2010-2011 PMF Guidelines 11_1_11

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Performance Management Framework

Guidelines and Technical Guide

November 2011

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About the DC Public Charter School BoardThe DC Public Charter School Board (PCSB) currently oversees 53 schools on 99 campuses, which serve

nearly 30,000 students from every ward of the city. The organizations mission is to provide high qualitypublic school options for District of Columbia students, families, and community through four functions:

A comprehensive review application processensures that the PCSB only approves charterschool applications that will prepare and train students for post secondary experiences and

individual career paths;

Effective oversightholds schools to high standards for results, with extensive reviews and datacollection, and makes oversight decisions with the best interests of students in mind;

Meaningful supportprovides clear feedback and increased oversight to low performingschools, and rewards consistently high-performing schools with more autonomy; and

Active engagement of stakeholderssolicits community input and strives to be responsive toand transparent with all who are impacted by and impact the PCSB and public charter schools.

The PCSBs vision is to lead the transformation of public education in DC and to serve as a national

model for charter school authorizing and accountability.

At the heart of the organizations core values is the belief that every child is entitled to a high quality

education that will enable him or her to leave high school well-prepared for college and career.

A mayor-appointed governing board of seven with a professional staff of 24 is responsible for the

oversight and management of the organizations mission and vision.

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TABLE OF CONTENTS

PERFORMANCE MANAGEMENT FRAMEWORK OVERVIEW ..................................................... 4

SECTION 1:ACADEMIC EVALUATION - COMMON ACADEMIC INDICATORS, MEASURES, AND

METRICS ................................................................................................................................ 5Overview of academic framework ......................................................................................................................... 5Common Indicators ............................................................................................................................................... 5Standard schools serving students within grades 3-12 ........................................................................................... 6

Elementary school and Middle school framework ................................................................................................... 6

High school framework ............................................................................................................................................. 6Summary of academic evaluation frameworks - common academic indicators and measures .............................. 7

Common Metrics ................................................................................................................................................... 9Performance bar metrics .......................................................................................................................................... 9Missing data ............................................................................................................................................................ 10

SECTION 2: ACADEMIC EVALUATION FOR NON-STANDARD SCHOOLS AND PROGRAMS ........ 11Non-standard schools .......................................................................................................................................... 11

Early childhood and elementary schools under third grade (PS-2) framework ...................................................... 11Elementary schools under fourth grade (K-3) ......................................................................................................... 11Adult education ...................................................................................................................................................... 11

Special education ....11

New schools ............................................................................................................................................................ 12

SECTION 3:MONITORING CHARTER SCHOOLS ACADEMIC PERFORMANCE .......................... 13PMF Performance tiers ........................................................................................................................................ 13

PCSB responses .................................................................................................................................................... 13

Tier I ........................................................................................................................................................................ 13Tier II ....................................................................................................................................................................... 13Tier III ...................................................................................................................................................................... 13Candidates for Charter Revocation ......................................................................................................................... 14

SECTION 4:STRUCTURE OF NON-ACADEMIC EVALUATION FRAMEWORK - COMPLIANCE ...... 15Overview of framework ....................................................................................................................................... 15

Compliance ............................................................................................................................................................. 15

SECTION 5: STRUCTURE OF NON-ACADEMIC EVALUATION FRAMEWORK - FINANCE ............. 16Overview of framework ....................................................................................................................................... 16

Reporting ................................................................................................................................................................ 16Assessing Fiscal Management ................................................................................................................................. 16

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PMF Guidelines 2010-2011

Performance Management Framework Overview

The School Reform Act (SRA) grants the D.C. Public Charter School Board authority to hold D.C. public

charter schools accountable for fulfilling their duties and obligations under the Act. The PCSB has

developed these Guidelines to outline the process by which it will evaluate the performance of the

charter schools, including how the PCSB will ensure that each school complies with its charter

agreement and applicable law and how the PCSB will track the progress of each school in meeting its

student academic achievement expectations.

The PCSBs performance management framework is divided into the academic elements of school

performance directly related to student outcomes and the non-academic elements of school

performance, which include finance and compliance.

Each year, pursuant to 38-1802.12 (a)(3) of the SRA, the PCSB will evaluate the academic performance

of each public charter school. The overall assessment will determine whether a school is designated a

high-performer, mid-performer, or low-performer. Closer scrutiny will be directed to those charter

schools that are failing to meet the goals and student academic achievement expectations set forth intheir charters. Schools that are persistently or significantly low performers may be candidates for

charter revocation pursuant to the PCSBs authority under 38-1802.13 (a) of the SRA.

The framework also includes an evaluation of a schools performance in non-academic areas, such as

financial health and compliance. Each year, pursuant to 38-1802.12 (a)(3) of the SRA, each school will

receive an evaluation of its performance in these areas. As a result of these reviews, schools that show

signs of fiscal mismanagement and/or have violated applicable law or the terms of their charter

agreement may receive closer scrutiny, including the possibility of recommendations to improve theirperformance. Schools that continually violate material terms of their charter agreement or applicable

law, including violations relating to the education of children with disabilities, may be candidates for

charter revocation pursuant to the PCSBs authority under 38-1802.13 (a) of the SRA. Schools that

engage in a pattern of non-adherence to generally accepted accounting principles, engage in a pattern

of fiscal mismanagement, or are no longer economically viable will be candidates for charter revocation

pursuant to the PCSBs authority under 38-1802.13 (b) of the SRA.

