2013 Score Card Methodology

Excellent Schools Detroit’s School Score Card

Purpose, Measures and Grading Methodology

February 2013

Contents

•  Excellent Schools Detroit & Defining Excellent –  How we define excellent? –  Score Card definitions

•  High School Measures & Methodology •  K-8 Measures & Methodology •  Appendix & Notes

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Excellent Schools Detroit & Defining Excellent

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What is Excellent Schools Detroit

•  What we’re about: Excellent Schools Detroit is a coalition of school, community, civic and business leaders who believe every child in Detroit deserves to attend an excellent school in which: –  90% of students are on track or will graduate from high school; –  90% of those graduates enroll in college or a high quality

postsecondary training program; –  90% can succeed in college without remediation.

•  We believe that consistent, accurate and widely shared information about our schools is the foundation for improvement. And we believe that educators, parents, families, students, and community members -- working together as partners with this data -- can reach this goal by the year 2020.

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Why is Excellent Schools Detroit playing this role?

•  Students in Detroit attend over 200 schools that are governed by many different masters with differing expectations and results. The divided authority and uneven information makes it nearly impossible for parents, policymakers and the community to understand how our schools are performing. –  In Detroit, there are 9 active charter school authorizers, along

with Detroit Public Schools (DPS), the Education Achievement Authority (EAA), the Archdiocese and other private schools. We will measure the performance of every Detroit school using the same set of measures and against the same standard of excellence.

–  Excellent Schools Detroit is a governance neutral coalition and organization. We believe it will take all kinds of schools to educate our kids, and do not believe, based on the evidence, that any single model or leader can do it alone. As such, we will measure the performance of individual schools, not systems or models.

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Quality Review and Score Card

What is the Quality Review, and how is it different from the Score Card? •  The School Quality Review is the process of assessing every Detroit

school using the same set of measures. It includes active engagement from community, and leverages knowledge of leading school quality experts.

•  The Score Card is a tool published to serve parents, policymakers and community. The Score Card assigns a grade to every school and displays the information in an accessible manner.

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Score Card Purpose

•  Two competing interests of the Score Card: 1.  Serve as a tool for parents/students to find a school.

Therefore, the Score Card must highlight enough good and bad choices for parents so they have a choice, and be organized in a simple, accessible format.

2.  Measure all schools against the 90-90-90 standard. Few schools statewide, not to mention in Detroit, perform well up against the college-readiness standard. But the Score Card must serve as a truth teller.

•  While function #1 is more important in creating change by driving enrollment to the city’s best performing schools, we believe holding the highest standard is necessary to create the change and the dramatic improvement Detroit’s education system needs.

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What the Score Card Measures

There are hundreds of trendy terms, “best practices” and metrics that come to mind when thinking about school quality. At a high level, the report card focused on:

  Student outcomes as measured by academic achievement and attainment, and the progress of that achievement achievement and attainment

  Perception of school quality and culture that the students and teachers have of their own school, and that community members have when visiting a school for a day

The report card does not measure many other important practices and programs, but we believe that if the program is working (which is often determined by those implementing it), then student outcomes will improve. We will continue to learn, locally and globally, what makes a school excellent and how we can best measure that excellence.

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What Measures are Included?

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School’s Academic Status % of students on track to be

college-ready

School’s Academic Progress School-wide progress toward 2020

college readiness goal

School Culture The school’s readiness for improvement based on student and teacher survey and

the environment as measured by the community review.

Best Practices Points earned or lost based on best practices that we have collectively made a

priority for Detroit and that can be measured fairly across all schools.

