CPS School Quality Rating Policy

CPS School Quality Rating

Policy

November 2014Office of Accountability

Agenda• Introduction to the SQRP

• Purpose & overview• Communication plan

• Policy Scoring• Assigning Points• Weighting System• Assigning a School Quality Rating• Assigning an Accountability Status

• Appendix: Metric Definitions

• Q&A

2Office of Accountability

Introduction to the SQRP


What is the SQRP?

• The School Quality Rating Policy (SQRP) is the Board of Education’s policy for evaluating school performance.

• It establishes the indicators of school performance and growth and the benchmarks against which a school’s success will be evaluated on an annual basis.

• Through this policy, each school will receive a School Quality Rating and an Accountability Status.


What is the Purpose of the SQRP?The School Quality Rating and Accountability Status serve the following purposes:

• Communicating to parents and community members about the academic success of individual schools and the district as a whole;

• Recognizing high achieving and high growth schools and identifying best practices;

• Providing a framework for goal-setting for schools;

• Identifying schools in need of targeted or intensive support; and

• Guiding the Board’s decision-making processes around school actions and turnarounds.

Office of Accountability 5

How is the SQRP Different from the Performance Policy?

6

• Metrics centered on assessments, attendance, and progress towards graduation

• Three levels of school performance

• Evaluates Option schools using traditional high school metrics

• ISAT is the main elementary assessment

• Uses CPS historical benchmarks

• Does not account for test participation

• Metrics better aligned to district’s strategic action plan, e.g., college enrollment, persistence, priority student group growth, 5Essentials

• Five-level rating to more effectively differentiate schools

• New Option School model more targeted to the students served

• Significant changes to ISAT make it unstable for year to year comparisons; replace with NWEA MAP

• Performance benchmarks are tied to national standards where possible

• Target test participation rate of 95%

“Old” Performance Policy SY14-15 School Quality Rating Policy

What Measures will be Used?

Metric Weight

Student Growth on NWEA MAP

25%

Student Attendance 20%

Growth of Priority Groups on NWEA MAP

10%

Percentage of Students Making National Average Growth on NWEA

10%

5Essentials Survey 10%

Student Attainment on NWEA MAP (Grades 3-8)

10%

Student Attainment on NWEA MAP (Grade 2)

5%

ELL Language Development Growth on ACCESS

5%

Data Quality 5%

Metric Weight

Student Growth on EPAS 20%

Growth of Priority Groups on EPAS

10%

Student Attainment on EPAS

10%


Freshman On-Track Rate

10%

4-Year Cohort Graduation Rate

10%

Early College / Career Credentials

5%

1-Year Dropout Rate 5%

College Enrollment 5%

College Persistence 5%

5Essentials Survey 5%

Data Quality 5%

Metric Weight

Percentage of Students Meeting / Exceeding National Growth on STAR

30%

Average Student Growth Percentile on STAR

20%

1-Year Graduation Rate 15%

Stabilization Rate 10%


Growth in Attendance 10%

Credit Attainment 5%

Elementary Schools High Schools Option Schools


Current policy per state code – 105 ILCS 5/34-8.3

• Not currently used in performance improvement

• Allows the CEO to:

• Draft a new school improvement plan

• Direct implementation of the school improvement plan

• Provide additional training for the LSC

• Mediate disputes or other obstacles to improvement

• If the CEO determines the problems are not able to be remediated by the above methods, the CEO shall place the school on Intensive Support.

8

Provisional Support* status Intensive Support** status

• After one year of the school failing to make

adequate progress in correcting deficiencies, the

CEO is allowed additional corrective measures

including:

• Replacing the principal

• Replacement of faculty members

• Ordering new LSC elections

• Reconstitution, contract turnaround

• Closure

* Listed in state code as “Remediation”** Listed in state code as “Probation”

Office of Accountability

Charter Schools• All charter schools with sufficient data will receive a School

Quality Rating through this policy.

• By State law, charter schools are exempt from Section 5/34-8.3, meaning CPS does not have the same authority to place charter schools into “Probation” or “Remediation” status.

• However, CPS charter schools are subject to the performance standards set out in the accountability provisions in their charter contract with the Board, and most contracts are tied to – or will be tied to – the performance standards under the SQRP.