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PMF Guidelines 2010-2011Section 1

Academic evaluation - common academic indicators, measures, and metrics

Overview of academic framework

To assess a charter schools academic performance, the PCSB has developed an academic evaluation

framework comprised of indicators, measures, and metrics. This structure has been adapted from a

report by the National Consensus Panel on Charter School Academic Quality.1

Indicators are defined as

general dimensions of academic quality or achievement. Measures are defined as general

instruments or means to assess performance in each area defined by an indicator. Metrics are definedas the calculation method or formula for a given measure. As an example, a common indicator of

student performance is academic achievement level, a common measure of achievement is

performance on statewide assessments like the DC-CAS, and a related performance metric is the

percentage of students in a school who score at least Proficient on the assessment.

This section of the Guidelines focuses on indicators, measures, and metrics common across all schools

within each grade-span.

Common Indicators

For the 2010-2011 school year the PCSB used four indicators to measure academic performance: (1)

student progress, (2) student achievement, (3) gateway measures, and (4) leading indicators.

Figure 1.

The four core indicators of academic achievement apply to every school; however, different weights will

be assigned to the indicators depending on the grade span of the school.

Student

Achievement

Gateway

Measures

Leading

Indicators

Student

Progress

Academic indicators

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PMF Guidelines 2010-2011Standard schools serving students within grades 3-12

Elementary and middle school (3-8) framework

Figure 2.

The elementary school framework applies to schools with all or part of the 3-5 grade-span and that

include both 3rd and 4th grades. Schools that have only fifth grade in the elementary school span and

that span into the middle school range will be considered part of the middle school framework.

The middle school framework applies to schools with all or part of the 6-8 grade-span and that include

both 6th and 7th grades. Schools where 8th grade is the only middle school year and with all or part ofthe 9-12 grade-span are included in the high school scoring framework.

The elementary and middle school frameworks are designed to place an additional emphasis on student

progress and student achievement. Gateway measures are designed to capture key subject area

mastery, literacy at the elementary school level, and mathematics at the middle school level.

High school (9-12) framework

Figure 3.

This framework applies to all schools with any grades in the 9th through 12th grade-span.

The high school framework places less emphasis on student progress. This is largely due to the fact that

this indicator is comprised of a measure based on the DC-CAS, and at the high school level, only 10th

grade students are tested. The balance is more heavily weighted on achievement than progress, which

reflects the fact that at the high school level students have neared the end of their public school tenure

Student

Achievement

Gateway

Measures

Leading

Indicators

Elementary and middle schools

40%

Student

Achievement

Gateway/Post

Secondary Measures

Leading

Indicators

High schools

15% 30% 25%

Student

Progress

Student

Progress

25% 15% 20%

30%

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PMF Guidelines 2010-2011Summary of academic evaluation frameworks - common academic indicators and measures

Table 1Elementary and Middle School Framework

Student Progress

Median Growth Percentile1

Reading 20%

Median Growth Percentile1

Math 20%

40%

Student Achievement2

DC-CAS Proficient + Advanced Reading 10%

3rd-5th grades 5%3

6th-8th grades 5%3

DC-CAS Proficient + Advanced Math 10%

3rd-5th grades 5%3

6th-8th grades 5%3

DC-CAS Advanced Reading 2.5%

3rd-5th grades 1.25%3

6th-8th grades 1.25%3

DC-CAS Advanced Math 2.5%

3rd-5th grades 1.25%3

6th-8th grades 1.25%3

25%

Gateway4

DC-CAS 3rd grade reading proficiency 7.5%

DC-CAS 8th grade math proficiency 7.5%

15%

Leading Indicators

Attendance 10%

Re-enrollment 10%

20%

1For more information about Median Growth Percentile please see Appendix A.

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PMF Guidelines 2010-2011Table 2

High School Framework

Student ProgressMedian Growth Percentile Reading 7.5%

Median Growth Percentile Math 7.5%

15%

Student Achievement

DC-CAS Proficient + Advanced Reading 10%

DC-CAS Proficient + Advanced Math 10%

DC-CAS Advanced Reading 2.5%

DC-CAS Advanced Math 2.5%

Advanced Placement or International Baccalaureate

5%

30%

Gateway

Graduation Rate 7.5%

PSAT (11th grade performance) 7.5%

SAT/ACT (12th grade performance) 7.5%

College Acceptance rate 7.5%

30%

Leading Indicators

Attendance 10%

Re-enrollment 10%

9th grade credits on track 5%

25%

If a charter school does not contain the grade for which a common measure applies, the points

associated with that measure will be removed and the total possible points available will be adjusted.

For example, a school that terminates in the 11th grade will not have graduation, SAT, AP, or College

acceptance data. In this case, the school will be evaluated against the remaining 72.5 points.

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PMF Guidelines 2010-2011Common Metrics

To assess charter schools progress in meeting their goals and academic achievement expectations, thePCSB will use various metrics to assign points to each common measure. The overall percentage of

possible points each school receives will determine whether a school is designated as a high-performer,

mid-performer, or low-performer. Closer scrutiny will be directed to those charter schools that are

failing to meet or in danger of failing to meet the goals and student academic achievement expectations

set forth in their charters. Schools that are persistently low performers may be candidates for charter

revocation pursuant to the PCSBs authority under 38-1802.13 (a) of the SRA.

Performance bar metricsMost common measures are based on the percentage of students that meet or exceed a certain

performance bar. For example, with DC-CAS proficiency, schools are scored based on the percentage of

students that meet or exceed the performance bar of Proficient on the DC-CAS. Each student either

meets or does not meet the common measure; the metric is based on the percentage of all students

that meet the standard.

The floor determines the minimum value for which any points will be awarded. Charter schools will

receive no points for values that are at or below the floor. For example, the floor for re-enrollment is55%. A school where 50% of its students re-enroll would not receive any points for the measure even

though half of its eligible students re-enrolled in the school.

The target determines the value at which the maximum points for a common measure will be awarded.

For example, the target for re-enrollment is 90%. A school where 92% of its students re-enroll would

receive the full amount of points available for the measure even though all eligible students had not

returned to the school.

The tables below summarize the performance bar metrics for the common measures.

Table 3

Elementary and Middle School Framework

Indicator PMF Metric

Elementary

(3-5) Floor

Middle

(6-8) Floor

Target

(ES and MS)

ProgressMGP-Reading 30 30 70

MGP-Math 30 30 70

Achievement

DC CAS Reading % proficient + advanced 22 25 100

DC CAS Math % proficient +advanced 10 18 100

Reading % advanced 0 0 25

Math % advanced 0 0 25

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PMF Guidelines 2010-2011Table 4

High School Framework

Indicator PMF Metric

High School

Floor

High School

Target

ProgressMGP-Reading 30 65

MGP-Math 30 65

Achievement

DC CAS Reading % proficient + advanced 24 100

DC CAS Math % proficient + advanced 20 100

DC CAS Reading % advanced 0 25

DC CAS Math % advanced 0 25

Advanced Placement and

International Baccalaureate 0 15

Gateway

Graduation Rate82 100

PSAT Performance (11th

grade)0 50

SAT/ACT Performance (12th grade)10 75

College Acceptance Rate63 100

Leading

Indicators

Attendance 85 95

Re-Enrollment 59 90

9th grade on track to graduate 33 100

Missing data

Most data required to calculate the score for each charter schools common measures will be collected

from third party data sources. The PCSB will rely on charter schools to provide data that are not

available through third parties. When data for a common measure are not available due to issuesbeyond a schools control, such as small sample sizes for growth measures that require statistical

calculations, then the points associated with that measure will be removed and the total possible points

available will be adjusted. When data for a common measure is missing because a charter school has

not provided it to the PCSB in a timely manner, zero points will be awarded for the relevant measure.

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Academic Evaluation for Non-Standard Schools and Programs

Non-standard schools

Non-standard schools include ones that do not fall into the 3-12 grade range or are elementary schools

without at least two years of DC-CAS testing data. Non-standard schools will not receive a PMF Annual

Performance Review for the 2010-2011 or 2011-2012 school years and will instead be evaluated with

accountability plans. Schools that span the preschool through elementary or middle grades will receive

both an accountability plan for any grades served below 3, as well as a PMF for the 3rd-8th grades.

The accountability plan system is designed to measure and report the academic performance for

students at either end of the educational spectrum, while allowing schools the autonomy to identify

appropriate measures based on their unique populations. Each schools accountability plan was

developed in concert with PCSB staff andtheschools leadership. Schools were provided guidance on

the minimum and maximum number of targets to include in the accountability plan as well as criteria in

the identification of assessments and measures to determine performance (see Accountability Plan

Guidance charts in Appendix B).

With the exception of schools undergoing charter review, schools and programs using accountability

plans were not rated or tiered for the 2010-2011 school year. Accountability plan results are

determined and reported based on whether the school met or missed its established targets.

The accountability plan system is used for the following types of schools and programs.

Early childhood and elementary schools under third grade (PS-2) frameworkPreschools and early years of elementary schools are in the non-standard framework because DC does

not mandate a standardized assessment for students in these grades. Schools with both early childhood

and elementary school grades but that do not exceed 2nd grade will be considered in the early

childhood framework and be evaluated using an accountability plan for the 2010-2011 and 2011-2012

school years.

Elementary schools under fourth grade (PS-3)

Schools that end in the third grade are separated from other elementary schools because they do nothave at least two years of DC-CAS data to measure student growth in mathematics and reading

sufficiently.

Adult education

Schools offering adult education and G E D coursework are included in the non-standard framework

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PMF Guidelines 2010-2011CAS Alternative Assessment Portfolio to measure their academic and developmental progress and

performance.

New schools

In their first year of operation, charter schools will be held to a modified academic review. Data will be

collected on all measures, where available. For schools administering the DC-CAS, student achievement

will be measured by the common measures of Proficient and Advanced in reading and mathematics.

Beginning in their second year, new charter schools will be held to the same performance framework as

existing schools. The growth measure will be based upon two years of data only, and the graduation

rate will be modified according to OSSE guidelines.

Accountability Plan Guidelines

For more information about Accountability Plans please see the PCSBs Accountability Plan Guidelines.

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Monitoring Charter Schools Academic PerformancePursuant to the SRA 38-1802.13 (a), the PCSB has the discretion to revoke the charter of a school thatis failing to meet its goals and student academic expectations. Based on the data collected and the

metrics applied to a schools academic performance measures as outlined in the previous sections, the

PCSB will make an overall assessment of a schools academic performance on an annual basis.

The PCSB assesses academic performance using PMF results for standard schools and accountability

plan results for non-standard schools. Using the PMF, the PCSB will designate a school as a high-

performer, mid-performer, or low-performer. Under the accountability plan system, a non-standardschool was not tiered or rated for the 2010-2011 school year. Closer scrutiny will be directed to those

charter schools that fail to meet student academic achievement expectations set forth in their charters.

Standard and non-standard schools that are low performers may be candidates for charter revocation

pursuant to the PCSBs authority under the SRA.

PMF Performance tiers

Using a 100-point scale and based on the scores for the academic scoring screen, standard schools willbe identified as Tier I (high-performers), Tier II (mid-performers), or Tier III (low-performers). Tier I

schools earn at least 65% of the possible points. Tier II schools earn between 35% and 64% of the

possible points. Tier III schools earn less than 35% of the possible points. A school must meet the

threshold for points for each tier; points are not rounded up to the next whole number. The threshold

points for identifying each tier will be set every few years and identified through an assessment of past

overall school performance across all public charter schools.

