Washington Administrative Code › Title 108 - Charter School Commission › Chapter 108-30 - Performance framework › CHARTER SCHOOL PERFORMANCE FRAMEWORK › Section 108-30-020 - Performance framework

Current through Register Vol. 24-14, July 15, 2024
(1) "Performance
				framework" means the standards that will be used by the commission to evaluate
				the performance of each charter school. The performance framework will be a
				source of information used by the commission to make decisions involving
				corrective action, renewal, modification, revocation, and/or termination of a
				charter school.
(2) The performance
				framework evaluates charter school performance and compliance in the areas of
				academic, financial, organizational, legal and mission specific performance and
				compliance. The commission will develop and post performance framework guidance
				for charter schools on the commission website.
(3) Academic performance and compliance.
				Academic performance and compliance measures whether the charter school meets
				or is making sufficient progress towards academic performance expectations.
				Academic performance and compliance includes, but is not limited to:
(a) Student achievement. Evaluation of
				student achievement includes evaluation of student academic proficiency in
				English language arts, science, and mathematics; evaluation of student
				achievement gaps in both proficiency and growth. In addition to overall data,
				this information must be disaggregated by major student subgroups including
				gender, race and ethnicity, poverty status, special education status, English
				language learner status, and highly capable status.
(b) Comparative performance. Comparative
				performance is evaluated by comparing charter school students' performance on
				required state and federal assessments to performance of students in
				traditional public schools and charter schools with similar demographics. This
				is a comparison of overall student performance in English language arts
				(reading and writing), math, and science, as well as any other subjects that
				will in the future be tested. To the extent data is available comparison
				schools may include, but are not limited to, district-of-residence schools and
				peer or comparable schools whether charter or noncharter. As additional data
				for comparisons become available, the comparative performance evaluation will
				be adjusted. In addition to aggregate data, when available, this information
				must be disaggregated by major student subgroups including gender, race and
				ethnicity, poverty status, special education status, English language learner
				status, and highly capable status.
(c) Student progress. Student progress is
				evaluated using the school's median student growth percentile in reading and
				mathematics. As additional growth-related data become available, this
				evaluation will be adjusted. In addition to aggregate data, when available,
				this information must be disaggregated by major student subgroups including
				gender, race and ethnicity, poverty status, special education status, English
				language learner status, and highly capable status.
(d) Post secondary readiness (high school
				evaluation). Evaluation of post secondary readiness includes overall graduation
				rates in accordance with the state of Washington reporting requirements;
				comparison of charter school to district-of-residence graduation rates;
				comparison of charter school to peer or similar school graduation rates; and
				enrollment in post secondary institutions. As additional comparison data such
				as dual credit accrual, industry certification, 11th grade assessments, or
				others, become available, this evaluation will be adjusted. In addition to
				aggregate data, this information must be disaggregated by major student
				subgroups including gender, race and ethnicity, poverty status, special
				education status, English language learner status, and highly capable
				status.
(e) State and federal
				accountability. Evaluation of the charter school's compliance with state and
				federal accountability rules, regulations, and laws and whether the school has
				met the targets set forth by the state accountability system including, but not
				limited to, provision of basic education, instruction in the essential academic
				learning requirements, statewide student assessments, performance improvement
				goals. In addition to overall data, this information must be disaggregated by
				major student subgroups including gender, race and ethnicity, poverty status,
				special education status, English language learner status, and highly capable
				status.
(f) School specific
				accountability. Evaluation of whether the charter school has met school
				specific goals identified in its contract.