2023 Performance Framework Target Setting - Marie Huchton, Supervisor of Accountability Analytics Lisa Medler, Executive Director of ...
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2023 Performance Framework
Target Setting
Marie Huchton, Supervisor of Accountability Analytics
Lisa Medler, Executive Director of Accountability and Continuous Improvement
October 2022
1
Goals for Today
• Review State Board of Education’s role in target setting for
state accountability
• Provide options for 2023 targets
• Prepare Board to vote on the 2023 school and district
performance framework targets at the November 2022
meeting
2
State Board of Education Role in Target Setting
State statute 22-11-201(1)(a)requires that…
…the state board shall set, reaffirm, or revise, as appropriate,
ambitious but attainable statewide targets for the measures
used to determine the levels of attainment of the performance
indicators [growth, achievement, growth-to-standard, and
postsecondary & workforce readiness] for the coming academic
year with the goal of raising the level of academic performance
in the public schools throughout the state.
3
Setting Context 4
Recap on 2019 State Board Decisions
After a year of study, the state board voted to approve the following
in October 2019:
• Sub-Indicator Level: On-Track Growth methodology for elementary and
middle schools, including an adjustment in the weighting of the
performance indicators.
• Overall Target: Increase the cut-score for the elementary and middle
school Performance rating category by eight percentage points, from 53%
to 61%.
In March 2020, the state board began discussing high school and
district frameworks, including the introduction of new Postsecondary
& Workforce Readiness measures
• SB 18-012: Addition of Military Enlistment
• HB 18-1019: Addition of Advanced Placement, Concurrent Enrollment
and International Baccalaureate for non-English Language Arts and Math
Subjects
• SB 17-272: Addition of Higher Achievement Level for College and Career
Readiness Demonstration Options
5
Implications of the Framework Pause and
Transition
• Framework pause for two years (2020 and 2021) and framework
transition for one year (2022)
• Statewide declines in state assessment participation and in
achievement since 2019
• Statewide growth suggests some rebound in 2022, but not enough
to return to pre-pandemic levels (2019)
• Noteworthy updates for 2023 frameworks:
• Academic growth will be available for typical grades and content areas
(2021 and 2022)
• The accountability clock is scheduled to re-sync -- plan types and years on
the clock will work together in most cases
• On track growth may be calculated for informational purposes with some
caveats
• Data available for addition of new high school measures for informational
purposes
6
Framework Indicator & Sub-indicator Availability
by Year
2022 2023 2024
ELA ✔ ✔ ✔
Achievement Math ✔ ✔ ✔
Science Not Available Informational For Points
ELA ✔* ✔ ✔
Growth Math ✔* ✔ ✔
ELP ✔ ✔ ✔
ELA Not Available Informational For Points
On Track
Math Not Available Informational For Points
Growth
ELP ✔ ✔ ✔
ELA = English/Language Arts * Not available for all grades and content areas due to
ELP = English Language Proficiency alternate 2021 assessment schedule.
7Framework Indicator & Sub-indicator Availability
by Year (cont.)
2022 2023 2024
CO SAT ELA ✔ ✔ ✔
CO SAT Math ✔ ✔ ✔
Graduation Rate ✔ ✔ ✔
Postsecondary Dropout Rate ✔ ✔ ✔
& Workforce
Readiness Matriculation Rate ✔ ✔ ✔
AP/IB/Concurrent
Enrollment Pass Rate Not Available Informational For Points
for non-ELA/Math*
Percent Meeting
Not Available Informational For Points
Higher Bar*
AP = Advanced Placement * New metrics required by legislation (HB18-1029
IB = International Baccalaureate and SB17-272)
8Sub-Indicator Targets 9
Performance Framework Sub-indicator Target Setting
Performance Indicator
Sub-Indicator Sub-Indicator Targets
Approaching
Meets
Exceeds
10Options for 2023 Framework
Sub-indicator Targets
Activity Description
Keep sub-indicator targets Holds 2023 sub-indicator targets consistent
consistent with 2019 and with 2019 and 2022
2022 targets
Re-norm sub-indicator Re-norm sub-indicator targets for
targets based on 2022 Achievement and Post Secondary
and/or 2023 results Workforce Readiness (PWR) metrics based
on current performance
Note that sub-indicator targets for revised Science achievement and new PWR metrics will need to be
established for 2023
11Methodology for Setting Targets for New
or Revised Metrics
• A normative percentile rank methodology is used to determine the
baselined sub-indicator targets for Achievement, Growth, On Track
Growth, and PWR
Percentile Percentile
Sub-indicator Rating Rationale for Target
Target Range
Exceeds Expectations 85th 85-100 Approximately 1 standard deviation above average
Meets Expectations 50th 50-84 Average result for the state
Approaching Expectations 15th 15-49 Approximately 1 standard deviation below average
Does Not Meet Expectations - 1-14 -
• 2022 targets have been incorporated into the Draft 2023 scoring
guide for informational purposes as an example (see handout)
• CDE will work with TAP next spring to establish cut-scores for
revised Science achievement and new Postsecondary and
Workforce Readiness metrics (informational for 2023, for points in
2024).
