Hawaii State Public Charter School Commission Academic ...



Washington State Charter School CommissionACADEMIC PERFORMANCE FRAMEWORKThe Academic Performance Framework (APF) includes measures that allow the Washington State Charter School Commission (“the Commission”) to evaluate charter school academic performance. This section answers the evaluative question:? Is the academic program a success?? A charter school that meets the standards in this area is implementing its academic program effectively, and student learning—the central purpose of every school—is taking place.? For each measure in the framework, a charter school receives one of four ratings:? “Exceeds Standard”, “Meets Standard”, “Does Not Meet Standard”, or “Falls Far Below Standard”.?IndicatorMeasure1.State and Federal Accountability 1a. Washington State Achievement Index1b. Federal Accountability Designation2. Student Achievement (Proficiency)ReadingMathWritingScience2a. All students2a.1. Proficiency (component of AI)2a.2. Advanced proficiency2a.3. Comparison to schools of origin2a.4. Comparison to schools serving similar students2b. Disaggregated by subgroup2b.1. Subgroup proficiency (component of AI)2b.2. Comparison to schools of origin2b.3. Comparison to schools serving similar students3. Student Progress (Growth)ReadingMath3a. All students (component of AI)3b. Disaggregated by subgroup (component of AI)4. Postsecondary 4a. ACT or SAT (performance and participation)4a.1. All students4a.2. Disaggregated by subgroup4b. Graduation rate4b.1. All students (component of AI)4b.2. Disaggregated by subgroup (component of AI)4b.3. Comparison to schools of origin4b.4. Comparison to schools serving similar students4c. Postsecondary enrollment4c.1. All students4c.2. Disaggregated by subgroup5. Optional Mission-Specific Goals5a. Mission-Specific Academic GoalsNOTE: Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”ACADEMIC PERFORMANCE FRAMEWORK (APF)State and federal accountability systemThe Washington State Board of Education (SBE) and the Office of the Superintendent of Public Instruction (OSPI) developed the Washington State Achievement Index. The Achievement Index has three components that are evaluated for all students and for targeted subgroups (see Appendix A for detail):ProficiencyGrowthCareer and College ReadinessSchools receive an annual index score and performance designation and a composite based on the school’s three-year average results. Schools also receive an AYP rating as part of federal accountability requirements. The APF uses the annual index score and performance designation, as well as the AYP results and performance designations.1a. State Accountability: Achievement IndexIs the charter school meeting performance expectations based on the Washington State Achievement Index?Exceeds Standard: Charter school received a performance designation of “Exemplary” or “Very Good.” Meets Standard: Charter school received a performance designation of “Good.”Does Not Meet Standard: Charter school received a performance designation of “Fair.”Falls Far Below Standard: Charter school received a performance designation of “Underperforming” or “Lowest 5 Percent.”Additional Information/Considerations:The framework uses the annual AI results, as opposed to the 3 year composite.1b. Federal Accountability: AYP and Performance ClassificationsExceeds Standard: Charter school met AYP and received the “Reward” classification. Meets Standard: Charter school met AYP.Does Not Meet Standard: Charter school did not meet AYP.Falls Far Below Standard: Charter school received a “Focus” or “Priority” classification.Additional Information/Considerations: AYP and the performance classifications could be evaluated in two separate measures.Student Achievement (Proficiency)2a.1 Proficiency {COMPONENT OF THE ACHIEVEMENT INDEX}Are students meeting performance expectations on state assessments?Note: Reading, Math, Writing, and Science are evaluated separately.Exceeds Standard: Charter school proficiency rate met or exceeded the 75th percentile of statewide performance. Meets Standard: Charter school proficiency rate was between the 50th and 74th percentile of statewide performance. Does Not Meet Standard: Charter school proficiency rate was between the 25th and 49th percentile of statewide performance.Falls Far Below Standard: Charter school proficiency rate fell below the 25th percentile of statewide performance.Additional Information/Considerations:Targets are aligned with Measure 1a targets.2a.2 Advanced ProficiencyAre students meeting performance expectations for advanced proficiency on state assessments?Note: Reading, Math, Writing, and Science are evaluated separately.Exceeds Standard: Charter school advanced proficiency rate met or exceeded the 75th percentile of statewide performance. Meets Standard: Charter school advanced proficiency rate was between the 50th and 74th percentile of statewide performance. Does Not Meet Standard: Charter school advanced proficiency rate was between the 25th and 49th percentile of statewide performance.Falls Far Below Standard: Charter school advanced