SQRP in the context of other accountability tools

10

District scorecard

School Quality Rating Policy

School Progress Report

Illinois School Report Card (ISBE)

Principal evaluation

Teacher evaluation

• Tracks annual progress on KPIs from the Action Plan• Includes all schools (district-operated, charter/contract)• Holds district leaders accountable to priorities and goals

• Identifies schools making academic progress• Differentiates school performance; determines “probation” status• Identifies schools with insufficient academic achievement for school

action decisions (e.g., turnaround, charter watch list, renewal and revocation)

• Communicates holistic picture of school quality, including academic measures (teacher attendance, student behavior/discipline, safety, healthy schools certification)

• Provides parents with information for school choice decisions

• Tracks performance on state assessments and AYP

• Provides a state-mandated measure of principal effectiveness (practice and student growth) for district-operated schools

• Provides feedback to support development

• Provides a state-mandated measure of teacher effectiveness (practice and student growth) for district-operated schools

• Provides feedback to support development

• All metrics that support the implementation of the district Action Plan

• Objective, research-based metrics for assessing student learning and success outcomes

• State and federal accountability metrics

• Objective annual measures that an individual can influence

• Broader set of information for stakeholders, but not appropriate for high-stakes accountability

Tool Purpose Relevant Metrics


How Will Results be Communicated?

SQRP results will be communicated in the following ways each fall:

•Direct Principal Notification: Principals will receive a letter and SQRP report notifying them of the school’s rating and status.

•Direct LSC Notification: LSC members will receive a letter and SQRP report, which will be sent to the LSC member’s home.

•The CPS Website: Each school’s rating, status, and complete SQRP report will be included on the school’s profile page at cps.edu, as well as on the School Data page at cps.edu/schooldata.


http://cps.edu/schooldata

Where Can I Find More Information?Materials will be available at the following locations:

•www.cps.edu (search “SQRP”)

•Your school’s main office or network offices

Available Resources include:

•SQRP Handbook

•PowerPoints and FAQs on the SQRP

•Calculators


Policy Scoring


Scoring OverviewSchools are assigned between 1 and 5 points for each indicator.Schools are assigned between 1 and 5 points for each indicator.

Points for each indicator are multiplied by that indicator’s weight. Weights for all indicators add up to 100%Points for each indicator are multiplied by that indicator’s weight. Weights for all indicators add up to 100%

Weighted points are added up, resulting in an overall score between 1 and 5.Weighted points are added up, resulting in an overall score between 1 and 5.

Based on the overall weighted score, the school receives a School Quality Rating of Level 1+ (highest) to Level 3 (lowest).

Based on the overall weighted score, the school receives a School Quality Rating of Level 1+ (highest) to Level 3 (lowest).

Based on the school’s rating (“level”) it receives an Accountability Status of Good Standing, Remediation (“Provisional Support”) or Probation (“Intensive Support”).

Based on the school’s rating (“level”) it receives an Accountability Status of Good Standing, Remediation (“Provisional Support”) or Probation (“Intensive Support”).

PointsPoints

WeightingWeighting

Weighted ScoreWeighted Score

School Quality Rating


Accountability Status



Points• Each school receives between 1 and 5 points for each indicator based on its score

in the most recent year.

• To receive full credit on assessment indicators, a school must have a 95% participation rate. If the school has a lower participation rate, points are adjusted as follows:

Participation Rate for Elementary and High School

Participation Rate for Option Schools

Point Adjustment

Greater than or equal to 95% Greater than or equal to 90% No adjustment

Greater than or equal to 93% but less than 95%


-1 point



-2 points



-3 points

Less than 90% Less than 75% -4 points


Weighted Score• Each indicator has a specific weight in the policy.

• Points earned for each indicator are multiplied by the indicator’s weight to calculate that indicator’s weighted score.

• The weighted scores for each indicator are added together to calculate the school’s overall weighted score, which will also be between 1 and 5 points.

School Growth

Percentile on NWEA MAP

Reading

90th Percentile 5 points 12.5% 0.625

Indicator School’s Result Points Weight Weighted Points

EXAMPLE


How Are Ratings Assigned?• Schools earn between 1 – 5 points for each metric.

• Points are weighted according to the tables on slide 6 and added together. The school’s overall score is also between 1 – 5.

• Based on the overall score (or minimum attainment percentile – see below), the school receives a School Quality Rating and Accountability Status.


Overall Score

OR

Minimum Attainment Percentile



4.0 or more 90th Level 1+ Good Standing

Between 3.5 and 3.9 70th Level 1 Good Standing

Between 3.0 and 3.4 50th Level 2+ Good Standing

Between 2.0 and 2.9 40th Level 2 Provisional Support

Less than 2.0 -- Level 3 Intensive Support

What Does the School’s Rating Mean?


• Level 1+ is the highest performance; nationally competitive school with opportunity to share best practices with others

• Level 1 is high performance; a good school choice with many positive qualities - minimal support needed

• Level 2+ is average performance; additional support from network team needed to implement interventions

• Level 2 is below average performance; “provisional support” rating means increased support from network

• Level 3 is the lowest performance; school is in need of “intensive intervention” directed by the district, charter schools in this category are on Academic Warning List

Combining ES & HS Ratings for schools with both student levels

19

ES Points

# ES Students Served

XHS

Points

# HS Students Served

X+

Total # Students Served

Combined Score

This formula provides a weighted average of the points earned on the elementary school model and the high school model.