PCSB responses

Tier I

High performing schools will be publically recognized as such by the PCSB and will be exempt from

Program Development Reviews (PDRs) unless conducted as part of the charter review or renewal cycle.

Tier II

Mid-performing schools will be exempt from PDRs unless conducted as part of the charter review or

renewal cycle.

Tier III

The PCSB will commence a full PDR for low-performing schools during the school year following the

academic performance evaluation. The PCSB will suggest that low-performing schools develop a plan to

target areas in need of improvement. Charter schools that are low performers may be candidates for

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PMF Guidelines 2010-2011Candidates for Charter Revocation

Charter school may become candidates for revocation due to academic or non-academic issues. Under

the PMF, candidacy for revocation due to academics will be based on severity, trajectory, or duration oflow performance at one or more schools within an LEA. Based on PMF results, standard schools scoring

below 20 percentage points in the most recent year, showing 5 percentage point decrease within Tier

III from one year to the next , or performing in Tier III for three consecutive years will become

candidates for revocation.

Under the accountability plan system, non-standard schools that fail to attain the majority of the

academic performance goals listed in its accountability plan or come within 90% of all missed academic

performance goals on its accountability plan, perform within a minimum of 90% of its accountabilityplan attendance targets, or maintain sufficient enrollment levels to sustain the economic viability of the

school will become candidates for revocation.

Any public charter school may be a candidate for revocation of its charter if it commits a violation of

applicable law or a material violation of the conditions, terms, standards, or procedures set forth in the

charter, including violations relating to the education of children with disabilities.

The PCSB retains the right to revoke a schools charter at any time pursuant to its authority under theAct and the terms outlined in 38-1802.13 of the Act.

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Structure of non-academic evaluation framework - compliance

Overview of framework

Schools that continually violate material terms of their charter agreement or applicable law, including

the SRA, may be candidates for charter revocation pursuant to the PCSBs authority under 38-1802.13

(a) of the SRA. The PCSB may use its oversight authority under the SRA 38-1802.11 (a)(2) to request

documents and information from charter schools when it determines it is necessary to carry out its

duties under the SRA.

Compliance

SRA 38-1802.04 outlines the duties and other requirements of public charter schools. As part of its

oversight responsibilities, the PCSB will determine on an annual basis, in coordination with the charter

schools, whether sufficient documentation is on file with the PCSB to ensure the charter schools are

satisfying these duties and requirements. Further, the PCSB may require schools to provide documents

supporting charter schools compliance with applicable law, including the Elementary and Secondary

Education Act. These documents include, but are not limited to:

Background check reports conducted on employees to ensure the charter school is maintainingthe safety of all students attending the school.

A report that documents that the charter schools facilities comply with the applicable healthand safety laws and regulations of the federal government and the District of Columbia,

including the D.C. Fire Prevention Code.

The schools informal complaint resolution process and student handbook. Compliance with No Child Left Behind notifications and Highly Qualified Teacher requirements.

To ensure charter schools are governed by a Board of Trustees in a manner consistent with the charter

granted to them and in accordance with the requirements of the School Reform Act, the PCSB requests

charter schools submit board meeting minutes on a quarterly basis and written notification of any board

or key personnel changes as these changes occur. PCSB staff will verify that these documents are on file

from the previous school year and request a copy of the current Board of Trustees roster.

Pursuant to the School Reform Act 38-1802.11 (a), the PCSB has the duty to ensure publiccharter schools comply with the annual reporting requirement of SRA 38-1802.04 (c)(11). The

PCSB may use the contents of the annual report to assess a charter schools academicachievement and the extent to which the school is meeting its mission and goals as stated in its

charter agreement.

Certain events may trigger the PCSB to request additional information from a charter schoolpursuant to its non-academic evaluation of the school. These events include turnover of key

personnel identified in the charter agreement and changes in school enrollment and daily

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Structure of non-academic evaluation framework - finance

Overview of framework

The PCSB must revoke the charter of a school when it determines that the charter school has engaged in

a pattern of non-adherence to generally accepted accounting principles or a pattern of fiscal

mismanagement or is no longer economically viable. See SRA 38-1802.13 (b). Accordingly, the PCSB

conducts an annual review under the PMF of a charter schools financial performance. Pursuant to this

mandate, the PCSB also routinely collects financial statements from schools including interim andaudited financial statements and annual budgets.

Reporting

Charter schools submit financial reports to the PCSB through the Authorizers Oversight Information

System (AOIS). The PCSB has established a schedule for the submission of financial reports, and schools

initially will be evaluated based on the submission of requested documents by the designated due date.

If a charter school does not submit requested financial documents on time and no extension has been

granted by the PCSB, the charter school will be subject to a more extensive inquiry by the PCSB.When a public charter school has failed to submit its financial reports in a timely matter, the PCSB may

initiate a site-based diagnostic review conducted by a certified public accountant (CPA). The purpose of

the review will be to determine the general adequacy of a schools financial management systems and

record keeping mechanisms. The emphasis of the review will be on:

1. Verifying budget and cash flow projections and processes are in place.2. Checking for evidence that the school regularly monitors actual revenues and expenditures

against its budget and cash flow projections.

3. Verifying that the school is current in its payment of employee retirement, health insurancecosts, and employee withholding taxes.

4. Verifying that there is a long term financial planning process that appropriately considers theimpact of expanding facilities and increasing enrollment on cash flow.

