2010-2011 pmf guidelines 11_1_11
TRANSCRIPT
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Performance Management Framework
Guidelines and Technical Guide
November 2011
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About the DC Public Charter School BoardThe DC Public Charter School Board (PCSB) currently oversees 53 schools on 99 campuses, which serve
nearly 30,000 students from every ward of the city. The organizations mission is to provide high qualitypublic school options for District of Columbia students, families, and community through four functions:
A comprehensive review application processensures that the PCSB only approves charterschool applications that will prepare and train students for post secondary experiences and
individual career paths;
Effective oversightholds schools to high standards for results, with extensive reviews and datacollection, and makes oversight decisions with the best interests of students in mind;
Meaningful supportprovides clear feedback and increased oversight to low performingschools, and rewards consistently high-performing schools with more autonomy; and
Active engagement of stakeholderssolicits community input and strives to be responsive toand transparent with all who are impacted by and impact the PCSB and public charter schools.
The PCSBs vision is to lead the transformation of public education in DC and to serve as a national
model for charter school authorizing and accountability.
At the heart of the organizations core values is the belief that every child is entitled to a high quality
education that will enable him or her to leave high school well-prepared for college and career.
A mayor-appointed governing board of seven with a professional staff of 24 is responsible for the
oversight and management of the organizations mission and vision.
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TABLE OF CONTENTS
PERFORMANCE MANAGEMENT FRAMEWORK OVERVIEW ..................................................... 4
SECTION 1:ACADEMIC EVALUATION - COMMON ACADEMIC INDICATORS, MEASURES, AND
METRICS ................................................................................................................................ 5Overview of academic framework ......................................................................................................................... 5Common Indicators ............................................................................................................................................... 5Standard schools serving students within grades 3-12 ........................................................................................... 6
Elementary school and Middle school framework ................................................................................................... 6
High school framework ............................................................................................................................................. 6Summary of academic evaluation frameworks - common academic indicators and measures .............................. 7
Common Metrics ................................................................................................................................................... 9Performance bar metrics .......................................................................................................................................... 9Missing data ............................................................................................................................................................ 10
SECTION 2: ACADEMIC EVALUATION FOR NON-STANDARD SCHOOLS AND PROGRAMS ........ 11Non-standard schools .......................................................................................................................................... 11
Early childhood and elementary schools under third grade (PS-2) framework ...................................................... 11Elementary schools under fourth grade (K-3) ......................................................................................................... 11Adult education ...................................................................................................................................................... 11
Special education ....11
New schools ............................................................................................................................................................ 12
SECTION 3:MONITORING CHARTER SCHOOLS ACADEMIC PERFORMANCE .......................... 13PMF Performance tiers ........................................................................................................................................ 13
PCSB responses .................................................................................................................................................... 13
Tier I ........................................................................................................................................................................ 13Tier II ....................................................................................................................................................................... 13Tier III ...................................................................................................................................................................... 13Candidates for Charter Revocation ......................................................................................................................... 14
SECTION 4:STRUCTURE OF NON-ACADEMIC EVALUATION FRAMEWORK - COMPLIANCE ...... 15Overview of framework ....................................................................................................................................... 15
Compliance ............................................................................................................................................................. 15
SECTION 5: STRUCTURE OF NON-ACADEMIC EVALUATION FRAMEWORK - FINANCE ............. 16Overview of framework ....................................................................................................................................... 16
Reporting ................................................................................................................................................................ 16Assessing Fiscal Management ................................................................................................................................. 16
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PMF Guidelines 2010-2011
Performance Management Framework Overview
The School Reform Act (SRA) grants the D.C. Public Charter School Board authority to hold D.C. public
charter schools accountable for fulfilling their duties and obligations under the Act. The PCSB has
developed these Guidelines to outline the process by which it will evaluate the performance of the
charter schools, including how the PCSB will ensure that each school complies with its charter
agreement and applicable law and how the PCSB will track the progress of each school in meeting its
student academic achievement expectations.
The PCSBs performance management framework is divided into the academic elements of school
performance directly related to student outcomes and the non-academic elements of school
performance, which include finance and compliance.
Each year, pursuant to 38-1802.12 (a)(3) of the SRA, the PCSB will evaluate the academic performance
of each public charter school. The overall assessment will determine whether a school is designated a
high-performer, mid-performer, or low-performer. Closer scrutiny will be directed to those charter
schools that are failing to meet the goals and student academic achievement expectations set forth intheir charters. Schools that are persistently or significantly low performers may be candidates for
charter revocation pursuant to the PCSBs authority under 38-1802.13 (a) of the SRA.
The framework also includes an evaluation of a schools performance in non-academic areas, such as
financial health and compliance. Each year, pursuant to 38-1802.12 (a)(3) of the SRA, each school will
receive an evaluation of its performance in these areas. As a result of these reviews, schools that show
signs of fiscal mismanagement and/or have violated applicable law or the terms of their charter
agreement may receive closer scrutiny, including the possibility of recommendations to improve theirperformance. Schools that continually violate material terms of their charter agreement or applicable
law, including violations relating to the education of children with disabilities, may be candidates for
charter revocation pursuant to the PCSBs authority under 38-1802.13 (a) of the SRA. Schools that
engage in a pattern of non-adherence to generally accepted accounting principles, engage in a pattern
of fiscal mismanagement, or are no longer economically viable will be candidates for charter revocation
pursuant to the PCSBs authority under 38-1802.13 (b) of the SRA.