The weighting is based on the proportion of elementary (K-8) students served and high school (9-12) students served. The

proportions will be established on the 20th day. This method gives proportional weighting to each grade band, while allowing the school to set goals, because it will know the weighting at the beginning of

the year.


Weighted Points Earned School Quality Rating4.0 or more Level 1+

Between 3.5 and 3.9 Level 1Between 3.0 and 3.4 Level 2+Between 2.0 and 2.9 Level 2

Less than 2.0 Level 3

• In general…

• With some exceptions…

Accountability Status (1/3)


* Listed in state code as “Remediation”** Listed in state code as “Probation”

Intensive Support**Intensive Support**

Provisional Support*Provisional Support*

Good StandingGood Standing

Level 3Level 3

Level 2Level 2

Level 1+, 1 or 2+Level 1+, 1 or 2+

=

=

=

Accountability Status (2/3)Schools may be placed (or retained) in Probation/Intensive Support status if:

• The school has been on Probation/Intensive Support for 2+ years and needs 2+ years of Level 2 or higher to be removed;

• The school has undergone an action under 5/34-8.3 (principal removal or turnaround) in the last 5 years;

• The CEO has determined Remediation/Provisional Support status is insufficient for a Level 2 school and may place the school in Probation/Intensive Support.

• There is a failure or refusal to comply with the provisions of the Illinois School Code, other applicable laws, collective bargaining agreements, court orders, or Board rules and policies, in which case the school may be placed on Probation/Intensive Support.

-- This includes a school that is in state or federal school improvement status under NCLB and is not in compliance with requirements of that status.

Schools may be retained in Retention/Provisional Support status if:

• The school has been on Remediation/Provisional Support for 2+ years and needs 2+ years of Level 2+ or higher to be removed


Accountability Status (3/3)


Accountability Status will be determined in 2014 based on the following:

Level 3Level 3

Level 2Level 2

# Years on Probation

8.3 Action in last 5 years? Intensive SupportIntensive Support

Provisional SupportProvisional Support

Intensive SupportIntensive Support


Yes

No2+ years 2013 Rating Level 3

Level 1 or 2

Provisional SupportProvisional Support0 or 1 years

Level 1+, 2 or 2+Level 1+, 2 or 2+

# Years on Probation

8.3 Action in last 5 years? Intensive SupportIntensive Support

Good StandingGood Standing


Yes

No2+ years 2013 Rating Level 3

Level 1 or 2

Good Standing Good Standing 0 or 1 years

Elementary School ModelMeasure 1 point 2 points 3 points 4 points 5 points Weight

National Growth Percentile on NWEA Reading < 10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 12.5%

National Growth Percentile on NWEA Math < 10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 12.5%

Priority Group National Growth Pctl. on NWEA Reading < 10th pctl. 10th pctl. 30th pctl. 50th pctl. 70th pctl. 5%*

Priority Group National Growth Pctl. on NWEA Math < 10th pctl. 10th pctl. 30th pctl. 50th pctl. 70th pctl. 5%*

% Making Nat. Avg. Growth on NWEA Reading & Math <40% 40% 50% 60% 70% 10%

National Attainment Pctl. on NWEA Reading (Gr. 3-8) <10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 5%

National Attainment Pctl. on NWEA Math (Gr. 3-8) <10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 5%

National Attainment Pctl. on NWEA Reading (Gr. 2) <10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 2.5%

National Attainment Percentile on NWEA Math (Gr. 2) <10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 2.5%

Attendance Rate <92% 92% 94% 95% 96% 20%

ELL Progress on ACCESS < 25% 25% 35% 45% 55% 5%

5 Essentials Survey Not Yet OrganizedPartially

OrganizedModerately Organized

Organized Well-Organized 10%

Data Quality Index <80% 85% 90% 95% 99% 5%

23

*The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 1.25% in reading and 1.25% in math. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades NWEA growth indicators.


High School ModelMeasure 1 point 2 points 3 points 4 points 5 points Weight

National Growth Percentile on EXPLORE, PLAN and ACT

< 10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 20%

National Priority Group Growth Percentile on EXPLORE, PLAN and ACT

< 10th pctl. 10th pctl. 30th pctl. 50th pctl. 70th pctl. 10%*

National Attainment Percentile on EXPLORE, PLAN and ACT

<10th pctl. 10th pctl. 40th pctl. 70th pctl. 90th pctl. 10%

4-Year Cohort Graduation Rate <55% 55% 65% 75% 85% 10%

Freshman On-Track Rate <60% 60% 70% 80% 90% 10%

One-Year Dropout Rate >8% 8% 6% 4% 2% 5%

Attendance Rate <80% 80% 85% 90% 95% 10%

Early College & Career Credentials < 10% 10% 20% 30% 40% 5%

College Enrollment <45% 45% 55% 65% 75% 5%

College Persistence <55% 55% 65% 75% 85% 5%

5 EssentialsNot Yet

OrganizedPartially

OrganizedModerately Organized

Organized Well-Organized 5%

Data Quality <80% 80% 90% 95% 99% 5%

24

*The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 2.5%. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades growth indicator.