Other Considerations Takes into consideration concentration of FRL, ELL, and SPED

Every school’s grade will be generated from performance on a combination of measures that fall into following categories:

The Scoring Scale

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Score out of 100

Grade What the Grade Means

≥ 97 A+ This school is an excellent school, it should be full and expanding

90-96 A This school is very strong, it should be full and expanding

80-89 B This school is strong, it should be full

70-79 C This school has potential to be strong

60-69 D This school is showing some positive signs, but needs to improve

50-59 D- This school needs to improve

0-49 F This school should be closed, and students should enroll elsewhere

On pace for C or better

Promising This new or turnaround school, based on available measures, is on pace to be a strong school, and therefore should be full

On pace for D or lower

Developing This new or turnaround school, based on available measures, needs to improve

Every mature school serving a large percentage of Detroit kids will receive a grade from the following master scale. Every school starts at 0 points, and can earn well over 100 point. New and turnaround schools will receive a “promising” or “developing” rating.

Applying 90-90-90 to Scales

When selecting and developing the point distribution for each of the metrics, we have aligned the top of the distribution (or an “A” score) with the 90-90-90 goal:

•  90% Graduate on time (90% of all students) •  90% of those go to college (81% of all students) •  90% are college or career-ready without remediation (73% of all

students)

The scales have been built so that those schools that are at 90-90-90 standard are “A” schools. For those that are not yet at 90-90-90, we have made available points related to growth, culture and other leading indicators that show the school is on the right track toward 90-90-90.

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High Schools A school serving students in 9th-12th grades

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Academic Status Up to 50 points

Academic Progress Up to 20 points

School Culture Up to 30 points

Best Practices Up to 10 points

Other Considerations Up to 10 points

Grade = [Status + Progress + Culture + Best Practices+ Other Considerations] 100 Available Points

Types of High Schools in Detroit

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Definition Examples Cumulative Grade

Mature High School

The current year is the school’s 5th year operating, and it hasn’t had any state recognized reconfiguration within 3 years. Therefore, the school has at least 2 years of ACT scores and 1 year of graduation rates and college enrollment data.

Cass Tech, UD Jesuit, Cesar Chavez

Receives a grade using the master scale.

Turnaround School

The school has retained at least 50% of its students, but has had a substantial turnover in staff and school leadership and a change in operator.

EAA Schools, state recognized charter restarts

Does not receive a grade until the school’s 3rd year. Turnaround schools can receive a designation of Promising.

New School

The school started from scratch, and received a new building code from the state. The school is considered a new school through it’s 4th academic year of operations, or it has a 9-12 for two full years, which ever happens first.

Cody & Osborn small schools, new charter schools,

Does not receive a grade until school meets mature definition. New schools can receive a designation of Promising.

Specialty School

A school that provides a specific program to a specific, qualified student population. Schools in this category are typically alternative programs or special education.

FAM, Blanche Kelso

Does not receive a grade this year.

Every Detroit school serving students in grades 9-12 will be classified into 1 of 4 distinct categories. The classification will determine which indicators and grading assignment will be used for the school.

High School: Academic Status

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Academic Status

Up to 50 points

Academic Progress

Up to 20 points




Academic Status in High Schools will be measured using 3 metrics: 1.) Graduation Rate, 2.) College Enrollment and 3.) ACT. These 3 metrics align with the 90-90-90 goal. Combined, these measures are worth 50 points.

Status Metric High School Definition 50 total points available

Graduation Rate % of students graduating within four years. Goal is 90%. 10 points

College Enrollment Rate

% of students enrolling into college within one year of graduating high school. Goal is 81%.

15 points

ACT, % College Ready (21)

% of students in the school who earn a college-ready score on the ACT (composite of 21 or higher). Goal is 73%.

10 points

ACT School Wide Composite Average

The absolute average school wide on the ACT composite. 15 points

* Ideally we want to use the best ACT score for each student as opposed to the 11th grade score as publicly reported with MME, but we will use 11th grade standard ACT until the best is collected and reported publicly.