12Re-Weighting of Sub-Indicators
Elementary and Middle School Weighting
2016-2023 2024+
Achievement Achievement
40% 35%
Note: Based upon
2019 State Board of
On-Track Growth*
Education vote on
10% re-weighting for
On-Track Growth.
Growth
Growth
60%
55%
13 *Included as information item in 2023, no points assignedOverall Rating Targets 14
Performance Framework Overall Rating Target Setting
Overall Performance Rating
Overall Performance Rating Targets
Cut-Points for Plan/Category Type Assignment
District School Accreditation Category/Plan Type
74.0% not applicable Accredited w/Distinction (District only)
Total
56.0% 53.0% Accredited (District) or Performance Plan (School)
Framework
44.0% 42.0% Accredited w/Improvement Plan (District) or Improvement Plan (School)
Points
34.0% 34.0% Accredited w/Priority Improvement Plan (District) or Priority Improvement (School)
25.0% 25.0% Accredited w/Turnaround Plan(District) or Turnaround Plan (School)
152019 SBE Approved Revision to Overall Rating
Cut-Score
In 2019, the State Board approved
increasing the cut-score for the
elementary and middle school
Performance rating category by eight
percentage points, from 53% to 61%.
Original Cuts Revised Cuts
16Options for 2023 Overall Framework
Rating Targets
Activity Description
Keep overall 2023 framework Holds 2023 targets consistent with 2019 and
rating targets consistent with 2022.
2019 and 2022.
Keep overall 2023 framework Holds 2023 targets consistent with 2019 and
rating targets consistent with 2022. Also investigate increasing cut scores
2019 and 2022 targets. Provide between Performance and Improvement levels
ratings based upon increased for elementary and middle schools (per the
overall framework targets for state board’s 2019 vote). Initially applied for
informational purposes. informational purposes in 2023 (at the earliest)
and officially the following year. High school
and district cut scores still need discussion.
17Next Steps
• State board will vote on 2023 targets and target-setting
methodology at the November meeting.
18Resources 19
2022 School & District Performance Frameworks
Components & Weightings
Performance
Performance Data Weight
Indicator
• Mean scale score 40%
• English language arts and math assessments (no Science for 2022) Elementary &
Academic • Overall and for disaggregated groups Middle Schools
Achievement 30%
High Schools &
Districts
• Median student growth percentile 60%
• English language arts, mathematics and English language Elementary &
Academic proficiency assessments Middle Schools
Growth • English language proficiency On Track metric 40%
• Overall and for disaggregated groups High Schools &
Districts
• SAT – Evidence-Based Reading & Writing and Mathematics
• Graduation Rate
Postsecondary • Dropout Rate
• Matriculation Rate 30%
and Workforce • Industry credentials, included in Career and Technical
High Schools &
Readiness Districts
Education and overall matriculation rates calculations.
20
• Overall and for disaggregated groups (excepting Matriculation rate)2022 School and District Performance Framework Ratings
and Explanatory Notes
Ratings
Descriptors
+
Meets Participation
Above 95% participation rate in 1*
or more content areas
Low Participation
Below 95% participation rate in 1*
or more content areas
* Note that Science was not included
for participation in 2022
21Addition of AP, Concurrent Enrollment and IB for non-ELA/Math subjects to PWR (HB18-1019) A new PWR sub-indicator will be created that reflects students that successfully complete non-English Language Art/Math courses in Advanced Placement, International Baccalaureate, or concurrent enrollment and earn a particular score on the related assessment or grade for concurrent enrollment classes. Statutory requirement: Beginning in 2020-21 school year, the percentage of students enrolled in the public high school who successfully complete an advanced placement course in a subject other than English language arts or math and earn a score of three or higher on the end-of-course advanced placement exam, the percentage of students who successfully complete a concurrent enrollment course in a subject other than English language arts or math and earn a grade of ‘B’ or higher in the course, and the percentage of students who successfully complete an international baccalaureate course in a subject other than English language arts or math and earn a score of four or higher. 22
Addition of Higher Achievement Level for College and Career Ready Options to PWR (HB17-272) Percent of students meeting one or more of the following demonstration options at the higher achievement level specified by the State Board: Accuplacer, ACT, ACT Work Keys, AP, ASVAB, IB, SAT, concurrent enrollment Statutory requirement: • Beginning in the 2020-21 school year, the percentage of students enrolled in the public high school who demonstrate college and career readiness, based on the demonstration options available to the students enrolled in the public high school, at the higher achievement level adopted by the state board that indicates a student is prepared, without needing remediation to enroll in general education core courses. • Higher achievement standards must include: (I) Specified, higher scores on the assessments included in the demonstration options; and (II) Receipt of college course credits for concurrent enrollment in career and technical education courses or general education core courses or higher- level courses. 23
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