June 26, 2019

RESCIND BOARD REPORTS 18-0926-RSZ, 17-0927-RS1, 16-0824-RS1, 15-0929-RS3 AND
14-1119-PO1, 14-0827-P02, 13-0828-PO5, AND ADOPT A NEW SCHOOL QUALITY RATING POLICY

THE CHIEF EXECUTIVE OFFICER RECOMMENDS:

That the Board rescind Board Reports 17-0927-R81, 16-0824-RS1, 15-0929-R83 and
and and adopt a new School Quality Rating Policy effective for
the 2020-2021 school year. .

POLICY TEXT:

I. Purpose and Goals

This policy shall establish the standards and criteria for issuing a School Quality Rating and Accountability
Status to each school that is either Good Standing status, Remediation status (which indicates the need
for Provisional Support) or Probation status (which indicates the need for Intensive Support) per Section
of the School Code. This policy will take effect beginning with a School Quality Rating and
Accountability Status issued to each school for the 2020?2021 school year based on school performance
data gathered during the prior school year. This policy will also apply to subsequent school years unless
amended or rescinded by the Board. A school?s Accountability Status from the prior school year shall remain
in effect until such time as the school is noti?ed of its new status for the then-current school year that is
issued in accordance with this policy.

This policy sets out a systematic means for measuring a school?s performance and identifying schools in
need of support and increased oversight due to insufficient levels of achievement and growth based on the
key indicators and School Quality Rating system as defined by the Board herein. Section of the
Illinois School Code provides for the remediation and probation of schools and requires the Chief Executive
Officer of the Chicago Public Schools to monitor the performance of each school using the
criteria and rating system established by the Board to identify those schools in which: (1) there is a failure
to develop, implement, or comply with the school improvement plan; (2) there is a pervasive breakdown in
the educational program as indicated by various factors such as the absence of improvement in reading
and math achievement scores, an increased drop-out rate, a decreased graduation rate, or a decrease in.
the rate of student attendance; or (3) there is a failure or refusal to comply with the provisions of the School
Code, other applicable laws, collective bargaining agreements, court orders, or with applicable Board rules
and policies.

The Board recognizes that an effective and fair School Quality Rating system considers a broad range of
indicators of success, including, but not limited to student test score performance and student academic
growth, closing of opportunity gaps, school culture and climate, attendance, graduation, and preparation
for post-graduation success. Therefore, this policy establishes a comprehensive system to assess school
performance in order to identify, monitor and assist schools with low student performance in these areas,
as well as provide a framework for action to intervene in schools with stagnant or insuf?cient rates of student
improvement. The School Quality Rating system also provides a means for recognition of schools who have
demonstrated distinguished levels of performance.

ll. Scope of the Policy

All CPS schools are subject to this policy, including, but not limited to, neighborhood schools, magnet
schools, selective enrollment schools, contract schools, Option Schools, and schools with non-traditional
grade structures. CPS charter schools are subject to the performance standards set out in this policy by
and through the accountability provisions in their charter contract with the Board and shall annually receive
a School Quality Rating. 

19-0626-P02

Ill. ACCOUNTABILITY INDICATORS, STANDARDS AND SCORING

A. Accountability Status Determination

A school shall receive a School Quality Rating and Accountability Status based upon its level of
performance and growth. Charter school accountability is determined by and through the accountability
provisions in the charter contract with the Board, and is based on the rating designations set forth in this
Policy. The'school?s School Quality Rating is determined based on a point system. A school is evaluated
on each of the indicators identi?ed in Sections through and receives points ranging from 1 to 5
on each indicator as speci?ed. The points for each indicator are then weighted as described in Section
below and averaged to determine the school?s overall weighted score, which will also range from 1 to
5. The school?s overall weighted score is used to determine the school?s School Quality Rating of either
Level Level 1, Level Level 2, or Level 3 as described in Section below.

The level rating issued to a school is then used in combination with other factors to determine whether the
school is identi?ed with an Accountability Status of Good Standing, Remediation or Probation, as follows:

1. Schools newly established by the Board shall receive an annual School Quality Rating as soon as
suf?cient data is available, but will remain in Good Standing status until completing the second
year of operation or until such time as adequate measures of student achievement become
available as de?ned in the SQRP Handbook.

A school with a School Quality Rating of Level 3 shall receive Probation status.
A school with a School Quality Rating of Level 2 shall receive Remediation status, except when:

i. The school has been on Probation status for two or more consecutive years, in which
case the school must receive a Level Level 1, Level or Level 2 rating for two
consecutive years to be eligible for another Accountability Status and removal from
Probation;

ii. The Board has taken an action under 105 ILCS or (4) at the school, in
which case the school must remain on Probation for a minimum of ?ve years; or

The CEO has determined that the school faces academic problems that may not be
suf?ciently addressed through the Remediation process, in which case the school will
receive Probation status. In making this determination, the CEO will consider various
factors including the length of time the school has had a Level 2 rating status, long?term
academic trends, school culture and climate, and quality of school leadership.

4. A school with a School Quality Rating of Level Level 1, or Level 2+ shall receive Good
Standing status, except when:

i. The school has been on Probation status for two or more consecutive years, in which
case the school must receive a Level Level 1, Level 2+ or Level 2 rating for two
consecutive years to be eligible for another Accountability Status and removal from
Probation; 

ii. The school has been on Remediation status for two or more consecutive years, in which
case the school must receive a Level Level 1, or Level 2+ rating for two consecutive
years to be eligible for another Accountability Status and removal from Remediation;

The school has been on a combination of Remediation and Probation status for the last
two consecutive years, in which case the school will receive Remediation status and must
receive a Level Level 1, or Level 2+ rating for two consecutive years to be eligible for
another Accountability Status and removal from Remediation; or

iv. The Board has taken an action under 105 or (4) at the school, in
which case the school must remain on Probation for a minimum of ?ve years.