High School: Academic Status Cont’d

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Four-Year Graduation Rate Grad Rate

Points Earned

≥ 90% 10

85-89% 7

80-84% 5

70-79% 3

< 70% 0


Enroll Rate

Points Earned

≥ 81% 15

75-80% 10

70-74% 6

60-69% 3

< 60% 0

% ACT Composite 21 or Higher

% of students

Points Earned

≥ 73% 10

60-72% 8

40-59% 6

20-39% 4

10-29% 2

< 10% 0

Academic Status Scales are set using the 90-90-90 goal as the standard to earn full points.

ACT Composite Average

% of students

Points Earned

≥ 21 15

20 12

19 9

17-18 6

15-16 3

< 15 0

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




High School: Progress

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Academic Progress in High Schools will be measured two ways: •  Has this school improved over last year? •  Is this school on pace to be 90-90-90 by 2020? Using the same 4 metrics as Academic Status, Progress will be calculated by measuring the school’s progress in each indicator against the 2020 goal of 90-90-90, using 2010 performance as the base year.

Progress Metric

High School Definition 20 total points

available Graduation Rate Did the school meet it’s necessary progress to have 90% of

students graduating by 2020? 5 points


Did the school meet it’s necessary progress to have 81% of students enrolling into a quality post-secondary program by 2020?

5 points

ACT, % College Ready (21)

Did the school meet it’s necessary progress to have 73% of students scoring a 21 or higher on the ACT by 2020?

5 points

ACT Avg Improvement

Did the school improve it’s ACT score 1 point over last year if under the standard, or ½ point if already exceeding the standard?

5 points

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




Academic Progress Scales How much progress did the school make toward a 2020 target of 90% of students graduating, 81% of students enrolling in college, or 73% of students college ready?

Calculation   Numerator = Difference Current Year Proficiency % (or College Ready %) and

Previous Year   Denominator = Gap Between Previous Year Proficiency % (or College Ready %)

and Target % / # Years Till Target   Numerator/Denominator X 100 = Percentage of Annual Progress toward Target

Achieved

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Progress made toward 2020 Goal (% above or below the school’s

slope)

Graduation Rate, Pts. Awarded

College Enrollment Rate, Pts. Awarded

ACT, % College Ready, Pts. Awarded

>150% 7 7 7

100-149% (on track) 5 5 5

any growth over previous year, even if under the slope

2 2 2

No growth or negative growth 0 0 0

•  A school already reaching the standard receives all 5 points available per measure as long as it stays above the standard

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




High School Progress, Example

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0

20

40

60

80

100 % Students scoring 21 or higher

2011 7%

2012 19%

2013 47%

2014 50%

2015

2016

2017

2018

2019

2020 73%

High School Growth will measure a school’s annual progress against the expected annual growth (EAG) needed to reach the 2020 goal. For mature schools, 2011 will serve as the baseline year. For new schools, the 2011 citywide average will be the baseline and for turnaround schools, the school’s performance on ACT in the last year before the intervention will serve as the baseline. The line will be recalculated in 2015.

In the example below, in 2011 this school had 7% of it’s students score 21 or better on the ACT, and 19% in 2012. Therefore, if this school is to reach the goal of 73% of its students scoring 21 or better by 2020, it needs to have 7.1% more students (on average) score over 21 each year between 2010 and 2020.

2020 goal

High School Progress Cont’d, ACT ACT average improvement is calculated using absolute growth over the school’s previous school average.

  If the school’s previous average was below 21, then the school is expected to grow at a pace of 1 point per year.

  If the school’s previous average was at or above 21, then the school is expected to grow at a pace of .5 point per year.

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Current ACT score

Annual Absolute Growth

Expected

Points awarded (up to 5)

≥21 0.5 5

<21 1.0 5

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




School Culture Community Review Visits & 5Essentials Survey

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School Culture

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There are other important characteristics of school quality beyond test scores that are important to parents, students and educators. A safe, welcoming and nurturing environment, collaborative teachers and administrators, high expectations, and strategies to engage parents and community in their childrens’ education are all characteristic of an excellent school. And more importantly, research shows that these characteristics are predictive of a school’s academic success.