Option School RatingsMeasure 1 point 2 points 3 points 4 points 5 points Weight

Average Growth Percentile on STAR Reading

<30th pctl. 30th pctl. 40th pctl. 50th pctl. 60th pctl. 10%

Average Growth Percentile on STAR Math <30th pctl. 30th pctl. 40th pctl. 50th pctl. 60th pctl. 10%

Percent Making Growth Targets on STAR Reading

<35% 35% 45% 55% 65% 15%

Percent Making Growth Targets on STAR Math

<35% 35% 45% 55% 65% 15%

1-Year Graduation Rate <60% 60% 70% 80% 90% 15%

Credit Attainment Rate <40% 40% 50% 60% 70% 5%

Annual Stabilization Rate <60% 60% 70% 80% 90% 10%

Average Daily Attendance Rate <60% 60% 70% 80% 90% 10%

Growth in Attendance Rate <60% 60% 70% 80% 90% 10%


SQRP Amendments Since August 2014Extending Minimum Attainment Percentile Provision (August 2014)

•The original SQRP included a clause whereby schools achieving 90th attainment percentile on NWEA Reading and Math (elementary schools) or EPAS (high schools) would receive a rating of Level 1+. This amendment to the SQRP extends that alternative rating assignment farther down the attainment scale, as described in the table on slide 16.

Nomenclature Change (November 2014)

•This amendment included language changing the rating labels from Tier 1 through Tier 5 to Level 1+ through Level 3, as described in the table on slide 16.

Level 1 CEO Determination (November 2014)

•The November 2014 amendment also included language allowing for a CEO determination to be made for schools where a significant change (e.g. principal change) at a district-operated Level 1 school has impacted the school. The CEO can now designate a school in this situation to remain Level 1 for a one year period.

Office

of

Accountability

26

Appendix


Elementary School Indicators


NWEA Growth PercentileDefinitions: Average Spring-to-Spring RIT score growth of students on the NWEA MAP assessment, compared to average national growth

for schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national distribution.

Calculation: For each school, a national average comparison growth score will be calculated. This will be the mean of the national

average Spring-to-Spring growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same pretest averages and the same proportion of students at each grade level. Average scores will be based on NWEA’s national school-level norms.

The national average comparison score for each school represents a 50th percentile school in terms of growth. The school will receive a percentile score based on how far above or below the 50th percentile it scored.

SQRP Scoring:

Notes:Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.

29

1 point 2 points 3 points 4 points 5 points

Percentile Under 10th 10th to 39th 40th to 69th 70th to 89th 90th or above


Sample Elementary School3rd Grade Reading

Grade # StudentsAverage

Pretest RIT Score

National Avg.

GrowthPercentile Range Targets

Average Posttest RIT

Score

National Growth

Percentile

3rd 85 181.1 +13 193.8 45th

190.9 193.5 195.4 197.3194.110th 40th 70th 90th 50th

This is the average

pretest RIT score for

this school’s 3rd graders

(i.e., the average of

their 2nd grade RIT scores)

This is the number of

students with a valid pretest and posttest

score. Students are

attributed to the school where

they were enrolled the

greatest amount of time during the year.

This is the

average growth for 3rd

grade for a school with an average pretest

RIT score of 181.1.

The 50th percentile

score is the sum of 181.1 and 13. This is the national

average posttest score in 3rd grade for a school with an average

pretest score of 181.1.

Other cut points are established based

on distance from the

50th percentile.

This is the actual growth percentile of the school

based on the average

posttest RIT score. This

school will fall into the 3-point range, which is from 40th to 70th

percentile.


Note: The norms in this example are based on fall-to-spring norms from NWEA. NWEA has provided CPS with spring-to-spring norms, which have been used in actual SQRP calculations.

Sample Elementary SchoolAll Grades Reading

Grade # StudentsAverage Fall

RIT Score

National Avg.


Average Spring RIT

Score

National Growth

Percentile

3rd 85 181.1 +13 193.8 45th

4th 71 194.0 +9.2 201.5 22nd

5th 78 201.1 +7.6 211.1 87th

6th 115 208.4 +6.7 216.2 85th

7th 108 214.9 +4.0 219.1 85th

8th 87 216.9 +4.1 221.0 55th

All Grades Average

544 203.9 +6.9 211.8 84th

190.9 193.5 195.4 197.3194.1

200.4 202.6 204.3 206.0203.2

206.0 208.2 209.8 211.5208.7

211.5 213.6 215.2 216.7214.1

216.4 218.4 219.9 221.3218.9

218.5 220.3 221.8 223.1220.8

209.3 210.5 211.4 212.3210.8

This is the national average growth for a school with the same

pretest scores and the same proportion of students in each

grade.

This is the average pretest RIT score for the school, weighted by the number of students

in each grade.

This is the overall percentile, which is based on the difference between the school’s actual growth

and the national average growth. This school would earn 4 points in the policy.

31

10th 40th 70th 90th 50th








NWEA Priority Group GrowthDefinitions:There are 8 possible priority group measures for each school – reading and math for each of the following 4 priority groups: •English Language Learners (ELL)•Students with an IEP (does not include 504 plans)•African-American students•Hispanic studentsEach priority group must have at least 30 students for a growth percentile to be calculated.Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating (1.25% for each subject). If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall NWEA Growth Percentile metrics.

CalculationEach priority group will receive a NWEA Growth Percentile based on the methodology described in the “NWEA Growth Percentile” section. The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school with the same pretest scores. Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national average for students with the same pretest scores, including students nationally that are not in that priority group.

SQRP Scoring

32




Percent Meeting NWEA TargetsCalculation

Numerator: Number of students meeting national Spring-to-Spring growth targets on the NWEA reading test plus number meeting targets on the math test. Targets are the national average growth of students with the same pretest score based on NWEA research.

Denominator: Number of students taking the NWEA MAP reading test in both periods plus number taking the NWEA MAP math test in both periods.

SQRP Scoring

Notes:Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned

to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.


Percent Under 40%40% to 49.9%

50% to 59.9%

60% to 69.9%

70% or above


NWEA Attainment Percentile (3rd-8th grade)

Definitions: Average Spring RIT score of students on the NWEA MAP assessment, compared to average national score. The school is

assigned a percentile representing where the school would fall on the national distribution.

Calculation: For each school, a national average comparison RIT score will be calculated. This will be the mean of the national average

RIT scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same proportion of students at each grade level. Average scores will be based on NWEA’s national school-level norms.

The national average comparison score for each school represents a 50th percentile school. The school will receive a percentile score based on how far above or below the 50th percentile it scored.

SQRP Scoring:

Notes:Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.

34




NWEA Attainment Percentile (2nd grade)

Definitions: Average Spring RIT score of 2nd grade students on the NWEA MAP assessment, compared to average national score. The

school is assigned a percentile representing where the school would fall on the national distribution.

Calculation: The average RIT score for 2nd grade students in the spring will be compared to the national average score for 2nd grade.

The national average score will be based on NWEA’s national school-level norms. The school will receive a percentile score based on how far above or below the 50th percentile it scored.

SQRP Scoring:


35




ELL Language Development Growth (ACCESS)

Definitions: Percentage of ELL students meeting individual growth targets on the ACCESS Composite score.

Calculation: Each student’s ACCESS Composite score is compared to a target score based on the student’s prior year score. Target scores will represent reasonable annual progress and will be adjusted for the student’s score in the prior year.

These targets are currently under development by CPS. Schools are rated in the SQRP on the percentage of students meeting their individual target score as follows:

Numerator: Number of students meeting individual growth target on ACCESS Composite. Denominator: Number of students taking the ACCESS assessment. Denominator is limited to students who have a

valid score in both years.

SQRP Scoring:

Notes:Students are assigned to the school where they were enrolled for the most time between ACCESS administrations.

36


Percentage Under 25%25% to 34.9%

35% to 44.9%

45% to 54.9%

55% or higher


Attendance Rate (K-8th grade)Definitions:

Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8th and 12th graders.

Calculation: Numerator: Total number of present days for students during the year. Denominator: Total number of membership days for students during the year. For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per

their IEP, or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate.

SQRP Scoring:

Notes:Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school.


Attendance Rate Under 90% 90% to 92.9% 93% to 94.9% 95% to 95.9% 96% or above


5EssentialsDefinitions:

Overall rating of the school on the 5 Essentials survey (a primary component of the My Voice, My School survey for students and teachers) administered in the Spring.

Calculation: Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago. The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of

essentials for which the school has sufficient data.

SQRP Scoring:

NotesThe school must have a minimum level of participation of 50% for the calculation of a rating.


Overall RatingNot Yet

Organized for Improvement

Partially Organized for Improvement

Moderately Organized for Improvement


Well-Organized for

Improvement


The 5 Essentials

The 5 Essentials Description Primary Responder

Effective Leaders The principal works with teachers to promote professional growth and school success Teachers

Collaborative Teachers

Teachers collaborate to promote professional growth and school success Teachers

Involved Families The entire staff involves families and communities to advance student learning Teachers

Supportive Environment The school is safe, demanding and supportive Students

Ambitious Instruction Classes are challenging and engaging Students

The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR.

• They help schools organize, prioritize, evaluate, and achieve sustainable improvement.

• Surveys are administered in the Spring to 6-12th grade students and all teachers.