5. Verifying that the schools books and records are up to date.6. Verifying that checking accounts are reconciled in a timely fashion.7. Verifying that there are appropriate internal controls, particularly with regard to segregation of

duties among employees.

8. Verifying that financial reports are provided to the schools Board of Trustees at least quarterly.9. Verifying that major financial commitments and decisions are approved by the schools Board.10.Verifying that operating account balances are sufficient to carry the school throughout the year.11.Verifying that there is a demonstrated technology software package in place to keep accurate

financial records and generate reports.

12.Verifying that the accounting system is set up to track revenues and expenditures by funding

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PMF Guidelines 2010-2011apply a weight to each score, sum the products, and calculate the GPA. The school rubric for the eight

ratios, and an explanation of each ratio, is contained in the PCSBs Fiscal Policy Handbook.

The PCSB Business Oversight Manager will follow-up with school leadership to inquire about a schools

unsatisfactory financial performance. Schools may be allowed additional time to comply and provide

information to enhance the schools financial picture. If charter schools do not provide adequate

supplemental financial data to show that the school is fiscally managed, the PCSB may initiate a site-

based diagnostic review conducted by a PCSB approved auditor or the DC Office of Integrity and

Oversight. The purpose of the review will be to determine the general adequacy of a schools financial

management systems, record keeping mechanisms, and to ascertain the schools short and long-term

sustainability. The emphasis of the review will be the same as the initial diagnostic review performed bya CPA as described above.

Schools that engage in a pattern of non-adherence to generally accepted accounting principles, engage

in a pattern of fiscal mismanagement, or are no longer economically viable will be candidates for charter

revocation pursuant to the PCSBs authority under 38-1802.13 (b) of the SRA.

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Appendix

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PMF Guidelines 2010-2011Appendix A: Median Growth Percentile Overview

Student Growth Percentiles Individual Student GrowthTraditional presentations of students DC CAS scores reflect absolute achievement. These snapshots are

useful for describing the performance level of students within a school for any given year but do little to

explain the progress students are making.

In order to paint a more comprehensive picture of student and school performance, the PCSB, in

conjunction with The Office of the State Superintendent, implemented a measure of student progress

that compares changes in a students DC CAS scores to changes made by other students with similar

score histories. A student growth percentile measures student progress by comparing one studentsprogress from year to year to the progress of other students with similar DC CAS score histories. In this

way, students are only compared based on their previous DC CAS score, not on demographic metrics

(like race, gender, or socioeconomic status). This metric uses scores from all District students (including

those at DCPS schools) to determine an academic peer group and calculate individual student growth

percentiles.

Percentiles are commonly understood values that express the percentage of cases that fall below a

certain score. For example:

A student with a growth percentile of 77 in 6th grade mathematics grew as much or more than77 percent of her academic peers (students with similar score histories) from the 5

thgrade DC

CAS Mathematics to the 6th

grade DC CAS Mathematics. Only 23 percent of her academic peers

grew more in mathematics than she did.

or

A student with a growth percentile of 34 in 8th grade reading grew as well or better than 34percent of her academic peers (students with similar score histories) from the 7th grade DC CASreading to the 8th grade DC CAS reading. This student grew less in reading than 66 percent of

her academic peers.

Since this growth measure is assessing change in performance, it is possible for students to have

performed below the proficiency mark but to have shown a considerable amount of growth. This sort of

occurrence could indicate that elements within a schools program are working to help this student

advance. Conversely, it is possible for students to be performing well above the proficiency mark but to

have shown little growth. In this way, this growth measure serves to put DC CAS scores into greatercontext.

Student Growth Percentiles in the Aggregate Median Growth Percentile

To represent the growth of a school, individual student growth percentiles can be aggregated. After

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PMF Guidelines 2010-2011Appendix B: Accountability Plan Guidance

Adult Education/GED ProgramsSchools using the Adult Education/GED Framework must choose at least 5 targets (ideally no more than

9) from the Academic Indicators. Should a school choose to include more than 9 targets, the total

number of targets must be odd.

GRADE

STUDENT PROGRESS

Min/Max Targets Criteria

No minimum/ No maximum Can be curriculum based or standardized; PCSB preferenceis measures be standardized

Measures are chosen from what schools already have inplace from the 2010-2011 school year

Targets must assess a cross section of students in programs

STUDENT ACHIEVEMENT


No minimum/ No maximum Can be curriculum based or standardized; PCSB preferenceis measures be standardized measures

Measures are chosen from what schools already have inplace from the 2010-2011 school year

Targets must assess a cross section of students in programs

GATEWAY


No minimum/ No maximum Optional

LEADING INDICATORS


No minimum/ No maximum Re-enrollment:

OptionalAttendance:

Optional

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Early Childhood ProgramsSchools using the Early Childhood Framework (schools serving preschool and/or prekindergarten

students) must choose at least 5 targets and can choose up to 9 from all of the Academic Indicators:

Student Progress, Student Achievement, Gateway, Leading Indicators and Mission Specific.

