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District and School Performance Frameworks

Purpose

The District Performance Framework and the School Performance Framework serve to:

  1. hold districts and schools accountable for performance on the same, single set of indicators and measures; and
  2. 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) . They 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 will be provided to districts annually at the start of the school year.


Key Performance Indicators

The performance frameworks measure attainment on the key performance indicators identified in SB 09-163 as the measures of educational success:

  • academic achievement
  • academic longitudinal growth
  • postsecondary and workforce readiness

State identified measures and metrics for each of these 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. Districts will continue to accredit schools, and they may do so using the state’s performance framework or using their own more exhaustive or stringent framework.


Accreditation & Plan Type Categories

District Accreditation Categories

The District Performance Framework assigns to each district one of five accreditation categories:

  1. Accredited with Distinction
    The district meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan.
  2. Accredited
    The district meets statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan.
  3. Accredited with Improvement Plan
    The district is required to adopt and implement an Improvement Plan.
  4. Accredited with Priority Improvement Plan
    The district is required to adopt and implement a Priority Improvement Plan.
  5. 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:

  1. Performance Plan
    The school meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan.
  2. Improvement Plan
    The school is required to adopt and implement an Improvement Plan.
  3. Priority Improvement Plan
    The school is required to adopt and implement a Priority Improvement Plan.
  4. 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.

Descriptors

Schools and District with low participation will have one of the following added to their plan type.

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.

 

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