Schools in Chicago that make progress on 3 of 5 of the Essentials are 10 times more likely to make substantial improvement than schools that do not.


Data Quality IndexDefinitions:

Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used in the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the year before year end processing.

Calculation: For each of the 4 categories of the DQI, the percent of errors is calculated as follows:

Numerator: Number of outstanding data quality errors that need to be corrected for the category Denominator: Total number of data quality checks performed for the category

The DQI scores used in the SQRP will be 100% minus this percentage. The overall DQI score is calculated as a weighted average of the category percentages using the following weights:

SQRP Scoring:


Data Quality Index Under 85% 85% to 89.9% 90%-94.9% 95%-98.9% 99% or above

40

DQI Category Weight

Attendance 40%Registration and Enrollment 40%Student Contact Information 15%Student Health 5%


High School Indicators


EPAS Growth PercentileDefinitions:

Average Spring-to-Spring Composite score growth of students on the EPAS assessment series (EXPLORE, PLAN and ACT), compared to national average growth for schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national school-level distribution.

Calculation: For each school, a national average comparison growth score will be calculated. This is the weighted mean of the national

average growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students in each grade level at the school. This comparison score will therefore represent an average national school with the same pretest averages and the same proportion of students at each grade level. National averages will be based on data from ACT, Inc.

The national average comparison score for each school represents a 50th percentile school in terms of growth. The school will receive a percentile score based on how far above or below the 50th percentile it scored.

SQRP Scoring:

Notes:Student must have taken all four subject tests in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. The pretest score for 9th grade growth will be measured using the 8th grade EXPLORE in 2013-2014 and 8th grade NWEA assessment in subsequent years. NWEA scores will be equated to the EPAS scale to establish a pretest average.

42




Sample High School9th Grade EXPLORE

Grade # StudentsAverage Pretest Score

National Avg.


Average Posttest

Score

Growth Percentile

9th 215 14.1 +0.6 14.5 32nd

43

14.2 14.6 14.9 15.214.7

This is the average pretest

score for this school’s 9th

graders. Starting in 2014-15, this

score will be converted from

students’ 8th grade NWEA RIT

scores to the EPAS scale.

This is the number of students with a valid pretest and posttest score.

Students are attributed to the

school where they were enrolled the

greatest amount of time during the year.

This is the national average

growth for 9th grade for a school with an average

pretest score of 14.1.

The 50th percentile score is the sum of 14.1 and 0.6. This

is the national average posttest score in 9th grade for a school with

an average pretest score of 14.1.

Other cut points are

established based on distance from the

50th percentile.

This is the actual growth percentile

of the school based on the

average posttest score. This school will fall into the 2-point range, which is from 10th to 40th

percentile.



Note: The numbers in this example are based on fall-to-spring norms from CPS data. ACT has provided national spring-to-spring norms that were used in actual SQRP calculations.

Sample High SchoolAll Grades EPAS

Grade # StudentsAverage Pretest Score

National Avg.


Average Posttest

Score

Growth Percentile

9th 215 14.1 +0.6 14.5 32nd

10th 187 15.4 +0.7 16.4 80th

11th 154 16.8 +1.5 18.4 58th

All Grades Average

556 15.3 +0.9 16.2 56th

44

14.2 14.6 14.9 15.214.7

15.6 16.0 16.3 16.616.1

17.7 18.2 18.6 18.918.3

15.8 16.1 16.3 16.616.2

This is the national average growth for a school with the same

pretest scores and the same proportion of

students in each grade.

This is the average pretest score for the

school, weighted by the number of students in

each grade.

This is the overall percentile, which is based on the difference between the

school’s actual growth and the national average growth. This school

would earn 4 points in the policy.






Note: The numbers in this example are based on fall-to-spring norms from CPS data. ACT has provided national spring-to-spring norms that were used in actual SQRP calculations.

EPAS Priority Group GrowthDefinitions:There are 4 possible priority group measures for each school – one for each of the following 4 priority groups: •English Language Learners (ELL)•Students with an IEP (does not include 504 plans)•African-American students•Hispanic studentsEach priority group must have at least 30 students for a growth percentile to be calculated.Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating. If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall EPAS Growth Percentile metric.

CalculationEach priority group will receive an EPAS Growth Percentile based on the methodology described in the “EPAS Growth Percentile” section. The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school with the same pretest scores. Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national average for students with the same pretest scores, including students that are not in that priority group.

SQRP Scoring

45




EPAS Attainment PercentileDefinitions:

Average Spring Composite score of students on the EPAS assessment series , compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution.

Calculation: For each school, a national average comparison score will be calculated. This will be the mean of the national average

scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same proportion of students at each grade level.

The national average comparison score for each school represents a 50th percentile school. The school will receive a percentile score based on how far above or below the 50th percentile it scored.

