School Performance Framework a. The AUTHORIZER has developed Academic and Operational scorecards to measure the CHARTER SCHOOL’s performance. The scorecards shall collectively constitute the AUTHORIZER’s School Performance Framework (hereinafter, the “FRAMEWORK”), which is attached hereto as Exhibit B and incorporated into this Agreement by reference. The CHARTER SCHOOL shall annually Meet Expectations on the FRAMEWORK. The FRAMEWORK shall supersede and replace any and all assessment measures, educational goals and objectives, financial operations metrics, and organizational performance metrics set forth in the Application and not explicitly incorporated into the FRAMEWORK. The specific terms, form and requirements of the FRAMEWORK, including any required indicators, measures, metrics, and targets, are determined by the AUTHORIZER and will be binding on the CHARTER SCHOOL.
School Performance Framework. The School Performance Framework will be a part of the basis, along with the requirements of 70 O.S. § 3-137 (B), (C) & (D), upon which the SBE will decide whether to renew the Contract at the end of its term. The SBE shall comply with the Act’s requirements on charter renewals.
School Performance Framework. The performance provisions of this contract are based on a performance framework that clearly sets forth the academic and operational performance indicators, measures, and metrics that will guide the Commission’s evaluations of each public charter school. In addition to state and federal accountability standards, the performance framework should include specific provisions, indicators, measures, and metrics for: See Application, pages 28 – 33, including Attachment #3. • Student academic proficiency, which includes, but is not limited to, performance on state standardized assessments. • Student academic growth, which includes, but is not limited to, performance on state standardized assessments. • Achievement gaps in both proficiency and growth between major student subgroups. • Attendance. • Recurrent enrollment from year to year. • Postsecondary readiness for high school. • Financial performance and sustainability. • Governing Board performance and stewardship, including compliance with all applicable laws, regulations, and terms of the charter contract. The performance framework requires the disaggregation of all student performance data by major student subgroups (including gender, race, poverty status, special education status, English learner status, and gifted status). Where the framework has not yet been developed, another approach is to include language along the lines of the following: A set of performance frameworks (singularly, “Performance Framework,” and collectively, the “Performance Frameworks”), shall be incorporated into the Charter as an exhibit. The Performance Frameworks shall supersede and replace any and all assessment measures, education goals and objectives, financial operations metrics, and organization performance metrics set forth in the Application and not explicitly incorporated into the Performance Frameworks. The specific terms, form and requirements of the Performance Frameworks, including any required indicators, measures, metrics, and targets, are maintained and disseminated by the Authorizer and will be binding on the School. Material amendments to the Performance Frameworks shall require approval by the Authorizer. The Commission shall have the authority to collect, analyze, and report all data from state assessments for the School’s students in accordance with the performance framework. The parties acknowledge and agree that the education records of students enrolled in a School are governed by the requirements of the F...
School Performance Framework. The performance provisions of this contract are based on a performance framework that clearly sets forth the academic and operational performance indicators, measures, and metrics that will guide the Commission’s evaluations of each public charter school. In addition to state and federal accountability standards, the performance framework should include specific provisions, indicators, measures, and metrics for: • Student academic proficiency, which includes, but is not limited to, performance on state standardized assessments. • Student academic growth, which includes, but is not limited to, performance on state standardized assessments. • Achievement gaps in both proficiency and growth between major student subgroups. • Attendance. • Recurrent enrollment from year to year. • Postsecondary readiness for high school. • Financial performance and sustainability. • Governing Board performance and stewardship, including compliance with all applicable laws, regulations, and terms of the charter contract. The performance framework requires the disaggregation of all student performance data by major student subgroups (including gender, race, poverty status, special education status, English learner status, and gifted status). The Commission shall have the authority to collect, analyze, and report all data from state assessments for the School’s students in accordance with the performance framework. The parties acknowledge and agree that the education records of students enrolled in a School are governed by the requirements of the Family Educational Rights and Privacy Act (“FERPA”), 20 U.S.C. §1232g, and its corresponding regulations. The parties will safeguard personally identifiable information from education records in their possession by developing and adhering to data governance procedures that safeguard against unauthorized access or disclosure of such records in accordance with said law.
School Performance Framework a. Annually, the School and Commission must set performance targets designed to help the School meet applicable federal, state, and Commission expectations. Once agreed upon, those performance targets shall be incorporated into the contract through amendment.
School Performance Framework. In collaboration with OP, the District Superintendent or designee shall develop a School Performance Framework (“SPF”) by which all charter schools, including the School, and programs will be evaluated for purpose of progress monitoring. The metrics specified in the SPF will be congruent the outcome goals specified in Addendum A-3. The SPF will inform District decisions related to campus replacement, restart, or closure; however, the Parties agree that failure to satisfy metrics established by the SPF is not a permissible basis for termination of this Agreement and that OP’s rights under this contract may not be abridged as a consequence of such failure. Rather, Paragraphs 4.05 and 4.06 provide the exclusive bases on which the District may unilaterally terminate this Agreement.
School Performance Framework. In conducting its annual review of each School’s performance, the District will consider the School’s results on the School Performance Framework. The School Performance Framework measures a School’s attainment on the four key performance indicators identified in the Education Accountability Act of 2009 (article 11 of title 22): Academic Achievement: The Academic Achievement Indicator reflects how a School's students are doing at meeting the state's proficiency goal: the percentage of students who met or exceeded expectations on Colorado's standardized assessments. Academic Growth: The Academic Growth Indicator reflects academic progress using the Colorado Growth Model. This Indicator reflects 1) normative growth: how the academic progress of the students in this School compared to that of other students statewide with a similar state assessment score history in that subject area, and 2) adequate growth: whether this level of growth was adequate for the typical (median) student in this School to reach proficiency in three years or by the 10th grade, whichever comes first, as measured by the state assessment. Academic Growth Gaps: The Academic Growth Gaps Indicator reflects the academic progress of historically disadvantaged student subgroups and students below proficient. It disaggregates the Growth Indicator into student subgroups, and reflects their normative and adequate growth. The subgroups include students eligible for Free/Reduced Lunch, minority students, students with disabilities (IEP status), English Language Learners, and students who scored at the below proficient level. Postsecondary and Workforce Readiness: The Postsecondary and Workforce Readiness Indicator reflects the preparedness of students for college or jobs upon graduation. This Indicator reflects student graduation rates, dropout rates, and average Colorado ACT composite scores in 2016 and the average Colorado SAT composite scores in 2017. Based on State identified measures and metrics, Schools receive a rating on each of these performance indicators that evaluates if they have exceeded, met, approached, or not met the state’s expectations. These performance indicators are then combined to arrive at an overall evaluation of a School’s performance. EXHIBIT G