As such, we will include school culture in the report card using two measures: 1.) A nationally respected teacher/student “school effectiveness” survey; 2.) Structured site visits by trained teams of parents and community members. These two measures are worth 30 combined points. We have also made both of these measures free for schools to participate in.

School Culture Measure 30 possible points

5Essentials student/teacher survey 15

Community site visits 15

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




School Culture: Community Site Visits

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The Community Site Visit is worth 15 out of 30 School Culture points. Trained teams of parents and community members conduct these unannounced site visits so they can observe a typical school day. The team uses an observation/reporting tool vetted by school culture experts that focuses on the following areas: •  Safe & Caring Environment (5 pts.) •  High Expectations for Learning (5 pts.) •  Parent & Community Partnerships (5 pts.)

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




School Culture: 5E Survey

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5E Scale Pts. Awarded

Well Organized 15

Organized 12

Moderately Organized 9

Partially Organized 6

Not Yet Organized 3

Schools strong on the 5 Essentials are

10 times more likely to improve

substantially compared to

schools weak on the 5 Essentials.

The 5Essentials student and teacher survey is a diagnostic assessment based on more than 20 years of research that measures a school’s strengths and weaknesses in five essential areas. The Detroit 5Essentials survey is administered and analyzed by the Urban Education Institute at the University of Chicago, and results are reported by back to individual schools and Excellent Schools Detroit.

For more on the Detroit 5Essentials, please visit https://detroit.5-essentials.org/2012/

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




Best Practices Points earned or lost based on best practices that we

have collectively made a priority for Detroit and that can be measured fairly across all schools.

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High Schools: Best Practices

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FAFSA Completion

Points Awarded

≥ 90% of seniors by June 1st

+5 pts

9th & 10th Grade Attendance

Rate

Points Awarded

≥ 92% +5 pts

88-91% +2 pts

State Recognized Achievement Gap

Points Deducted

Focus School as defined by the state

-5 pts

There are others ways to earn points or have points deducted. Schools can earn additional points by making sure FAFSA is completed by seniors, and that attendance rates are strong. Schools that have major achievement gaps or low retention rates will have points deducted.

Retention Rate Points Deducted

< 70% Year over Year (YOY)

-5

< 90% Start to Finish Year

-5

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




Other Considerations In consideration of some of the many challenges

and barriers that students and schools face in reaching a college-readiness standard

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Other Considerations

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Student Learning Challenges

Definition School Level Threshold

10 Points Available

Economic Status What percent of this school’s students qualify for free/reduced lunch?

Greater than 65%

•  10 points: School meets all 3 thresholds.

•  6 points: School meets 2 of the 3 indicators, and/or the school’s FRL exceeds 90%.

•  3 points: School receives 3 points if one indicator meets the threshold.

Special Education What percentage of this school’s students are special education classified?

Greater than 15%

English Language Learning

What percentage of this school’s students are classified as English Language Learners (ELL)

Greater than 15%

Detroit students face all sorts of challenges and barriers on their way to college readiness, including but not limited to their economic status, learning disabilities, and English language skills. Many Detroit schools have large concentrations of these students, while others have lower concentrations. Our collective standard doesn’t change school by school. However, we do believe it is fair to acknowledge those schools that do have a higher level of difficulty, while not penalizing those that may not. Therefore, 10 additional points above the 100 points are made available through Other Considerations.

Academic Status

Up to 50 points

Academic Progress

Up to 20 points




Turnaround and New High Schools

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Turnaround High Schools

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Expectation: Turnaround schools should change the culture, establish strong attendance and retain it’s students within its first year. While we do not expect Academic Status indicators to improve until the end of it’s third year, we do expect Academic Progress to show improvement quickly, using the pre-turnaround intervention scores as a baseline. Not including Other Consideration points, a school must earn minimum 70% of the available points to receive Recommendation.