SQRP Scoring:


46




Four-Year Graduation RateDefinitions:

Percent of students who were first-time freshmen four years prior that have graduated.

Calculation: Numerator: Number of students in the 4-year cohort who have graduated, including students

who have completed the requirements for graduation but remain enrolled under their IEP. Denominator: Number of students who were first-time freshmen in the school four years prior,

excluding students with a non-dropout leave code or a verified out-of-district transfer.

SQRP Scoring

Notes:Unverified out-of-district transfers whose transfer took place in the last 150 calendar days of the most recent school year are

excluded in this rate. Includes summer graduates.

47


Grad Rate Under 55% 55% to 64.9% 65% to 74.9% 75% to 84.9% 85% or above


Freshmen On-Track (FOT) Definitions:

Percent of students earning 5 or more credits and failing no more than 1 semester core course during their 9th grade year.

Calculation: Numerator: Number of first-time freshmen meeting the above criteria. Denominator: Number of first-time freshmen enrolled at the school.

SQRP Scoring

Notes:Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most

time during the year. Dropouts and unverified transfers are considered off-track. Measure only includes students who are in the 9th grade for the first time. Students with no credits attempted in the first semester are excluded.

48


FOT Rate Under 60% 60% to 69.9% 70% to 79.9% 80% to 89.9% 90% or above


One-Year Dropout RateDefinitions:

Percent of students in grades 9-12 dropping out during the year.

Calculation: Numerator: Number of students whose end-of-year status is a dropout status or who have

transferred out of district and whose transfer has not been verified. Denominator: Number of students enrolled or who were last enrolled at the school excluding

students with a non-dropout leave code or a verified out-of-district transfer.

SQRP Scoring

Notes:Students are assigned to the school where they were most recently enrolled. Unverified out-of-district transfers whose

transfer took place in the last 150 calendar days of the school year are not counted as dropouts in this rate. The rate used in the SQRP excludes students who have previously dropped out in the previous 2 years.

49


Dropout Rate Over 8% 6.1% to 8% 4.1% to 6% 2.1% to 4% 2% or under


Attendance Rate (Grades 9-12)Definitions:

Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8th and 12th graders.

Calculation: Numerator: Total number of present days for students during the year. Denominator: Total number of membership days for students during the year. For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their

IEP, or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate.

SQRP Scoring:

Notes:Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school.




Early College and Career Credentials

Definitions: Percent of students graduating from the school with at least one credit from an approved early college

course, a 3+ on an AP exam, a 4+ on an IB exam, or an approved career certification.

Calculation: Numerator: Number of students graduating from the school with one of the credentials listed above. Denominator: Number of students graduating from the school.

SQRP Scoring

Notes:The denominator includes all graduates in the most recent years, regardless of graduating class. Early college courses and career

certifications will need to be pre-approved to count in the metric; schools will have the opportunity to view pre-approved courses or apply for approval for additional offerings. Students meeting multiple criteria are only counted once in the measure.

51


Early College and Career Credentials

Under 10% 10% to 19.9% 20% to 29.9% 30% to 39.9% 40% or more


College Enrollment and PersistenceDefinitions:

College Enrollment: The percentage of students enrolled in college in the fall after graduation from high school. College Persistence: The percentage of students enrolled in college in the fall after graduation from high school that remain

enrolled in college the following fall.

Calculation: For college enrollment rate:

Numerator: The number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school, as determined by the National Student Clearinghouse.

Denominator: The number of students graduating from the school in the prior year. For college persistence rate:

Numerator: The number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school that remain enrolled in college in the following fall, as determined by the National Student Clearinghouse.

Denominator: Number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school.

SQRP Scoring:


College Enrollment Rate Under 45% 45% to 54.9% 55% to 64.9% 65% to 74.9% 75% or above

College Persistence Rate Under 55% 55% to 64.9% 65% to 74.9% 75% to 84.9% 85% or above


5EssentialsDefinitions:

Overall rating of the school on the 5 Essentials survey (My Voice, My School) administered in the Spring.

Calculation: Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago. The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of essentials for

which the school has sufficient data.

SQRP Scoring:

NotesThe school must have a minimum level of participation of 50% for the calculation of a rating.


Overall RatingNot Yet


Partially Organized for Improvement

Moderately Organized for Improvement


Well-Organized for Improvement


The 5 Essentials

The 5 Essentials Description Primary Responder

Effective Leaders The principal works with teachers to promote professional growth and school success Teachers

Collaborative Teachers

Teachers collaborate to promote professional growth and school success Teachers

Involved Families The entire staff involves families and communities to advance student learning Teachers

Supportive Environment The school is safe, demanding and supportive Students

Ambitious Instruction Classes are challenging and engaging Students

The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR.

• They help schools organize, prioritize, evaluate, and achieve sustainable improvement.

• Surveys are administered in the Spring to 6-12th grade students and all teachers.

