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2022 Accountability FAQ

Overview of Frequently Asked Questions

This FAQ is provided to inform the field about the ongoing developments in the policy making process that impact accountability for the 2022-23 school year. State accountability in 2022 is currently being shaped  through the state legislation and State Board of Education. Information on federal accountability (e.g., ESEA identification of comprehensive support and targeted support schools) is included, as well.  This resource will be updated as decisions about the state and federal accountability systems are available.

Performance Framework Timeline (including contributing data sources)

A table showing data release by School Year, State Assessment Data, PWR, SPF/DPF Publication, Accreditation

Anticipated Activities for 2022 Accountability

March 2022  Accountability legislation passes (this could be as late as May 2022)  CDE gathers stakeholder input and drafts proposed accountability rules  April 2022  Notice accountability rules at SBE meeting (April 13-14)  May 2022  Public comment on proposed rules  June 2022  State Board of Education votes to adopt amended rules (June 8-9)  Late Aug - Sept 2022  Preliminary performance frameworks released  Request to reconsider process begins  Nov - Dec 2022  State board votes on CDE’s recommendations
For additional questions and assistance, you may contact anyone in the Accountability and Continuous Improvement Unit.  Email us at accountability@cde.state.co.us. To submit additional questions to this FAQ, you may also use this form.


Table of Contents

Section A. Policy: Law, Board Resolution and Rule Process, and CDE Policy  

A-1: What do we currently know about 2022 school and district accountability?    

A-2: What is the difference between the proposed legislation, board rule and CDE policy?    

Section B. Performance Framework Calculations: School and District Performance Frameworks    

B-1: What changes are expected for the School and District Performance Frameworks in 2022-23?    

B-2: Which approach to calculating growth will be used in the 2022 performance frameworks -- Cohort- or Baseline-Referenced Growth?    

B-3: Will performance framework cut scores stay the same as in 2019?   

B-4: What changes are expected for the Alternative Education Campus (AEC) Performance Frameworks in 2022-23?   

B-5: Will performance frameworks take into account the percent of students who were taught remotely or in hybrid settings during the 2022-23 school year?    

Section C. ESSA Identification 

C-1: What is the status of ESSA identification?

Section D. Request to Reconsider 

D-1: Will the request to reconsider occur in 2022-23?

D-2: Who is eligible to participate in a request to reconsider 2022-23?

Section E. Accountability Clock and Performance Watch

E-1: With suspending automatic advancement years on the clock years, how will 2022-23 accountability clock years be determined?

E-2: Under what conditions will schools or districts that have had ratings of improvement or higher for more than two years be able to exit performance watch?    

E-3: What is the role of the State Review Panel in 2022-23?    

E-4: Will newly identified schools, using 2022-23 Performance Framework ratings, need to submit a UIP for review?    

Section F. Reporting and Interpreting Accountability Data    

Section G. Supports: General Supports, EASI Eligibility and Available Technical Assistance    

G-1: Where can we get additional help on any of the questions raised in this FAQ?    

G-2: What does the change to the State Transformation Grant fund mean for providing support to schools and districts?    


 

Section A. Policy: Law, Board Resolution and Rule Process, and CDE Policy

A-1: What do we currently know about 2022 school and district accountability?

Last updated: Mar 18, 2022

The “Transition Back to Standard K-12 Accountability” bill (SB 22-137) was introduced in the Senate on February 16, 2022. The legislation proposes that the department calculate frameworks in 2022-23, but suspends automatic advancement on the accountability clock. The percentage of students contributing to the growth indicator is added to the framework for informational purposes. The request to reconsider process may be offered. Clarification is provided for the State Board regarding schools or districts on the accountability clock when action has already been directed (currently there are 12 schools and 2 districts with directed action). The School Transformation grant (embedded within the EASI grant) is expanded to districts with an Improvement plan type.  The bill is still in the legislative process and could change through amendments.  It must be approved by both houses and signed by the Governor before becoming law. You can track the bill’s progress on the General Assembly’s webpage.
 

A-2: What is the difference between the proposed legislation, board rule and CDE policy?