Notwithstanding the foregoing, the CEO may at any time place any school on Probation status if the CEO
determines that s/he must take necessary steps to satisfy legal requirements or other mandates,
including, but not limited to, when the CEO determines: that a school has failed or refused to comply
with the provisions of the School Code, other applicable laws, collective bargaining agreements, court
orders, or with applicable Board rules and policies; or that a school with state or federal school
improvement status has a school improvement plan, budget or any amendment thereto that may
compromise, limit or otherwise impair the implementation of the remedial measures required by ISBE or
the Every Student Succeeds Act- (ESSA). Nothing herein shall limit the Board?s ability to take action in 

accordance with 105 ILCS 

B.

Elementary School Performance Indicators



The indicators and standards and related points that determine an elementary school?s School Quality
Rating are as follows: 

 

Elementary Performance

3 points

 

 

 

 

 

 

 

 

Indicator 5 points 4 points 2 points 1 point
. Between Between Between
1. National School Attainment 90th 70th and 40th and 10?, and Below 10?,
percentile on the NWEA percentile - 89?? 69?? 39?, percentile
Reading Assessment or higher percentile percentile percentile
. . Between Between Between
2. National School Attainment 90th 70th and 40?? an d' 10*? and Below 10?,
percentile on the NWEA Math percentile 89?? 69?? 39?, fl
Assessment or higher . . . . percen I 
percentile percentile percentile
. Between Between Between
3. National School Growth 90th 70th and 40m and 10m and Below 10?,
percentile on the NWEA percentile 89?? 69?? 39?, percentile
Reading Assessment or higher percentile percentile percentile
. Between Between Between
4. National School Growth 90?? 70?, and 40m and 10m and Below 10?,
percentile on the NWEA Math percentile 89?? 69?? 39m t'i
Assessment or higher . . . percen '6
percentile percentile percentile
5. Priority Group National Growth
percentile on the NWEA Between Between Between
Reading Assessment 70 50th and 130th and 10th and Below 10?h
evaluated separately for percentile 79th 29th percentile
or higher percentile percentile percentile
Diverse Learners
6. Priority Group National Growth
percentile on the NWEA Math Between Between Between
Assessment evaluated 70 50th and 30th and 10th and Below 10??
separately for percentile 79th 49th 29th percentile
EEg?Th-trenaixfgigfs?igg or higher percentile percentile percentile
Diverse Learners
7. Percentage of Students
Meeting or Exceeding National 0 Between Between Between
Average Growth Norms on 7h? 60% and 50% and 40% and Leis/:1 an
NWEA Reading and Math 9 69.9% 59.9% 49.9%

Assessments

 

 

 

 

 

 

 

19-062 6-P02

 

Between

 

 

 

 

 

 

 

 

 

 

8. Average Daily Attendance 96% or 95<y 9853893 9853/6? Less than
Rate (Grades K-8) higher a an 0 an an 92%
95.9% 94.9% 93.9%
Between Between Between
9' $22265 3'8 on?TraC" '?dex 44': 32d 42.0 and 39.0 and 97.0 and Below 37.0
8 0 44.4 41.9 38.9
10. My Voice, My School 5 Well Or anized Moderately Partially Not Yet
Essentials Survey Organized Organized Organized Organized
11. Percentage of Students
Making Suf?cient Annual 55% or 3:368: gejwee? Befwee? Less than
Progress on the ACCESS higher and 25%
54.9% 44.9% 34.9%
Assessment
Between Between Between
0
12. Data Quality Index Score 95% and 90% and 85% and Leg/ha?
9 98.9% 94.9% 89.9% 

 

For each of the above indicators that is based on standardized assessments, a school must meet
minimum participation requirements to receive the full points. A minimum participation requirement is
established to ensure that all students have an equal opportunity to participate in the instruction and
assessment process. The points received for each indicator will be adjusted as follows based on

participation rates, with a school receiving no less than 1 point for each indicator:

 

Participation Rate

Point Adjustment

 

Greater than or equal to 95%

No adjustment

 

 

 

 

 

 

 

 

Greaterthan or equal to 93% but less than -1 point
95%
Greater than or equal to 92% but less than -2 points
93%
Greater than or equal to 90% but less than -3 points
92%
Less than 90% ?4 points
C. High School Performance Indicators

The indicators and standards and related points that determine a high school?s School Quality Rating are

as follows:

 

High School Performance

 

 

 

Indicator 5 points 4 points 3 points 2 points 1 point
1 . Growth 90th Between Between Between Below 10??
Differential percentile 7'0th 40?h 1 0th percentile
or higher percentile percentile percentile
. and 89th and 69th and 39th
percentile @rcentile percentile
2. Priority Group SAT 70th Between Between Between Below ?lOth
Growth Percentile percentile 50th 30th 10th percentile
evaluated separately for or higher percentile percentile percentile
African-American and 69?h and 49"1 and 29th
students, Hispanic percentile percentile percentile

students, English
Learners (ELs), and
Diverse Learners

 

 

 

 

 

 

 

 

19-0626-P02

 

 

 

 

 

 

 

 

 

 

 

 

 

3. National 90th Between Between Between Below 10th
School Growth Percentile percentile 70th 40th 10?h percentile
or higher percentile percentile percentile
and 89th and 69th and 39?h
percentile percentile percentile

4. Percentage of Students39% Below 20%
Meeting College more
Readiness Benchmarks
on 

5. Average Daily Attendance 95% or Between Between Between Less than
Rate (Grades 9-12) higher 9094.9% 89.9% 84.9%
6. Freshman On-Track Rate 90% or Between Between Between Less than
higher 80% and 70% and 60% and 60%
89.9% 79.9% 69.9%
7. 4?year-Cohort Graduation 85% or Between Between Between Less than
Rate higher 75% and 65% and 55% and 55%
84.9% 74.9% 64.9%
8. 1-Year Dropout Rate 2% or Between Between Between More than
below 2.1% and 4.1% and 6.College Enrollment Rate 75% or Between Between Between Less than
higher 65% and 55% and 45% and 45%
74.9% 64.9% 54.9% 
10. College Persistence Rate 85% or Between Between Between Less than
higher 75% and 65% and 55% and 55%
84.9% 74.9% 64.9%

11. Percentage of Graduates 40% or Between Between Between Less than
Earning a 3+ on an AP higher 30% and 20% and 10% and 10%
Exam, a 4+ on an 18 39.9% 29.9% 19.9%

