1. Assessment and Accountability in the Era of ESSA
Georgia Education Leadership Institute
Pre-Institute Learning Session
September 17, 2017

2. 2017-2018 GKIDS Readiness Check Inaugural Launch
First six weeks of school
Reading & Evidence Based Writing Field Test:
October 16, 2017 – November 3, 2017
Spring 2018 Georgia Milestones Testing Windows:
End of Grade: April 9 – May 18, 2018
End of Course: April 23 – June 1, 2018
New Science and Social Studies tests aligned to Georgia Standards of Excellence
First administration: Winter EOC/Spring EOG
Expect science/social studies scores to be delayed

3. Revisions Underway GKIDS 2.0 GAA 2.0
streamlined to focus on student progress of ‘big- ticket’ concepts
GAA 2.0
structured portfolio of scaffolded tasks

4. Objectives
Provide an overview of ESSA and the development of Georgia’s state plan for ESSA
Discuss assessment and opportunities for flexibility under ESSA
Discuss the redesigned CCRPI under ESSA
Address your questions and areas of interest as they arise

5. ESSA
The development of Georgia’s state plan

6. Elementary and Secondary Education Act (ESEA)
Signed into law in 1965 to ensure educational opportunity for every child and provide support for schools
Main federal law governing public education
Reauthorized in different versions:
No Child Left Behind (2001)
Every Student Succeeds Act (2015)

7. Our Opportunity
ESSA is an opportunity for Georgia – Georgians are expecting more from their education system
Our Mission
Offering a holistic education to each and every child in the state.
Our Vision
Educating Georgia’s Future by graduating students who are ready to learn, ready to live, and ready to lead.

8. Stakeholder Feedback A plan for Georgians, by Georgians
8 stakeholder feedback sessions across the state; social media outreach; feedback; survey responses
Advisory councils – superintendents, parents, teachers, and students
Civil rights organizations, business & industry
State agencies, organizations, nonprofits, and stakeholders were at the table
Meetings: RESAs, conferences, Lt. Gov Business & Industry Summit, Metro Chamber, GPEE, etc.

9. State Advisory Committee
40 members
State agencies, organizations, students, parents, teachers, superintendents, advocacy groups
Facilitated by the Carl Vinson Institute of the University of Georgia

10. State Advisory Committee
Charge
Develop areas of focus and guiding principles
Receive and discuss stakeholder feedback
Review the draft of Georgia’s ESSA State Plan
Provide feedback regarding the draft of Georgia’s ESSA State Plan

11. Working Committees 6 working committees 20 members Accountability
Assessment
Federal Programs to Support School Improvement
Education of the Whole Child
Educator & Leader Development
Communications
20 members
5 GaDOE staff; 15 stakeholders

12. Working Committees Scope Develop feedback questions for stakeholders
Discuss stakeholder input, USED’s regulations and guidance, areas of focus, and assigned portions of ESSA
Coordinate with other working committees to write Georgia’s draft state plan

13. Assessment Working Committee
Chairs:
Melissa Fincher, Ph.D.
Deputy Superintendent for Assessment & Accountability
Steve Barker, Ph.D.
Superintendent of Coweta County School District
Members of the committee included:
5 Superintendents or Assistant Superintendents;
4 District Administrators – Assessment, Research/Accountability, and Special Education;
2 Principals;
2 Teachers;
1 RESA Representative;
1 Alliance of Education Agency Heads Representative; and
5 GaDOE staff focusing on assessment and accountability, curriculum and instruction, special education, teacher and leader effectiveness, and policy.

14. Accountability Working Committee
Chairs:
Allison Timberlake, Ph.D.
Director of Accountability
Molly Howard, Ph.D.
Superintendent of Jefferson County School District
Members of the committee included:
3 Superintendents or Assistant Superintendents;
6 District Administrators – Assessment, Accountability, and/or Data; School Improvement; Special Education; Instruction; and STEM;
3 Principals or Assistant Principals;
1 Teacher;
1 RESA Representative;
1 GOSA Representative; and
5 GaDOE staff focusing on assessment and accountability; research and policy; data collections and privacy; special education; and career, technical, and agricultural education

15. General ESSA Updates
Accountability Regulations were rescinded by Congress; no action was taken on the Assessment Regulations.
President Trump issued an executive order calling for the review of all regulations pertaining to ESSA.
Both the Assessment and Accountability Working Committees grounded their discussions in the actual law.

