Performance Management Presentation for Joint City Council-School

Creating a Performance Management
System to Support School Improvement
Joint City Council – School Board Meeting
April 16, 2010
1

Agenda
• Overview of Performance Management framework
• District level goals and annual scorecard
• School level goals and annual reports
• Segmenting schools based on performance
• Providing differentiated responses based on
performance
2

Performance Management Framework
District Level School Level Individual/Staff Level
Annual scorecard shows
how the District is performing
on key academic and
operational metrics
Regular internal reviews of
district departments track
how their work is supporting
district goals
School reports (available Fall
2010) will provide a snapshot of
school performance on common
academic measures.
Schools will receive differentiated
and targeted supports based on
performance and need
Teachers are using Measures of
Academic Progress assessments,
which provide real-time information
on math and reading performance.
Perf Mgt Overview
Seattle Public Schools‟ effort to define excellence, measure and report
progress, and act based on data is called performance management. This
work is happening at all levels and involves a number of critical new tools and
processes.
New individual performance
evaluations are being rolled out
to many central office employee
groups, and additional support
for evaluating school-based staff
is now available.
3

Intended Impact of PM
Perf Mgt Overview
• For students, families and the community
– Greater transparency around goals and outcomes/performance
– Clear areas of focus for every school with targeted supports from
the district
• For district staff
– Clear performance expectations
– Targeted supports to help meet those expectations
– Prescribed set of actions based on performance and need
• For the community
– Transparency and accountability around performance goals
• For partners
– Alignment of efforts toward common student achievement goals
4

District Goals
5

Annual School Reports (1/2)
School Goals
6

Annual School Reports (2/2)
School Goals
7

School Reports Explained: High School
What we measure How we measure it Why it is important
School Goals
# Students Total number of K-12 students enrolled on October 1 of the respective school year. Provides basic information about a school.
# Teachers
Total number of certificated staff in a school on October 1 of the respective school
year.
Provides basic information about a school.
# Other Staff Total number of non-teacher staff in a school. Provides basic information about a school.
Average Class Size
Average Daily Attendance
Student Mobility
Average class size, where class size is the October 1 enrollment for the respective
school year, for all scheduled homerooms and classrooms, excluding special ed and
elementary BOCs.
The annual average of all students daily attendance, weighted by the number of
instructional days a student is enrolled at a school.
Number of students that enter and exit a school (excluding graduates) after the
October 1 headcount divided by the October 1 headcount.
Provides basic information about a school.
If students do not attend school, they are unlikely to learn and more likely to drop
out.
Transferring schools during a school year can be very challenging for a student and
have a negative impact on their academic achievement.
Students making gains on the
state reading and math tests
% of students at or above the 50th percentile of growth from year to year on the
WASL using the Colorodo Growth Model. The Colorado growth model estimates a
"growth percentile" for each student with two years of test data by creating a peer
group of all students the same grade who had the same WASL score the previous
year and rank this group of students by their WASL scores in the current year.
All students should be making progress every year and be on their way to meeting or
exceeding standards
English Language Learners
making gains on the state
proficiency test.
First-time 9th graders earning
sufficient credit
Repeat 9th graders earning
sufficient credit
10th graders proficient on the
state reading, math, writing, and
science tests
Students graduating in 4 years or
fewer; in 6 years or fewer
Graduates prepared for a 4 year
college
Graduates enrolling in higher
education within 1 year
% of English Language Learner students with two consecutive years of results
moving up a level from year to year on the state ELL WLPTII test of english
language proficiency
% of 9th graders who earn 5 credits in their first year in high school – enough to be
promoted to 10th grade.
% of repeating 9th graders who earn 5 credits in their most recent year in high
school – indicating that they are earning enough credits to get back on track.
% of 10th grade students who earn scores on the state WASL test at or above the
cutoff the state defines as "meeting standard"
% of students who graduated within 4 / 6 years of starting high school. For a
particular school year these measures reflect two different cohorts of students: one
that started 4 years earlier and one that started 6 years earlier.
To be determined pending further review and completion of high school alignment
work.
% of the prior year's graduating students who have entered 2-year or 4-year colleges
or public technical programs in the year after graduating
English language proficiency is an important skill that our schools should be
supporting in all students
We want to make sure 9th graders succeed and don't need to repeat 9th grade,
which leads to many of them dropping out of school
Schools need to support students in getting back on track if they fall behind
These are tests that show how a student is doing on Washington's academic
standards. Every student should meet standard to succeed in high school and
beyond.
At a minimum, all students should graduate from high school; they should not drop
out.
Students are much more likely to succeed if they attend college or training after high
school. They should finish high school ready to learn and succeed in college and
career.
We want to be sure students enroll in higher education or career training after high
school.
Students taking college
admissions tests
% of 12th graders who have (at some point during high school) taken either the SAT
test or the ACT test used for college admissions
Taking the SAT or ACT test and earning a good score is another way we get
students ready for success after high school.
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Using Performance Data to Segment Schools
• Segmentation is the grouping of schools by both
absolute and growth performance.
• The purpose of segmenting schools is three-fold:
– To provide a consistent way of looking at school
performance across the system
– To give a framework for how central office should
differentiate interventions and support
– And to provide transparency and accountability to the
public on school performance and district responses
School Segmentation
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Growth Performance Index
Growth Performance Index
Segmentation is the grouping of schools
By absolute performance and growth performance
School Segmentation
100
90
80
70
60
100
90
80
70
60
High Growth
50
50
40
Level 1 Level 2 Level 3 Level 4
40
Medium Growth
30
30
20
10
20
10
Low Growth
0
0
0 10 20 30 40 50 60 70 80 90 100
Absolute Performance Index
0 10 20 30 40 50 60 70 80 90 100
Absolute Performance Index
Schools earn Absolute Points
(Horizonatal Axis) for each metric
based on how close they are to 2013
district-wide goals
Schools earn Growth Points
(Vertical Axis) for each metric based
on test score gains and rate of
improvement toward 2013 goals
10