Exam, the State Seal of
Biliteracy, an Approved
Early College Credit
and/or an Approved
Career Credential

12. My Voice, My School 5 Well Organized Moderately Partially Not Yet
Essentials Survey Organized Organized Organized Organized

13. Data Quality Index Score 99% or Between Between Between Less than

higher 95% and . 90% and 85% and' 85%
98.9% 94.9% 89.9%

14. Percentage of Graduates 95% or Between Between Between Less than
Completing 3 Concrete higher 90% and 80% and 70% and 70%
Postsecondary Plan We 94% 89% 79%

Learn.Plan.Succeed

 

 

 

 

 

 

 



For each of the above indicators that is based on standardized assessments, a school must meet
minimum participation requirements to receive the full points. A minimum participation requirement is
established to ensure that all students have an equal opportunity to participate in the instruction and
assessment process. The points received for each indicator will be adjusted as follows based on

participation rates, with a school receiving no less than 1 point for each indicator:

 

Participation Rate

Point Adjustment

 

Greater than or equal to 95%

No adjustment

 

 

 

 

 

 

Greater than or equal to 93% but less than ?1 point

95%

Greater than or equal to 92% but less than -2 points
93% .

Greater than or equal to 90% but less than -3 points
92%

Less than 90% -4 points

 

 

D. Option School Performance indicators

The indicators and standards and related points that determine an Option school's School Quality Rating

are as follows:

 

Option School Performance

 

 

 

 

 

 

 

 

In dicator 5 points 4 points 3 points 2 points 1 point
60?? Between Between Between
1. Average Growth Percentile on ercentile 50th and 40th and 30th and Below 30?h
STAR Reading Assessment hi her 59th 49?h 39th percentile
9 percentile percentile percentile
6 0m Between Between Between
2. Average Growth Percentile on ercentile 50th and 40th and 30th and Below 30th
STAR Math Assessment 1r hi her 59*h 49th 39th percentile
9 percentile percentile percentile
3. Percentage of Students Making 3:?ng Between Between 1 Between Less than
Growth Targets on STAR ual to 55% and 45% and 35% and 350/
Reading Assessment q65% 64.9% 54.9% 44.9% 
4. Percentage of Students Making Between Between Between Less than
Growth Targets on STAR Math ual to 55% and 45% and 35% and 350/
Assessment q65% 64.9% 54.9% 44.9% 
(tiff: Between Between Between Less than
5. One-Year Graduation Rate 9 ual to 80% and 70% and 60% and 60?/
(190% 89.9% 79.9% 69.9% 
33?: Between Between Between Less than
6. Credit Attainment Rate ual to 60% and 50% and 40% and 400/
q79% 69.9% 59.9% 49.9% 
31:?3: Between Between Between Less than
7. Stabilization Rate 9 ual to 80% and 70% and 60% and 60?/
89.9% 79.9% 69.9% 

 

90%

 

 

 

 

 

 

19-0626-P02

 

 

 

 

 

 

 

 

 

 

 

 

 

Between Between Between Less than
8. Average Daily Attendance Rate ual to 80% and 70% and 60% and 60?/
89.9% 79.9% 69.9% 
90%
Eff: Between Between Between Less than
9. Growth in Attendance Rate equal to 80% and 70% and 60% and 60%
89.9% 79.9% 69.9%
90%
10. Percentage of Graduates
Earning a 3+ on an AP Exam, a Greater Between Between
4+ on an IB Exam, the State than or Between '100/ and 50/ and Less than
Seal of Biliteracy, an Approved equal to 1gogcy 9?90/ 5%
Early College Credit and/or an 25% 0
Approved Career Credential
Between Between Between Less than
11. College Enrollment Rate equal to 30% 20% and - 10% and 10%
-49.9% 29.9% 19.9%
50 /o
12. Percentage of Students 95% or Between Between Between Less than
Completing a Concrete higher . 90% and 80% and 70% and 70%
Postsecondary Plan Via 94% 89% 79%
Learn.Plan.Succeed
99% or Between Between Between Less than
13. Data Quality Index higher 9598.9% 94.9% 89.9%
14. My Voice, My School 5 Well Organized Moderately Partially Not Yet
Essentials Survey Organized Organized Organized Organized

 

For each of the above indicators that is based on standardized assessments, a school must meet
minimum participation requirements to receive the full points. A minimum participation requirement is
established to ensure that all students have an equal opportunity to participate in the instruction and
assessment process. The points received for each indicator will be adjusted as follows based on

 

participation rates, with a school receiving no less than 1 point for each indicator:

 

 

 

 

 

 

Participation Rate Point Adjustment
Greater than or equal to 90% No adjustment
Greater than or equal to 85% but less than . -1 point

90%

Greater than or equai to 80% but less than -2 points
85%

Greater than or equal to 75% but less than -3 points
80%

Less than 75% ?4 points

 

 

 

 



E.

Specialty High School Performance Indicators - Model A1

The indicators and standards and related points that determine an Option school's School Quality Rating
are as follows:

 

Specialty High School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Performance indicator 5 points 4 points 3 points 2 points 1 point
1. Percentage of Students Earning 40% or Between Between Between Less than
Career/PostSecondary higher 300/0 and 200/8 and 10% and 10%
Credentials 39.9% 29.9% 19.9%
90% or Between Between Between Less than
2. Freshman On-Track Rate higher 80% and 70% and 60% and 60%
89.9% 79.9% 69.9%
. Between Between Between Less than
3. One-Year Graduation Rate 80% and 70% and 60% and 60?/
aqua 0 89.9% 79.9% 69.9% 
90% 
. 95% or Between Between Between Less than
4. Average Daily Attendance Rate higher 90% and 85% and 80% and 80%
94.9% 89.9% 84.9%
Greater
5. Percentage of Transition Plans than or BeE?Nee? Beotween Beyee? Less than
in Compliance equal 989.9% 94.9% 89.9% 
99 /o
6. Percentage of Graduates With 386?: Between Between Between Less than
an Approved Summary of I 93% and 86% and 80% and 80"/
Performance Plan quugi/o 0 98.9% 92.9% 85.9% 
Greater
7. Percentage of Annual than or Between 5831166? Be?wee? Less than
Reviews in Compliance equal and 80%
94.9% 89.9% 84.9%
95%
Greater
8. Percentage of IEP Evaluations than or Beyee? Be?wee? Between Less than
in Compliance equal to 90 and 85 A and 50% and 80%
50% 94.9% 89.9% 84.9% -
99% or Between Between Between Less than
9. Data Quality index higher 95% and 90% and 85% and 85%
98.9% 94.9% 89.9%
10. My Voice, My School 5 Well Organized Moderately Partially Not Yet
Essentials Survey Organized Organized Organized Organized
2% or Between Between Between More than
11. 1-Year Dropout Rate below 2.1% and 4.1% and 6.The Chief Executive Officer (CEO) shall publish guidelines, via the SQRP handbook, establishing the criteria for
specialty high schools, Model A.

