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

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

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

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

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.

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.

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)