1. Performance Management in Public Education
Heather Reid, Paul Haeberlen & Valerie Vogt
July 16th, 2012
Education Resource Group, Inc. 21 Waterway Avenue, Suite 300 The Woodlands TX 77380
Page 1
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2. Measurement and Reporting
The “Heart and Soul” of Performance Management
How well is your organization doing?
Where are improvements necessary?
Who are the models of high performance?
Are your improvement strategies working?
The greatest challenge to performance improvement is the difficulty that organizations have in seeing themselves as they really are.
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3. ERG Educational Performance Management System
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4. Public Education Accountability System
Level 4
Level 2
Level 4 01 04
162 05 26 02
Level 3
Academic Rating System
Level 2
Level 1
Level 1
Level 3
Financial Integrity Rating System of Texas
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5. A Level Playing Field - Academic Performance Index
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6. A Level Playing Field - Financial Performance Index
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7. The ERG Performance Matrix
Over Forecast
Under Forecast
Academic Ranking
Level 4
Level 2
Level 4 11 15 14 10
Level 3 12 16 14 08
Level 2 12 08 14 16
Level 1 15 11 08 16
Level 1
Level 3
Financial Ranking
Under Forecast
Over Forecast
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8. The ERG Education Productivity Index
Over Forecast
Under Forecast
Academic Ranking
Least Value
Level 4
Level 3
Most Value
Level 2
Level 1
Level 1
Level 2
Level 3
Level 4
Financial Ranking
Under Forecast
Over Forecast
Performance is Measured by Both Location and Movement
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9. ERG District Performance Matrix
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10. Activity I Login to ERGAnalytics.com
Look at the “square” that your district is in and describe the meaning of your district’s position within the Matrix.
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11. ERG District Performance Matrix
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12. Activity II
Using your district’s data and the Performance Table to the right of the Matrix, complete the following:
1. Did your EPI move up or down? How much did it change?
2. Did your API move up or down? How much did it change?
3. Did your SPI move up or down? How much did it change?
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13. Performance Ranking Tables
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14. Ranking Folders
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15. Activity III
Click on the Ranking Folder next to your district’s API. Using the ranking tables, identify the following:
What districts are in the 10 rankings ahead of yours?
Are you surprised?
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16. Longitudinal Charts
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17. Activity IV
Click on the Longitudinal Icon next to your district’s API. Using your district’s API Longitudinal data and the three charts,
What do the 3 charts tell you about how your district has been trending?
What do you believe are the factors contributing to that trend?
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18. Setting District Performance Goals
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19. ERG Performance Prescription
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20. Activity using the ERG Prescription
Break into groups and answer the following questions. At the end we will see how you all compare.
Look at the API - for each of the 5 areas, change it?
Rewrite the prescription based on the groups consensus (ie. Based on DSISD’s goals, how many years do you think it should take to be the best in the group for Commended performance?)
Is that long enough to achieve or too long?
Adjust the goal, or adjust the years to achieve it (do you want to be the best in a particular area, or do you want to adjust (accelerate) the years to achieve it.
Now the big question – what has to change if we are going to achieve these goals in less time?
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21. What affects momentum???
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22. ERG Performance Profile
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23. ERG Performance Profile
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24. ERG Performance Comparison - Activity
Break into groups. Each group will identify a district they traditionally compare themselves to
What does the data tell you about this comparison district?
Does DSISD compare favorably? Or, where is DSISD stronger and where is DSISD weaker?
Knowing this information, is this still a district you would use in a Peer Group as a model of high performance?
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25. ERG Performance Analysis
Some statistical knowledge is helpful when using the regression charts!
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26. ERG Performance Analysis – Independent & Dependent Variables
What is a variable?
A variable is an object, event, idea, feeling, time period, or any other type of category you are trying to measure. There are two types of variables-independent and dependent.
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27. ERG Performance Analysis – Independent & Dependent Variables
What is an “independent” variable?
An independent variable is exactly what it sounds like. It is a variable that stands alone and isn't changed by the other variables you are trying to measure. For example, someone's age might be an independent variable. Other factors (such as what they eat, how much they go to school, how much television they watch) aren't going to change a person's age. In fact, when you are looking for some kind of relationship between variables you are trying to see if the independent variable causes some kind of change in the other variables, or dependent variables.
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28. ERG Performance Analysis – Independent & Dependent Variables
What is a “dependent” variable?
Just like an independent variable, a dependent variable is exactly what it sounds like. It is something that depends on other factors. For example, a test score could be a dependent variable because it could change depending on several factors such as how much you studied, how much sleep you got the night before you took the test, or even how hungry you were when you took it. Usually when you are looking for a relationship between two things you are trying to find out what makes the dependent variable change the way it does.
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29. ERG Performance Analysis
What is an “R-Squared Value?
R-Squared is a statistical term saying how good one term is at predicting another.  If R-Squared is 1.0 then given the value of one term, you can perfectly predict the value of another term.  If R-Squared is 0.0, then knowing one term doesn't not help you know the other term at all.
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30. ERG Performance Analysis
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31. ERG Performance Search
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32. Activity Using the ERG Performance Search, do the following:
1. Select “Total Enrollment” as your first variable.
2. Choose to search by “Rank” and enter the necessary criteria to identify the 50 smallest districts .
3. Select “Commended Performance – DEV”
why are we using this variable?
4. Choose to search by “Value” and enter the necessary criteria to identify those who are performing better than expected.
5. What districts remain? Are you surprised?
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33. Accessing the Campus Analyst
Select one of the following:
Elementary School
Middle School
High School
Choose your campus name
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34. Selecting your Campus Peer Group
The Group defaults to the “Campus Sample Group. However, you can also choose “District Similar Schools” which will compare you to other like schools within your district.
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35. The Campus Analyst – The Difference
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36. “Not Everyone With a Hammer is a Carpenter”
You Need Better Data:
More Accurate!
More Consistent!
More Timely!!!
You Need Better Tools To:
Convert the data into actionable information
Integrate inputs and outputs
Rank results to identify relative performance
Identify areas requiring improvement
Monitor the progress of improvement strategies
Information
is a
Strategic Resource
“Without the facts, you are just another person with an opinion.”
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