8

 



F. Specialty High School Performance Indicators - Model B2

The indicators and standards and related points that determine an Option school?s School Quality Rating

are as follows:

 

Specialty High School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. . . . . 
Performance Indicator 5 pomts 4 pomts 3 pomts 2 pomts 1 pom
40% or Between Between Between Less than
higher 60th 30% and 20% and 10% and 10% Below
1. Percentage of Students Earning percentile 39.9% 29.9% 19.9% 30th
Career/Postsecondary or higher Between Between Between percentile
Credentials 50th and 40th and 30th and
59th 49th 39th
percentile percentile percentile
. gait: Between Between Between Less than
2. One-Year Graduation Rate a I to 80% and 70% and 60% and 600/ 
aqua 89.9% 79.9% 69.9% 
90%
95%?or Between Between Between Less than
3. Average Daily Attendance Rate higher 90% and 85% and 80% and 80%
94.9% 89.9% 84.9%
- - Greater Between Between Between
4' Begcentalige .Of Transmon Plans than or 95% and 90% and 85% and $285313?
?mp 'ance equal to 99 98.9% 94.9% 89.9% 
5. Percentage of Graduates With Between Between Between Less than
an Approved Summary of ual to 930% and 86% and 80% and 80%
Performance Plan 98.9% 92.9% 85.9%
0
Greater
Between Between Between
6' Eercfentai?egf Annual mix; 90% and 85% and 80% and ?5850:??
evrews In omp lance eq 94.9% 89.9% 84.9% 0
95%
Greater
. Between Between Between
7. Be?centage of Evaluations thanand Leis/nan
0m? 'ance 8?19?; 94.9% 89.9% 84.9%
0
99% or Between Between Between Less than
8. Data Quality index higher 95% and 90% and 85% and 85%
98.9% 94.9% 89.9% 
9. My Voice, My School 5 Well Organized Moderately Partially Not Yet
Essentials Survey Organized Organized Organized Organized
2% or Between Between Between More than
10. 1-Year Dropout Rate below 2.1% and 4.1% and 6.The Chief Executive Of?cer (CEO) shall puhlish guidelines, via the SQRP handbook, establishing the criteria for

specialty high schools, Model B.

 

19-0626-P02

G.

Detention Center School Performance Indicators3 - Model A and Model B4

The indicators and standards and related points that determine an Option School?s School Quality Rating
are as follows:

 

Detention Center School

 

 

 

 

 

 

 

 

 

 

 

Performance In dicator 5 pomts 4 pomts 3 pomts 2 pornts 1 pomt
6 Between Between Between

1. Average Growth Percentile on ercentile 50?? and 40?? and 30?? and Below 30??

STAR Reading Assessment p0 hi her 59?? 49?? 39?? percentile
9 percentile percentile percentile
6 Between Between Between

2. Average Growth Percentile on ercentile 50?? and 40?? and 30?? and Below 30?

STAR Math Assessment hi her 49?? 39?? percentile
0 percentile percentile percentile

3. Percentage of Students Making (tiff: Between Between Between Less than
Growth Targets on STAR Ea] to 55% and 45% and 35% and' 35%
Reading Assessment (165% 64.9% 54.9% 44.9%

4. Percentage Of Students Making ireitsrr Between Between Between LESS than
Growth Targets on STAR Math :al to 55% and 45% and 35% and 357
Assessment q65% 64.9% 54.9% 44.9% 0

3:21:- Between Between Between Less than

5. One-Year Graduation Rate ual to 80% and 70% and 60% and 60?/

(1900/ 89.9% 79.9% 69.9% 
0
333?: Between Between Between Less than
6. Credit Attainment Rate ual to 60% and 50% and 40% and 400/
q70% 69.9% 59.9% 49.9% 
Greater -
7. Percentage of Students With an than or Befwee" Befwee? Befwee? Less than
A roved ans'and 83?/
0? a? (1950/ 94.9% 90.9% 86.9% 
0
3:23: Between Between Between Less than
8. SAT Participation Rate equal to 85% and 80% and 75% and 75%
88.9% 83.9% 78.9%
90% - .

9. Percentage of Students Earning 
Career/Postsecondary TBD TBD TBD TBD TBD
Credentials5

Between Between Between Less than
10. Transition Rate - Enrollment ual 500/
(1650/ 64.9% 59.9% 54.9% 
0

 

 

 

 

 

 

 

3A Juvenile Detention Center is a facility that provides temporary, secure placement for youth awaiting adjudication
of their cases by the Juvenile Division of the Cook County Courts and youth under the age of 18 who have had their
case transferred to Cook County Criminal Court.
4 The Chief Executive Of?cer (CEO) shall publish guidelines, via the SQRP handbook, establishing the criteria for

detention center schools, Models A and_B.

5 The standards and related points for this indicator will be set (and revised via Board policy) prior to the release of
ratings for school year 2020-2021.