proficiency rate fell below the 25th percentile of statewide performance.Additional Information/Considerations:Targets are aligned with Measure 1a targets.2a.3 Proficiency – Comparison to Schools of OriginHow are charter school students performing on state assessments compared to the schools or origin?Note: Reading, Math, Writing, and Science are evaluated separately.Exceeds Standard: School proficiency rate exceeds the schools of origin by xx or more percentage points and meets or exceeds the state average proficiency rate for schools serving the same grades.Meets Standard: School proficiency rate met or exceed the schools of origin by up to xx percentage points. Does Not Meet Standard: School proficiency rate is below the schools of origin by up to xx percentage points. Falls Far Below Standard: School proficiency rate is below the schools of origin by xx or more percentage points. Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.See Appendix C for suggested comparison methodology.2a.4 Proficiency – Comparison to Schools Serving Similar StudentsHow are charter school students performing on state assessments compared to schools serving similar student populations?Note: Reading, Math, Writing, and Science are evaluated separately.Exceeds Standard: TBDMeets Standard: TBDDoes Not Meet Standard: TBD Falls Far Below Standard: TBDAdditional Information/Considerations:Specific targets must be set during a trial run of charter school performance.See Appendix D for selection methodology options.2b.1 Subgroup Proficiency {COMPONENT OF THE ACHIEVEMENT INDEX}Are students in subgroups performing well on state assessments compared to subgroup performance statewide? Note: Reading, Math, Writing, and Science are evaluated separately for each eligible subgroup. Exceeds Standard: Charter school subgroup proficiency rate met or exceeded the 75th percentile of statewide subgroup performance. Meets Standard: Charter school subgroup proficiency rate was between the 50th and 74th percentile of statewide subgroup performance. Does Not Meet Standard: Charter school subgroup proficiency rate was between the 25th and 49th percentile of statewide subgroup performance.Falls Far Below Standard: Charter school subgroup proficiency rate fell below the 25th percentile of statewide subgroup performance.Additional Information/Considerations:Targets are aligned with Measure 1a targets.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.2b.2 Subgroup proficiency – Comparison to Schools of OriginHow are charter school students in subgroups performing on state assessments compared to the schools of origin?Note: Reading, Math, Writing, and Science are evaluated separately for each eligible subgroup.Exceeds Standard: School subgroup proficiency rate exceeded the schools of origin by xx or more percentage points and met or exceeded the state average subgroup proficiency rate for schools serving the same grades.Meets Standard: School subgroup proficiency rate met or exceeded the schools of origin by up to xx percentage points. Does Not Meet Standard: School subgroup proficiency rate is below the schools of origin by up to xx percentage points. Falls Far Below Standard: School subgroup proficiency rate is below the schools of origin by xx or more percentage points. Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.See Appendix C for suggested comparison methodology.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.2b.3 Subgroup proficiency – Comparison to Schools Serving Similar StudentsHow are charter school students in subgroups performing on state assessments compared to schools serving similar student populations?Note: Reading, Math, Writing, and Science are evaluated separately for each eligible subgroup.Exceeds Standard: TBDMeets Standard: TBDDoes Not Meet Standard: TBD Falls Far Below Standard: TBDAdditional Information/Considerations:Specific targets must be set during a trial run of charter school performance.See Appendix D for selection methodology options.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.Student Progress (Growth)3a Student Progress (Growth) {COMPONENT OF THE ACHIEVEMENT INDEX}Are students meeting growth expectations based on subgroup median growth percentiles (MGPs)? Note: Reading and Math are evaluated separately.Exceeds Standard: School MGP is greater than 65.Meets Standard: School MGP is between 50 and 64.Does Not Meet Standard: School MGP is between 35 and 49.Falls Far Below Standard: School MGP is less than 35.Additional Information/Considerations:Targets are aligned with Measure 1a targets and the Achievement Index growth point assignment formula (See Appendices A and B).3b Student Progress (Growth) – Subgroups {COMPONENT OF THE ACHIEVEMENT INDEX}Are students in subgroups meeting growth expectations based on subgroup median growth percentiles (MGPs)? Note: Reading and Math are evaluated separately. Each eligible subgroup is evaluated separately.Exceeds Standard: Subgroup MGP is greater than 65.Meets Standard: Subgroup MGP is between 50 and 64.Does Not Meet Standard: Subgroup MGP is between 35 and 49.Falls Far Below Standard: Subgroup MGP is less than 35.Additional Information/Considerations:Targets are aligned with Measure 1a targets and the Achievement Index growth point assignment formula (See Appendices A and B).Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.” Eligible subgroups meet OSPI minimum reporting threshold.Postsecondary readiness and success (High schools)4a.1a ACT or SAT PerformanceAre students prepared for college based on performance on the ACT or SAT? Exceeds Standard: At least xx percent of students scored a composite ACT score of 21 or combined SAT score of 1550.Meets Standard: At least xx percent and less than xx percent of students scored a composite ACT score of 21 or combined SAT score of 1550.Does Not Meet Standard: At least xx percent and less than xx percent of students scored a composite ACT score of 21 or combined SAT score of 1550.Falls Far Below Standard: Less than xx percent of students scored a composite ACT score of 21 or combined SAT score of 1550.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.The benchmark scores of 21 and 1550 were identified by ACT and the College Board as scores associated with college readiness.Requires access to student records with ACT and SAT results.4a.1b ACT or SAT ParticipationAre students participating in the ACT or SAT?Exceeds Standard: At least xx percent of students participated in the ACT or SAT.Meets Standard: At least xx percent and less than xx percent of students participated in the ACT or SAT.Does Not Meet Standard: At least xx percent and less than xx percent of students participated in the ACT or SAT.Falls Far Below Standard: Less than xx percent of students participated in the ACT or SAT.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.Requires access to student records with ACT and SAT results.4a.2a ACT or SAT Performance – Disaggregated by subgroupAre students prepared for college based on performance on the ACT or SAT? Exceeds Standard: At least xx percent of students in subgroup scored a composite ACT score of 21 or combined SAT score of 1550.Meets Standard: At least xx percent and less than xx percent of students in subgroup scored a composite ACT score of 21 or combined SAT score of 1550.Does Not Meet Standard: At least xx percent and less than xx percent of students in subgroup scored a composite ACT score of 21 or combined SAT score of 1550.Falls Far Below Standard: Less than xx percent of students in subgroup scored a composite ACT score of 21 or combined SAT score of 1550.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.Requires access to student records with ACT and SAT results.4a.2b ACT or SAT Participation – Disaggregated by subgroupAre students participating in the ACT or SAT?Exceeds Standard: At least xx percent of students in subgroup participated in the ACT or SAT.Meets Standard: At least xx percent and less than xx percent of students in subgroup participated in the ACT or SAT.Does Not Meet Standard: At least xx percent and less than xx percent of students in subgroup participated in the ACT or SAT.Falls Far Below Standard: Less than xx percent of students in subgroup participated in the ACT or SAT.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.Requires access to student records with ACT and SAT results.4b.1 Graduation Rate {COMPONENT OF THE ACHIEVEMENT INDEX}Exceeds Standard: At least xx percent of students graduated from high school in the current school year.Meets Standard: At least xx percent and less than xx percent of students graduated from high school in the current school year.Does Not Meet Standard: At least xx percent and less than xx percent of students graduated from high school in the current school year.Falls Far Below Standard: Less than xx percent of students graduated from high school in the current school year.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.OSPI reported a 77.2% four-year cohort graduation rate for the class of 2012.Based on 4-year cohort graduation rate. 4b.2 Graduation Rate - Disaggregated by subgroup {COMPONENT OF THE ACHIEVEMENT INDEX}Exceeds Standard: At least xx percent of students in subgroup graduated from high school in the current school year.Meets Standard: At least xx percent and less than xx percent of students in subgroup graduated from high school in the current school year.Does Not Meet Standard: At least xx percent and less than xx percent of students in subgroup graduated from high school in the current school year.Falls Far Below Standard: Less than xx percent of students in subgroup graduated from high school in the current school year.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.Based on 4-year cohort graduation rate. 4b.3 Graduation Rate – Comparison to Schools of OriginHow are charter school students in subgroups performing on state assessments compared to the schools of origin?Exceeds Standard: Graduation rate exceeds the schools of origin by xx or more percentage points and meets or exceeds the state average graduation rate for schools serving the same grades.Meets Standard: Graduation rate meets or exceeds the schools of origin by up to xx percentage points. Does Not Meet Standard: Graduation rates is below the schools of origin by up to xx percentage points. Falls Far Below Standard: Graduation rate is below the schools of origin by xx or more percentage points. Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.See Appendix C for suggested comparison methodology.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Based on 4-year cohort graduation rate. 4b.4 Graduation Rate – Comparison to Schools Serving Similar StudentsHow did the charter school graduation rate compare to schools serving similar student populations?Exceeds Standard: TBDMeets Standard: TBDDoes Not Meet Standard: TBD Falls Far Below Standard: TBDAdditional Information/Considerations:Specific targets must be set during a trial run of charter school performance.See Appendix D for selection methodology options.4c.1 Postsecondary EnrollmentAre charter school graduates enrolling in college?Exceeds Standard: At least xx% of charter school graduates were enrolled in college in the fall after high school graduation.Meets Standard: xx% to xx% of charter school graduates were enrolled in college in the fall after high school graduation.Does Not Meet Standard: xx% to xx% of charter school graduates were enrolled in college in the fall after high school graduation.Falls Far Below Standard:Less than xx% of charter school graduates were enrolled in college in the fall after high school graduation.Additional Information/Considerations:Specific targets must be set during a trial run of charter school performance.OSPI reports that 60% of the class of 2012 enrolled in college.4c.2 Postsecondary Enrollment – Disaggregated by SubgroupAre charter school graduates in subgroups enrolling in college?Exceeds Standard: TBDMeets Standard: TBDDoes Not Meet Standard: TBD Falls Far Below Standard: TBDAdditional Information/Considerations:Specific targets must be set during a trial run of charter school performance.Subgroups include gender, race and ethnicity, current and former ELL, special education, low income, and “highly capable status.”Eligible subgroups meet OSPI minimum reporting threshold.Optional Mission-Specific Academic GOALS5a. Did the charter school meet its mission-specific academic goals? Note: Specific metric(s) and target(s) must be developed and agreed upon by the charter school and the authorizer.Exceeds Standard: The charter school exceeded its mission-specific academic goal(s). Meets Standard: The charter school met its mission-specific academic goal(s).Does Not Meet Standard: The charter school did not meet its mission-specific academic goal(s).Falls Far Below Standard: The charter school fell far below its mission-specific academic goal(s).Appendix A – Detail of Achievement IndexSource: OSPI1428756812280Though detail for each student group is presented in the state school reports, schools receive points toward the Achievement Index score for only the all students group and the average of the targeted subgroups, based on the point chart to the right.00Though detail for each student group is presented in the state school reports, schools receive points toward the Achievement Index score for only the all students group and the average of the targeted subgroups, based on the point chart to the right.right652652900right628840500Source: OSPIleft347345Though detail for each student group is presented in the state school reports, schools receive points toward the Achievement Index score for only the all students group and the average of the targeted subgroups, based on the point chart to the right.00Though detail for each student group is presented in the state school reports, schools receive points toward the Achievement Index score for only the all students group and the average of the targeted subgroups, based on the point chart to the right.Source: OSPI243840014478000left76200Though detail for each student group is presented in the state school reports, schools receive points toward the Achievement Index score only for the all students group and the average of the targeted subgroups, based on the point chart to the right.00Though detail for each student group is presented in the state school reports, schools receive points toward the Achievement Index score only for the all students group and the average of the targeted subgroups, based on the point chart to the right.Appendix B Distribution of Achievement Index Scores and Designations 2011 through 2013DesignationAchievement Index Value Range2010-20112011-20122012-20133 year CompositeExemplary7.85101126%1317%1458%915%Very Good6.81<7.8528115%32017%34718%27215%Good5.86<6.8145325%50827%49626%53930%Fair4.84<5.8649427%49126%45524%53630%Underperforming3.77<4.8430517%27715%29616%27315%Lowest 5 Percent1<3.771729%1347%1478%905%1817100%1861100%1886100%1801100%Source: OSPI and SBE 2013IndexData downloaded from C – Comparison to Schools of Origin2336953647700Step 1: Identify the schools of origin (using student address) that charter school students would otherwise attend. Calculate the percentage of charter school students assigned to each school of origin by grade.School of OriginPercentage