they determined? A: The floor determines the minimum value for which any points will be awarded. Charter schools will receive no points for values that are below the floor. The target determines the value at which the maximum points for a common measure will be awarded. The point values were determined either by analysis of the past three years of charter school data, or based on Board policy. 13. Q: Will the metrics for each measure change from year to year? A: The metrics may change. In particular, floors and targets may rise as schools perform at a higher level. Additional metrics will be added and removed based on feedback from LEAs and Board policy as the PMF is refined.

5 Accountability for Non-Standard Schools 1. Q: What schools are considered non-standard and why are they not part of the PMF? A: Non-standard schools are those that serve students that are not tested by the DC CAS. This includes preschool through 2 nd grade students, adult learners, those preparing for the GED, or students in dedicated special education programs. 2. Q: How are non-standard schools being held accountable? A: Instead of a PMF, each of the non-standard schools developed an Accountability Plan. Each school chose its own assessments and set its own targets, working in concert with PCSB staff, school leadership, and the school s board of trustees. The results are made public by PCSB with a School Performance Report, and in the school s Annual Report. These schools, however, are not tiered. 3. Q: What indicators are schools being measured on in the Accountability Plan? A: The Accountability Plan measures Student Progress (fall to spring), Student Achievement, Leading Indicators (attendance and re-enrollment), Gateways (optional) and Mission Specific (optional). 4. Q: Which early childhood assessments have been recommended or approved by PCSB to be used on the Accountability Plan? A: There are various standardized, norm-referenced, or criterion-based assessments that schools may choose. Some of the most frequently used include Terra Nova, SAT-10, PPVT, NWEA, STAR, DIBLES, PALS, DRA, GOLD, CK PAT, TEMA, Brigance, and GMADE, among others. 5. Q: What is the process for reporting non-standard school assessment data? A: At the end of the school year, schools were to submit their assessment data to their assigned PCSB Performance Officer for data verification. Each target was determined to be either met or unmet.

6 Miscellaneous 1. Q: Does the PMF replace NCLB and AYP? A: No, the results of the PMF are not meant to replace NCLB and AYP reporting. Each school s performance will continue to be evaluated based on NCLB, and factors related to its AYP status will remain the same. The PMF allows the PCSB to form its own basis for evaluating schools and making decisions on a school s charter. 2. Q: What do PMF School Performance Reports show that standard DC CAS and AYP reports don t? A: School Performance Reports display information about school-wide academic performance, which goes beyond the state test. This includes progress measures which show test score improvement over time, gateway measures that predict outcomes aligned to college and career readiness, and leading indicators that predict future student progress and achievement. DC CAS reports present information about the performance of students at the end of each school year. AYP reports display information about how close a school or district is to helping all students reach or exceed proficiency. 3. Q: How will the PMF be publicly reported? A: A School Performance Report for each campus will be available on the PCSB website, and shared in various community meetings held throughout the city. Accountability Plan School Performance Reports will also be available on the PCSB website and were reported in the school s Annual Report. 4. Q: Where can I find more information about the PMF? A: More information can be found at at or by calling the PCSB at