10

 

19-0626-P02

 

Between
75% and
79.9%

Between
70% and
74.9%

 

 

 

gilt; Between
11. Transition Rate - Persistence a 80% and
equal to 
8 50/ 84.9 /o


 

 

 

Lessthan
70%

 

For each of the above indicators that is based on standardized assessments, a school must meet
minimum participation requirements to receive the full points. A minimum participation requirement is
established to ensure that all students have an equal opportunity to participate in the instruction and
assessment process. The points received for each indicator will be adjusted as follows based on
participation rates, with a school receiving no less than 1 point for each indicator:

 

 

 

 

 

 

 

Participation Rate Point Adjustment
Greater than or equal to 90% No adjustment
Greater than or equal to 85% but less than -1 point

90%

Greater than or equal to 80% but less than ?2 points
35%

Greater than or equal to 75% but less than -3 points
80%

Less than 75% -4 points

 

 

 

11

 



H.

Weighting of Performance Indicators

Each School Quality Rating is determined by applying a weight to the points earned for each performance
indicator identi?ed in Sections through ?1.6 above. Each performance indicator and its respective
weighting is set forth below. The CEO or designee may modify the applicabte weights in instances where
a school?s data for a particular performance indicator is unavailable, incomplete or unreliable.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Elementary School Weighting
Standard 
Weighting for 3" a
Elementary School Performance Indicators Highest Grade
Elementary
Served of Grade
Schools 3
1. National School Growth Percentile on the NWEA Readin
Assessment 9 125% 5%
2. National School Growth Percentile on the NWEA Math
Assessment 125Upt05% Upt05%
3. Prion Grou ntlle on the NWEA
ty a lone ro erce (1.25% for each (1.25% for each
Reading Assessment . . . .
priority group) priority groupPrlorl Grou tie on the NWEA Math 
Asseszmentp a "ma Gm amen (1.25% for each (1.25% for each
priority group) priority group)
5. Percentage of Students Meeting or Exceeding National
Average Growth Norms on the NWEA Reading and Math 10% 10%
Assessments
6. National School Attainment Percentile on the NWEA Reading
5% 2.5%
Assessment for Grades 3-8
7. National School Attainment Percentile on the NWEA Math
5% 2.5%
Assessment for Grades 3-8
8. National School Attainment Percentile on the NWEA Reading
2.5% 5%
. Assessment for Grade 2
9. National School Attainment Percentile on the NWEA Math
2.5% 5%
Assessment for Grade 2
10. Percentage of Students Making Suf?cient Annual Progress on 50/ 5?
the ACCESS Assessment 0 
11. Grades 3-8 On-Track . 10% 10%
12. Average Daily Attendance Rate (Grades 10% 25%
13. My Voice, My School 5 Essentials Survey 10% 10%
14. Data Quality Index Score 5% 5%

 

12

 

 

19-0626-P02

2. 'High School Weighting

 

High School Performance Indicators

Weighting for High Schools

 

1.

Growth Differential

grade-11th grade 10%
8th grade?Qth grade 3.33%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Priority Group SAT Growth Differential - evaluated separately for to 100/
African?American students, Hispanic students, English Learners (ELs), (2 5% for ezch riority rou 
and Diverse Learners 

3. National School Growth PerCentile 6.66%

sat-10th grade 3.33%
grade 3.33%

4. Percentage of Students Making College Readiness Benchmarks on 100/


5. Average Daily Attendance Rate (Grades 9-12) 10%

6. Freshman On-Track Rate 10%

7. 4-year Cohort Graduation Rate 10%

8. 1?Year Dropout Rate 5%

9. College Enrollment Rate 5%

10. College Persistence Rate 5%

11. Percentage of Graduates Earning a 3+ on an AP ExamExam; the State Seal of Biliteracy; an Approved Early College Credit
and/or an Approved Career Credential

12. My Voice, My School 5 Essentials Survey 5%

13. Data Quality Index Score 2.5%

14. Percentage of Graduates Completing a Concrete Postsecondary Plan 0

. 2.5 /0
Ma Learn.Plan.Succeed 
3. Option School Weighting

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Option School indicators Weighting for Option Schools
1. Average Growth Percentile on STAR Reading Assessment 10% 
2. Average Growth Percentile on STAR Math Assessment 10%
3. Percentage Making Growth Targets on STAR Reading 10%
Assessment
4. Percentage Making Growth Targets on STAR Math Assessment 10%
5. One-Year Graduation Rate 10%
6. Credit Attainment Rate 5%
7. Stabilization Rate 5%
8. Average Daily Attendance Rate 10%
9. Growth in Attendance Rate 5%
10. Early College and Career Credentials 5%
11. College Enroliment Rate 5%
12. Percentage of Graduates Completing a Concrete Postsecondary- 0
Plan Via Learn.Plan.Succeed 5 
13. Data Quality Index 5%
14. My Voice, My School 5 Essentials Survey 5%

 

13

 

 

19-0626-P02

4. Specialty High School Weighting - Model A6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Specialty High School Indicators - Model A Weighting for Option Schools
1. Percentage of Graduates Earning Career Credentialed Status 20%
2. Freshman On-Track Rate . 20%
3. One?Year Graduation Rate 15%
4. Average Daily Attendance Rate 10%
5. One-Year Dropout Rate 5%
6. Percentage of Transition Plans in Compliance 5%
7. Percentage of Graduates With an Approved Summary of 5%
Performance Plan
8. Percentage of IEP Annual Reviews in Compliance 5%
9. Percentage of IEP Evaluations in Compliance 5%
10. Data Quality Index 5%
11. My Voice, My School 5 Essentials Survey 5%
5. Specialty High School Weighting - Model B7
Specialty High School Indicators - Model Weighting for Option Schools
1. Percentage of Graduates Earning Career Credentialed Status 20%
2 One-Year Graduation Rate 15%
3 Average Daily Attendance Rate 10%
4. Percentage of Transition Plans in Compliance 10%
5 Percentage of Graduates With an Approved Summary of 10%
Performance Plan
6 Percentage of IEP Annual Reviews in Compliance 10%
7. Percentage of IEP Evaluations in Compliance 10%
8. One-Year Dropout Rate 5%
9. Data Quality Index I 5%
10. My Voice, My School 5 Essentials Survey 5%

 

 

 

 

 

6The Chief Executive Of?cer (CEO) shall publish guidelines, via the SQRP handbook, establishing the criteria for
specialty high schools, Model A. 