16. Georgia’s Plan
Georgia’s draft ESSA plan was posted in June 2017 for a 30-day public comment period
Working committees reviewed public feedback and made recommendations for the ESSA plan
Georgia’s revised draft ESSA plan was submitted to Governor Nathan Deal in August 2017 for a 30-day review period
Georgia’ final ESSA plan will be submitted to the U.S. Department of Education on September 18, 2017
USED has 120 days to review and approve Georgia’s plan

17. Assessment & Accountability
The primary purpose of school is teaching and learning. Assessment and accountability play an important role, but importantly – that role is supporting with the primary focus being teaching and learning.

18. Assessment
ESSA and Opportunities for Flexibility

19. Background
Federal requirements surrounding assessment, introduced by No Child Left Behind in 2001, remain:
all public school students enrolled in grades 3 through 8 must be assessed annually in reading/language arts and mathematics;
high school students enrolled in public schools must be assessed at least once in grades 9 through 12 in reading/language arts and mathematics;
science must be assessed at least once in grades 3 – 5, 6 – 9, and 10 – 12.

20. Federal/State Testing Requirements in Georgia
Grade
State Required (§ )
Federally Required K
GKIDS ― 1
[Literacy / math formative: Keenville] 2 3
GM EOG or GAA: ELA / Math
ELA / Math
Science 4 5
GM EOG or GAA: ELA / Math / Science / Social Studies 6 7 8
High School
(9-12)
GM EOC or GAA: ELA (9th Grade Lit / American Lit) / Math (Coordinate Algebra or Algebra I / Analytic Geometry or Geometry) / Science (Physical Science / Biology) / Social Studies (US History / Economics)
Note: Georgia Milestones (GM)/Georgia Alternate Assessment (GAA) are used to fulfill federal testing requirements for ESEA/ESSA.

21. ESSA Assessment Requirements
States are required to administer the same academic assessments to all public elementary school and secondary school students in the state
Alternate assessments based on alternate academic achievement standards are permissible for students with significant cognitive disabilities (limited to 1% participation)
Eighth grade students taking advanced high school mathematics may take the end of course rather than the grade 8 end of grade in mathematics
Note: Georgia will request a waiver to continue flexibility granted under ESEA allowing middle school students taking an advanced science course (i.e., Physical Science) to take the associated EOC in lieu of the EOG; the request will expand to include an advanced language arts course (i.e., 9th Grade Literature).

22. ESSA Assessment Flexibility
At states’ discretion, ESSA allows:
single summative assessment or multiple statewide interim assessments that result in a single summative score;
seven states to seek a demonstration period (no more than 5 years) for an innovative assessment approach that is technically sound, results in an annual summative determination, and can be scaled statewide;
local districts to petition the state to administer a nationally-recognized high school academic assessment to all students in the district in lieu of state high school assessment; comparability and technical quality must be established prior to its use, including federal peer review.

23. Senate Bill 211
This legislation directs the State Board of Education to ‘direct the existing assessment workgroup to pursue maximum flexibility for state and local assessments under federal law’ – to include:
use of nationally-recognized college and career ready high school assessment (‘provided that comparability can be established’ as required by ESSA);
application for the innovative assessment authority.
Requires the State Board to provide a report by September 1, 2017.
Requires the State Board to conduct comparability studies with nationally-recognized academic assessments such as SAT, ACT, and ACCUPLACER.
Studies must be initiated no later than July 1, 2017.
Senate Bill 211 reflects the requirements within ESSA and reflects the recommendations of the Assessment Working Committee.

