Accountability Measures A perspective on how to “Beat the Odds” Georgia Charter Schools Association’s 2nd Annual Charter Schools Leadership Conference Busbee Center of Gwinnett Technical College January 30, 2015 11/9/2018

Charter School Accountability 11/9/2018

For New Charter Schools (opening in 2014 or later) Charter schools will be measured by their performance on two factors: CCRPI (College and Career Readiness Performance Index) Beating the Odds 11/9/2018

CCRPI Charter Goals For new start-up charter schools first opening in 2014 or later, using Year 1 of the charter term to establish a CCRPI baseline: The Charter School’s CCRPI score shall be equal to or better than both the State and local district in Year 2, and Better than both the State and local district in Years 3-5 of the charter contract 11/9/2018

CCRPI Charter Goals If the school’s first-year CCRPI score is lower than either or both the local district and the State The school shall have until the end of Year 2 of the charter term to close the gap between the Charter School and whichever score is higher, the local district or the State In Years 3-5 of the charter term, the Charter School’s CCRPI score shall be better than both the State and the local district 11/9/2018

CCRPI and New Charter Renewal Renewal decisions for new start-up charter schools first opening in 2014 or later will be based in part on whether the school’s CCRPI score was equal to or better than both the State and local district in Year 2, and better than both the State and local district in Years 3-4 of the charter contract. 11/9/2018

Beating the Odds (BTO) Charter Goals For new start-up charter schools first opening in 2014 or later, during each year of its first five-year charter term, all charter schools shall “beat the odds” as determined by a formula measuring expected student growth In general terms, a school “beats the odds” when it does as good as or better than all the schools in Georgia that are similar to that school 11/9/2018

What is BTO? The Beating the Odds analysis is a cross-sectional, fixed-effects regression model Analytical Aim: Use non-malleable factors to predict performance on a school’s CCRPI Data: CCRPI school-level dataset, GaDOE student record file, and GaDOE CPI data Be sure your school’s data in these datasets is accurate! 11/9/2018

Factors Included in BTO Student-based Factors % Asian % Native American % Black % Hispanic % Multiracial % Students with Disabilities % Gifted % White % ED % SWD % LEP School-based Factors School Size (FTE-1) School Grade Clusters (e.g., Elem, Middle, High, E/M, MH, etc.) 11/9/2018

BTO and Charter Renewal Renewal decisions for new charter schools first opening in 2014 or later will be based in part on whether the school “beat the odds” in each of the first four years of its first charter term (Years 1-4) Renewal decisions for existing charter schools will be based in part on whether the school “beat the odds” in each of the remaining years of its charter term (beginning 2014-15) 11/9/2018

How much time do NEW charter schools need to succeed? Some say charter schools need time before it is determined that the school is performing so poorly that it should be closed But the research shows that how a charter school starts in year one sets the pattern for subsequent years Charter schools don't have permission to waste any years of a child's academic life 11/9/2018

CCRPI, BTO and Charter Renewal The comparison to local and state CCRPI averages is only significant for those schools not "beating the odds" (BTO) The key question for future charter renewals is whether a school is "beating the odds" -- i.e., doing better than schools across the state serving similar students in similar situations  11/9/2018

CCRPI, BTO and Charter Renewal An existing charter school can win renewal if it is beating the odds -- regardless of where its CCRPI stands compared to its local district and the state average Existing charter schools will never suffer negative consequences merely for attracting students most in need of help! 11/9/2018

CCRPI, BTO and Charter Renewal They will only risk their charters if they fail to add sufficient measurable value while educating the children that do show up. That's what the BTO measure tells us about a school Thus, even though it will take them years to catch up with their local district and the state on CCRPI, they will win charter renewal if they continue to beat the odds each year 11/9/2018

CCRPI, BTO and Charter Renewal For example, several schools in the lower percentiles on CCRPI are in the highest percentiles in the preliminary BTO analysis -- because they're adding so much educational value for their students. Alternately, schools that have high CCRPI scores but are not beating the odds will need to show aggressive plans for improving their results if they want to win charter renewal. 11/9/2018