7 The Chief Executive Of?cer (CEO) shall publish guidelines, via the SQRP handbook, establishing the criteria for
specialty high schools, Model B.

14



6. Detention Center School Weighting - Model A8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Detention Center School indicators Weighting for Option Schools
1. Average Growth Percentile on STAR Reading Assessment 5%
2. Average Growth Percentile on STAR Math Assessment 5%
3. Percentage of Students Making Growth Targets on STAR

Reading Assessment 10%
4. Percentage of Students Making Growth Targets on STAR Math 10%

Assessment .
5. One?Year Graduation Rate 10%
6. Credit Attainment Rate 10%
7. Percentage of Students With an Approved Transition Plan 10%
8. SAT Participation Rate 10%
9. Percentage of Students Earning Career/Postsecondary 9

Credentials ?0 A
10. Transition Rate - Enrollment . 10%
11. Transition Rate - Persistence 10%
7. Detention Center School Weightipg - Model B10
Detention Center School Indicators Weighting for Option Schools
1. Average Growth Percentile on STAR Reading Assessment 10%
2. Average Growth Percentile on STAR Math Assessment 10%
3. Percentage of Students Making Growth Targets on STAR

Reading Assessment 10%
4. Percentage of Students Making Growth Targets on STAR Math 10%

Assessment
5. One-Year Graduation Rate 10%
6. Credit Attainment Rate 10%
7. Percentage of Students With an Approved Transition Plan . 10%
8. SAT Participation Rate 10%
9. Percentage of Students Earning Career/Postsecondary 1,

Credentials 10 
10. Transition Rate - Enrollment 5%
11. Transition Rate - Persistence 

 

 

 

 

 

3 The Chief Executive Of?cer (CEO) shall publish guidelines, via the SQRP handbook, establishing the criteria for
detention center schools, Model A.

9 In the first year of this policy the 2020-2021 school year), this metric will be calculated and included at 0% of
the school?s rating, with the 10% distributed eVenly between SAT Participation Rate and One-Year Graduation Rate
(making each of those metrics worth 15% for the 2020-2021 school year) In the 2021-2022 school year and
subsequently thereafter these metrics will be weighted as described here

1? The Chief Executive Of?cer (CEO) shall publish 0'uidelines, Via the SQRP handbook, establishing the criteria for
detention center schools, Model B.

1? In the first year of this policy the 2020-2021 school year), this metric will be calculated and included at 0% of
the school?s rating, with the 10% distributed evenly between SAT Participation Rate and One?Year Graduation Rate
(making each of those metrics worth 15% for the 2020?2021 school year). In the 2021-2022 school year and
subsequently thereafter these metrics will be weighted as described here.

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19-0626-P02

8. Weighting for Schools Sewing both High School and Elementary School Grade Levels

Schools serving both elementary and high school grades will receive separate weighted scores and
School Quality Ratings for their elementary program and their high school program. However, the
school?s overall School Quality Rating and Accountability Status is determined by combining the weighted
scores from the school?s elementary and the high school programs, and further weighting the combined
score by the proportion of students in each program.

l. Assignment of a School Quality Rating

Each school will be assigned a School Quality Rating based on either its number of weighted points
earned or its School Attainment Score, as de?ned in the table below. If a school quali?es for one rating
based on its number of weighted points and another rating based on its School Attainment Score, the
school will be granted the higher of the two ratings as its School Quality Rating. For elementary schools,
the School Attainment Score is based on NWEA Reading and Mathematics assessments in Grades 3-8
or in Grade 3 if the school?s highest grade served is Grade 3. An elementary school must meet the
National School Attainment percentile minimum in both Reading and Mathematics to qualify fora School
Quality Rating based on attainment percentile. For high schools, the School Attainment Score is based on
the series of assessments. A high school must have a minimum percentage of students
meeting college readiness benchmarks to qualify for a School Quality Rating based on attainment score.
For a school to earn a School Quality Rating based on the attainment score rather than weighted points
earned, the school must have a minimum 95% participation rate on all assessments that determine the 
.school? 5 attainment score

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. . . Elementary High School
Schatg?ingallty WelggzegeZOInts Minimum Minimum Attainment
Attainment Score Score

Level 1+ 4.0 or more OR 90th percentile 80% of Students
Level 1 Between 3.5 and 3.9 70th percentile 60% of Students
Level 2+ Between 3.0 and 3.4 50th percentile 40% of Students -
Level 2 Between 2.0 and 2.9 40th percentile 20% of Students
Level 3 Less than 2.0 -- -

 

For schools serving both elementary and high school grades, the school receives weighted scores and
ratings for the elementary and high school programs separately, which are then combined into a single
overall School Quality Rating as described in Section If either the elementary and/or high school
program achieves a higher program rating based on their School Attainment Score than their weighted
points earned, that program will receive the higher level rating. When combining both program scores into
a single overall School Quality Rating, any program rating based on School Attainment Score shall be
converted into the lowest score associated with that level for purposes of performing the weighted
calculation as described in Section The lowest score associated with each level are as follows:
Level 1+ 4 points, Level 1 3.5 points, Level 2+ 3 points, Level 2 2 points.

Notwithstanding the foregoing, if a District-operated school with a Level 1+ or Level 1 rating experienced
conditions or an event that had a signi?cant impact on the school, the school may receive a School
Quality Rating of Level 1. in making this determination, the CEO will consider the following factors: (1) a
signi?cant change in student population, exclusive of students in new or entry-level grades; (2) a
signi?cant change of the school?s teaching staff as compared to the prior year; (3) a change of principal,
(4) a signi?cant change in the schools academic program, or (5) any other event that had a signi?cant
impact. Such a CEO determination shall not be applied In consecutive years.

In the event the CEO determines that the performance indicators speci?ed in this policy are not
. appropriate for measuring a school?s performance, the CEO may recommend to the Board the use of

other speci?ed performance indicators to evaluate the school and issue its School Quality Rating and
Accountability Status. The CEO shall use such alternate performance indicators when approved by the
Board.

