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CPS School Quality Rating Policy

CPS School Quality Rating Policy. Updated September 25, 2013. Agenda. Introduction to the SQRP Purpose & overview Communication plan Policy Scoring Assigning Points Weighting System Assigning a School Quality Rating Assigning an Accountability Status Appendix: Metric Definitions Q&A.

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CPS School Quality Rating Policy

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  1. CPS School Quality Rating Policy Updated September 25, 2013 Office of Accountability

  2. Agenda • Introduction to the SQRP • Purpose & overview • Communication plan • Policy Scoring • Assigning Points • Weighting System • Assigning a School Quality Rating • Assigning an Accountability Status • Appendix: Metric Definitions • Q&A Office of Accountability

  3. Introduction to the SQRP Office of Accountability

  4. What is the SQRP? • The School Quality Rating Policy (SQRP) is the Board of Education’s policy for evaluating school performance. • It establishes the indicators of school performance and growth and the benchmarks against which a school’s success will be evaluated on an annual basis. • Through this policy, each school will receive a School Quality Rating and an Accountability Status. Office of Accountability

  5. Purpose • The School Quality Rating and Accountability Status serve the following purposes: • Communicating to parents and community members about the academic success of individual schools and the district as a whole; • Recognizing high achieving and high growth schools and identifying best practices; • Providing a framework for goal-setting for schools; • Identifying schools in need of targeted or intensive support; and • Guiding the Board’s decision-making processes around school actions and turnarounds. Office of Accountability

  6. New policy implementation August 2013 Sept. 2013 Sept. – June 2014 Sept. 2014 • New school quality rating board vote • Schools informed of new policy and performance thresholds • Performance policy ratings published for SY13-14 under current policy based on SY12-13 data • Schools/ parents notified of performance status • Schools monitor performance during the school year • School quality ratings published for SY14-15 under NEW policy based on SY13-14 data • Schools/ parents notified of performance status Office of Accountability

  7. Key changes in new policy Current Performance Policy SY14-15 School Quality Rating Policy • Metrics centered on assessments, attendance, and progress towards graduation • Threelevels of school performance • Evaluates Option schools using traditional high school metrics • ISAT is the main elementary assessment • Uses CPS historical benchmarks • Does not account for test participation • Metrics better aligned to district’s strategic action plan, e.g., college enrollment, persistence, priority student group growth, 5Essentials • Five-tier rating to more effectively differentiate schools • New Option School model more targeted to the students served • Significant changes to ISAT in next few years makes it unstable for year to year comparisons; replace with NWEA MAP • Performance benchmarks are tied to national standards where possible • Target test participation rate of 95% Office of Accountability

  8. School Quality Rating Policy: Metric Weights Elementary Schools High Schools Option Schools Office of Accountability

  9. Current policy per state code – 105 ILCS 5/34-8.3 Provisional Support* status Intensive Support** status • Not currently used in performance improvement • Allows the CEO to: • Draft a new school improvement plan • Direct implementation of the school improvement plan • Provide additional training for the LSC • Mediate disputes or other obstacles to improvement • If the CEO determines the problems are not able to be remediated by the above methods, the CEO shall place the school on Intensive Support. • After one year of the school failing to make adequate progress in correcting deficiencies, the CEO is allowed additional corrective measures including: • Replacing the principal • Replacement of faculty members • Ordering new LSC elections • Reconstitution, contract turnaround • Closure * Listed in state code as “Remediation” ** Listed in state code as “Probation” Office of Accountability

  10. Charter Schools • All charter schools with sufficient data will receive a School Quality Rating through this policy. • By State law, charter schools are exempt from Section 5/34-8.3, meaning CPS does not have the same authority to place charter schools into “Probation” or “Remediation” status. • However, CPS charter schools are subject to the performance standards set out in the accountability provisions in their charter contract with the Board, and most contracts are tied to – or will be tied to – the performance standards under the SQRP. Office of Accountability

  11. SQRP in the context of other accountability tools Tool Purpose Relevant Metrics • Tracks annual progress on KPIs from the Action Plan • Includes all schools (district-operated, charter/contract) • Holds district leaders accountable to priorities and goals • All metrics that support the implementation of the district Action Plan District scorecard • Identifies schools making academic progress • Differentiates school performance; determines “probation” status • Identifies schools with insufficient academic achievement for school action decisions (e.g., turnaround, charter watch list, renewal and revocation) • Objective, research-based metrics for assessing student learning and success outcomes School Quality Rating Policy • Communicates holistic picture of school quality, including academic measures (teacher attendance, student behavior/discipline, safety, healthy schools certification) • Provides parents with information for school choice decisions • Broader set of information for stakeholders, but not appropriate for high-stakes accountability School Progress Report • Tracks performance on state assessments and AYP • State and federal accountability metrics Illinois School Report Card (ISBE) • Provides a state-mandated measure of principal effectiveness (practice and student growth) for district-operated schools • Provides feedback to support development • Provides a state-mandated measure of teacher effectiveness (practice and student growth) for district-operated schools • Provides feedback to support development • Objective annual measures that an individual can influence Principal evaluation Teacher evaluation Office of Accountability