24. Senate Bill 211
Additionally, this legislation clarifies the requirements for grades 1 and 2 formative assessments in reading and mathematics:
selection of the solution must be made in consultation with local school systems;
solution must provide for timely data and inform flexible grouping of students based on skill level as well as measure student progress toward grade-level expectations over the course of the school year.
Note that this requirement is not related to ESSA as assessments in grades 1 and 2 are not required under ESSA.

25. Assessment Working Committee Recommendations
Regarding areas of flexibility, the committee has recommended:
additional study and analysis is needed regarding the use of multiple statewide interim assessments;
districts be allowed to pursue a locally selected nationally-recognized high school assessment and present evidence the requirements outlined in law are met;
districts be allowed to present innovative solutions for consideration to be scaled statewide.

26. Recommendation: Statewide Interim Assessments
Recognizing that the Every Student Succeeds Act (ESSA) allows states to consider using interim assessments statewide; AND recognizing that the interim assessments must meet federal peer review criteria, must result in summative claims regarding the state assessment, and must meet all required administrative conditions statewide, including test security, this committee recommends that further study and analysis occur before this assessment opportunity is considered for statewide implementation.
Georgia’s ESSA Assessment Working Committee

27. Recommendation: Innovative Assessment Demonstration Authority
Recognizing that new federal ESSA law provides an opportunity through a competitive application process for states to innovate new approaches to assessment that may be more valid, more varied and richer, that may reflect a greater understanding of student skills, that may be reported in a timelier manner, and that may produce more useful data that are aligned with students-centered models of learning and instruction; AND recognizing that this innovative effort may be piloted in a subset of districts prior to scaling statewide, must meet federal peer review criteria, must result in comparable data, require accountability provision analysis and timeline requirements, this committee invites interested districts to present detailed, evidence-based innovations for consideration by the state.
Georgia’s ESSA Assessment Working Committee

28. Recommendation: Nationally Recognized High School Assessment
Recognizing that the new Every Student Succeeds Act (ESSA) allows a local education agency (LEA) to use a "locally selected, nationally recognized high school academic assessment" in lieu of the state high school assessment; AND recognizing that the nationally recognized high school assessment must be fully aligned to state content standards, produce valid and reliable data that are comparable to state assessment data, have appropriate accommodations, meet federal peer review requirements, and apply to all high school students in the LEA, this committee suggests that interested districts specify their intent to the state and be prepared to show evidence of all required criteria as specified above and in ESSA to include operational procedures and funding.  This is a district level initiative with limited state-level involvement.
Georgia’s ESSA Assessment Working Committee

29. Innovative Assessment Demonstration Authority
The innovative assessment demonstration authority opportunity involves scaling a proven practice statewide.
The solution must ensure that a valid, rigorous measure exist, that comparisons can be made across districts and schools, that closing the achievement gap is a focus, that active, transparent stakeholder engagement occurs including parents and students, and that a clear process exists to evaluate what is working well and where improvement is needed.
Comparability with the state assessment program (Georgia Milestones) must be established before districts or schools may administer the innovative solution in lieu of the state test.

30. Innovative Assessment Demonstration Authority
Steps that must be taken to implement this flexibility:
Solution developed and validated (technical quality documented and comparability with Georgia Milestones established).
Solution must be fully vetted by the US DOE, including successful completion of the federal peer review process.
Note: The demonstration period is for the scaling of the solution, not the development.

31. Locally Selected / Nationally Recognized High School Academic Assessment
Defined as a ‘an assessment of high school students’ knowledge and skill that is administered in multiple States and is recognized by institutions of higher education in those or other States for the purposes of entrance or placement into courses in postsecondary education or training programs.’
Must include appropriate accommodations for students with disabilities and English learners so as not to deny the opportunity to participate; no accommodation may deny any of the benefits from participation that are afforded to students without disabilities or who are not English learners.
Must be administered to all high-school students enrolled in the district.

32. Locally Selected / Nationally Recognized High School Academic Assessment
Steps that must be taken to implement this flexibility:
Comparability with state high school assessment program (Georgia Milestones) must be established.
Successful completion of the federal peer review process.
Note: GaDOE is beginning the process of investigating the comparability of the SAT and ACT with Georgia Milestones as required by SB 211; some work with ACCUPLACER has already been conducted.

