A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

1 | THE PERFORMANCE INDEX | |||||||||||||||||||||||||

2 | ||||||||||||||||||||||||||

3 | The Performance Index (PI) is one of the multiple measures used to determine school building and district Report Card designations. Based on the PI buildings and districts may be placed in a Report Card designation at a level higher than they would have been placed based only on the numbers of indicators met. The building/district designation will always be the higher category whether determined by the PI or number of indicators. | |||||||||||||||||||||||||

4 | ||||||||||||||||||||||||||

5 | Local Report Card (LRC) Designations | |||||||||||||||||||||||||

6 | PI scores at the following levels will place the building or district in the designations shown: | |||||||||||||||||||||||||

7 | ||||||||||||||||||||||||||

8 | PI Score Report Card Designation | |||||||||||||||||||||||||

9 | 0-69 Academic Emergency | |||||||||||||||||||||||||

10 | 70-79 Academic Watch | |||||||||||||||||||||||||

11 | 80-89 Continuous Improvement | |||||||||||||||||||||||||

12 | 90-99 Effective | |||||||||||||||||||||||||

13 | 100-120 Excellent | |||||||||||||||||||||||||

14 | ||||||||||||||||||||||||||

15 | PI and Growth Calculation | |||||||||||||||||||||||||

16 | The Growth Calculation is another of the multiple measures used to determine school building and district Report Card designations. Until individual student growth in reading and math from grade to grade can be measured utilizing the new achievement tests the PI will be used as a temporary measure of growth. Growth in the PI may enable buildings/districts to move up a category even though the district/building did not meet the required number of LRC indicators or PI score. Districts/buildings can move from Emergency to Watch or from Watch to Improvement if: | |||||||||||||||||||||||||

17 | 1.) the PI score improved in each of the last two years and | |||||||||||||||||||||||||

18 | 2.) the total two-year gain was at least 10 points and | |||||||||||||||||||||||||

19 | 3.) a gain of at least 3 points took place in the current year. | |||||||||||||||||||||||||

20 | A history of the PI scores can be found in the LRC. | |||||||||||||||||||||||||

21 | ||||||||||||||||||||||||||

22 | Calculation of the Performance Index | |||||||||||||||||||||||||

23 | The PI is calculated by using a weighted average of individual student performance levels on the proficiency and achievement tests at grades where multiple score levels are reported. As achievement tests are implemented the scores will be included in the PI calculation beginning with the first year’s administration of the new test. | |||||||||||||||||||||||||

24 | ||||||||||||||||||||||||||

25 | The assigned weighted scores are as follows: | |||||||||||||||||||||||||

26 | ||||||||||||||||||||||||||

27 | Performance Level Weight | |||||||||||||||||||||||||

28 | Untested Student 0 | |||||||||||||||||||||||||

29 | Below Basic 0.3 | |||||||||||||||||||||||||

30 | Basic 0.6 | |||||||||||||||||||||||||

31 | Proficient 1.0 | |||||||||||||||||||||||||

32 | Accelerated 1.1 | |||||||||||||||||||||||||

33 | Advanced 1.2 | |||||||||||||||||||||||||

34 | Advanced Plus 1.3 | |||||||||||||||||||||||||

35 | ||||||||||||||||||||||||||

36 | Each weighted score is multiplied by the percentage of student scores at that level. Students will be included in the calculations based on the enrollment rules (present during the October count and 120 consecutive school days of enrollment, including the March testing period), where students count rules, and the 1% limitation on counting alternately assessed students as proficient. The total count of all student scores includes up to five tests per student. | |||||||||||||||||||||||||

37 | ||||||||||||||||||||||||||

38 | The PI Calculator | |||||||||||||||||||||||||

39 | The PI Calculator is a spreadsheet tool which will compute the district or building PI. The count of the total number of student scores and the count of student scores at each level can be found in the District or Building Accountability Reports. In the PI Calculator you can insert the count at each score level into the Number column of the spreadsheet. The total number of scores will be computed automatically within the spreadsheet. Then compute the percent of scores at each level and enter those computations in the spreadsheet’s Percent column. The TOTAL Score is the PI. | |||||||||||||||||||||||||