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19-0626-P02

IV. SCHOOLS IDENTIFIED AS NEEDING REMEDIAL ASSISTANCE

On a date to be determined by the CEO or his/her designee, after school performance data Is available
schools will be noti?ed as to their Accountability Status hereunder.

Schools Placed on Remediation
Any school that receives a Remediation status as described in Section above shall participate in a

remedial program in which a Remediation Plan is developed by the CEO and/or the designees. A
Remediation Plan may include one or more of the following components:

1. Drafting a new school improvement plan (currently known as the Continuous improvement Work
Plan, or 

2 Additional training for the local school council;

3. Directing the implementation of the school improvement plan; and

4 Mediating disputes or other obstacles to reform or improvement at the school.

A Remediation Plan is intended to provide the support and oversight necessary to prevent schools with
declining or ?at performance from entering Probation status, and to help schools that are exiting
Probation reach Good Standing status. in creating a Remediation Plan, the CEO or designee shall give
assistance to the school to ensure that all aspects of the plan, including the school budget, address the
educational de?ciencies at these schools.

Any updates to such school improvement plan to address new data on the de?ciencies at Remediation
schools with a school improvement status shalt be approved by the Board in accordance with the Illinois
State Board of Education?s timeline for Board approval of school improvement plans.

The CEO or designee shall monitor each Remediation school?s implementation of the ?nal plan and the
progress the school makes toward implementation of the plan and the correction of its educational
de?ciencies.

Schools Placed on Probation

School improvement Plan and Budget: Each school placed on Probation shall have a school
improvement plan and a school budget for correcting de?ciencies identi?ed by the Board. The CEO or
designee shall develop a school improvement plan (currently known as the that shall contain
speci?c steps that the local school council and the school staff must take to correct identi?ed de?ciencies.
The schooi?s CIWP may serve as the school?s Probation plan. The school budget shall include speci?c
expenditures that support the implementation of this plan and that are directly calculated to correct
educational and operational de?ciencies identi?ed at the school.

In creating or updating the required plan, the CEO or designee shall give assistance to Probation schools
to ensure that ail aspects of the plan, including the school budget, re?ect and are tailored to the individual
needs of the school and that the plan addresses the educational de?ciencies at these schools.

The Board shall approve school improvement plans for schools placed on Probation. Any updates to such .
school improvement plan or school budget to address new data on the de?ciencies at- Probation schools
and schools with a state or federal school improvement status shall be approved by the Board in
accordance with timeline for Board approval of school improvement plans.

Except when otherwise speci?ed by the CEO, the Chief of Schools for the school?s network and the Chief
of Schools? designees shall serve as the probation team that will identify the educational and operational
de?ciencies at Probation schools in their network to be addressed in the school improvement plan and
budget presented to the Board for approval.

17



Monitoring: The CEO or designee shall monitor each Probation school's implementation of the ?nal plan
and the progress the school makes toward implementation of the plan and the correction of its
educational de?ciencies.

Additional Corrective Measures: Schools placed on Probation that, after at least one year, fail to make
adequate progress in correcting de?ciencies are subject to the following actions by the approval of the
Board, after an opportunity for a hearing:

a. Ordering new local school council elections;

b. Removing and replacing the principal;

c. Replacement of faculty members, subject to the provisions of Section 24A-5 of the 
School Code;

d. Reconstitution of the attendance center and replacement and reassignment by the CEO

of all employees of the attendance center;

lntervention under Section 34-8.4 of the Illinois School Code;

Operating an attendance center as a contract turnaround school;

Closing of the school; or

Any other action authorized under Section 34-83 of the School Code

are or?

The Law Department shall develop and disseminate hearing procedures for hearings required before
taking. any ofthe corrective actions speci?ed above.

De?nitions

3-8 On-Track: The school-level index score of individual students? on?track status based on a
combination of core course GPA and attendance.

ACCESS for ELs Assessment: Annual English language pro?ciency assessment required of all English
Language Learners 

Accountability Status: Status of the school established by this policy. A school may receive an
Accountability Status of ?Probation?, ?Remediation", or ?Good Standing. 

Annual Stabilization Rate: Percentage of stable students (enrolled for at least 45 membership days)
who are enrolled at the end of the school year, have graduated, or have successfully transitioned to
another CPS school.

AP Exam: Shall mean the end of course exam established by the College Board that is administered
upon completion of an AP class.

Average Daiiy Attendance Rate: Shall mean the total number of actual student attendance days divided
by the number of total student membership days.

Average Student Growth percentile for STAR: Average Fall-to-Spring, Fall-to?Winter, or
Winter-to-Spring growth percentile of students on the STAR reading and math assessments.

Career Credential: Shall mean a credential received for the successful completion of a speci?c course
sequence approved by CPS that quali?es a student/graduate for employment in a speci?c career. The
courses eligible for Career Credential credit under this policy are subjeCt to approval by CPS.

Career Credentialed Status: A designation denoting when a student has engaged in and completed a

suf?cient number of activities supporting a successful transition to the workplace to be considered ready
to engage in a career outside of school.

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19-0626-7P02

Credit Attainment Rate: Percentage of high school students who earn the total credits possible during
their time of enrollment.

College Enrollment Rate: The percentage of students enrolled in college in the Fall or Spring after
graduation from a CPS high school as identi?ed by the National Student Clearinghouse.

College Persistence Rate: The percentage of students enrolled in college in the Fail or Spring after 
graduation from a CPS high school who are still enrolled in college the following Fall as identi?ed by the
National Student Clearinghouse.

Detention Schools: CPS schools located within detention facilities, serving school-aged youth placed in
temporary secure care, generally pre-adjudication, by the Cook County Courts

Data Quaiity index The percentage of data quality indicators that measure whether a school
has recorded correct, complete and compliant data in CPS data systems. The DQI score considered
under this policy includes the ?Attendance?, ?Registration and Enrollment?, ?Student Contact information?,
and ?Student Health" sections of the reported on the CPS Dashboard.

Early College Credit: Shall mean credit received for a college?level course approved by CPS in which
the high school student is eligible for both high school and college credit upon successful completion of
the course. 

Four-Year Cohort Graduation Rate: The percentage of students graduating within four years of their
freshman year.

