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SCTA Performance Measures

Measures for the Strategic Call to Action

Performance measures monitor our progress in achieving our desired outcomes and state accountability targets, which have standard definitions and calculations. Measures are aligned across all system divisions and offices and in School Improvement Plans. SIPs include goals for academic achievement and school quality, including post-secondary preparation and discipline.

 Kindergarten Readiness Assessment (KRA) – The KRA assesses a student’s preparedness in social foundations, language and literacy, mathematics, physical well‑being and motor development when entering kindergarten.

 Students with Access to and Who Completed a Well-Rounded Curriculum – While the state considers students who are enrolled and meet standards in certain courses by grade level to have access to a well‑rounded curriculum, HCPSS also will monitor the diversity in course content and offerings.

 “On Track” at Grade 9 – The state considers ninth‑grade students to be “on track” if they are earning at least four credits in any of the following courses: mathematics, English language arts, science, social studies and/or world language. HCPSS also will monitor “on track” at Grade 9 as students earning credits in one English language arts and four additional credits toward meeting graduation requirements.

 Post-secondary Readiness – The state defines postsecondary readiness as showing proficiency in at least one of the following areas: state assessment, AP exam, SAT, Career and Technology Education (CTE), dual enrollment, and Armed Services Vocational Aptitude Battery (ASVAB).

 Graduating in Four and Five Years After Entering Grade 9 – The four‑year graduation rate is the percent of students who graduate within four years, and the five‑year graduation rate includes those students who graduate within five years.

 Proficiency on State Assessments – The state defines proficiency as when students perform at a level that demonstrates grade‑expected academic knowledge, skills and practices in English language arts/literacy, mathematics and social studies. Measures will be added for proficiency in science.

 Narrow State Assessment Performance Gaps by Half by 2030 – The state defines performance gaps as the difference between the current percentage of students meeting or exceeding proficiency and the highest performing students meeting proficiency within a student group.

 English Learners’ (ELs) English Proficiency Progress – The state defines progress toward English language proficiency as the amount of growth on the ACCESS 2.0 (Assessing Comprehension and Communication in English State‑to‑State) for English Learners.

 Climate Survey – The state is designing a legislated climate survey, on which students and staff members will report on various aspects of school climate, such as relationships, trust, engagement, environment and safety. The survey will inform HCPSS of the degree to which a supportive and nurturing climate is experienced by all students, as well as the extent to which HCPSS provides safe and healthy environments for students and staff.

 Chronic Absenteeism – Chronic absenteeism is defined by the state as a student being absent for 10 percent or more of the school days during the school year.

 Disproportionality in Discipline Practices – The state defines disproportionality in discipline practices as having students in a specific group demonstrating a significantly higher rate of out‑of‑school suspension compared to all other students in the school and compared to the statewide suspension rate.

 Staff Diversity – HCPSS defines staff diversity as workforce demographics that reflect student and community demographics.

 School Improvement Plans (SIPs) and School Plans – SIPs include goals for academic achievement, school quality, discipline disproportionality and post‑secondary preparation indicators such as SAT, ACT and AP exam scores; state assessment results; dual enrollment college credit; Career and Technology Education (CTE) industry certification; and ASVAB (Armed Services Vocational Aptitude Battery) results. School plans include goals for equity, student voice and restorative culture.

 Division Plans, Projects and KPIs – Each system‑level division and office produces a plan, aligned to SCTA desired outcomes, that includes key performance indicators and projects to drive divisional goals and improvements.

Desired Outcomes and Measures

Student-centered Practices

Inclusive Relationships

Responsive and Efficient Operations