STUDENT PROGRESS (PS-2)Min/Max Targets Criteria

2 minimum/ 3 maximum

Schools can choosea minimum of 2

targets and up to 3

targets

Can be curriculum based or standardized; PCSB preference is K-2measures be standardized

Aligned to Early Learning Standards when possible (PS-PK) Aligned to Common Core Standards when possible (K-2) Measures are chosen from what schools already have in place

from the 2010-2011 school year

Indicators/targets must assess all grades (PS-2). Measures do not have to be the same for all grades

STUDENT ACHIEVEMENT (1st -2nd grade- K is optional)Min/Max Targets Criteria



target and up to 2

targets

Can be curriculum based or standardized; PCSB preferencemeasures be standardized measures

Preschool and Prekindergarten students are not included Aligned to Common Core Standards when possible (K-2) Measures are chosen from what schools already have in place for

2010-2011 school year

Indicators/targets must assess grades 1-2 with K being optional Measures do not have to be the same for each grade

LEADING INDICATORSMin/Max targets Criteria



target and up to 2

targets

Re-enrollment:

Not required for PS-K only schools. Not required, but optional for continuous schools. (i.e., any

school that serves post 2nd grade)

Attendance:

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PMF Guidelines 2010-2011MISSION SPECIFIC (optional for K-2nd grade)Min/Max Targets Criteria

No minimum/ 2 maximum

Schools can optnot to include a

target or to include

up to 2 targets

Optional for K-2 Schools can choose the measure but should relate to each grade-

span

Schools may utilize surveys (e.g., character education surveys,parent satisfaction/involvement)

Schools may include an environmental assessment (e.g., CLASS,ECERS, ELLCO)

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Technical Guide 2010-2011Appendix C: Compliance Review

INDICATOR DOCUMENTATION LOOK FOR RATIONALE

Enrollment of New Students

1. Fair

enrollment

process

Enrollment application;

written lottery

procedures with dates for

enrollment process.

Lottery cutoff date and date of

lottery published in advance (if

applicable); waiting list includes

name of student, wait list number

and current status.

Compliance with School

Reform Act Section 38-

1802.06.

Student Suspension and Expulsion

2. Notice and

due process

Current year student

handbook or other

written document that

outlines the school's

discipline policy and

procedures.

Clear explanation of infractions;

consequences, rewards, and

interventions; clearly outlined due

process procedures (including an

explanation of the basis for the

action).



1802.06 (g); guidance for

PCSB staff when contacted by

parents.

Student Health Records

3. Health and

safety of

students

Option 1: Notice of

assigned nurse on staff .

Option 1: Letter from DOH or

contracted agency. Compliance with School


1802.04 (c)(4) and the

Student Access to Treatment

Act of 2007.

Option 2: Copy of staff

certificate to administer

medications.

Option 2: Ensure that there is at

least one certificate from school

staff who has been certified to

administer medications from

approved agency

Background Checks on Employees and Volunteers

4. Health and

safety of

students.

Current roster of all

employees and

volunteers (working

greater than 10 hours at

the school) with

indication of date

background check

conducted and that a

copy of the report is onfile.

Documentation includes employee

or volunteer name, date of hire,

date of background check, and

company that conducted the

background check.



1802.04 (c)(4).

Employee Handbook

5.

Employment

li i d

Employee handbook or

other written document

Policies guiding the safeguarding

of confidential student data;

li ith l t



1802 04 FERPA th P bli

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Technical Guide 2010-2011INDICATOR DOCUMENTATION LOOK FOR RATIONALE

Insurance

6.

Appropriate

insurance.

Certification that

appropriate levels of

insurance have been

secured.

General Liability, Directors and

Officers Liability, Umbrella

Coverage, Property/Lease

Insurance, Auto Liability Insurance,

Workers Compensation.



1802.04 (b)(4).

School

Facility

7.

Lease/Purcha

se Agreement

and

certificate of

occupancy.

Certificate of occupancy.

Name and current address listedon the certificate of occupancy;

enrollment projections for school

year within maximum capacity in

the certificate of occupancy.


Reform Act Section 38-1802.04 (b)(4) - a Certificate

of Occupancy is required at

opening and for relocation to

a new facility.

Lease/Purchase

Agreement.

Name and current address listed

on the lease/purchase agreement.



1802.04 (b)(4) - lease or

purchase agreement is

required at opening, for

relocation to a new facility,

and for amendments to a

lease once it expires.

No Child Left Behind (NCLB)

8. School

quality andchoice.

Communication with

parents on school's

compliance with NCLB

before September 1 or

within 14 days of school

AYP results.

Communication, where applicable,

on AYP results, School

Improvement Status, schoolchoice options, teacher

qualifications.

Compliance with NCLB and

ESEA guidance.

9. High

quality

teachers.

For Title I schools, current

year teacher roster with

grade and subject(s)

taught, HQ status, and

how the status was met

(HOUSSE, Praxis, Degree,License/Certificate);

action plans for all non-

HQT staff.

Appropriate documentation for

verification of HQT compliance;

plan of action to assist teachers in

meeting the requirements;

appropriate staffing changes to

ensure compliance with the law.

Compliance with NCLB and

ESEA guidance to ensure that

all elementary and secondary

subject area teachers arehighly qualified.

Board of Trustees


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Technical Guide 2010-2011

Performance Management Framework

Technical Guide

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Technical Guide 2010-2011Glossary of Measures

Listed below are brief descriptions of some of the common academic scoring measures the PCSB

uses to track charter schools progress in meeting their goals and academic achievement

expectations.

Student Growth Measures

Student progress

Appears for 3rd -5th grades, 6th -8th grades, and High Schools

Median growth percentiles for mathematics and reading, a growth measure based on individual

student DC-CAS performance. See Appendix A for a discussion of these growth measures. See

documentation provided by OSSE and AIR for Technical Report and Business Rules.

Student Achievement Measures

DC-CAS Proficient & Advanced


Percent of students scoring at least Proficient and those scoring Advanced on the DC-CAS for

math and reading; both Proficient and Advanced measures are included for all grades in which

DC-CAS testing occurs.

Advanced Placement

Appears for High Schools

Ratio of number of passing scores for the entire population to number of seniors, written as a

percentage. Equivalent assessments, such as the International Baccalaureate exam, may also be

substituted.