  12. Communicating SQRP Results SQR results will be communicated in the following ways each Fall: • Direct Principal Notification: Principals will receive a letter and SQRP report notifying them of the school’s rating and status. • Direct LSC Notification: LSC members will receive a letter and SQRP report, which will be sent to the LSC member’s home. • The CPS Website: Each school’s rating, status, and complete SQRP report will be included on the school’s profile page at cps.edu, as well as on the School Data page at cps.edu/schooldata. • School Progress Reports: Families will receive these reports annually in the fall. The School Progress Report includes information on the school’s performance on a variety of indicators, including but limited to the SQRP. Office of Accountability

  13. Additional Resources Materials will be available at the following locations: • www.cps.edu (search “SQRP”) • Knowledge Center Available Resources include: • Recorded webinar • PowerPoint from webinar • Handbook • Training materials for parents and LSCs • Calculators Office of Accountability

  14. Policy Scoring Office of Accountability

  15. Scoring Overview Points Schools are assigned between 1 and 5 points for each indicator. Points for each indicator are multiplied by that indicator’s weight. Weights for all indicators add up to 100% Weighting Weighted points are added up, resulting in an overall score between 1 and 5. Weighted Score Based on the overall weighted score, the school receives a School Quality Rating of Tier 1 (highest) to Tier 5 (lowest). School Quality Rating Accountability Status Based on the school’s rating (“tier”) it receives an Accountability Status of Good Standing, Remediation (“Provisional Support”) or Probation (“Intensive Support”). Office of Accountability

  16. Points • Each school receives between 1 and 5 points for each indicator based on its score in the most recent year. • To receive full credit on assessment indicators, a school must have a 95% participation rate. If the school has a lower participation rate, points are adjusted as follows: Office of Accountability

  17. Weighted Score Indicator Points School’s Result Weight Weighted Points School Growth Percentile on NWEA MAP Reading 5 points 0.625 90th Percentile 12.5% • Each indicator has a specific weight in the policy. • Points earned for each indicator are multiplied by the indicator’s weight to calculate that indicator’s weighted score. • The weighted scores for each indicator are added together to calculate the school’s overall weighted score, which will also be between 1 and 5 points. EXAMPLE Office of Accountability

  18. School Quality Rating Each school receives a School Quality Rating based on it’s overall weighted score as follows: Office of Accountability

  19. Combining ES & HS Ratings for schools with both student levels This formula provides a weighted average of the points earned on the elementary school model and the high school model. The weighting is based on the proportion of elementary (K-8) students served and high school (9-12) students served. The proportions will be established on the 20th day. This method gives proportional weighting to each grade band, while allowing the school to set goals, because it will know the weighting at the beginning of the year. Combined Score # ES Students Served # HS Students Served ES Points + HS Points X X Total # Students Served Office of Accountability

  20. Accountability Status (1/3) • In general… • With some exceptions… Tier 1, 2 or 3 Good Standing = Tier 4 Provisional Support* = Tier 5 Intensive Support** = * Listed in state code as “Remediation” ** Listed in state code as “Probation” Office of Accountability

  21. Accountability Status (2/3) Schools may be placed (or retained) in Probation/Intensive Support status if: • The school has been on Probation/Intensive Support for 2+ years and needs 2+ years of Tier 4 or higher to be removed; • The school has undergone an action under 5/34-8.3 (principal removal or turnaround) in the last 5 years; • The CEO has determined Remediation/Provisional Support status is insufficient for a Tier 4 school and may place the school in Probation/Intensive Support. • There is a failure or refusal to comply with the provisions of the Illinois School Code, other applicable laws, collective bargaining agreements, court orders, or Board rules and policies, in which case the school may be placed on Probation/Intensive Support. • This includes a school that is in state or federal school improvement status under NCLB and is not in compliance with requirements of that status. Schools may be retained in Retention/Provisional Support status if: • The school has been on Remediation/Provisional Support for 2+ years and needs 2+ years of Tier 3 or higher to be removed Office of Accountability