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PMF Guidelines 2010-2011Section 1
Academic evaluation - common academic indicators, measures, and metrics
Overview of academic framework
To assess a charter schools academic performance, the PCSB has developed an academic evaluation
framework comprised of indicators, measures, and metrics. This structure has been adapted from a
report by the National Consensus Panel on Charter School Academic Quality.1
Indicators are defined as
general dimensions of academic quality or achievement. Measures are defined as general
instruments or means to assess performance in each area defined by an indicator. Metrics are definedas the calculation method or formula for a given measure. As an example, a common indicator of
student performance is academic achievement level, a common measure of achievement is
performance on statewide assessments like the DC-CAS, and a related performance metric is the
percentage of students in a school who score at least Proficient on the assessment.
This section of the Guidelines focuses on indicators, measures, and metrics common across all schools
within each grade-span.
Common Indicators
For the 2010-2011 school year the PCSB used four indicators to measure academic performance: (1)
student progress, (2) student achievement, (3) gateway measures, and (4) leading indicators.
Figure 1.
The four core indicators of academic achievement apply to every school; however, different weights will
be assigned to the indicators depending on the grade span of the school.
Student
Achievement
Gateway
Measures
Leading
Indicators
Student
Progress
Academic indicators
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PMF Guidelines 2010-2011Standard schools serving students within grades 3-12
Elementary and middle school (3-8) framework
Figure 2.
The elementary school framework applies to schools with all or part of the 3-5 grade-span and that
include both 3rd and 4th grades. Schools that have only fifth grade in the elementary school span and
that span into the middle school range will be considered part of the middle school framework.
The middle school framework applies to schools with all or part of the 6-8 grade-span and that include
both 6th and 7th grades. Schools where 8th grade is the only middle school year and with all or part ofthe 9-12 grade-span are included in the high school scoring framework.
The elementary and middle school frameworks are designed to place an additional emphasis on student
progress and student achievement. Gateway measures are designed to capture key subject area
mastery, literacy at the elementary school level, and mathematics at the middle school level.
High school (9-12) framework
Figure 3.
This framework applies to all schools with any grades in the 9th through 12th grade-span.
The high school framework places less emphasis on student progress. This is largely due to the fact that
this indicator is comprised of a measure based on the DC-CAS, and at the high school level, only 10th
grade students are tested. The balance is more heavily weighted on achievement than progress, which
reflects the fact that at the high school level students have neared the end of their public school tenure
Student
Achievement
Gateway
Measures
Leading
Indicators
Elementary and middle schools
40%
Student
Achievement
Gateway/Post
Secondary Measures
Leading
Indicators
High schools
15% 30% 25%
Student
Progress
Student
Progress
25% 15% 20%
30%
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PMF Guidelines 2010-2011Summary of academic evaluation frameworks - common academic indicators and measures
Table 1Elementary and Middle School Framework
Student Progress
Median Growth Percentile1
Reading 20%
Median Growth Percentile1
Math 20%
40%
Student Achievement2
DC-CAS Proficient + Advanced Reading 10%
3rd-5th grades 5%3
6th-8th grades 5%3
DC-CAS Proficient + Advanced Math 10%
3rd-5th grades 5%3
6th-8th grades 5%3
DC-CAS Advanced Reading 2.5%
3rd-5th grades 1.25%3
6th-8th grades 1.25%3
DC-CAS Advanced Math 2.5%
3rd-5th grades 1.25%3
6th-8th grades 1.25%3
25%
Gateway4
DC-CAS 3rd grade reading proficiency 7.5%
DC-CAS 8th grade math proficiency 7.5%
15%
Leading Indicators
Attendance 10%
Re-enrollment 10%
20%
1For more information about Median Growth Percentile please see Appendix A.
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PMF Guidelines 2010-2011Table 2
High School Framework
Student ProgressMedian Growth Percentile Reading 7.5%
Median Growth Percentile Math 7.5%
15%
Student Achievement
DC-CAS Proficient + Advanced Reading 10%
DC-CAS Proficient + Advanced Math 10%
DC-CAS Advanced Reading 2.5%
DC-CAS Advanced Math 2.5%
Advanced Placement or International Baccalaureate
5%
30%
Gateway
Graduation Rate 7.5%
PSAT (11th grade performance) 7.5%
SAT/ACT (12th grade performance) 7.5%
College Acceptance rate 7.5%
30%
Leading Indicators
Attendance 10%
Re-enrollment 10%
9th grade credits on track 5%
25%
If a charter school does not contain the grade for which a common measure applies, the points
associated with that measure will be removed and the total possible points available will be adjusted.
For example, a school that terminates in the 11th grade will not have graduation, SAT, AP, or College
acceptance data. In this case, the school will be evaluated against the remaining 72.5 points.
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PMF Guidelines 2010-2011Common Metrics
To assess charter schools progress in meeting their goals and academic achievement expectations, thePCSB will use various metrics to assign points to each common measure. The overall percentage of
possible points each school receives will determine whether a school is designated as a high-performer,
mid-performer, or low-performer. Closer scrutiny will be directed to those charter schools that are
failing to meet or in danger of failing to meet the goals and student academic achievement expectations
set forth in their charters. Schools that are persistently low performers may be candidates for charter
revocation pursuant to the PCSBs authority under 38-1802.13 (a) of the SRA.
Performance bar metricsMost common measures are based on the percentage of students that meet or exceed a certain
performance bar. For example, with DC-CAS proficiency, schools are scored based on the percentage of
students that meet or exceed the performance bar of Proficient on the DC-CAS. Each student either
meets or does not meet the common measure; the metric is based on the percentage of all students
that meet the standard.
The floor determines the minimum value for which any points will be awarded. Charter schools will
receive no points for values that are at or below the floor. For example, the floor for re-enrollment is55%. A school where 50% of its students re-enroll would not receive any points for the measure even
though half of its eligible students re-enrolled in the school.
The target determines the value at which the maximum points for a common measure will be awarded.
For example, the target for re-enrollment is 90%. A school where 92% of its students re-enroll would
receive the full amount of points available for the measure even though all eligible students had not
returned to the school.
