The following table is a sample of the five-by-five grid California will use to illustrate school, LEA, and student group performance relative to each indicator: Table 20. Sample Five-by-Five Grid Change: Change: Change: Change: Change: Levels Declined Increased Declined Maintained Increased Significantly Significantly Status: Very Yellow Green Blue Blue Blue High Status: Orange Yellow Green Green Blue High Status: Orange Orange Yellow Green Green Medium Status: Red Orange Orange Yellow Yellow Low Status: Very Red Red Red Orange Yellow Low Schools receive a color-coded performance level for all students and each student group with at least 30 students on each indicator that applies based on the grades served by the school. The differing possible combinations of colors on the indicators that apply for each school allow<begin add> meaningful <end add>differentiation of performance for all students and each student group. For example, a school with all Green indicators is higher performing than another school with all Yellow indicators, but lower performing than a third school with all Green indicators except for one Blue indicator. <begin add> Similarly, the five distinct levels within Status and Change allow meaningful differentiation within each component used to determine overall performance.<end add> Describe the weighting of each indicator in the system of annual meaningful State’s differentiation, including how the Academic Achievement, Other Academic, Graduation Rate, and Progress in ELP indicators each receive substantial weight individually and, in the aggregate, much greater weight than the School Quality or Student Success indicator(s), in the aggregate. For each indicator, and have equal weight. In addition, “Status” “Change” each indicator is given equal weight when meaningfully differentiating schools, with ELA and Mathematics assessments considered as two separate indicators for school differentiation.<begin delete> Because six of the seven possible school-level indicators are academic and only one indicator (suspension rates) is a School Quality or Student Success Indicator<end delete>
The following table is a sample of the five-by-five grid California will use to illustrate school, LEA, and student group performance relative to each indicator: Table 20. Sample Five-by-Five Grid Levels Change: Declined Significantly Change: Declined Change: Maintained Change: Increased Change: Increased Significantly Status: Very High Yellow Green Blue Blue Blue Status: High Orange Yellow Green Green Blue Status: Medium Orange Orange Yellow Green Green Status: Low Red Orange Orange Yellow Yellow Status: Very Low Red Red Red Orange Yellow Schools receive a color-coded performance level for all students and each student group with at least 30 students on each indicator that applies based on the grades served by the school. The differing possible combinations of colors on the indicators that apply for each school allow<begin add> meaningful <end add>differentiation of performance for all students and each student group. For example, a school with all Green indicators is higher performing than another school with all Yellow indicators, but lower performing than a third school with all Green indicators except for one Blue indicator. <begin add> Similarly, the five distinct levels within Status and Change allow meaningful differentiation within each component used to determine overall performance.<end add> Describe the weighting of each indicator in the State’s system of annual meaningful differentiation, including how the Academic Achievement, Other Academic, Graduation Rate, and Progress in ELP indicators each receive substantial weight individually and, in the aggregate, much greater weight than the School Quality or Student Success indicator(s), in the aggregate. For each indicator, “Status” and “Change” have equal weight. In addition, each indicator is given equal weight when meaningfully differentiating schools, with ELA and Mathematics assessments considered as two separate indicators for school differentiation.<begin delete> Because six of the seven possible school-level indicators are academic and only one indicator (suspension rates) is a School Quality or Student Success Indicator<end delete>