Segmentation Methodology
School Segmentation
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Creating an Accountability Framework
Based on Performance
• Schools receive different levels of autonomy or oversight from
the district based on segmentation and need.
• Schools that are higher-performing and show more growth
have greater autonomy over:
– Selection of interventions
– Professional development
– Setting school planning goals
– Discretionary spending
Different. Responses
• Schools that are lower-performing and show less growth
receive more oversight from the district depending on actual
performance and need.
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Differentiated Interventions – Levels 1&2
Overall
Absolute
Low
Medium-
Low
Overall
Growth
Low-to-
Medium
Low-to-
Medium
Other
Criteria
SPS Accountability Framework
→ Segment = Level of Autonomy or Oversight
--- → Level 1
--- → Level 2
Different. Responses
Superintendent takes one or more of the following actions for the
school:
•Change school leadership
•Change school staff
•Direct instructional strategies and professional development
•Change curricular materials and or programs
•Conduct regular accountability reviews throughout the year with
the principal, CAO, and EDs
For additional oversight the district may also:
•Conduct full diagnostic to assess needs
•Require support staff to implement district-directed strategies
•Coach leadership, with more frequent ED visits and heavy
progress monitoring
•Close and/or reconstitute the school
District supports and provides resources with oversight through
the following actions:
•Direct all intervention curricula, supplemental materials, and staff
selections
•Direct all PD
•Direct strategies implemented by support staff
•May conduct full diagnostic to assess needs
•Coach the principal, with more frequent supervisor visits &
reviews and heavy progress monitoring
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Differentiated Interventions – Level 3
Overall
Absolute
Overall
Growth
Other
Criteria
Different. Responses
SPS Accountability Framework
→ Segment = Level of Autonomy or Oversight
Low or
Medium
Low
Medium-
High
High ---
--- ---
→ Level 3
following actions:
• Frequent progress monitoring
District supports and provides resources through the
• Conduct diagnostic to assess needs
• Support the principal to identify successful and
→ Level 3
appropriate interventions from district list;
schools submit interventions to the district for
approval
• Collaboratively determine all non-core PD with
the school
• May direct strategies implemented by support
staff and related PD
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Different. Responses
Differentiated Interventions – Levels 4&5
SPS Accountability Framework
Overall
Absolute
Overall
Growth
Other
Criteria
→ Segment = Level of Autonomy or Oversight
High --- ---
High --- No FRL Gap
→ Level 4
targeting low-achieving subgroups
• PD addresses low-achieving subgroups
District supports through some autonomy and provides
direction in focusing resources on the education
gap
• District provides guidance for student interventions
• School establishes regular progress monitoring of
subgroup performance
• School has flexibility for non-core PD
• School has flexibility for determining and directing
new staff to address school challenges
District provides school autonomy for:
• Academic and social-emotional interventions
→ Level 5 • Selection of non-core PD plan
• C-SIP goals and planning
• Budget for discretionary spending
15