METRIC Year 1 Year 2 Year 3- Mature

Academic Status Not Counted Not Counted All Rules Apply

Academic Progress

Same calculation as mature schools but using pre-turnaround intervention year as the baseline. (20 pts)

School Culture All metrics available (30 pts) All metrics available (30 pts)

Best Practices Retention within year, FAFSA 9th & 10th grade attendance (10 pts)

Retention within year/YOY, FAFSA, 9th & 10th grade attendance (10 pts)


All metrics available All metrics available

Points for Recommendation / Pts. Available

≥ 42/60 = Promising ≥ 42/60 = Promising LETTER GRADE

Turnaround School The school has retained at

least 50% of its students, but has had a substantial turnover in staff and school leadership

and a change in operator.

New High Schools

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METRIC Year 1 Year 2 Year 3 Year 4 Year 5- Mature

Academic Status Not Counted Not Counted Not Counted ACT % Ready and School Avg. (30 pts)

All Rules Apply Academic

Progress Not Counted YOY Growth between

Explore & Plan (10 pts)

YOY Growth between Explore, Plan & ACT (20 pts)

YOY Growth between Explore, Plan & ACT (20 pts)

School Culture All metrics available (30 pts)

All metrics available (30 pts)



Best Practices Retention within year, 9th grade attendance (5 pts)

Retention within year and YOY, 9th & 10th grade attendance (5 pts)

Retention within year and YOY, 9th & 10th grade attendance (5 pts)

Retention within year and YOY, 9th & 10th grade attendance, FAFSA completion (10 pts)


All metrics available All metrics available All metrics available All metrics available

Points to earn Recommendation / Pts Available

≥ 24.5 / 35 = Promising

≥ 31.5/ 45 = Promising

≥ 35/ 50 = Promising

≥ 63/ 90 = Promising

LETTER GRADE

Expectation: New schools should set a strong culture early-on, establish strong attendance and retain it’s students. We expect all new high schools to take and share Explore, Plan and ACT so that growth can be calculated in years 2 and 3. Not including Other Considerations points, a school must earn minimum 70% of the available points to receive Recommendation.

New School The school started from scratch,

and received a new building code from the state. The school is

considered a new school through it’s 4th academic year of operations, or it has a 9-12 for two full years, which

ever happens first.

K-8 Schools A school serving any combination of students

between kindergarten and 8th grades.

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Academic Status Up to 30 points

Academic Progress Up to 40 points




Grade = [Status + Progress + Culture + Best Practices + Other Considerations] 100 Available Points

Types of K-8 Schools in Detroit

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Definition Examples Cumulative Grade

Mature K-8 School

The current year is the school’s 5th year operating, and it hasn’t had any state recognized reconfiguration within 3 years, or the school has K-5 in place for two full years. Therefore, the school has at least 2 years of Reading and Math proficiency scores in at least 3rd and 5th grades.

Harms Elementary, Premier Academy, Charlotte Mason

Receives a grade using the master scale.

Turnaround School

The school has retained at least 50% of its students, but has had a substantial turnover in staff and school leadership and a change in operator.

EAA Schools or state recognized charter restarts (Loving or Glazer)

Does not receive a grade until the school’s 3rd year. Turnaround schools can receive a designation of Promising.

New School

The school started from scratch, and received a new building code from the state. The school is considered a new school through it’s 4th academic year of operations, or it has a K-5 for two full years, which ever happens first.

Legacy Charter Academy, Detroit Leadership Academy

Does not receive a grade until school meets mature definition. New schools can receive a designation of Promising.

Specialty School

A school that provides a specific program to a specific, qualified student population. Schools in this category are typically alternative programs or special education.

Moses Field, Blanche Kelso

Does not receive a grade this year.

Every Detroit school serving K-8 students will be classified into 1 of 4 distinct categories. The classification will determine which indicators and grading assignment will be used for the school.

