0. Appendix for ACM List of interviewees
Focus group facilitator materials
Middle and elementary school legends
Preview of detailed report metrics

1. Over 40 committee members, stakeholders, experts engaged
Stakeholders and other experts
Amy Nowell, CPS
Bernard Cesarone, IECAM – University of Illinois
Ann Courter, P20 Council Policy Analyst
Brad White, IERC Senior Researcher
Conor Reilley, Student Advisory Council
Dawn Thomas, IECAM - University of Illinois
Dan Brown, ISBE, Student Assessment
Denis Roarty, UIC
Dan Harris, Ounce of Prevention
Elaine Allensworth, Consortium on Chicago School Research
Deb Strauss, Illinois PTA2
Eric Ashton, NYC DOE
Don White, Troy District
Eric Hirsch, New Teacher Center
Elaine Johnson, ICCB
Gary Niehaus, Bloomington Normal, Unit 5
Erika Hunt, IL State, College of Education2
Jason Tyszko, Dept of Commerce & Economic Opp'ty2
George Reid, IBHE
Jeff White, LAUSD
Harvey Smith, IL Interactive Report Card
Jim O'Connor, Advance Illinois2
Kathy Ryg, Voices for Children
Joellyn Whitehead, INCCRA
Larry Frank, IEA/NEA
John Rico, Rico Enterprises
Larry Joseph, Voices for Children
Jonathan Cowan, KIPP
Lizanne DeStefano, U of I at Champaign1,2
Melissa Robbins, Devry Inc.2
Melissa Mitchell, Fed'n of Community Schools
Nick Montgomery, Consortium on Chicago School Research
Mike Jacoby, IL Assoc. of School Business Officials
Paul Zavitkovsky, UIC, Urban Education Program
Myles Gearon, Student Advisory Council
Ron Bullock, Bison Gear2
Rich Voltz, IL Assoc School Administrators
Sara Stoelinga, UChicago, Urban Education Institute
Sean German, IL Principals Association
Sean Waldheim, Teach for America
Sharod Gordon, Target Area Development
Tim Knowles, UChicago, Urban Education Institute
Steve Cordogan, Township HS District 214
1. P-20 Council Member 2. Members of other P-20 committees

2. BCG providing facilitator materials, training as needed (I)
Focus groups
BCG providing facilitator materials, training as needed (I)
Focus group discussion materials
Description A
Discussion guide and note sheet
Guide and template provides discussion questions and structure with space provided for note-taking throughout discussion B
Report card example – short version
Two draft report cards per school level – (1) short-form (2) long-form – to distribute to focus group participants during discussion
(Prompts for when to distribute report cards provided in discussion guide.) C
Report card example – long version D
Report card legend
Simple definitions of each metric; helpful to explain metric to participants when questions arise E
Introductory mini-survey
Survey #1 to capture unaided awareness of school performance, metrics F
Midpoint mini-survey
Survey #2 to gather metric preferences on long-form report card G
Final mini-survey
Survey #3 to gather final thoughts after discussion
Training will be offered via Webex on a weekly basis

3. BCG providing facilitator materials, training as needed (II)
Focus groups
BCG providing facilitator materials, training as needed (II)
Prep & administrative materials
Description H
Focus group objectives
Objectives of six-part focus group discussion I
Facilitation tips
Facilitation tips to manage the discussion J
Consent forms
To provide permission for discussion to be recorded
(if tape/video recorders are being utilized) K
FAQs
Answers to questions frequently asked by participants L
Collection materials
Instructions and envelopes to send completed focus group materials to back to the Boston Consulting Group M
Recruitment materials
Brief write-up for recruitment
Training will be offered via Webex on a weekly basis