The tables below summarize the performance bar metrics for the common measures.
Table 3
Elementary and Middle School Framework
Indicator PMF Metric
Elementary
(3-5) Floor
Middle
(6-8) Floor
Target
(ES and MS)
ProgressMGP-Reading 30 30 70
MGP-Math 30 30 70
Achievement
DC CAS Reading % proficient + advanced 22 25 100
DC CAS Math % proficient +advanced 10 18 100
Reading % advanced 0 0 25
Math % advanced 0 0 25
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PMF Guidelines 2010-2011Table 4
High School Framework
Indicator PMF Metric
High School
Floor
High School
Target
ProgressMGP-Reading 30 65
MGP-Math 30 65
Achievement
DC CAS Reading % proficient + advanced 24 100
DC CAS Math % proficient + advanced 20 100
DC CAS Reading % advanced 0 25
DC CAS Math % advanced 0 25
Advanced Placement and
International Baccalaureate 0 15
Gateway
Graduation Rate82 100
PSAT Performance (11th
grade)0 50
SAT/ACT Performance (12th grade)10 75
College Acceptance Rate63 100
Leading
Indicators
Attendance 85 95
Re-Enrollment 59 90
9th grade on track to graduate 33 100
Missing data
Most data required to calculate the score for each charter schools common measures will be collected
from third party data sources. The PCSB will rely on charter schools to provide data that are not
available through third parties. When data for a common measure are not available due to issuesbeyond a schools control, such as small sample sizes for growth measures that require statistical
calculations, then the points associated with that measure will be removed and the total possible points
available will be adjusted. When data for a common measure is missing because a charter school has
not provided it to the PCSB in a timely manner, zero points will be awarded for the relevant measure.
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PMF Guidelines 2010-2011Section 2
Academic Evaluation for Non-Standard Schools and Programs
Non-standard schools
Non-standard schools include ones that do not fall into the 3-12 grade range or are elementary schools
without at least two years of DC-CAS testing data. Non-standard schools will not receive a PMF Annual
Performance Review for the 2010-2011 or 2011-2012 school years and will instead be evaluated with
accountability plans. Schools that span the preschool through elementary or middle grades will receive
both an accountability plan for any grades served below 3, as well as a PMF for the 3rd-8th grades.
The accountability plan system is designed to measure and report the academic performance for
students at either end of the educational spectrum, while allowing schools the autonomy to identify
appropriate measures based on their unique populations. Each schools accountability plan was
developed in concert with PCSB staff andtheschools leadership. Schools were provided guidance on
the minimum and maximum number of targets to include in the accountability plan as well as criteria in
the identification of assessments and measures to determine performance (see Accountability Plan
Guidance charts in Appendix B).
With the exception of schools undergoing charter review, schools and programs using accountability
plans were not rated or tiered for the 2010-2011 school year. Accountability plan results are
determined and reported based on whether the school met or missed its established targets.
The accountability plan system is used for the following types of schools and programs.
Early childhood and elementary schools under third grade (PS-2) frameworkPreschools and early years of elementary schools are in the non-standard framework because DC does
not mandate a standardized assessment for students in these grades. Schools with both early childhood
and elementary school grades but that do not exceed 2nd grade will be considered in the early
childhood framework and be evaluated using an accountability plan for the 2010-2011 and 2011-2012
school years.
Elementary schools under fourth grade (PS-3)
Schools that end in the third grade are separated from other elementary schools because they do nothave at least two years of DC-CAS data to measure student growth in mathematics and reading
sufficiently.
Adult education
Schools offering adult education and G E D coursework are included in the non-standard framework
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PMF Guidelines 2010-2011CAS Alternative Assessment Portfolio to measure their academic and developmental progress and
performance.
New schools
In their first year of operation, charter schools will be held to a modified academic review. Data will be
collected on all measures, where available. For schools administering the DC-CAS, student achievement
will be measured by the common measures of Proficient and Advanced in reading and mathematics.
Beginning in their second year, new charter schools will be held to the same performance framework as
existing schools. The growth measure will be based upon two years of data only, and the graduation
rate will be modified according to OSSE guidelines.
Accountability Plan Guidelines
For more information about Accountability Plans please see the PCSBs Accountability Plan Guidelines.
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PMF Guidelines 2010-2011Section 3
Monitoring Charter Schools Academic PerformancePursuant to the SRA 38-1802.13 (a), the PCSB has the discretion to revoke the charter of a school thatis failing to meet its goals and student academic expectations. Based on the data collected and the
metrics applied to a schools academic performance measures as outlined in the previous sections, the
PCSB will make an overall assessment of a schools academic performance on an annual basis.
The PCSB assesses academic performance using PMF results for standard schools and accountability
plan results for non-standard schools. Using the PMF, the PCSB will designate a school as a high-
performer, mid-performer, or low-performer. Under the accountability plan system, a non-standardschool was not tiered or rated for the 2010-2011 school year. Closer scrutiny will be directed to those
charter schools that fail to meet student academic achievement expectations set forth in their charters.
Standard and non-standard schools that are low performers may be candidates for charter revocation
pursuant to the PCSBs authority under the SRA.
PMF Performance tiers
Using a 100-point scale and based on the scores for the academic scoring screen, standard schools willbe identified as Tier I (high-performers), Tier II (mid-performers), or Tier III (low-performers). Tier I
schools earn at least 65% of the possible points. Tier II schools earn between 35% and 64% of the
possible points. Tier III schools earn less than 35% of the possible points. A school must meet the
threshold for points for each tier; points are not rounded up to the next whole number. The threshold
points for identifying each tier will be set every few years and identified through an assessment of past
overall school performance across all public charter schools.