Gateway Measures

DC-CAS 3rd grade reading

Appears for 3rd -5th grades

Percent of students scoring at least Proficient in third grade reading on the DC-CAS

DC-CAS 8th grade math Proficient

Appears for 6th -8th grades

Percent of students scoring at least Proficient in eighth grade mathematics on the DC-CAS

Graduation rate


Graduation rate based on the incoming 9th grade cohort, as defined by OSSE state-wide

graduation standards.

PSAT 11th grade performance

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College Acceptance


Percentage of seniors accepted to a college or university.

Leading Indicators

Attendance


Ratio for the entire population, written as a percentage, of days present (inclusive of excused

absences) to days enrolled.

Re-enrollment


Percentage of those eligible students who re-enroll.

9th grade credits


Percentage of 9th grade students on-track to graduate in 4 years, based on OSSE guidelines for

completed Carnegie Units and required courses.

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28

Metrics and data sources for academic performance measures

Overview

The table below provides details about each of the measures included in the academic performance framework. Information is arranged as follows:

Indicator identifies the academic indicator (progress, achievement, gateway, leading) to which each measure belongs

Measure provides measure name and indicates which scoring frameworks include it

Description provides brief summary of measure

Components, method, and additional notes - provides a more detailed description of all steps required to translate raw data into a measure calculation

Rationale available rationale for why the metric has been designed as it has

Unless otherwise indicated, all measures are grouped by the grade span of the performance framework to which they apply. Grade-spans are as follows:

ES/MS: 3-8

HS: 9-12

Data sources and methodology

Indicator Measure Description Components, method, additional notes Rationale

Student

Progress

Median Growth

Percentile (ES/MS

and HS)

Growth measure

which tells how

much change or

growth there has

been in

performance

from year to year.

Components

Median for 3rd-8th(or all grades within that range the schoolserves) grade student growth percentiles in reading

Median for 3rd-8th grades (or all grades within that range theschool serves) student growth percentile in Mathematics

References:

http://pcsb-pmf.wikispaces.com/Changes+to+the+2010-2011+PMF

http://www.duxbury.k12.ma.us/SPEDfiles/MCASStudentGrowth%20%25%20.pdf

http://www.swcompcenter.org/educator_effectiveness2/The_Colorado_Growth_Model.pdf

For more information see the MGP Business Rules produced byOSSE and AIR.

A measure of student progressthat compares changes in a

students DC CAS scores to

other students with similar

score performance profiles.

It tells how much change orgrowth there has been in

performance from year to

year.

Requirement of two years ofDCCAS results of each student.

Student

Achievement

DC-CAS Proficient

in math and

reading

(ES/MS and HS)

% of students

scoring Proficient

or above on the

DC-CAS

Components

DC-CAS scores by grade for the most recent year Number of students tested for the most recent yearMethod

Aligns with the AYP calculation

rules, in which students in the

Fully Academic Year status and

ELL students residing in the US

for more than 12 months are

included.

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29


100*tested#Total

SYin thatstudentproficientMathof#Total

OR

100*tested#Total

SYin thatstudentproficientReadingof#Total

Student

Achievement

DC-CAS Advanced

in math and

reading

(ES/MS and HS)

% of students

scoring Advanced

on the DC-CAS

Components

DC-CAS scores by grade for the most recent year Number of students tested for the most recent yearMethod

Calculated as with DC-CAS proficient100*

tested#Total

SYin thatstudentAdvancedReadingof#Total

OR

100*tested#Total

SYin thatstudentAdvancedMathof#Total

Aligns with the AYP calculation

rules, in which students in the

Fully Academic Year status and

ELL students residing in the US

for more than 12 months areincluded.

StudentAchievement AdvancedPlacement

performance

(HS)

Number ofpassing exams per

100 12th

grade

students

Components # of passing AP or IB exams in the current school year 12th grade enrollment in the most recent yearMethod

100*studentsgrade12thof#

exams)IBandexamsAPpassingof#

100*testedgraders12thof#Total

grade3rdin theproficientreadingof#l

Additional notes

Passing exams are all those scoring 3 or above for AP and 4 orabove for IB in the current school year

One student may contribute multiple passing exams 9-11 grade students may also contribute passing exams Any HS with the 12th grade that does not offer either AP or IB

All passing exams contributeto the score, regardless of

who takes the test

Expressing passing exams as aper 100 score adjusts to

reflect size of school and

corresponds more closely to

national reporting norms

Using only 12th grade as thedenominator ensures allschools are counted equally

regardless of what grades they

offer

Using full 12th grade class asdenominator enables measure

to track passing scores

without creating incentives for

T h i l G id 2010 2011

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30


exams will be given 0 points on this metric. schools to limit size of AP

classes

Gateway DC-CAS Proficient

in 3rd

grade

reading

(ES/MS)

% of 3rd grade

students scoring

at least Proficient

on DC-CAS

reading

Components

3rd grade DC-CAS scoresMethod

100*testedgraders3rdof#Total

grade3rdin theproficientreadingof#Total

Critical gateway year forchildhood literacy

Gateway DC-CAS Proficient

in 8th

grade math(ES/MS)

% of 8th

grade

students scoringat least Proficient

on DC-CAS math

in the most

recent year

Components

8th grade DC-CAS scoresMethod100*

testedgraders8thof#Total

grade8thin theproficientmathof#Total

Critical gateway year foradolescent number skills

Gateway Graduation rate

(HS)

Graduation rate

of high school

students based on

OSSE standards

Components

Original 9th grade cohort size for current 12th grade # of graduates self-reported and validated through transcript

reviews # of dropouts in the 12th, 11th, 10th , and 9th gradesMethod

100*period)years4latestfordropoutsSYfor thegraduatesof#(

diploma)regularawithSYaforseniorsof#Total

+

Additional notes

Drop outs are those students who leave schools for following

reasons: (a) Whereabouts unknown (b) Work, (c) Voluntary, (d)

Adult Education, (e)Non-Attendee, (f) No Show

Aligned with OSSE standardsRegular Diploma (OSSE) excluded

the following:

(a) GED, (b) certificates of

completion, (c) certificates of

attendance, (d) or, any other

diploma not fully aligned with the

States academic records.