K-8: Academic Status

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Status Metric K-8 Definition 30 total points

available 3rd, 5th & 8th Grade Reading Proficiency

% of students proficient combined on MEAP Reading in the three key grades

10 points

3rd, 5th & 8th Grade Math Proficiency

% of students proficient combined on MEAP Math in the three key grades

10 points

School Wide All Subjects Proficiency

% of students who take any of the MEAP assessments and score proficient across all grades and subjects.

10 points

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




Academic Status in K-8 schools will be measured using performance on: 1.) Reading MEAP; 2.) Math MEAP, and 3.) All subjects/all grades MEAP. We believe proficiency on the state assessment is as close as we have to an “on-track to be college/career-ready” metric in lower grades, therefore the standard will be 73%. Combined, these measures are worth 30 points.

* For those schools that do not serve all grades K-8, the first MEAP-tested grade and the exit MEAP–tested grades will be used for Reading and Math. For example, a K-5 would be 3rd and 5th grade MEAP.

K-8: Academic Status Cont’d

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3rd, 5th & 8th Grade Reading

% of students

Points Earned

≥ 73% 10

60-72% 7

50-59% 5

40-49% 4

30-39% 2

< 30% 0

3rd, 5th & 8th Grade Math

% of students

Points Earned

≥ 73% 10

60-72% 7

50-59% 5

40-49% 4

30-39% 2

< 30% 0

School-wide Proficiency

% of students

Points Earned

≥ 73% 10

60-72% 7

50-59% 5

40-49% 4

30-39% 2

< 30% 0

Academic status scales are set using the 90-90-90 standard, with 73% of students proficient (the 3rd 90) earning the full points.

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




K-8: Academic Progress

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Student growth will be measured using two different assessments: 1.  Growth on MEAP measures toward 73% proficient. 2.  Growth-to-achievement assessment administered by the school. Score based

on individual student performance against nationally normed “expected growth.”

For those schools that do not share growth-to-achievement data, the full 40 pts. for Academic Progress will be based on year-over-year progress toward the 73% goal in the percent of students proficient, similar to high schools (see following pages).

Progress Metric High School Definition 40 total points

available 3rd, 5th & 8th Grade Reading Proficiency (MEAP)

Did the school meet it’s necessary progress to have 73% of students proficient in Reading by 2020?

5 points

3rd, 5th & 8th Grade Math Proficiency (MEAP)

Did the school meet it’s necessary progress to have 73% of students proficient in Math by 2020?

5 points

School Wide All Subjects Proficiency (MEAP)

Did the school meet it’s necessary progress to have 73% of students proficient in all subjects by 2020?

5 points

Growth-to-Achievement assessment

Did 90% of students meet their single academic year growth target?

25 points

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




K-8 Academic Progress, cont’d

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Progress made toward 2020 Goal

(% above or below the school’s slope)

MEAP Reading MEAP Math

MEAP All Subjects

>150% 7 7 7

100-149% (on track) 5 5 5

any growth over previous year, even if under the slope

2 2 2

No growth or negative growth 0 0 0

•  A school already reaching the standard receives all 5 points available per measure as long as it stays above the standard

How much progress did the school make toward a 2020 target of 73% of students proficient in each measure.

Calculation   Numerator = Difference Current Year Proficiency % (or College Ready %) and

Previous Year   Denominator = Gap Between Previous Year Proficiency % (or College Ready %)

and Target % / # Years Till Target   Numerator/Denominator X 100 = Percentage of Annual Progress toward Target

Achieved

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




K-8 Progress on MEAP, Example

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0

20

40

60

80 % Students Proficient

2011 32%

2012 33%

2013 41%

2014 49%

2015

2016

2017

2018

2019

2020 73%

K-8 Progress using the MEAP will measure a school’s annual progress against the expected annual progress (EAP) needed to reach the 2020 goal. For mature schools, 2011 will serve as the baseline year. For new schools, the 2011 citywide average will be the baseline and for turnaround schools, the school’s performance on MEAP in the last year before the intervention will serve as the baseline. The line will be recalculated in 2015.