Last updated: Mar 18, 2022

Legislation sets the initial parameters.  The state board provides administrative oversight through board rule and action to further clarify the law, including operationalizing framework metrics and approving cut scores, reporting and request to reconsider options.  CDE policy and practices address the details to carry out implementation of statute and board rules (e.g., parameters of a process, documentation of calculations, logistics). 


 

Section B. Performance Framework Calculations: School and District Performance Frameworks 

B-1: What changes are expected for the School and District Performance Frameworks in 2022-23?

Last updated: Mar 18, 2022

While the policy making process unfolds to shape 2022 accountability, there are some changes that can be anticipated now due to data availability. This question will be more fully answered once accountability legislation is passed and state board rules are passed.  In the meantime, it is already known that (1) only 1-Year frameworks will be calculated in 2022, (2) there will be some limitations on growth data availability for elementary and middle schools, (3) science will not be included in the frameworks, and (4) military enlistment data is now available to include in the matriculation measure. 

One-Year Frameworks.  Only 1-year frameworks will be calculated for the 2022 performance framework cycle. Given that there have been interruptions in state data availability due to the pandemic, the department will be unable to produce multi-year frameworks in 2022.  This will have a greater impact on smaller systems that need the aggregation of data over time to have a large enough n-count for public reporting.  In these cases, the department will assign an “Insufficient State Data” rating.  If the school or district is currently on the accountability clock, then the year on the clock will hold (e.g., Priority Improvement - Year 3 in 2021 would be Insufficient State Data - Year 3 in 2022).

Growth Data Availability.  Growth data in 2022 will be limited due to the alternating CMAS assessment schedule in 2021 for elementary and middle schools. Since growth calculations require two consecutive years of achievement data for a given student, growth data will only be available for students with usable achievement data for a given content area in both 2021 and 2022. For example, since 3rd graders took English Language Arts assessments but not Math assessments last year, those students (now 4th graders) would have both achievement and growth results for English Language Arts but only achievement results for Math.  This means that elementary and middle schools will have half as much data as in a typical year to use for growth calculations (i.e., 2 out of 4 indicators for elementary; 3 out of 6 indicators for middle schools).  The growth weighting in the performance frameworks, however, will remain constant. 

2022 Growth Data Availability for Elementary and Middle Schools

60% of Growth 40% for Achievement with referenced missing assessments from 2021

Data for growth calculations at the high school level will be more consistent with past years as PSAT and SAT were made available in all typical grades and content areas. Note that 8-9th grade growth in English Language Arts/Evidence-Based Reading and Writing has not been historically released due to test construct alignment issues and was not included in the 2019 framework calculation.

District Performance Frameworks will be somewhat affected by the issues described for calculating growth at the elementary and middle school levels. 

2022 Growth Data Availability for High Schools and Districts

30% PWR 30% Achievement 40% Growth with missing 9th grade assessment

Science.  As Colorado fully implements the 2020 Colorado Academic Standards, CMAS science items will reflect those standards for the first time in spring 2022. Therefore, scale scores and performance levels will not be available in summer 2022. Science assessment results will not be factored into 2022 performance framework ratings. 

Addition of Military Enlistment Data in Matriculation Calculation.  While most postsecondary and workforce readiness measures will resume, the department will add military enlistment (as reported by districts in the 2021 Student End of Year collection for inclusion in the 2022 frameworks) to the matriculation rate measure. In this case, data can only help a high school or district.  Students are already in the measure’s denominator and now get added to the measure’s numerator. It is anticipated that the same cut points for matriculation will be used as on the 2019 performance frameworks.

Additional Metrics. Other new PWR metrics (e.g., SB 17-272 known as the higher bar measure, SB 18-012, known as completion of AP, IB or Concurrent Enrollment), will not be included on the 2022 performance frameworks. There have been delays in data collection related to these two metrics, so they will be included in the frameworks in later years.

B-2: Which approach to calculating growth will be used in the 2022 performance frameworks -- Cohort- or Baseline-Referenced Growth?

Last updated: Mar 18, 2022

The department is planning to include cohort-referenced growth calculations in the 2022 performance frameworks as recommended by the Technical Advisory Panel (TAP). Baseline-referenced growth will be reported and available separate from the performance frameworks.  You can learn more about these two approaches to calculating growth here.  