4. Report card rubrics
For discussion: Middle school report card legend1 Any metrics of particular interest for focus group feedback?
Metric
Definition
Why it's important
Outcomes
Readiness
% of 8th graders meeting/exceeding state standards in reading and math
% of 8th graders exceeding state standards in reading and math
Percent of 8th graders meeting or exceeding and percent of 8th graders exceeding state standards on both the reading and math ISAT exams.
A successful transition from middle to high school is important for success in high school and beyond. 8th grade performance against state standards indicates how well students are prepared to transition to high school.2
% of 8th graders passing Algebra I with grade of C or better
Percent of students who took Algebra I and earned a grade of C or better by the end of 8th grade.
Students who take Algebra in middle school have more advanced math skills later in life. Further, high school students who took Algebra in MS are more likely to take Calculus in HS, an important course for success in college.
Success
% of most recent alumni Freshman on track
Percent of students who were promoted from our middle school to high school who have earned sufficient credit to be promoted to sophomore year without failing more than one core class by the end of their freshman year (not including summer school).
Success in freshman courses is a key predictor of ultimate success in and graduation from high school. This metric can therefore indicate how well middle schools prepared students for high school success.
Progress
On track
% of 6th graders meeting/exceeding state standards in reading and math
% of 6th graders exceeding state standards in reading and math
Percent of 6th graders meeting or exceeding and percent of 6th graders exceeding state standards on both the reading and math ISAT exams.
A successful transition from elementary to middle school is important for student success in middle school and beyond. 6th grade performance against state standards indicates where students need help to get on track.
Performance
% of students meeting/exceeding state standards
% of students exceeding state standards
Percent of students meeting or exceeding and percent of students exceeding state standards for all subjects on the ISAT exam (across grades 6, 7, 8).
Indicates whether students are performing at or above acceptable standards set by the state in core subjects.
1. Excluding those metrics not overlapping with HS report card.

5. Report card rubrics
For discussion: Elementary school report card legend1 Any metrics of particular interest for focus group feedback?
Metric
Definition
Why it's important
Outcomes
Readiness/ Success
% of 3rd graders meeting/exceeding state standards in reading and math
% of 3rd graders exceeding state standards in reading and math
Percent of 3rd graders meeting or exceeding and percent of 3rd graders exceeding state standards on both the reading and math ISAT exams.
Students not at acceptable reading and math levels by the third grade risk struggling in later years; they should receive specialized help to get them on track and ready for the next school level.
% of 5th graders meeting/exceeding state standards in reading and math
% of 5th graders exceeding state standards in reading and math
Percent of 5th graders meeting or exceeding and percent of 5th graders exceeding state standards on both the reading and math ISAT exams.
A successful transition from elementary to middle school is important for student success in middle school and beyond. 5th grade performance against state standards indicates how well students are prepared to transition to middle school.
Progress
On track
% of students Kindergarten ready
TBD - Kindergarten Independent Development Survey ('KIDS') results
Helps identify whether Kindergarteners have developed necessary skills and knowledge to succeed in school. In turn, this information can help guide classroom instruction and support decision making on how to use resources.
Performance
% of students meeting/exceeding state standards
% of students exceeding state standards
Percent of students meeting or exceeding and percent of students exceeding state standards for all subjects on the ISAT exam (across grades 3, 4, 5).
Indicates whether students are performing at or above acceptable standards set by the state in core subjects.
1. Excluding those metrics not overlapping with HS report card.

6. Preview sample of detailed report card metrics
Detailed report cards
Preview sample of detailed report card metrics
Guiding Questions
Sub-category
(One-pager metric)
Level
Examples of Metrics
Demo-grahphic
Perfor-mance
Cohort
Subject
Time period
School vs. State
Context
School characteristics
(Pupil/teacher ratio)
All
Average class size
Outcomes
Success
(Graduation rate) HS
Extended graduation type
Four-year graduation rate
Five-year graduation rate
Six-year graduation rate
(Post-secondary enrollment)
Extended post-graduate information
Accepted into post-graduate program
Enrolled in post-graduate program
In remediation in post-graduate program
Graduated from post-graduate program
Performance
(Meeting/exceeding state standards)
Distribution of ISAT/PSAE scores & growth
Progress
On track
(Middle school
on track)
Elem.
Distribution of Kindergarten Independent Development Survey results
(Freshman on track)
Percent of students over-age and
under-credited
Environment
Engagement
(Assessment)
Percent of students not assessed
Finance
EAV PPS spending
Bold = New sub-categories (not in one-pagers)