40 | ||||||||||||||||||||||||||

41 | A second PI calculator can be used to show the effect of what would have happened if a number of students had scored at a higher level on the tests. Simply change the number and percent columns from the first spreadsheet (keeping the TOTAL Number the same) to see how an improvement in scores of even a few students can affect the PI. | |||||||||||||||||||||||||

42 | ||||||||||||||||||||||||||

43 | Implications | |||||||||||||||||||||||||

44 | Some districts or buildings can move into a higher LRC designation based on the PI or the Growth Calculation if only a few students score at a higher level on one test each regardless of whether or not the district/building increases the total number of LRC indicators met. | |||||||||||||||||||||||||

45 | ||||||||||||||||||||||||||

46 | Districts/buildings could increase their PI just by having all students take the proficiency tests (reduce the untested count to 0). | |||||||||||||||||||||||||

47 | ||||||||||||||||||||||||||

48 | It is important to challenge ALL students to perform their best, to provide incentives and rewards for taking the test and giving a good effort, and to get ALL students “on the bubble” to score at the next level no matter where the bubble is. | |||||||||||||||||||||||||

49 | ||||||||||||||||||||||||||

50 | It is important to have all students in applicable grades take the reading tests in the fall and in the spring so they ALL have a chance to improve their scores even if they scored proficient the first time. The higher of the two scores counts in LRC calculations. | |||||||||||||||||||||||||

51 | ||||||||||||||||||||||||||

52 | ||||||||||||||||||||||||||

53 | ||||||||||||||||||||||||||

54 | ||||||||||||||||||||||||||

55 | ||||||||||||||||||||||||||

56 | ||||||||||||||||||||||||||

57 | ||||||||||||||||||||||||||

58 | ||||||||||||||||||||||||||

59 | ||||||||||||||||||||||||||

60 | ||||||||||||||||||||||||||

61 | ||||||||||||||||||||||||||

62 | ||||||||||||||||||||||||||

63 | ||||||||||||||||||||||||||

64 | ||||||||||||||||||||||||||

65 | ||||||||||||||||||||||||||

66 | ||||||||||||||||||||||||||

67 | ||||||||||||||||||||||||||

68 | ||||||||||||||||||||||||||

69 | ||||||||||||||||||||||||||

70 | ||||||||||||||||||||||||||

71 | ||||||||||||||||||||||||||

72 | ||||||||||||||||||||||||||

73 | ||||||||||||||||||||||||||

74 | ||||||||||||||||||||||||||

75 | ||||||||||||||||||||||||||

76 | ||||||||||||||||||||||||||

77 | ||||||||||||||||||||||||||

78 | ||||||||||||||||||||||||||

79 | ||||||||||||||||||||||||||

80 | ||||||||||||||||||||||||||

81 | ||||||||||||||||||||||||||

82 | ||||||||||||||||||||||||||

83 | ||||||||||||||||||||||||||

84 | ||||||||||||||||||||||||||

85 | ||||||||||||||||||||||||||

86 | ||||||||||||||||||||||||||

87 | ||||||||||||||||||||||||||

88 | ||||||||||||||||||||||||||

89 | ||||||||||||||||||||||||||

90 | ||||||||||||||||||||||||||

91 | ||||||||||||||||||||||||||

92 | ||||||||||||||||||||||||||

93 | ||||||||||||||||||||||||||

94 | ||||||||||||||||||||||||||

95 | ||||||||||||||||||||||||||

96 | ||||||||||||||||||||||||||

97 | ||||||||||||||||||||||||||

98 | ||||||||||||||||||||||||||

99 | ||||||||||||||||||||||||||

100 |