PCSB responses
Tier I
High performing schools will be publically recognized as such by the PCSB and will be exempt from
Program Development Reviews (PDRs) unless conducted as part of the charter review or renewal cycle.
Tier II
Mid-performing schools will be exempt from PDRs unless conducted as part of the charter review or
renewal cycle.
Tier III
The PCSB will commence a full PDR for low-performing schools during the school year following the
academic performance evaluation. The PCSB will suggest that low-performing schools develop a plan to
target areas in need of improvement. Charter schools that are low performers may be candidates for
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PMF Guidelines 2010-2011Candidates for Charter Revocation
Charter school may become candidates for revocation due to academic or non-academic issues. Under
the PMF, candidacy for revocation due to academics will be based on severity, trajectory, or duration oflow performance at one or more schools within an LEA. Based on PMF results, standard schools scoring
below 20 percentage points in the most recent year, showing 5 percentage point decrease within Tier
III from one year to the next , or performing in Tier III for three consecutive years will become
candidates for revocation.
Under the accountability plan system, non-standard schools that fail to attain the majority of the
academic performance goals listed in its accountability plan or come within 90% of all missed academic
performance goals on its accountability plan, perform within a minimum of 90% of its accountabilityplan attendance targets, or maintain sufficient enrollment levels to sustain the economic viability of the
school will become candidates for revocation.
Any public charter school may be a candidate for revocation of its charter if it commits a violation of
applicable law or a material violation of the conditions, terms, standards, or procedures set forth in the
charter, including violations relating to the education of children with disabilities.
The PCSB retains the right to revoke a schools charter at any time pursuant to its authority under theAct and the terms outlined in 38-1802.13 of the Act.
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PMF Guidelines 2010-2011Section 4
Structure of non-academic evaluation framework - compliance
Overview of framework
Schools that continually violate material terms of their charter agreement or applicable law, including
the SRA, may be candidates for charter revocation pursuant to the PCSBs authority under 38-1802.13
(a) of the SRA. The PCSB may use its oversight authority under the SRA 38-1802.11 (a)(2) to request
documents and information from charter schools when it determines it is necessary to carry out its
duties under the SRA.
Compliance
SRA 38-1802.04 outlines the duties and other requirements of public charter schools. As part of its
oversight responsibilities, the PCSB will determine on an annual basis, in coordination with the charter
schools, whether sufficient documentation is on file with the PCSB to ensure the charter schools are
satisfying these duties and requirements. Further, the PCSB may require schools to provide documents
supporting charter schools compliance with applicable law, including the Elementary and Secondary
Education Act. These documents include, but are not limited to:
Background check reports conducted on employees to ensure the charter school is maintainingthe safety of all students attending the school.
A report that documents that the charter schools facilities comply with the applicable healthand safety laws and regulations of the federal government and the District of Columbia,
including the D.C. Fire Prevention Code.
The schools informal complaint resolution process and student handbook. Compliance with No Child Left Behind notifications and Highly Qualified Teacher requirements.
To ensure charter schools are governed by a Board of Trustees in a manner consistent with the charter
granted to them and in accordance with the requirements of the School Reform Act, the PCSB requests
charter schools submit board meeting minutes on a quarterly basis and written notification of any board
or key personnel changes as these changes occur. PCSB staff will verify that these documents are on file
from the previous school year and request a copy of the current Board of Trustees roster.
Pursuant to the School Reform Act 38-1802.11 (a), the PCSB has the duty to ensure publiccharter schools comply with the annual reporting requirement of SRA 38-1802.04 (c)(11). The
PCSB may use the contents of the annual report to assess a charter schools academicachievement and the extent to which the school is meeting its mission and goals as stated in its
charter agreement.
Certain events may trigger the PCSB to request additional information from a charter schoolpursuant to its non-academic evaluation of the school. These events include turnover of key
personnel identified in the charter agreement and changes in school enrollment and daily
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PMF Guidelines 2010-2011Section 5
Structure of non-academic evaluation framework - finance
Overview of framework
The PCSB must revoke the charter of a school when it determines that the charter school has engaged in
a pattern of non-adherence to generally accepted accounting principles or a pattern of fiscal
mismanagement or is no longer economically viable. See SRA 38-1802.13 (b). Accordingly, the PCSB
conducts an annual review under the PMF of a charter schools financial performance. Pursuant to this
mandate, the PCSB also routinely collects financial statements from schools including interim andaudited financial statements and annual budgets.
Reporting
Charter schools submit financial reports to the PCSB through the Authorizers Oversight Information
System (AOIS). The PCSB has established a schedule for the submission of financial reports, and schools
initially will be evaluated based on the submission of requested documents by the designated due date.
If a charter school does not submit requested financial documents on time and no extension has been
granted by the PCSB, the charter school will be subject to a more extensive inquiry by the PCSB.When a public charter school has failed to submit its financial reports in a timely matter, the PCSB may
initiate a site-based diagnostic review conducted by a certified public accountant (CPA). The purpose of
the review will be to determine the general adequacy of a schools financial management systems and
record keeping mechanisms. The emphasis of the review will be on:
1. Verifying budget and cash flow projections and processes are in place.2. Checking for evidence that the school regularly monitors actual revenues and expenditures
against its budget and cash flow projections.
3. Verifying that the school is current in its payment of employee retirement, health insurancecosts, and employee withholding taxes.
4. Verifying that there is a long term financial planning process that appropriately considers theimpact of expanding facilities and increasing enrollment on cash flow.
5. Verifying that the schools books and records are up to date.6. Verifying that checking accounts are reconciled in a timely fashion.7. Verifying that there are appropriate internal controls, particularly with regard to segregation of
duties among employees.