  22. Accountability Status (3/3) Tier 5 Intensive Support Yes 8.3 Action in last 5 years? Tier 4 Intensive Support No 2+ years Level 3 # Years on Probation 2013 Rating Intensive Support Level 1 or 2 Provisional Support 0 or 1 years Provisional Support Yes 8.3 Action in last 5 years? Tier 1, 2, or 3 Intensive Support No 2+ years Level 3 # Years on Probation 2013 Rating Intensive Support Level 1 or 2 Good Standing 0 or 1 years Good Standing Accountability Status will be determined in 2014 based on the following: Office of Accountability

  23. Elementary School Model *The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 1.25% in reading and 1.25% in math. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades NWEA growth indicators. Office of Accountability

  24. High School Model *The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 2.5%. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades growth indicator. Office of Accountability

  25. Option School Ratings Office of Accountability

  26. Additional Tier 1 Qualifying • A school may receive a Tier 1 rating – regardless of its overall weighted score – for meeting the following: • For elementary schools, 90th percentile or higher on the National School Attainment Percentile calculation for both NWEA Reading and NWEA Math • For high schools, 90th percentile or higher on the National School Attainment Percentile on EXPLORE, PLAN and ACT Assessments • For both elementary and high schools, 95% participation for all relevant assessments Office of Accountability

  27. Appendix Office of Accountability

  28. Elementary School Indicators Office of Accountability

  29. NWEA Growth Percentile Definitions: • Average Spring-to-Spring RIT score growth of students on the NWEA MAP assessment, compared to average national growth for schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national distribution. Calculation: • For each school, a national average comparison growth score will be calculated. This will be the mean of the national average Spring-to-Spring growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same pretest averages and the same proportion of students at each grade level. Average scores will be based on NWEA’s national school-level norms. • The national average comparison score for each school represents a 50th percentile school in terms of growth. • The school will receive a percentile score based on how far above or below the 50th percentile it scored. SQRP Scoring: Notes: Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. Office of Accountability

  30. Sample Elementary School3rd Grade Reading 190.9 193.5 194.1 195.4 197.3 10th 40th 50th 70th 90th The 50th percentile score is the sum of 181.1 and 13. This is the national average posttest score in 3rd grade for a school with an average pretest score of 181.1. Other cut points are established based on distance from the 50th percentile. This is the actual growth percentile of the school based on the average posttest RIT score. This school will fall into the 3-point range, which is from 40th to 70th percentile. This is the average growth for 3rd grade for a school with an average pretest RIT score of 181.1. This is the number of students with a valid pretest and posttest score. Students are attributed to the school where they were enrolled the greatest amount of time during the year. This is the average pretest RIT score for this school’s 3rd graders (i.e., the average of their 2nd grade RIT scores) Note: The norms in this example are based on fall-to-spring norms from NWEA. CPS is working with NWEA to develop spring-to-spring norms, which will be available soon. Office of Accountability

  31. Sample Elementary SchoolAll Grades Reading 190.9 193.5 194.1 195.4 197.3 10th 10th 10th 10th 10th 10th 10th 40th 40th 40th 40th 40th 40th 40th 50th 50th 50th 50th 50th 50th 50th 70th 70th 70th 70th 70th 70th 70th 90th 90th 90th 90th 90th 90th 90th 200.4 202.6 203.2 204.3 206.0 206.0 208.2 208.7 209.8 211.5 211.5 213.6 214.1 215.2 216.7 216.4 218.4 218.9 219.9 221.3 218.5 220.3 220.8 221.8 223.1 209.3 210.5 210.8 211.4 212.3 This is the average pretest RIT score for the school, weighted by the number of students in each grade. This is the national average growth for a school with the same pretest scores and the same proportion of students in each grade. This is the overall percentile, which is based on the difference between the school’s actual growth and the national average growth. This school would earn 4 points in the policy. Office of Accountability

  32. NWEA Priority Group Growth Definitions: • There are 8 possible priority group measures for each school – reading and math for each of the following 4 priority groups: • English Language Learners (ELL) • Students with an IEP (does not include 504 plans) • African-American students • Hispanic students • Each priority group must have at least 30 students for a growth percentile to be calculated. • Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating (1.25% for each subject). If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall NWEA Growth Percentile metrics. Calculation • Each priority group will receive a NWEA Growth Percentile based on the methodology described in the “NWEA Growth Percentile” section. • The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school with the same pretest scores. • Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national average for students with the same pretest scores, including students nationally that are not in that priority group. SQRP Scoring Office of Accountability

