The District Performance Framework (DPF) and the School Performance Framework (SPF) serve to:
- hold districts and schools accountable for performance on the same, single set of indicators and measures; and
- inform a differentiated approach to state support based on performance and need, by specifically identifying the lowest performing schools and districts.
These aims are a central part of the Colorado Department of Education’s Statewide System of Accountability and Support and the goals outlined in the Education Accountability Act of 2009 (SB 09-163) . Passed in 2018, House Bill 18-1355 modifies Colorado’s accountability law. For more information, please see the HB 18-1355 Fact Sheet.
The District and School Performance Frameworks are critical to enabling the state to better support district evaluation, planning, decision-making, and implementation in improving schools. To support the various state, district and school uses of the performance frameworks, both district and school performance frameworks are provided to districts annually at the start of the school year.
State identified measures and metrics for key performance indicators are combined to arrive at an overall evaluation of a school’s or a district’s performance. For districts, the overall evaluation leads to their accreditation. For schools, the overall evaluation leads to the type of plan schools will implement.
Click here to view the Performance Frameworks Overview and Areas of State Board Interest handout (Fall 2018).
Accreditation & Plan Type Categories
District Accreditation Categories
The District Performance Framework assigns to each district one of five accreditation categories:
- Accredited with Distinction
The district meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan.
The district meets statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan.
- Accredited with Improvement Plan
The district is required to adopt and implement an Improvement Plan.
- Accredited with Priority Improvement Plan
The district is required to adopt and implement a Priority Improvement Plan.
- Accredited with Turnaround Plan
The district is required to adopt and implement a Turnaround Plan.
School Plan Categories
The School Performance Framework assigns to each school one of four plan types:
- Performance Plan
The school meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan.
- Improvement Plan
The school is required to adopt and implement an Improvement Plan.
- Priority Improvement Plan
The school is required to adopt and implement a Priority Improvement Plan.
- Turnaround Plan
The school is required to adopt and implement a Turnaround Plan.
Other District Accreditation & School Plan Types
Insufficient State Data: Small Tested Population will be assigned to small districts and schools with enrollment in grades three through nine (tested grades) that are to small to report data publically.
Insufficient State Data: Low Participation will be given to schools and districts of any size with assessment participation low enough that achievement results could not be reported publicly, in order to protect the privacy of student data. Schools and districts with only postsecondary workforce readiness data and no achievement/growth information are assigned this rating.
Key Performance Indicators
The District and School Performance Frameworks measure attainment on key performance indicators as the measures of educational success:
- academic achievement
- academic longitudinal growth
- postsecondary and workforce readiness
Performance on a variety of measures and metrics within each key performance indicator are combined to arrive at an overall evaluation of a school’s or a district’s performance. In this process, the performance indicators are weighted as shown here:
All schools and districts with sufficient state data to calculate a rating will also have one of the following participation descriptors added to their plan type.
Meets Participation will be added to ratings for schools and districts with participation rates above 95 percent in two or more content areas. This is the actual participation rate including parent excusals in the calculations.
Low Participation will be added to the ratings for schools and districts with test participation rates below 95 percent in two or more content areas. The participation rate used for this descriptor includes students as non-participants if their parents formally excused them from taking the tests. Because low participation can impact how well the results reflect the school/district as a whole, it is important to consider low participation in reviewing the results on the frameworks. Participation rates are also reported on the first page of the frameworks, along with the achievement results on the subsequent pages.
Decreased due to Participation indicates the plan type or rating, was lowered one level because assessment participation rates fell below 95 percent in two or more content areas. Parent refusals are excluded from the calculations used for this descriptor. According to a State Board of Education motion, schools and district will not be held liable for parental excusals.
In short, these three descriptors can be interpreted as shown here: