The student information system, a school and school district accountability system, low-performing schools and school districts, and charter school contracts. (FE)

Finally, the bill specifies that a private school participating in a PCP is not required to include in the SIS it is using information about pupils who are not attending the private school under the PCP.

School and school district accountability Current law directs DPI, annually by September 1, to publish a school and school district accountability report that includes the following components:

1. Multiple measures to determine a school's performance or a school district's improvement, including pupil achievement and growth in reading and mathematics;

measures of college and career readiness; and gaps in pupil achievement and graduation rates categorized by various factors.

2. An index system to identify a school's level of performance and annually place each school into one of five performance categories.

Current law provides that one year after an independent charter school or a private school participating in a PCP begins using the SIS or a system that is interoperable with the SIS, DPI must include the school in its school accountability report.

This bill eliminates all of the above provisions and establishes a school and school district accountability system, initially effective in the 2014-15 school year, that is applicable to public schools, charter schools, and private schools participating in a PCP. The bill directs DPI to determine a school's and school district's performance in the following areas:

1. Pupil achievement in reading and mathematics.

2. Growth in pupil achievement in reading and mathematics, calculated using a value-added methodology.

3. College and career readiness.

4. Gap closure in pupil academic achievement and graduation rates.

5. Pupil engagement in school.

The bill specifies the information about a school or school district that DPI may use to measure performance in each of the above areas.

For a private school participating in a PCP, the bill directs DPI to use for each area only information that pertains to pupils attending the private school under the PCP.

The bill requires DPI to issue an annual accountability report for each school and school district that indicates the school's or school district's overall performance on the following scale:

1. Significantly exceeds expectations.

2. Exceeds expectations.

3. Meets expectations.

4. Meets few expectations.

5. Fails to meet expectations.

The bill directs the Legislative Audit Bureau annually to study DPI's methodology for calculating the performance of schools and school districts and report its findings each January to the appropriate standing committees of the legislature.

Low-performing schools and school districts; interventions Current law requires a school board and DPI to take certain steps if a school or school district is in need of improvement or among the lowest performing, as follows:

1. If DPI determines that a school district has been in need of improvement for four consecutive school years, the school board must:

a. Employ a standard, consistent, research-based curriculum that is aligned with the state's model academic standards.

b. Use pupil academic performance data to differentiate instruction to meet individual needs.

c. Implement a system of academic and behavioral supports and early intervention for pupils.

d. Provide additional learning time to address the academic needs of pupils who are struggling academically.

2. If DPI determines that a particular public school has been in the lowest performing 5 percent of all public schools in the state in the previous school year and is located in a school district that has been in need of improvement for four consecutive school years, the school board must do the following in the school:

a. Use rigorous and equitable performance evaluation systems for teachers and principals.

b. Adopt a policy establishing criteria for evaluating whether the distribution of teachers and principals within the affected schools relative to the distribution of teachers and principals throughout the school district, based on their qualifications and effectiveness, is equitable. If the school board determines that the distribution is inequitable, the school board must eliminate those policies and constraints that prevent low-performing schools from recruiting, placing, and retaining effective teachers and principals, and provide additional support to teachers and principals.

c. Establish teacher and principal improvement programs.

d. Adopt placement criteria for principals that include performance evaluations and measures of pupil academic achievement.

3. If DPI determines that a school district has been in need of improvement for four consecutive school years, DPI may direct the school board to do one or more of the following in the school district:

a. Implement or modify activities enumerated for low-performing school districts above.

b. Implement a new or modified instructional design.

c. Implement professional development programs.

d. Implement changes in administrative and personnel structures.

e. Adopt accountability measures to monitor the school district's finances or to monitor other interventions.