  33. Percent Meeting NWEA Targets • Calculation • Numerator: Number of students meeting national Spring-to-Spring growth targets on the NWEA reading test plus number meeting targets on the math test. Targets are the national average growth of students with the same pretest score based on NWEA research. • Denominator: Number of students taking the NWEA MAP reading test in both periods plus number taking the NWEA MAP math test in both periods. • SQRP Scoring • Notes: • Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. Office of Accountability

  34. NWEA Attainment Percentile (3rd-8th grade) Definitions: • Average Spring RIT score of students on the NWEA MAP assessment, compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution. Calculation: • For each school, a national average comparison RIT score will be calculated. This will be the mean of the national average RIT scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same proportion of students at each grade level. Average scores will be based on NWEA’s national school-level norms. • The national average comparison score for each school represents a 50th percentile school. • The school will receive a percentile score based on how far above or below the 50th percentile it scored. SQRP Scoring: Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. Office of Accountability

  35. NWEA Attainment Percentile (2nd grade) Definitions: • Average Spring RIT score of 2nd grade students on the NWEA MAP assessment, compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution. Calculation: • The average RIT score for 2nd grade students in the spring will be compared to the national average score for 2ndgrade. The national average score will be based on NWEA’s national school-level norms. • The school will receive a percentile score based on how far above or below the 50th percentile it scored. SQRP Scoring: Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. Office of Accountability

  36. ELL Language Development Growth (ACCESS) Definitions: • Percentage of ELL students meeting individual growth targets on the ACCESS Composite score. Calculation: • Each student’s ACCESS Composite score is compared to a target score based on the student’s prior year score. • Target scores will represent reasonable annual progress and will be adjusted for the student’s score in the prior year. These targets are currently under development by CPS. • Schools are rated in the SQRP on the percentage of students meeting their individual target score as follows: • Numerator: Number of students meeting individual growth target on ACCESS Composite. • Denominator: Number of students taking the ACCESS assessment. Denominator is limited to students who have a valid score in both years. SQRP Scoring: Notes: Students are assigned to the school where they were enrolled for the most time between ACCESS administrations. Office of Accountability

  37. Attendance Rate (K-8th grade) Definitions: • Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8th and 12th graders. Calculation: • Numerator: Total number of present days for students during the year. • Denominator: Total number of membership days for students during the year. • For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate. SQRP Scoring: Notes: Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school. Office of Accountability

  38. 5Essentials Definitions: • Overall rating of the school on the 5 Essentials survey (a primary component of the My Voice, My School survey for students and teachers) administered in the Spring. Calculation: • Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago. • The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of essentials for which the school has sufficient data. SQRP Scoring: Notes The school must have a minimum level of participation of 50% for the calculation of a rating. Office of Accountability

  39. The 5 Essentials • The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR. • They help schools organize, prioritize, evaluate, and achieve sustainable improvement. • Surveys are administered in the Spring to 6-12th grade students and all teachers. • Schools in Chicago that make progress on 3 of 5 of the Essentials are10 times more likely to make substantial improvement than schools that do not. Office of Accountability

  40. Data Quality Index Definitions: • Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used in the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the year before year end processing. Calculation: • For each of the 4 categories of the DQI, the percent of errors is calculated as follows: • Numerator: Number of outstanding data quality errors that need to be corrected for the category • Denominator: Total number of data quality checks performed for the category • The DQI scores used in the SQRP will be 100% minus this percentage. • The overall DQI score is calculated as a weighted average of the category percentages using the following weights: SQRP Scoring: Office of Accountability

  41. High School Indicators Office of Accountability

  42. EPAS Growth Percentile Definitions: • Average Spring-to-Spring Composite score growth of students on the EPAS assessment series (EXPLORE, PLAN and ACT), compared to national average growth for schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national school-level distribution. Calculation: • For each school, a national average comparison growth score will be calculated. This is the weighted mean of the national average growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students in each grade level at the school. This comparison score will therefore represent an average national school with the same pretest averages and the same proportion of students at each grade level. National averages will be based on data from ACT, Inc. • The national average comparison score for each school represents a 50th percentile school in terms of growth. • The school will receive a percentile score based on how far above or below the 50th percentile it scored. SQRP Scoring: Notes: Student must have taken all four subject tests in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. The pretest score for 9th grade growth will be measured using the 8th grade EXPLORE in 2013-2014 and 8th grade NWEA assessment in subsequent years. NWEA scores will be equated to the EPAS scale to establish a pretest average. Office of Accountability