Helping Schools with Improvement Plans
• Every school must create an improvement plan that
addresses its data
Different. Responses
• Schools must reference and pull from the intervention framework
• This framework lists strategies in reading, math and socialemotional
health that are research-based, have a track record
of success and that the district can support.
• The framework includes foundational strategies that every
school is expected to employ, as well as targeted and intensive
interventions in each content area.
• Interventions are broken into four categories: Materials,
Instructional Strategies, Use of Time, and Other Resources.
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Sample Intervention Framework - Math
SPS Targeted Interventions – MATH
Elementary Middle High
Different. Responses
Targeted
Interventions:
For students
who aren‟t
successful with
foundational
strategies
Criteria:
Students below
grade level in
math based on
MSP/HSPE or
MAP results
Materials:
Everyday Math (EDM) and Math
Instructional Guide
EDM Manipulatives and Tools,
and On-line Resources
TI-10 or TI-15 Calculators
EDM On-line Algorithm
Handbook
Singapore or other supplements as
recommended in Math
Instructional Guides
Instructional Strategies:
Workshop Model or Centers using
flexible grouping, explicit minilessons
(based on formative
assessment data), conferring, and
independent work
Co-teaching (ELL or special
education)
Homework Help and tutoring after
school guided by MAP results
Peer tutoring
Materials:
CMP2 and Planning/Pacing Guides
Intensified Math Model
Instructional Strategies:
Intensified Math (double-period,
taught by HQ math teacher who
collaborates with core math
teacher): focused on pre-teaching,
supporting, and accelerating
learning for core math class;
growth mindset)
Complex Instruction
Co-teaching (ELL or special
education)
Conferring (teacher with small
group or individual)
Homework Help and tutoring after
school guided by MAP results
Materials:
Key Curriculum Series and Course
Guides and on-line resources
Algebra Lab Gear or Algebra Tiles
TI-84 or Nspire Calculators
Geometer‟s Sketchpad and Fathom
Condensed Lessons
Instructional Strategies:
Complex Instruction
Group Testing and portfolios for
unit synthesis
Summer support/acceleration
through AYD/MESA; students
placed in Algebra with their
summer teachers
Intensified Algebra, Geometry,
Algebra 2 (Labs or support classes,
double-period, taught by HQ math
teacher who collaborates with core
math teacher): focused on preteaching,
supporting, and
accelerating learning for core math
class; growth mindset)
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Sample Intervention Framework - Math
SPS Targeted Interventions – MATH
Elementary Middle High
Different. Responses
Targeted
Interventions: For
students who aren‟t
successful with
foundational
strategies
Criteria:
Students below
grade level in math
based on MSP/HSPE
or MAP results
Time:
75 minutes per day (within
regularly-scheduled mathematics time)
plus at least 60 minutes available after
school at least two times per week
Other Resources:
Teachers access and incorporate online
EDM resources
Structured common planning time for
staff in math
Establish frequent progress monitoring
and check-ins on progress between
teachers and principal on targeted
students
Assign district-directed math specialist
or coach to principal and/or teachers to
provide 1:1 support as needed
Teacher training on using formative
data to inform instruction
Infrastructure at district and school
level to support co-teaching and afterschool
support
Time: Extra 50 minutes per day (for
intensified period); at least 60 minutes
available after school at least two times
per week
Other Resources:
Teachers access and incorporate online
CMP2 resources
Structured common planning time for
staff in math
Establish frequent progress monitoring
and check-ins on progress between
teachers and principal on targeted
students
Assign district-directed math specialist
or coach to principal and/or teachers to
provide 1:1 support as needed
Teacher training on using formative
data to inform instruction
Infrastructure at district and school
level to support double-periods, coteaching
and after-school support
Time: Extra 50 minutes per day (for
intensified period); at least 60 minutes
available after school at least two times
per week
Other Resources:
Teachers access and incorporate on-line
Key Curriculum resources
Structured common planning time for
staff in math
Establish frequent progress monitoring
and check-ins on progress between
teachers and principal on targeted
students
Assign district-directed math specialist
or coach to principal and/or teachers to
provide 1:1 support as needed
Teacher training on using formative data
to inform instruction
Infrastructure at district and school level
to support double-periods, co-teaching
and after-school support
18

Creating a Central Office to Support
Differentiation
• Clarity & Consistency: The district has identified a list of
research-based interventions that SPS is able to support - in
math, reading and social-emotional areas.
– Will remain a “working document” that we continuously refine as
we learn which interventions are most impactful for our students
– Schools with more autonomy will have flexibility to propose other
interventions (except core instructional materials)
• Cross-Functional Teaming: Departments are working
together as „school support teams‟ to provide central
coordination of services to schools (HR, Finance, C&I)
Different. Responses
• Data: Central office is providing schools with data and
analysis to help monitor progress and impact of interventions.
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Impact of
Performance Management Work
• Cultural shift is already underway – school leaders and
central office staff have already shifted thinking to focus
on differentiated responses based on performance
• Ground is laid – even spelled out in board policy – for
aggressive moves for persistently low-performing
schools
• Engagement with and outreach to community, school
staff, school leaders, unions and central office
administrators has built common understanding of datadriven
approach and need for transparency
– Public and educators expect changes in these schools
Connex. to SIG
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Questions?
Connex. to SIG
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