Schools in Chicago that make progress on 3 of 5 of the Essentials are 10 times more likely to make substantial improvement than schools that do not.


Data Quality IndexDefinitions:

Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used in the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the year before year end processing.

Calculation: For each of the 4 categories of the DQI, the percent of errors is calculated as follows:

Numerator: Number of outstanding data quality errors that need to be corrected for the category Denominator: Total number of data quality checks performed for the category

The DQI scores used in the SQRP will be 100% minus this percentage. The overall DQI score is calculated as a weighted average of the category percentages using the following weights:

SQRP Scoring:


Data Quality Index Under 85% 85% to 89.9% 90%-94.9% 95%-98.9% 99% or above

55

DQI Category Weight

Attendance 40%Registration and Enrollment 40%Student Contact Information 15%Student Health 5%


Option School Indicators


Average Student Growth PercentileDefinitionsAverage Fall-to-Spring, Fall-to-Winter, or Winter-to-Spring growth percentile of students on the STAR reading and math assessments.

CalculationFor each school, an average student growth percentile will be calculated from available individual growth percentiles from Fall-to-Spring, Fall-to-Winter, or Winter-to-Spring windows. An average student growth percentile is calculated separately for reading and math.

Performance Policy Scoring

NotesStudent are counted once per subject. For example, if a student has Fall-to-Spring growth, the student’s Fall-to-Winter and Winter-to-Spring percentiles are not used.


Percentile Under 30th 30th to 39th 40th to 49th 50th to 59th Above 60th


Percent Meeting Student Growth Targets

Definition

Percentage of students with a growth percentile of 40 or higher on the STAR reading and math assessments.

Calculation

Numerator: Number of students with a growth percentile of 40 or higher on the STAR assessment

Denominator: Number of students with valid pretest and posttest scores on the STAR assessment

This metric is calculated separately for reading and math.


NotesStudent are counted once per subject. For example, if a student has Fall-to-Spring growth, the student’s Fall-to-Winter

and Winter-to-Spring percentiles are not used.


Percent Under 35% 35% to 44.9% 45% to 54.9% 55% to 64.9% 65% or above


One-Year Graduation RateDefinitions:Percent of graduation-eligible students who graduate by the end of the school year.

Calculation: Numerator: Number of graduation eligible students who graduate at any point during the school yearDenominator: Number of students who, at the beginning of the school year or at the time of enrollment,

have sufficient credits such that they could graduate by the end of the school year if they took a full course load.


NotesVerified transfers are excluded from the calculation. The definition of “full course load” will be individualized

per the program model.


1-Yr Grad Rate Under 60% 60% to 69.9% 70% to 79.9% 80% to 89.9% 90% or higher


Credit AttainmentDefinitions:Percent of students who earn the total credits possible during their time of enrollment

Calculation: Numerator: Number of students earning the total credits possible during their time of enrollment Denominator: Number of students receiving grades during their time of enrollment


NotesStudents who have not been enrolled long enough to earn credits are excluded. The total credits possible

are individualized per the program model.


Credit Attainment Under 40% 40% to 49.9% 50% to 59.9% 60% to 69.9% 70% or above


Annual Stabilization RateDefinitions:

Percent of stable* students who are enrolled at the end of the school year, completed the program, or successfully transitioned to another CPS school.

Calculation: Numerator: Number of stable students who enrolled at any time during the year and are enrolled at the end

of the year, complete the program, or successfully transition to another CPS school. Denominator: Number of stable students enrolled at any time during the year, excluding students

with a non-dropout leave code or a verified transfer.


Notes:* Stable refers to students who have accumulated at least 42.5 membership days. Unverified out-of-district

transfers are counted as dropouts in this rate.


Stabilization Rate Under 60% 60% to 69.9% 70% to 79.9% 80% to 89.9% Over 90%


Attendance RateDefinitionsAverage daily attendance rate of the school.

CalculationNumerator: Total number of present days for students during the year.Denominator: Total number of membership days for students during the year.


NotesFor the Performance Policy rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate.




Growth in Attendance RateDefinitions

Percent of stable* students who show an improvement of at least 3 percentage points in their individual daily attendance rates at an Option School compared to their daily attendance rate in the previous school year.

Calculation Numerator: Number of stable students whose current year attendance rate at their school of

enrollment is at least 3 percentage points greater than their average year-end attendance rate during the previous school year or who have maintained a 90% attendance rate in the current year

Denominator: Number of stable students with documented current year attendance


Notes* Stable refers to students who have accumulated at least 42.5 membership days. Students without documented attendance from the previous school year who have at least 42.5 days of membership will be counted positively.


Growth in Attendance Under 60% 60% to 69.9% 70% to 79.9% 80% to 89.9% 90% or above


CPS School Quality Rating Policy

Documents

Transcript of CPS School Quality Rating Policy