8. Verifying that financial reports are provided to the schools Board of Trustees at least quarterly.9. Verifying that major financial commitments and decisions are approved by the schools Board.10.Verifying that operating account balances are sufficient to carry the school throughout the year.11.Verifying that there is a demonstrated technology software package in place to keep accurate
financial records and generate reports.
12.Verifying that the accounting system is set up to track revenues and expenditures by funding
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PMF Guidelines 2010-2011apply a weight to each score, sum the products, and calculate the GPA. The school rubric for the eight
ratios, and an explanation of each ratio, is contained in the PCSBs Fiscal Policy Handbook.
The PCSB Business Oversight Manager will follow-up with school leadership to inquire about a schools
unsatisfactory financial performance. Schools may be allowed additional time to comply and provide
information to enhance the schools financial picture. If charter schools do not provide adequate
supplemental financial data to show that the school is fiscally managed, the PCSB may initiate a site-
based diagnostic review conducted by a PCSB approved auditor or the DC Office of Integrity and
Oversight. The purpose of the review will be to determine the general adequacy of a schools financial
management systems, record keeping mechanisms, and to ascertain the schools short and long-term
sustainability. The emphasis of the review will be the same as the initial diagnostic review performed bya CPA as described above.
Schools that engage in a pattern of non-adherence to generally accepted accounting principles, engage
in a pattern of fiscal mismanagement, or are no longer economically viable will be candidates for charter
revocation pursuant to the PCSBs authority under 38-1802.13 (b) of the SRA.
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PMF Guidelines 2010-2011
Appendix
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PMF Guidelines 2010-2011Appendix A: Median Growth Percentile Overview
Student Growth Percentiles Individual Student GrowthTraditional presentations of students DC CAS scores reflect absolute achievement. These snapshots are
useful for describing the performance level of students within a school for any given year but do little to
explain the progress students are making.
In order to paint a more comprehensive picture of student and school performance, the PCSB, in
conjunction with The Office of the State Superintendent, implemented a measure of student progress
that compares changes in a students DC CAS scores to changes made by other students with similar
score histories. A student growth percentile measures student progress by comparing one studentsprogress from year to year to the progress of other students with similar DC CAS score histories. In this
way, students are only compared based on their previous DC CAS score, not on demographic metrics
(like race, gender, or socioeconomic status). This metric uses scores from all District students (including
those at DCPS schools) to determine an academic peer group and calculate individual student growth
percentiles.
Percentiles are commonly understood values that express the percentage of cases that fall below a
certain score. For example:
A student with a growth percentile of 77 in 6th grade mathematics grew as much or more than77 percent of her academic peers (students with similar score histories) from the 5
thgrade DC
CAS Mathematics to the 6th
grade DC CAS Mathematics. Only 23 percent of her academic peers
grew more in mathematics than she did.
or
A student with a growth percentile of 34 in 8th grade reading grew as well or better than 34percent of her academic peers (students with similar score histories) from the 7th grade DC CASreading to the 8th grade DC CAS reading. This student grew less in reading than 66 percent of
her academic peers.
Since this growth measure is assessing change in performance, it is possible for students to have
performed below the proficiency mark but to have shown a considerable amount of growth. This sort of
occurrence could indicate that elements within a schools program are working to help this student
advance. Conversely, it is possible for students to be performing well above the proficiency mark but to
have shown little growth. In this way, this growth measure serves to put DC CAS scores into greatercontext.
Student Growth Percentiles in the Aggregate Median Growth Percentile
To represent the growth of a school, individual student growth percentiles can be aggregated. After
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PMF Guidelines 2010-2011Appendix B: Accountability Plan Guidance
Adult Education/GED ProgramsSchools using the Adult Education/GED Framework must choose at least 5 targets (ideally no more than
9) from the Academic Indicators. Should a school choose to include more than 9 targets, the total
number of targets must be odd.
GRADE
STUDENT PROGRESS
Min/Max Targets Criteria
No minimum/ No maximum Can be curriculum based or standardized; PCSB preferenceis measures be standardized
Measures are chosen from what schools already have inplace from the 2010-2011 school year
Targets must assess a cross section of students in programs
STUDENT ACHIEVEMENT
Min/Max Targets Criteria
No minimum/ No maximum Can be curriculum based or standardized; PCSB preferenceis measures be standardized measures
Measures are chosen from what schools already have inplace from the 2010-2011 school year
Targets must assess a cross section of students in programs
GATEWAY
Min/Max Targets Criteria
No minimum/ No maximum Optional
LEADING INDICATORS
Min/Max Targets Criteria
No minimum/ No maximum Re-enrollment:
OptionalAttendance:
Optional
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Early Childhood ProgramsSchools using the Early Childhood Framework (schools serving preschool and/or prekindergarten
students) must choose at least 5 targets and can choose up to 9 from all of the Academic Indicators:
Student Progress, Student Achievement, Gateway, Leading Indicators and Mission Specific.