of Charter School’s Students Assigned to School by Grade345678School 15.6%4.0%2.8%---School 2---3.6%3.6%0.8%School 312.0%-----School 413.1%14.3%----School 5---12.0%13.5%14.7%Step 2: Calculate the average proficiency rate of the schools of origin, weighted by the percentage of charter school students assigned to each school of origin by grade.Assigned SchoolPercentage of Charter School’s Students Assigned to School by GradeProficiency Rate of Assigned School by Grade345678345678School 15.6%4.0%2.8%0%0%0%54%58%59%---School 20%0%0%3.6%3.6%0.8%---55%58%60%School 312.0%0%0%0%0%0%68%-----School 413.1%14.3%0%0%0%0%57%59%----School 50%0%0%12.0%13.5%14.7%---67%68%70%center94311The Assigned School Comparison is the weighted average of the proficiency rates of the assigned schools*:(5.6% x 54%) + (4.0% x 58%) + (2.8% x 59%) + (3.6% x 55%) + (3.6% x 58%) + (0.8% x 60%) + (12.0% x 68%) + (13.1% x 57%) + (14.3% x 59%) + (12.0% x 67%) + (13.5% x 68%) + (14.7% x 70%) = 63%00The Assigned School Comparison is the weighted average of the proficiency rates of the assigned schools*:(5.6% x 54%) + (4.0% x 58%) + (2.8% x 59%) + (3.6% x 55%) + (3.6% x 58%) + (0.8% x 60%) + (12.0% x 68%) + (13.1% x 57%) + (14.3% x 59%) + (12.0% x 67%) + (13.5% x 68%) + (14.7% x 70%) = 63%Appendix D – Options for Comparison of Schools Serving Similar Student PopulationsOption 1: Ranking within Peer CohortThe Commission could select a cohort of schools for each charter school and base performance targets on the charter school’s percentile rank within the group.Pros: Clear methodology and targetsCons: Schools may be matched with peers in different geographic areas.In order to create a peer group large enough to allow percentile ranking, the peer group may contain schools with a wide range of match criteria.Example:The New Jersey Department of Education conducts an annual peer school analysis for all public schools in the state, comparing the performance of each school to a group of approximately 30 “peer schools” drawn from across New Jersey. The peer group shares similar grade configurations and percentages of students eligible for free/reduced lunch, special education and limited English proficiency programs. Sample Section of NJ School Performance Report:Source: NJ DOE 2: Comparison to Small Group of Selected Similar SchoolsPros: Clear methodology for school selectionCharter school has a small group of schools for comparisonCons: Schools may be matched with peers in different geographic areas.Given the small number of comparison schools, targets must be based on simple difference between charter school and matched school assessment results.Example:The Illinois State Charter School Commission selects four schools based on geography and the closest match of student characteristics using the following methodology: Step 1. Select comparison schools serving similar student populations based on the following criteria: Serves the same grade levels as the charter schoolLocated within 50 miles of the charter school and has the same urban/rural designation as the charter schoolSubgroup enrollment is within 10 percentage points of the charter school for each of the following student groups:Black studentsAsian-American studentsHispanic studentsWhite students English-Language Learners (ELL)Students with disabilities The comparison school is not another charter school.Charter schools that serve several grade levels (K-8, K-12) may need to be matched to comparison schools at multiple grade levels. For example, it may not be possible to identify K-8 non-charter schools to compare to a K-8 charter school. In this case, the different grade levels tested by the charter school (3-5, 6-8) would be separated and matched to schools serving the same subset of grades. Similar schools would be selected for grades 3-5, using the criteria outlined above and then the process would be repeated for grades 6-8. Any exceptions to the matching criteria should be clearly noted in the evaluation documentation. Step 2. If more than four matches are found, select the four best matches for comparison schools, based on the difference in ethnicity and low-income enrollment between the charter school and potential comparison schools. If less than two matches are found, relax the +/-10 percentage point requirement for similar subgroup populations until two match schools are identified. Note any exceptions to the match process.Step 3. Calculate an average of the comparison schools. If the comparison schools enroll students in the same grades as the charter school, average the overall school proficiency rates of all comparison schools (no weighting is applied).If the selected comparison schools represent multiple grade levels (e.g. elementary 3-5 and middle school 6-8), calculate the average proficiency rates of the comparison schools, weighted by the charter school 3-5 and 6-8 number tested. Step 4. Compare the charter school’s overall proficiency rates in math and ELA to the average proficiency rates in math and ELA of the comparison schools. ................
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