CCRPI DATA      11/9/2018

Accountability: CCRPI Comparison 11/9/2018

CCRPI Comparison by School Type Accountability: CCRPI Comparison by School Type 11/9/2018

CCRPI Overall Scores - Actual Note: Charters schools may have more than one score within the distribution. The CCRPI calculates a school level score for grades K-5; 6-8; and 9;12 and schools with grade configurations that span multiple will receive a score for each level. 11/9/2018

11/9/2018

11/9/2018

Beating the Odds DATA      11/9/2018

1 S 3 C 1 S 4 C 1 S 1 C 4 S 1 S 2 S 4 S 2 S 1 S 2 S 1 S 1 C 1 S 2 S 1 C 11/9/2018

How do you ensure your school is beating the odds How do you ensure your school is beating the odds? Improve your CCRPI Score      11/9/2018

What ARE THE COMPONENTS OF CCRPI THAT A SCHOOL CAN AFFECT? 11/9/2018

CCRPI Overall Score 11/9/2018 Not to Exceed 10 points. Star Ratings for Financial Efficiency and School Climate are operational in 2013-2014. 11/9/2018

Overall Score Details

College and Career Ready Performance Index, High School, Grades 9 - 12 CONTENT MASTERY (END of COURSE TESTS in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15) CONTENT MASTERY (END of COURSE TESTS in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15) Percent of students scoring at Meets or Exceeds on the Ninth Grade Literature End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the American Literature End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the Mathematics I/GPS Algebra (transitioning to CCGPS Coordinate Algebra) End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the Mathematics II/GPS Geometry (transitioning to CCGPS Analytic Geometry) End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the Physical Science End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the Biology End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the US History End of Course Test (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds on the Economics End of Course Test (required participation rate ≥ 95%) POST HIGH SCHOOL READINESS Percent of graduates completing a CTAE pathway, or an advanced academic pathway, or a fine arts pathway, or a world language pathway within their program of study Percent of CTAE Pathway Completers earning a national industry recognized credential, or a passing score on a GaDOE recognized end of pathway assessment (operational in 2014-2015) Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams; or scoring 4 or higher on two or more IB exams Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Advanced Placement courses, or International Baccalaureate courses Percent of graduates earning 2 or more high school credits in the same world language (operational in 2013-2014) Percent of students scoring at Meets or Exceeds on the Georgia High School Writing Test Percent of students achieving a Lexile measure greater than or equal to 1275 on the American Literature EOCT Percent of EOCT assessments scoring at the Exceeds level Student Attendance Rate (%) GRADUATION RATE 2011 4-Year Cohort Graduation Rate (%) 2011 5-Year Extended Cohort Graduation Rate (%) 11/9/2018

College and Career Ready Performance Index, Middle School, Grades 6 - 8 CONTENT MASTERY (CRCT in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15) Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in science (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%) POST MIDDLE SCHOOL READINESS Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs Percent of Students With Disabilities served in general education environments greater than 80% of the school day Percent of students scoring at Meets or Exceeds on the Grade Eight Writing Assessment (required participation rate ≥ 95%) Percent of students in grade 8 achieving a Lexile measure equal to or greater than 1050 Percent of students completing 2 or more state defined career related assessments/inventories by the end of grade 8 Percent of students with a complete state defined Individual Graduation Plan by the end of grade 8 Student Attendance Rate (%) PREDICTOR FOR HIGH SCHOOL GRADUATION Percent of students in grade eight passing at least four courses in core content areas (ELA, mathematics, science, social studies) Percent of CRCT assessments scoring at the Exceeds level 11/9/2018

College and Career Ready Performance Index, Elementary School, Grades K - 5 CONTENT MASTERY (CRCT in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15) Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in science(required participation rate ≥ 95%) Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%) POST ELEMENTARY SCHOOL READINESS Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs Percent of Students With Disabilities served in general education environments greater than 80% of the school day Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate ≥ 95%) Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters (operational in 2012-2013) Student Attendance Rate (%) PREDICTOR FOR HIGH SCHOOL GRADUATION Percent of students in Grade 5 passing at least 4 courses in core content areas (ELA, mathematics, science, social studies) (optional in 2012; required 2013 and beyond) Percent of CRCT assessments scoring at the Exceeds level 11/9/2018