Note: This definition maychange starting 2011-2012

http://newsroom.dc.gov/sho

w.aspx?agency=seo&section=2&release=20924&year=2010

&file=file.aspx%2frelease%2f2

0924%2fDistrict_of_Columbia

_Adjusted_Cohort_Graduatio

n_Rate_Guidance_December_

2010.pdf

Technical Guide 2010 2011

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31


Gateway 12th

grade SAT

scores

(HS)

% of current 12th

grade students

scoring at least

800 on the SAT

Components

SAT/ACT data for current 12th grade SAT/ACT data for previous year 11th grade Map of previous year 11th grade to current 12th grade 12th grade enrollment in the most recent year Additional notes Only current 12th graders are counted, but students scoring

above 800 in earlier grades and not in 12th

grade will still

contribute to score. In terms of ACT, students scoring above or

equal to 16 are counted as on the numerator.

Any HS with the 12th

grade that doesnt offer the SAT or ACTexams will be given 0 point on this metric.

Method

11th and 12th grade students mapped together to determineoverlap

100*students)grade12thof#(

ACT)inM)(Vhihgeror16SATinM)(V800leastatscoringgraders12thcurrentof#(

+++

College Board researchindicates that a score of at

least 800 on the math and

verbal sections of the SAT

predicts with high likelihood a

GPA of at least 2.0 in

freshman year at community

college or university

For reference visit:http://professionals.collegebo

ard.com/profdownload/pdf/R

N-30.pdf

SAT-ACT concordance table:http://www.act.org/aap/conc

ordance/

Gateway 11th

grade PSAT

scores

(HS)

% of 11th

grade

students scoring

at least 100 on

the combined

math and verbal

portion of the

PSAT

Components

PSAT data for current 11th grade 11th grade enrollment in most recent year Any HS with the 11th grade that doesnt offer the PSAT exam

will be given 0 points on this metric.

Additional Notes 9th and 10th grade PSAT scores do not count because they are

standardized to a different scale

Method

100*students)grade11thof#(

SAT)PonM)(V80leastatscoringgraders11thcurrentof#(

+

11th grade PSAT performanceof at least 80 on the math and

verbal sections is a predictor

of SAT performance of at least

800 on the math and verbal

sections.

For reference visit:http://professionals.collegebo

ard.com/profdownload/PSAT-

College-Readiness-

Benchmark.pdf


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32


Gateway College

Acceptance

(HS)

% of high school

seniors accepted

to a full-time

college or

university

Components

Unique college acceptances self reported, verified by PCSBacceptance letter review

12th grade enrollment in most recent yearMethod

100*seniors)of#(

)universityorcollegetimefullatoacceptedseniorsof(#

College acceptance is anecessary step to college

enrollment and has been

defined to be an important

measure of student success

Leading Attendance

(ES/MS)

Total Daily

Attendance rate

for 3rd

to 8th

grade.

Components

Attendance by grade-spanMethod

100*enrolled)days(#

absences)excusedof#presentdaysof(#

+

Aligns with the Statecalculation. Only 3

rdthrough

8th

graders are included.

Attendance

(HS)

Total Daily

Attendance for 9th

to 12

th

grade

Components

Attendance by grade-spanMethod

100*enrolled)days(#

absences)excusedof#presentdaysof(#

+

Aligns with the Statecalculation. Only 9

ththrough

12

th

graders are included.

Leading Re-enrollment

(ES/MS & HS)

Re-enrollment

rate for those

eligible to return

# of students

ineligible to

reenroll are: (a)

Students in the

exit grade (b)

students who

moved out from

DC. (c) students in

the non standard

school(EC, Adult

Components

Previous fall enrollment by student id and grade (Audited Oct 5) Current fall enrollment by student id and grade (Audited Oct 5)Method

Map students in previous fall and current fall to determineoverlap

Determine which students in previous falls are ineligible to re-enroll (those in their final year; moved out from DC; enrolled in

Early Childhood, Adult and GED frameworks)

100*enroll)toineligiblestudentsof(#-Fall)previousinstudentsof(#

fall)currentandFallpreviousbothattendingStudentsof#(Total

Used to assess student andparent satisfaction and drop-

out rate

Excluded are from earlychildhood and non-GED Adult

Ed. because students are likely

to leave for reasons other

than dissatisfaction with

school


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Technical Guide 2010 2011

33


and GED)

Leading 9th

grade credits

(HS)

Percent of 9th

grade students

receiving enough

credits to be on

track to meet

OSSE graduation

requirements in 4

years

Components

Review of all 9th grade transcripts on-site reviewMethod

100*students)grade9thof#(Total

)years)4intsrequiremengraduationLEAmeettrack to

onbetocreditsenoughreceivingstudentsgrade9thof#(

OSSE requirements: Students must pass 6 credits or theequivalent, consisting of Algebra I, an English course, a Sciencecourse, a Social Studies course that is among World History, US

History, US Government or DC History, and two additional

elective courses.

LEA requirements vary by LEA.

Some schools have adopteddifferent internal standards

for credit than OSSE

Documents

2010-2011 PMF Guidelines 11_1_11