School Performance Framework Sample Clauses

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. 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.

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 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. b. The School shall annually Meet Standards or Exceed Standards on the Commission’s Charter School Performance Framework set out in chapter 108-30 WAC, the requirements contained in chapter 28A.710 RCW, and the School specific performance measures, in Appendix 7, and as set out in this Contract. The parties recognize that the specific indicators, measures, metrics, and targets associated with the Performance Framework are in the process of being established. In developing these indicators, measures, metrics, and targets the Commission will obtain input from stakeholders including, at a minimum, Schools with whom it has a contract. Ultimate authority for defining specific terms, form and requirements of the Performance Framework, including any required indicators, measures, metrics, and targets, is retained by the Commission and will be binding on the School. c. The Commission will monitor and periodically report on the School’s progress in relation to the indicators, measures, metrics and targets set out in the Performance Framework. Such reporting will take place at least annually in the format specified by the Commission. d. The School’s performance in relation to the indicators, measures, metrics and targets set forth in chapter 108-30 WAC, the requirements contained in chapter 28A.710 RCW, and the School specific performance measures set out in this Contract shall provide one basis upon which the Commission will base its decisions to renew, revoke, terminate or take other action on the Contract. e. The Parties intend that, where this Contract references or is contingent upon state or federal laws, that they be bound by any applicable modification or amendments to such laws upon the effective date of said modifications or amendments. The specific terms, form and requirements of the Performance Framework may be modified or amended to the extent required to align with changes to applicable state or federal accountability requirements, as set forth in law. In the event that any such modifications or amendments occur, the Commission will use best efforts to apply expectations for school performance in a manner consistent with those set forth in the Performance Framework as initially established in the ...

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.