To support efforts to raise student achievement To support the district’s accountability status To offer standardized accountability metrics to complement.

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Presentation transcript:

To support efforts to raise student achievement To support the district’s accountability status To offer standardized accountability metrics to complement increased school-level empowerment To inform — but not determine — decisions regarding rewards, supports, and resource allocation for schools To provide school communities with a transparent set of indicators to understand school performance MNPS Academic Performance Framework Purpose/Use 2

MNPS Academic Performance Framework Indicators and Weighting 3

MNPS Academic Performance Framework K-8 Measures and Weighting 4

MNPS Academic Performance Framework High School Measures and Weighting 5

MNPS Academic Performance Framework Mean Achievement Level Increase School BSchool A 6

MNPS Academic Performance Framework Performance Categories *Reading/Language Arts, Math and Science 7

MNPS Academic Performance Framework Academic Performance Scales Identify key performance measures Determine the weight of each measure (percentage it contributes to the overall score) Determine the performance scale for each measure Assign performance points for each measure based upon the school’s position on the performance scale Total the points assigned across measures for each school 8

9 Academic Performance Scales Determine Performance Scale for Each Measure

10 Academic Performance Scales Assign Performance Points for Each Measure

APF Report Format Overall Performance (HS) 11

APF Report Format Growth Measures (HS) 12

Changes in statewide trends over time (e.g., decline in statewide proficiency increases) Changes in state policies or procedures (e.g., Value Added growth now compared to current statewide trend rather than a previous base year) Changes in academic standards or assessments (e.g., new TNReady tests) 13 MNPS Academic Performance Framework Adjustment Factors

Focus more on relative performance rather than absolute performance (at least short term until scales stabilize) Center assessment scales so that performance equal to state average yields 50 points (TVAAS, Success Rate, MALI, ACT) Categorize student performance by state quintile rather than achievement level (MALI, possibly Success Rate) Center district surveys so that performance equal to district average yields 50 points (student, teacher, parent surveys) Use state rankings (where available) or district rankings (surveys) to assign a specific percentage of schools to each performance category 14 MNPS Academic Performance Framework Adjustments to Consider in 2016

Questions? 15

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