In the example below, in 2011 this school had 32% of it’s students proficient in Reading. Therefore, if this school is to reach the goal of 73% of its students proficient or better by 2020, it needs to have 4.7% more students (on average) proficient each year between 2011 and 2020.

K-8 Academic Progress, cont’d, Student Growth

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Growth-to-Achievement: School Average Growth Percentile

Percentile Points Earned

≥ 90% 25

80-89% 20

70-79% 16

60-69% 12

50-59% 8

40-49% 4

< 40% 0

A growth-to-achievement assessment is administered in nearly all schools serving Detroit students from 2nd-8th grades. These assessments are administered at least once in the fall and once in the late spring, and the result is a measure of how much a single student grew academically during the one year they attended the school. That academic gain is then compared to an “expected growth” standard calculated from a large sample of similar schools academically and demographically across the nation.

ESD will only accept results from schools that administer either NWEA’s MAP or Global Scholar’s Scantron assessment. The school must share this data because it is not collected by the state.

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




School Culture Community Review Visits & 5Essentials Survey

2/8/13 39

School Culture

2/8/13 40

There are other important characteristics of school quality beyond test scores that are important to parents, students and educators. A safe, welcoming and nurturing environment, collaborative teachers and administrators, high expectations, and strategies to engage parents and community in their childrens’ education are all characteristic of an excellent school. And more importantly, research shows that these characteristics are predictive of a school’s academic success.

As such, we will include school culture in the report card using two measures: 1.) A nationally respected teacher/student “school effectiveness” survey; 2.) Structured site visits by trained teams of parents and community members. These two measures are worth 30 combined points. We have also made both of these measures free for schools to participate in.

School Culture Measure 30 possible points

5Essentials student/teacher survey 15

Community site visits 15

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




School Culture: Community Site Visits

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The Community Site Visit is worth 15 out of 30 School Culture points. Trained teams of parents and community members conduct these unannounced site visits so they can observe a typical school day. The team uses an observation/reporting tool vetted by school culture experts that focuses on the following areas: •  Safe & Caring Environment (5 pts.) •  High Expectations for Learning (5 pts.) •  Parent & Community Partnerships (5 pts.)

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




School Culture: 5E Survey

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5E Scale Pts. Awarded

Well Organized 15

Organized 12

Moderately Organized 9

Partially Organized 6

Not Yet Organized 3

Schools strong on the 5 Essentials are

10 times more likely to improve

substantially compared to

schools weak on the 5 Essentials.

The 5Essentials student and teacher survey is a diagnostic assessment based on more than 20 years of research that measures a school’s strengths and weaknesses in five essential areas. The Detroit 5Essentials survey is administered and analyzed by the Urban Education Institute at the University of Chicago, and results are reported by back to individual schools and Excellent Schools Detroit.

For more on the Detroit 5Essentials, please visit https://detroit.5-essentials.org/2012/

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




Best Practices Points earned or lost based on best practices that we

have collectively made a priority for Detroit and that can be measured fairly across all schools.

2/8/13 43

K-8: Best Practices

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State Recognized Achievement Gap

Points Deducted

Focus School as defined by the state

-5 pts

There are others ways to earn points or have points deducted. Schools can earn additional points by making sure every student entering kindergarten is assessed using a state-approved 5 domain assessment, and by having strong attendance. Schools that have major achievement gaps or low retention rates will have points deducted.