  43. Sample High School9th Grade EXPLORE 14.2 14.6 14.7 14.9 15.2 10th 40th 50th 70th 90th The 50th percentile score is the sum of 14.1 and 0.6. This is the national average posttest score in 9th grade for a school with an average pretest score of 14.1. Other cut points are established based on distance from the 50th percentile. This is the actual growth percentile of the school based on the average posttest score. This school will fall into the 2-point range, which is from 10th to 40th percentile. This is the national average growth for 9th grade for a school with an average pretest score of 14.1. This is the number of students with a valid pretest and posttest score. Students are attributed to the school where they were enrolled the greatest amount of time during the year. This is the average pretest score for this school’s 9th graders. Starting in 2014-15, this score will be converted from students’ 8th grade NWEA RIT scores to the EPAS scale. Note: The norms in this example are based on fall-to-spring norms based on CPS data. CPS is working with ACT to develop national spring-to-spring norms, which will be available soon. Office of Accountability

  44. Sample High SchoolAll Grades EPAS 14.2 14.6 14.7 14.9 15.2 10th 10th 10th 10th 40th 40th 40th 40th 50th 50th 50th 50th 70th 70th 70th 70th 90th 90th 90th 90th 15.6 16.0 16.1 16.3 16.6 17.7 18.2 18.3 18.6 18.9 15.8 16.1 16.2 16.3 16.6 This is the average pretest score for the school, weighted by the number of students in each grade. This is the national average growth for a school with the same pretest scores and the same proportion of students in each grade. This is the overall percentile, which is based on the difference between the school’s actual growth and the national average growth. This school would earn 4 points in the policy. Note: The norms in this example are based on fall-to-spring norms based on CPS data. CPS is working with ACT to develop national spring-to-spring norms, which will be available soon. Office of Accountability

  45. EPAS Priority Group Growth Definitions: • There are 4 possible priority group measures for each school – one for each of the following 4 priority groups: • English Language Learners (ELL) • Students with an IEP (does not include 504 plans) • African-American students • Hispanic students • Each priority group must have at least 30 students for a growth percentile to be calculated. • Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating. If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall EPAS Growth Percentile metric. Calculation • Each priority group will receive an EPAS Growth Percentile based on the methodology described in the “EPAS Growth Percentile” section. • The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school with the same pretest scores. • Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national average for students with the same pretest scores, including students that are not in that priority group. SQRP Scoring Office of Accountability

  46. EPAS Attainment Percentile Definitions: • Average Spring Composite score of students on the EPAS assessment series , compared to average national score. The school is assigned a percentile representing where the school would fall on the national distribution. Calculation: • For each school, a national average comparison score will be calculated. This will be the mean of the national average scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore represent a national average school with the same proportion of students at each grade level. • The national average comparison score for each school represents a 50th percentile school. • The school will receive a percentile score based on how far above or below the 50th percentile it scored. SQRP Scoring: Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5. Office of Accountability

  47. Four-Year Graduation Rate Definitions: • Percent of students who were first-time freshmen four years prior that have graduated. Calculation: • Numerator: Number of students in the 4-year cohort who have graduated, including students who have completed the requirements for graduation but remain enrolled under their IEP. • Denominator: Number of students who were first-time freshmen in the school four years prior, excluding students with a non-dropout leave code or a verified out-of-district transfer. SQRP Scoring Notes: Unverified out-of-district transfers whose transfer took place in the last 150 calendar days of the most recent school year are excluded in this rate. Includes summer graduates. Office of Accountability

  48. Freshmen On-Track (FOT) Definitions: • Percent of students earning 5 or more credits and failing no more than 1 semester core course during their 9th grade year. Calculation: • Numerator: Number of first-time freshmen meeting the above criteria. • Denominator: Number of first-time freshmen enrolled at the school. SQRP Scoring Notes: Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Dropouts and unverified transfers are considered off-track. Measure only includes students who are in the 9th grade for the first time. Students with no credits attempted in the first semester are excluded. Office of Accountability

  49. One-Year Dropout Rate Definitions: • Percent of students in grades 9-12 dropping out during the year. Calculation: • Numerator: Number of students whose end-of-year status is a dropout status or who have transferred out of district and whose transfer has not been verified. • Denominator: Number of students enrolled or who were last enrolled at the school excluding students with a non-dropout leave code or a verified out-of-district transfer. SQRP Scoring Notes: Students are assigned to the school where they were most recently enrolled. Unverified out-of-district transfers whose transfer took place in the last 150 calendar days of the school year are not counted as dropouts in this rate. The rate used in the SQRP excludes students who have previously dropped out in the previous 2 years. Office of Accountability

  50. Attendance Rate (Grades 9-12) Definitions: • Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8th and 12th graders. Calculation: • Numerator: Total number of present days for students during the year. • Denominator: Total number of membership days for students during the year. • For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they improve the school’s attendance rate. SQRP Scoring: Notes: Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school. Office of Accountability

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