33. Next Steps
Establish a task force to vet assessment flexibility options and make recommendations to Superintendent Woods and the State Board of Education.
Districts interested in assessment flexibility should establish the technical veracity of their solution, including comparability with Georgia Milestones (at local level first).
Districts interested in implementing a particular nationally recognized high school assessment should begin the conversation with GaDOE.

34. Accountability
Redesigning the CCRPI

35. Background
Georgia’s College and Career Ready Performance Index (CCRPI) was first implemented in 2012 as an alternative to No Child Left Behind’s Adequate Yearly Progress (AYP).
Georgia’s Elementary and Secondary Education Act (ESEA) Waiver provided the opportunity to implement a new accountability system that included multiple measures, provided a more holistic picture of school performance, and addressed several shortcomings of the AYP system.
While ESSA’s new accountability provisions represent a substantial departure from No Child Left Behind’s AYP, they are more closely aligned with the CCRPI system already in place in Georgia.
With ESSA, Georgia seized the opportunity to reflect on six years of CCRPI implementation, and, in consultation with stakeholders across the state, to revise CCRPI to expand upon its successes and address its shortcomings.

36. Role of Accountability
Accountability should play a supporting role in assisting schools, districts, and the state to reach its mission of offering a holistic education to every child and preparing them for college, career, and life.
Accountability should not be the driving force behind decisions about educating children.
The purpose of CCRPI is to provide an objective measure of the extent to which schools, districts, and the state are succeeding in providing high-quality opportunities and outcomes for students that can be used for communication and continuous improvement.

37. Redesigned CCRPI
Content Mastery
Are students achieving at the level necessary to be prepared for the next grade, college, or career?
Progress
How much growth are students demonstrating relative to academically-similar students?
CCRPI
Score
Closing
Gaps
Are all students and all student subgroups making improvements in achievement rates?
Readiness
Are students participating in activities preparing them for and demonstrating readiness for the next level, college, or career?
Graduation Rate
Are students graduating from high school with a regular diploma in four or five years?
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

38. Redesigned CCRPI
Content Mastery
Progress
Content Mastery
Closing
Gaps
Readiness
Graduation Rate
Progress
Closing
Gaps
Readiness
Graduation Rate
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

39. Redesigned CCRPI
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
Achievement scores in English Language Arts, mathematics, science, and social studies
Utilize weights based on achievement level, where Beginning Learners earn 0 points, Developing Learners earn 0.5 points, Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points
Incentivizes moving all students to the next level
Content areas for all three grade bands will be weighted according to the number of state tests administered within each grade band
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

40. Redesigned CCRPI
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
If the participation rate for all students or a subgroup of students falls below 95%, the achievement score for that group of students will be multiplied by the actual participation rate divided by 95%.
This ensures the adjustment is proportional to the extent to which the % participation rate was not attained.
The adjusted achievement score will be utilized in CCRPI calculations.
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

41. Performance Band Movement
Redesigned CCRPI
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
Progress scores in English/language arts, mathematics, and progress towards English language proficiency (EL students)
Utilize weights based on level of growth; incentivizes moving all students to the next level
ELA and mathematics will receive 90% of the weight, and progress towards English language proficiency will receive 10% of the weight
ELA and Mathematics SGPs
EL Progress Towards Proficiency – ACCESS for ELLs
SGP Range
Point Value
1-29
30-40 .5
41-65 1
66-99
1.5
Performance Band Movement
Point Value
No positive movement
Moved less than one band .5
Moved one band 1
Moved more than one band
1.5
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

42. Redesigned CCRPI
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
Based on new CCRPI improvement targets, which are represented by improvement flags
School- and district-level targets based on 3% of the gap between baseline achievement rates (2017) and 100%
For each achievement improvement target, 1 point is earned when the target is met (green flag), 0.5 points are earned when progress is made but the target is not met (yellow flag), and 0 points are earned when performance does not improve (red flag).
ED, EL, and SWD subgroups can earn 1.5 points when a 6% improvement target is met.
Sets an expectation of improvement or maintenance of high achievement for all students; provides an opportunity for schools to demonstrate improvements in performance; and provides better alignment between CCRPI and improvement flags
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