Retention Rate Points Deducted

< 70% Year over Year (YOY)

-5

< 90% Start to Finish Year

-5

Use of 5 Domain Kindergarten-

readiness assessment

Points Deducted

≥ 90% of students assessed

+5 pts

All School Attendance

Rate

Points Awarded

≥ 92% +5 pts

88-91% +2 pts

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




Other Considerations In consideration of some of the many challenges

and barriers that students and schools face in reaching a college-readiness standard

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Student Learning Challenges

Definition School Level Threshold

10 Points Available

Economic Status What percent of this school’s students qualify for free/reduced lunch?

Greater than 65%

•  10 points: School meets all 3 thresholds.

•  6 points: School meets 2 of the 3 indicators, and/or the school’s FRL exceeds 90%.

•  3 points: School receives 3 points if one indicator meets the threshold.

Special Education What percentage of this school’s students are special education classified?

Greater than 15%

English Language Learning

What percentage of this school’s students are classified as English Language Learners (ELL)

Greater than 15%

Detroit students face all sorts of challenges and barriers on their way to college readiness, including but not limited to their economic status, learning disabilities, and English language skills. Many Detroit schools have large concentrations of these students, while others have lower concentrations. Our collective standard doesn’t change school by school. However, we do believe it is fair to acknowledge schools that do have a high level of difficulty, while not penalizing those that may not. Therefore, 10 additional points above the 100 points are made available through Other Considerations.

Academic Status

Up to 30 points

Academic Progress

Up to 40 points




Turnaround and New K-8 Schools

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Turnaround K-8 Schools

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Expectation: Turnaround schools should change the culture, establish strong attendance and retain it’s students within its first year. While we do not expect Academic Status indicators to improve significantly until the end of it’s third year, we do expect Academic Progress measures to show improvement quickly, using the pre-turnaround intervention scores as a baseline. Not including Other Considerations points, a school must earn minimum 70% of the available points to receive Promising status.

Turnaround School The school has retained at

least 50% of its students, but has had a substantial turnover in staff and school leadership

and a change in operator.

METRIC Year 1 Year 2 Year 3- Mature

Academic Status Not Counted Not Counted All Rules Apply

Academic Progress

Only student growth counted as measured by MAP or Scantron (25 pts)

Same calculation as mature schools but using pre-turnaround intervention year as the baseline. (40 pts)

School Culture All metrics available (30 pts) All metrics available (30 pts)

Best Practices School readiness assessment, all school attendance, and retention within the year (10 pts)

School readiness assessment, all school attendance, and retention within year and YOY (10 pts)


All metrics available All metrics available

Points for Recommendation / Pts Available

≥ 45 / 65 = Promising ≥ 56 / 80 = Promising LETTER GRADE

New K-8 Schools

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Expectation: New schools should set a strong culture early-on, establish strong attendance and retain its students. We also expect all new schools to administer a growth-to-achievement standard assessment (MAP or Scantron) to create an accurate picture of how much student growth is happening and share those results. Not including Other Considerations points, a school must earn minimum 70% of the available points to receive Promising status.

New School The school started from scratch,

and received a new building code from the state. The school is

considered a new school through it’s 4th academic year of operations, or it

has a K-5 for two full years, which ever happens first.

METRIC Year 1 Year 2 Year 3 Year 4- Mature

Academic Status Not Counted Not Counted Not Counted All Rules Apply

Academic Progress Only student growth counted as measured by MAP or Scantron (25 pts)

Only student growth counted as measured by NWEA or Scantron (25 pts)

Only student growth counted as measured by NWEA or Scantron (25 pts)

School Culture All metrics available (30 pts) All metrics available (30 pts) All metrics available (30 pts)

Best Practices School readiness assessment, all school attendance, and retention within the year (10 pts)




All metrics available All metrics available All metrics available

Points to earn Recommendation / Pts Available

≥ 45 / 65 = Promising ≥ 45 / 65 = Promising ≥ 45 / 65 = Promising

LETTER GRADE

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APPENDIX & NOTES

2013 Score Card Methodology

Documents

detroit school

private schools

kinds of schools

schools statewide

detroit public schools

coalition of school

school quality review

set of measures