B-3: Will performance framework cut scores stay the same as in 2019?

Last updated: Mar 18, 2022

Currently proposed state legislation keeps the 2022 sub-indicator, indicator and overall performance framework cut scores and ratings the same as they were on the 2019 performance frameworks.

B-4: What Changes are expected for the Alternative Education Campus (AEC) Performance Frameworks in 2022-23? 

Last updated: Mar 18, 2022

Building upon the answer provided in question Item B-1, AECs are impacted by the same known changes.  In addition, there are a few other unique considerations for these schools.  The Selection of Measures process for AECs to submit optional local data for use on the 2022 AEC school performance framework will open in May. As always, AECs are encouraged to participate in this process and submit local measures. As in previous years, districts may submit up to three years of local data.  Note that multiple years of data can only be submitted if those years of data are consistent and comparable over time. Contact B Sanders (sanders_b@cde.state.co.us) to discuss the usability of local data.

Given changes to the attendance data collection, and given the impact of the pandemic on both enrollment and attendance, the attendance and truancy measures will be removed from the 2022 performance frameworks. CDE plans to reintroduce these measures when that data is consistent and comparable. In the meantime, districts are able to submit locally collected attendance and truancy rates as optional measures if needed.

Historically, the Insufficient State Data plan type has not been assigned to AECs. This year, given the lack of state required data available, and given the potential lack of optional measure data for AECs that faced changes in learning mode and assessment administrations, the department anticipates that a portion of AECs will not have enough data to meaningfully determine their performance. Insufficient State Data plan types will be assigned to AECs using the same criteria used to assign this plan type to non-AEC schools. There may be some limited opportunities through request to reconsider for AECs if approved through the state board rule making process (see Section D).

B-5: Will performance frameworks take into account the percent of students who were taught remotely or in hybrid settings during the 2022-23 school year?

Last updated: Mar 18, 2022

Currently, the department does not have the information needed to differentiate students’ learning mode based on available statewide data. At this time, no additional inclusion criteria related to learning mode is expected to be included in the 2022 performance frameworks.


Section C. ESSA Identification 

C-1: What is the status of ESSA identification? 

Last updated: Mar 18, 2022 

U.S. Department of Education (ED) has invited State Educational Agencies (SEAs) to submit an addendum to modify their approved ESEA consolidated State plans for the 2021-2022 school year, in order to identify schools for support and improvement in fall 2022. The proposed changes and feedback on these changes can be accessed here

CDE submitted an addendum to ED for proposed changes to the ESSA identification methodology based on stakeholder feedback and public comments. CDE’s addendum is currently under review by the ED.


Section D. Request to Reconsider

D-1: Will the request to reconsider occur in 2022-23?

Last updated: Mar 18, 2022

CDE will not be able to answer this question fully until legislation is passed and board rules adopted.  At this point in time, it is likely that CDE will offer a request to reconsider process with some adjustments from the typical process. For 2022, SB 22-137 indicates a change in a school or district rating may be factored into the calculation of years on the clock or on watch (see SB 22-137). It is anticipated that any adjustments to the clock will occur through the request to reconsider process.  The state board has also indicated that they would prefer to require participating schools and districts to have at least a 90% total (not adjusted for parent excusal) participation.  CDE is drafting rules for 2022 based upon the state board resolutions and feedback from the field. The request to reconsider process and guidance will be released once board rules are approved (scheduled for June 2022).  For more information on request to reconsider, visit the request to reconsider webpage. 

D-2: Who is eligible to participate in a request to reconsider 2022-23? 

Last updated: Mar 18, 2022

Currently, it is expected that all rating categories will be eligible for request to reconsider in 2022 that meet that 90% total participation requirement (see item D-1). Unlike most years, AECs may be able to apply (e.g., exit process if on the accountability clock).  This is different from the 2021 modified request to reconsider process when only schools and districts on the accountability clock (i.e., Priority Improvement, Turnaround) were eligible. However, additional information on proposed eligibility has not yet been determined. 


Section E. Accountability Clock and Performance Watch 

E-1: With suspending automatic advancement years on the clock years, how will 2022-23 accountability clock years be determined?