STUDENT PROGRESS (PS-2)Min/Max Targets Criteria
2 minimum/ 3 maximum
Schools can choosea minimum of 2
targets and up to 3
targets
Can be curriculum based or standardized; PCSB preference is K-2measures be standardized
Aligned to Early Learning Standards when possible (PS-PK) Aligned to Common Core Standards when possible (K-2) Measures are chosen from what schools already have in place
from the 2010-2011 school year
Indicators/targets must assess all grades (PS-2). Measures do not have to be the same for all grades
STUDENT ACHIEVEMENT (1st -2nd grade- K is optional)Min/Max Targets Criteria
1 minimum/ 3 maximum
Schools can choosea minimum of 1
target and up to 2
targets
Can be curriculum based or standardized; PCSB preferencemeasures be standardized measures
Preschool and Prekindergarten students are not included Aligned to Common Core Standards when possible (K-2) Measures are chosen from what schools already have in place for
2010-2011 school year
Indicators/targets must assess grades 1-2 with K being optional Measures do not have to be the same for each grade
LEADING INDICATORSMin/Max targets Criteria
1 minimum/ 2 maximum
Schools can choosea minimum of 1
target and up to 2
targets
Re-enrollment:
Not required for PS-K only schools. Not required, but optional for continuous schools. (i.e., any
school that serves post 2nd grade)
Attendance:
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PMF Guidelines 2010-2011MISSION SPECIFIC (optional for K-2nd grade)Min/Max Targets Criteria
No minimum/ 2 maximum
Schools can optnot to include a
target or to include
up to 2 targets
Optional for K-2 Schools can choose the measure but should relate to each grade-
span
Schools may utilize surveys (e.g., character education surveys,parent satisfaction/involvement)
Schools may include an environmental assessment (e.g., CLASS,ECERS, ELLCO)
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Technical Guide 2010-2011Appendix C: Compliance Review
INDICATOR DOCUMENTATION LOOK FOR RATIONALE
Enrollment of New Students
1. Fair
enrollment
process
Enrollment application;
written lottery
procedures with dates for
enrollment process.
Lottery cutoff date and date of
lottery published in advance (if
applicable); waiting list includes
name of student, wait list number
and current status.
Compliance with School
Reform Act Section 38-
1802.06.
Student Suspension and Expulsion
2. Notice and
due process
Current year student
handbook or other
written document that
outlines the school's
discipline policy and
procedures.
Clear explanation of infractions;
consequences, rewards, and
interventions; clearly outlined due
process procedures (including an
explanation of the basis for the
action).
Compliance with School
Reform Act Section 38-
1802.06 (g); guidance for
PCSB staff when contacted by
parents.
Student Health Records
3. Health and
safety of
students
Option 1: Notice of
assigned nurse on staff .
Option 1: Letter from DOH or
contracted agency. Compliance with School
Reform Act Section 38-
1802.04 (c)(4) and the
Student Access to Treatment
Act of 2007.
Option 2: Copy of staff
certificate to administer
medications.
Option 2: Ensure that there is at
least one certificate from school
staff who has been certified to
administer medications from
approved agency
Background Checks on Employees and Volunteers
4. Health and
safety of
students.
Current roster of all
employees and
volunteers (working
greater than 10 hours at
the school) with
indication of date
background check
conducted and that a
copy of the report is onfile.
Documentation includes employee
or volunteer name, date of hire,
date of background check, and
company that conducted the
background check.
Compliance with School
Reform Act Section 38-
1802.04 (c)(4).
Employee Handbook
5.
Employment
li i d
Employee handbook or
other written document
Policies guiding the safeguarding
of confidential student data;
li ith l t
Compliance with School
Reform Act Section 38-
1802 04 FERPA th P bli
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Insurance
6.
Appropriate
insurance.
Certification that
appropriate levels of
insurance have been
secured.
General Liability, Directors and
Officers Liability, Umbrella
Coverage, Property/Lease
Insurance, Auto Liability Insurance,
Workers Compensation.
Compliance with School
Reform Act Section 38-
1802.04 (b)(4).
School
Facility
7.
Lease/Purcha
se Agreement
and
certificate of
occupancy.
Certificate of occupancy.
Name and current address listedon the certificate of occupancy;
enrollment projections for school
year within maximum capacity in
the certificate of occupancy.
Compliance with School
Reform Act Section 38-1802.04 (b)(4) - a Certificate
of Occupancy is required at
opening and for relocation to
a new facility.
Lease/Purchase
Agreement.
Name and current address listed
on the lease/purchase agreement.
Compliance with School
Reform Act Section 38-
1802.04 (b)(4) - lease or
purchase agreement is
required at opening, for
relocation to a new facility,
and for amendments to a
lease once it expires.
No Child Left Behind (NCLB)
8. School
quality andchoice.
Communication with
parents on school's
compliance with NCLB
before September 1 or
within 14 days of school
AYP results.
Communication, where applicable,
on AYP results, School
Improvement Status, schoolchoice options, teacher
qualifications.
Compliance with NCLB and
ESEA guidance.
9. High
quality
teachers.
For Title I schools, current
year teacher roster with
grade and subject(s)
taught, HQ status, and
how the status was met
(HOUSSE, Praxis, Degree,License/Certificate);
action plans for all non-
HQT staff.
Appropriate documentation for
verification of HQT compliance;
plan of action to assist teachers in
meeting the requirements;
appropriate staffing changes to
ensure compliance with the law.
Compliance with NCLB and
ESEA guidance to ensure that
all elementary and secondary
subject area teachers arehighly qualified.
Board of Trustees
Compliance with School
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Performance Management Framework
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Technical Guide 2010-2011Glossary of Measures
Listed below are brief descriptions of some of the common academic scoring measures the PCSB
uses to track charter schools progress in meeting their goals and academic achievement
expectations.
Student Growth Measures
Student progress
Appears for 3rd -5th grades, 6th -8th grades, and High Schools
Median growth percentiles for mathematics and reading, a growth measure based on individual
student DC-CAS performance. See Appendix A for a discussion of these growth measures. See
documentation provided by OSSE and AIR for Technical Report and Business Rules.
Student Achievement Measures
DC-CAS Proficient & Advanced
Appears for 3rd -5th grades, 6th -8th grades, and High Schools
Percent of students scoring at least Proficient and those scoring Advanced on the DC-CAS for
math and reading; both Proficient and Advanced measures are included for all grades in which
DC-CAS testing occurs.
Advanced Placement
Appears for High Schools
Ratio of number of passing scores for the entire population to number of seniors, written as a
percentage. Equivalent assessments, such as the International Baccalaureate exam, may also be
substituted.
Gateway Measures
DC-CAS 3rd grade reading
Appears for 3rd -5th grades
Percent of students scoring at least Proficient in third grade reading on the DC-CAS
DC-CAS 8th grade math Proficient
Appears for 6th -8th grades
Percent of students scoring at least Proficient in eighth grade mathematics on the DC-CAS
Graduation rate
Appears for High Schools
Graduation rate based on the incoming 9th grade cohort, as defined by OSSE state-wide
graduation standards.
PSAT 11th grade performance
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College Acceptance
Appears for High Schools
Percentage of seniors accepted to a college or university.
Leading Indicators
Attendance
Appears for 3rd -5th grades, 6th -8th grades, and High Schools
Ratio for the entire population, written as a percentage, of days present (inclusive of excused
absences) to days enrolled.
Re-enrollment
Appears for 3rd -5th grades, 6th -8th grades, and High Schools
Percentage of those eligible students who re-enroll.
9th grade credits
Appears for High Schools
Percentage of 9th grade students on-track to graduate in 4 years, based on OSSE guidelines for
completed Carnegie Units and required courses.
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28
Metrics and data sources for academic performance measures
Overview
The table below provides details about each of the measures included in the academic performance framework. Information is arranged as follows:
Indicator identifies the academic indicator (progress, achievement, gateway, leading) to which each measure belongs
Measure provides measure name and indicates which scoring frameworks include it
Description provides brief summary of measure
Components, method, and additional notes - provides a more detailed description of all steps required to translate raw data into a measure calculation
Rationale available rationale for why the metric has been designed as it has
Unless otherwise indicated, all measures are grouped by the grade span of the performance framework to which they apply. Grade-spans are as follows:
ES/MS: 3-8
HS: 9-12
Data sources and methodology
Indicator Measure Description Components, method, additional notes Rationale
Student
Progress
Median Growth
Percentile (ES/MS
and HS)
Growth measure
which tells how
much change or
growth there has
been in
performance
from year to year.
Components
Median for 3rd-8th(or all grades within that range the schoolserves) grade student growth percentiles in reading
Median for 3rd-8th grades (or all grades within that range theschool serves) student growth percentile in Mathematics
References:
http://pcsb-pmf.wikispaces.com/Changes+to+the+2010-2011+PMF
http://www.duxbury.k12.ma.us/SPEDfiles/MCASStudentGrowth%20%25%20.pdf
http://www.swcompcenter.org/educator_effectiveness2/The_Colorado_Growth_Model.pdf
For more information see the MGP Business Rules produced byOSSE and AIR.
A measure of student progressthat compares changes in a
students DC CAS scores to
other students with similar
score performance profiles.
It tells how much change orgrowth there has been in
performance from year to
year.
Requirement of two years ofDCCAS results of each student.
Student
Achievement
DC-CAS Proficient
in math and
reading
(ES/MS and HS)
% of students
scoring Proficient
or above on the
DC-CAS
Components
DC-CAS scores by grade for the most recent year Number of students tested for the most recent yearMethod
Aligns with the AYP calculation
rules, in which students in the
Fully Academic Year status and
ELL students residing in the US
for more than 12 months are
included.
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29
Indicator Measure Description Components, method, additional notes Rationale
100*tested#Total
SYin thatstudentproficientMathof#Total
OR
100*tested#Total
SYin thatstudentproficientReadingof#Total
Student
Achievement
DC-CAS Advanced
in math and
reading
(ES/MS and HS)
% of students
scoring Advanced
on the DC-CAS
Components
DC-CAS scores by grade for the most recent year Number of students tested for the most recent yearMethod
Calculated as with DC-CAS proficient100*
tested#Total
SYin thatstudentAdvancedReadingof#Total
OR
100*tested#Total
SYin thatstudentAdvancedMathof#Total
Aligns with the AYP calculation
rules, in which students in the
Fully Academic Year status and
ELL students residing in the US
for more than 12 months areincluded.
StudentAchievement AdvancedPlacement
performance
(HS)
Number ofpassing exams per
100 12th
grade
students
Components # of passing AP or IB exams in the current school year 12th grade enrollment in the most recent yearMethod
100*studentsgrade12thof#
exams)IBandexamsAPpassingof#
100*testedgraders12thof#Total
grade3rdin theproficientreadingof#l
Additional notes
Passing exams are all those scoring 3 or above for AP and 4 orabove for IB in the current school year
One student may contribute multiple passing exams 9-11 grade students may also contribute passing exams Any HS with the 12th grade that does not offer either AP or IB
All passing exams contributeto the score, regardless of
who takes the test
Expressing passing exams as aper 100 score adjusts to
reflect size of school and
corresponds more closely to
national reporting norms
Using only 12th grade as thedenominator ensures allschools are counted equally
regardless of what grades they
offer
Using full 12th grade class asdenominator enables measure
to track passing scores
without creating incentives for
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Indicator Measure Description Components, method, additional notes Rationale
exams will be given 0 points on this metric. schools to limit size of AP
classes
Gateway DC-CAS Proficient
in 3rd
grade
reading
(ES/MS)
% of 3rd grade
students scoring
at least Proficient
on DC-CAS
reading
Components
3rd grade DC-CAS scoresMethod
100*testedgraders3rdof#Total
grade3rdin theproficientreadingof#Total
Critical gateway year forchildhood literacy
Gateway DC-CAS Proficient
in 8th
grade math(ES/MS)
% of 8th
grade
students scoringat least Proficient
on DC-CAS math
in the most
recent year
Components
8th grade DC-CAS scoresMethod100*
testedgraders8thof#Total
grade8thin theproficientmathof#Total
Critical gateway year foradolescent number skills
Gateway Graduation rate
(HS)
Graduation rate
of high school
students based on
OSSE standards
Components
Original 9th grade cohort size for current 12th grade # of graduates self-reported and validated through transcript
reviews # of dropouts in the 12th, 11th, 10th , and 9th gradesMethod
100*period)years4latestfordropoutsSYfor thegraduatesof#(
diploma)regularawithSYaforseniorsof#Total
+
Additional notes
Drop outs are those students who leave schools for following
reasons: (a) Whereabouts unknown (b) Work, (c) Voluntary, (d)
Adult Education, (e)Non-Attendee, (f) No Show
Aligned with OSSE standardsRegular Diploma (OSSE) excluded
the following:
(a) GED, (b) certificates of
completion, (c) certificates of
attendance, (d) or, any other
diploma not fully aligned with the
States academic records.
Note: This definition maychange starting 2011-2012
http://newsroom.dc.gov/sho
w.aspx?agency=seo§ion=2&release=20924&year=2010
&file=file.aspx%2frelease%2f2
0924%2fDistrict_of_Columbia
_Adjusted_Cohort_Graduatio
n_Rate_Guidance_December_
2010.pdf
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Indicator Measure Description Components, method, additional notes Rationale
Gateway 12th
grade SAT
scores
(HS)
% of current 12th
grade students
scoring at least
800 on the SAT
Components
SAT/ACT data for current 12th grade SAT/ACT data for previous year 11th grade Map of previous year 11th grade to current 12th grade 12th grade enrollment in the most recent year Additional notes Only current 12th graders are counted, but students scoring
above 800 in earlier grades and not in 12th
grade will still
contribute to score. In terms of ACT, students scoring above or
equal to 16 are counted as on the numerator.
Any HS with the 12th
grade that doesnt offer the SAT or ACTexams will be given 0 point on this metric.
Method
11th and 12th grade students mapped together to determineoverlap
100*students)grade12thof#(
ACT)inM)(Vhihgeror16SATinM)(V800leastatscoringgraders12thcurrentof#(
+++
College Board researchindicates that a score of at
least 800 on the math and
verbal sections of the SAT
predicts with high likelihood a
GPA of at least 2.0 in
freshman year at community
college or university
For reference visit:http://professionals.collegebo
ard.com/profdownload/pdf/R
N-30.pdf
SAT-ACT concordance table:http://www.act.org/aap/conc
ordance/
Gateway 11th
grade PSAT
scores
(HS)
% of 11th
grade
students scoring
at least 100 on
the combined
math and verbal
portion of the
PSAT
Components
PSAT data for current 11th grade 11th grade enrollment in most recent year Any HS with the 11th grade that doesnt offer the PSAT exam
will be given 0 points on this metric.
Additional Notes 9th and 10th grade PSAT scores do not count because they are
standardized to a different scale
Method
100*students)grade11thof#(
SAT)PonM)(V80leastatscoringgraders11thcurrentof#(
+
11th grade PSAT performanceof at least 80 on the math and
verbal sections is a predictor
of SAT performance of at least
800 on the math and verbal
sections.
For reference visit:http://professionals.collegebo
ard.com/profdownload/PSAT-
College-Readiness-
Benchmark.pdf
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Indicator Measure Description Components, method, additional notes Rationale
Gateway College
Acceptance
(HS)
% of high school
seniors accepted
to a full-time
college or
university
Components
Unique college acceptances self reported, verified by PCSBacceptance letter review
12th grade enrollment in most recent yearMethod
100*seniors)of#(
)universityorcollegetimefullatoacceptedseniorsof(#
College acceptance is anecessary step to college
enrollment and has been
defined to be an important
measure of student success
Leading Attendance
(ES/MS)
Total Daily
Attendance rate
for 3rd
to 8th
grade.
Components
Attendance by grade-spanMethod
100*enrolled)days(#
absences)excusedof#presentdaysof(#
+
Aligns with the Statecalculation. Only 3
rdthrough
8th
graders are included.
Attendance
(HS)
Total Daily
Attendance for 9th
to 12
th
grade
Components
Attendance by grade-spanMethod
100*enrolled)days(#
absences)excusedof#presentdaysof(#
+
Aligns with the Statecalculation. Only 9
ththrough
12
th
graders are included.
Leading Re-enrollment
(ES/MS & HS)
Re-enrollment
rate for those
eligible to return
# of students
ineligible to
reenroll are: (a)
Students in the
exit grade (b)
students who
moved out from
DC. (c) students in
the non standard
school(EC, Adult
Components
Previous fall enrollment by student id and grade (Audited Oct 5) Current fall enrollment by student id and grade (Audited Oct 5)Method
Map students in previous fall and current fall to determineoverlap
Determine which students in previous falls are ineligible to re-enroll (those in their final year; moved out from DC; enrolled in
Early Childhood, Adult and GED frameworks)
100*enroll)toineligiblestudentsof(#-Fall)previousinstudentsof(#
fall)currentandFallpreviousbothattendingStudentsof#(Total
Used to assess student andparent satisfaction and drop-
out rate
Excluded are from earlychildhood and non-GED Adult
Ed. because students are likely
to leave for reasons other
than dissatisfaction with
school
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33
Indicator Measure Description Components, method, additional notes Rationale
and GED)
Leading 9th
grade credits
(HS)
Percent of 9th
grade students
receiving enough
credits to be on
track to meet
OSSE graduation
requirements in 4
years
Components
Review of all 9th grade transcripts on-site reviewMethod
100*students)grade9thof#(Total
)years)4intsrequiremengraduationLEAmeettrack to
onbetocreditsenoughreceivingstudentsgrade9thof#(
OSSE requirements: Students must pass 6 credits or theequivalent, consisting of Algebra I, an English course, a Sciencecourse, a Social Studies course that is among World History, US
History, US Government or DC History, and two additional
elective courses.
LEA requirements vary by LEA.
Some schools have adopteddifferent internal standards
for credit than OSSE