Freshmen On-Track Rate: The percentage of ?rst-time freshman students who earn ?ve credits in their
freshman year and fail no more than one semester core course (English, Mathematics, Science and
Social Science). .

Good Standing: An accountability designation assigned to schools where the CEO determines, based on
the criteria set out in this policy, that student performance and improvement meets or exceeds district
standards.

Growth in Attendance Rate: Percentage of stable students (enrolled for at least 45 membership days)
that show an improvement of at least 3 percent points in their individual daily attendance rates compared
to their daily attendance rate in the previous school year or who maintain an individuai daily attendance
rate of 90%.

Growth percentile for PSAT 9, PSAT 10, SAT: The percentile ranking of the school compared to other
CPS schools or schools nationwide measuring the change in standardized test scores between two points
in time.

Exam: Shall mean the end of course exam established by the International Baccalaureate
Organization that is administered upon completion of an IB class.

and Annual Review Compliance: Measures the extent to which student Individuai Education Plans
(IEPs) are in compliance with state and federal law.

Learn Plan Succeed: The district's program to ensure that all graduating seniors ?nish high school
having articulated a ?rm postsecondary plan.

My Voice, My School 5 Essentials Survey: Annual school climate and culture survey administered by

the Consortium on Chicago School Research at the University of Chicago to teachers and students, the 
results of which are aggregated and'determine the school?s overall foundation rating.

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19-0626-P02

National School Attainment percentile for NWEA: The percentile ranking of the school compared to
schools nationally based on the Spring NWEA MAP assessment in grades 2 through 8. This percentile is
calculated using national school-level norms established by NWEA, and is adjusted for each school
based on the number of students tested at each grade level.

National School Growth percentile for NWEA: The percentile ranking of the school compared to
schools nationally based on student growth between administrations of the NWEA MAP assessments in
grades 3 through 8. This percentile is calculated using national school-level growth norms established by
NWEA, and is adjusted for each school based on the number of students tested at each grade level and
the average pretest scores for those students.

NWEA MAP: The Northwest Evaluation Association Measure of Academic Progress 
Assessment. This is the adaptive growth assessment administered to CPS students in grades 2-8 in the
Spring of the school year. Scores for students who qualify for an ACCESS or exception are
excluded.

One-Year Drop-out Rate: The percentage of students in grades 9 through 12 enrolled in the school at
any time between July 1 and June 30 of the school year who drop out at any time during the year. The
calculation-used in this Quality Rating Policy will exclude students who had previously dropped out of
school during the past two years. 

One-Year Graduation Rate: Percentage of students with sufficient credits to be able to graduate within
. one year who graduate by the end of the school year.

Option School: A school or program identi?ed by the CEO or designee that is speci?cally designed to
serve a population of students who have dropped out or are at risk for academic failure, including, but not
limited to: students who are signi?cantly off-track for on-time completion of elementary school or
graduation from high school; (ii) expelled, emergency placed pending expulsion or in need of disciplinary
reassignment; pregnant or parenting; or (iv) chronically truant.

Percentage Meeting Student Growth Targets for STAR: Percentage of students with a growth
percentile of 40 or higher on the STAR reading and math assessments.

Percentage of Students Meeting College Readiness Benchmarks for PSAT 9, PSAT 10, SAT: A
School?s Attainment percentile measures how well the school performed on standardized tests at a single
point in time. A school's score is 'based on students? scoring at or above the grade-appropriate combined
College Readiness Benchmark scores, set by College Board. To learn more, visit


Percentage of Students With a Transition Plan: Percent of students at York and Jefferson with a
completed transition plan.

Probation: An accountability designation assigned to non-performing schools where the CEO
determines, utilizing the criteria set out in this policy, that a school requires remedial measures beyond
what is othewvise available under Remediation to address the school?s performance de?ciencies. This
designation includes schools performing at the lowest level of academic performance de?ned by this
policy. This Accountability Rating indicates the need for intensive support and in implementing this policy
the CEO or designee may also refer to this accountability designation as ?intensive Support.?

PSAT 9: Assessment developed by College Board and administered to CPS students in grade 9.
PSAT 10: Assessment developed by College Board and administered to CPS students in grade 10.

Remediation: An accountability designation assigned to non-performing schools where the CEO
determines, utilizing the criteria set out in this policy, that a school requires remedial measures as

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19-0626-P02

described in this policy, including increased oversight, to address performance de?ciencies. This
Accountability Rating indicates the need for provisional support and in implementing this policy the CEO
or designee may also refer to this accountability designation as ?ProvisionalSupport.?

SAT: Assessment developed by College Board and administered to CPS students in grade 11.

School Quality Rating: Rating assigned to each school in accordance with this policy that is used to
determine the school?s Accountability Status. This rating is based on the points schools receive
hereunder. A school may receive a School Quality Rating of Level Level 1, Level Level 2, or Level
3.

STAR Assessment: Reading and math assessments developed by Renaissance Learning, Inc. and
administered to students enrolled in an Option School.

Specialty High School: CPS specialty high schools and transition learning centers provide specialized
education for high school students with mild to moderate cognitive disabilities. Programs capitalize on
student interest and strength while preparing them to become members of the community.

Southside Occupational School - (Grade 12 until age 22)

0 Ray Graham Training Center - (Grade 12 until age 22)

Vaughn High School - (Grade 9 until age 22)

Northside Learning Center- (Grade 9 until age 22)

Summary of Performance Compliance: The percentage of graduates with a valid summary of
performance document, per guidelines from the Of?ce of Diverse Learners Support Services.

Transition Plan Compliance: The percentage of students with a transition plan that meets state
requirements.

Transition Rate (Enrollment): The percentage of students who exit a detention center school and
re-enroll in a CPS school.

Transition Rate (Persistence): The percentage of students who exit a detention center school, re-enroll
in a CPS school, and remain enrolled until the end of the year.

LEGAL REFERENCES: 105 ILCS 105 ILCS 105 ILCS 

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19-0626-P02

pro ed for Consideration: Respectfully Submitted: 

 
 
    

aTanya D. Mdb?aide
Chief Education Officer

    

Genera . o-unsl

22