Last updated: Mar 18, 2022

As proposed by S.B. 22-137, in calculating a district's or school’s years on performance watch, the department will not automatically advance any school or district on the accountability clock in 2022. Although these decisions are still evolving, it is likely that schools and districts have the option to exit the clock or move to “on watch” status through a request to reconsider in 2022. See item D-1 about the proposed 2022 process.  For more information on request to reconsider, visit the request to reconsider webpage. See a selection of draft scenarios below and more in item E-2.  CDE is also creating a more comprehensive resource on the possible progressions for schools and districts on the accountability clock. 

DRAFT Scenarios on Plan Type and Years on Clock

2021 Plan Type and Year Possible Scenarios in 2022 for School X 2023 Plan Type and Year School X was Priority Improvement - Y3 in 2021   Priority Improvement - Y3 Priority Improvement - Y4 Improvement - Y3 and approved for On Watch through request to reconsider Improvement (Fully exit clock) Improvement - Y3 and does not apply to change clock status through request to reconsider Improvement - Y3 On Watch

E-2: Under what conditions will schools or districts that have had ratings of improvement or higher for more than two years be able to exit performance watch? 

Last updated: Mar 8, 2022

Schools and districts with a rating of Performance or Improvement may be able to engage in the clock exit process (i.e., move to on watch, exit fully) through the request to reconsider process in 2022-23. Note that board rules for the request to reconsider process are expected to be noticed in April, with board vote in June.  The state board passed a resolution in December 2021 indicating that members supported a resolution that districts/schools needed at least a 90% total participation rate (not adjusted for parent excusals) to engage in the request to reconsider process.  See the below table for a variety of examples of this process. CDE is also creating a more comprehensive resource on the possible progressions for schools and districts on the accountability clock. 

DRAFT Accountability Clock Progression through an Approved 2022 Request to Reconsider

A table showing that if you go through request to reconsider your clock rating will change based on the results of the performance framework, including over time.

E-3: What is the role of the State Review Panel in 2022-23?

Last updated: Mar 18, 2022

For schools and districts considered Year 4 or later on the clock, CDE will work with districts to determine whether a State Review Panel visit is necessary during the 2022-23 school year. For more information on the State Review Panel, visit the State Review Panel webpage. Those schools and districts with state board orders may have additional progress monitoring. For more information on State Board Accountability actions and to view active orders, visit the State Board Accountability webpage.

For 2022 State Review Panel recommendations and progress monitoring visits, the State Review Panel will consider a district's 2022 final accreditation category or a school's 2022 plan type in evaluating performance and recommending actions (see SB 22-137).

E-4: Will newly identified schools, using 2022-23 Performance Framework ratings, need to submit a UIP for review? 

The department will review plans for schools and districts with (1) a rating of Priority Improvement or Turnaround,  (2) performance/improvement on watch (3) Insufficient State Data with years on the clock and/or (4) ESEA identification (i.e., Comprehensive Support).  Technical assistance is available from the department at any point in the year. 


Section F. Reporting and Interpreting Accountability Data 

In development


Section G. Supports: General Supports, EASI Eligibility and Available Technical Assistance 

G-1: Where can we get additional help on any of the questions raised in this FAQ?

Last updated: Mar 18, 2022

The department has a variety of ways of accessing support.  

  • Self-service:  The Accountability website is full of resources.  The department will continue to update the website as more resources (e.g., request to reconsider guidance, improvement planning guidance, accountability clock progressions) become available in preparation of the 2022-23 school year.

  • Accessing support:  You can contact any staff on the Accountability and Continuous Improvement team.  Contact us through accountability@cde.state.co.us.  If your district has been assigned a Support Coordinator, then your assigned SC can also help answer questions and get you connected.

  • Trainings:  While CDE has not designed any trainings yet, these will be announced soon as policy decisions are made.

G-2: What does the change to the State Transformation Grant fund mean for providing support to schools and districts?

Last updated: Mar 18, 2022

The Transformation grant is currently embedded in the EASI grant (the department’s school improvement grant available to schools/districts on performance watch (e.g., on the clock, identified as PI/T, identified for support under ESSA).  S.B. 22-137 expands eligibility for this funding source to include schools with an Improvement rating.