Progress Calculations Student Growth Percentile (SGP) The SGP describes a student’s growth relative to other students with similar prior achievement. Each student obtains a growth percentile, indicating his or her “rank” on current achievement relative to other students with similar score histories (statewide). A student’s growth percentile can range from 1 to 99. Every student’s SGP has the potential to earn points towards the Progress Score. Progress calculations will utilize SGPs for FAY students. 11/9/2018

One Other Thing that Affects CCRPI: School Climate 11/9/2018

School Climate’s Impact 11/9/2018

School Climate’s Impact [DRAFT] 11/9/2018

School Climate’s Impact [DRAFT] 11/9/2018

School Climate Star Rating Data Metrics (Determinants) 25% 25% 25% 25% Student Survey Parent Survey School Staff Survey Student Discipline Data (discipline data and enrollment =weighted OSS rate) Schoolwide Attendance Data (student, staff, teachers) Survey + Discipline Data (Ratio of drugs, alcohol, bullying, & dangerous incidents) School Climate Star Rating (Scale 1-5: Negative to Positive) Schools have access to each School Climate Star Rating metric, because the Rating is intended to be prescriptive not punitive. Improvement of school climate depends on effective change of each determinant 11/9/2018

School Climate Culture Norms Values Relationships Behavior 11/9/2018

Proactive and Interactive Reactive (More prone to Fundamental Attribution Error) Proactive and Interactive (Looks for determinants, distribution, and population-based causes and solutions) 11/9/2018

A positive school climate has been shown to: Improve middle school students’ self-esteem (Hoge) Mitigate the negative effects of self-criticism (Kuperminic) Improve a wide range of emotional and mental health outcomes (Way, Reddy, & Rhodes) Lower levels of drug use (LaRusso) Reduce psychiatric problems among high school students (LaRusso) Increase psychological well-being (Ruus) Reduce student discipline referrals (DeJung) 11/9/2018

“We may achieve a tactical victory but suffer a strategic defeat.” Research indicates that positive school climate is critical to effective risk prevention implementation (RAND Corporation; M. C. Wang, Haertel, & Walberg 2010). Teachers’ and students’ perceptions of school climate stability may affect implementation of school intervention strategies such as anti-bullying, as well as school improvement efforts (Beets, et al, 2008; Malloy, et al, 2014) Improve school climate and then other direct interventions may be effective. “We may achieve a tactical victory but suffer a strategic defeat.” -Winston Churchill 11/9/2018

Lesson #1: Fundamental beliefs about behavior must change from attributing all or most behavior to personalized internal characterization of behavior to the possibility that situations students are in may be a determinant of misbehavior. Lesson #2: To change behavior, relationships have to change; to change relationships, values have to change; to change values, norms have to change; to change norms, culture has to change; to change culture, school climate has to change. 11/9/2018

Lesson #3: The possible positive impacts of projects, programs, initiatives, and interventions are compromised, threatened, or weakened if implemented in a school climate that is unstable. Lesson #4: Early access (“Early Warning”) to identification and intervention, plus a positive school climate can minimize the prevalence of discipline problems and increase academic outcomes. Changing learning environments in pre-school and K-3 can shape behavior. 11/9/2018

Lesson#5: Outcomes in Georgia and research in diverse school settings support the use of Positive Behavioral Interventions and Supports (PBIS) as the most effective framework for improving school climate. PBIS focuses on population-based prevention and intervention and also supports individual interventions. PBIS is an effective framework for improving school climate that positively impacts academic outcomes, improves attendance, and reduces discipline referrals. 11/9/2018

Associate Superintendent Additional Information Louis Erste Associate Superintendent lerste@doe.k12.ga.us 404-651-8734 11/9/2018