43. Redesigned CCRPI
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
Elementary and middle school readiness focus on foundational skills, such as literacy, attendance, and enrichment beyond the traditional core.
In high school, literacy and attendance continue to be critical indicators of postsecondary readiness. Students should also participate in accelerated enrollment opportunities – academic or technical; complete a pathway; and demonstrate college or career readiness.
Readiness indicators will be weighted equally.
DEFINING READINESS
Early grades: Foundational skills and concepts
Later grades: Multiple paths to succeed by expanding opportunities and personalizing learning
Graduates are college and/or career ready
Life-long learning
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

44. Redesigned CCRPI CCRPI Readiness Indicators
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
CCRPI Readiness Indicators
Elementary School
Literacy: Percent of students in grades 3-5 demonstrating reading comprehension at or above the midpoint of the College & Career Ready “Stretch” Lexile Band for each grade level.
Student Attendance: Percent of students in grades K-5 absent less than 10% of enrolled days.
Beyond the Core: Percent of students earning a passing score in fine arts or world language.
Middle School
Literacy: Percent of students in grades 6-8 demonstrating reading comprehension at or above the midpoint of the College & Career Ready “Stretch” Lexile Band for each grade level.
Student Attendance: Percent of students in grades 6-8 absent less than 10% of enrolled days.
Beyond the Core: Percent of students earning a passing score in fine arts, world language, physical education/health, or career exploratory.
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

45. Redesigned CCRPI
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
CCRPI Readiness Indicators
High School
Literacy: Percent of students in 9th Grade Literature and American Literature demonstrating reading comprehension at or above the midpoint of the College & Career Ready “Stretch” Lexile Band for each course.
Student Attendance: Percent of students in grades 9-12 absent less than 10% of enrolled days.
Accelerated Enrollment: Percent of graduates earning credit for accelerated enrollment via Dual Enrollment, Advanced Placement, or International Baccalaureate courses.
Pathway Completion: Percent of graduates completing an advanced academic, CTAE, fine arts, or world language pathway.
College and Career Readiness: Percent of graduates entering TCSG/USG without needing remediation; achieving a readiness score on the ACT, SAT, two or more AP exams, or two or more IB exams; passing a pathway-aligned end of pathway assessment (EOPA) resulting in a national or state credential; or completing a work-based learning program.
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

46. Redesigned CCRPI High schools only
Content Mastery
Progress
Closing
Gaps
Readiness
Graduation Rate
High schools only
Includes both the four-year and five-year adjusted cohort graduation rate
Emphasizes graduating in four years while placing value on continuing to work with and graduate students who need more time
The four-year graduation rate will be worth 2/3 of the points and the five-year graduation rate will be worth 1/3 of the points
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

47. Balancing College and Career Readiness
In addition to content mastery and high school graduation, CCRPI includes multiple measures of college and career readiness and values multiple pathways to success.
Literacy
Student Attendance
Accelerated Enrollment
Pathway Completion
College and Career Readiness
Entering TCSG/USG without remediation
ACT, SAT, AP, IB
National or state credential (end of pathway assessment)
Work-based learning
College and Career Readiness
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

48. Scoring and Reporting
Consistent with state law (O.C.G.A. § ), the overall CCRPI score will be reported on a scale.
To increase ease of understanding and interpretation, each CCRPI indicator and component will also be reported on a scale, with additional points possible in Content Mastery, Progress, and Closing Gaps.
Components will be weighted and combined according to the weights defined in the table to the right to determine the overall CCRPI score.
Elementary
Middle
High
Content Mastery
30%
Progress
35%
Closing Gaps
15%
10%
Readiness
20%
Graduation Rate --
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

49. 2018 CCRPI
English Language Arts achievement
Mathematics achievement
Science achievement
Social studies achievement
Content Mastery
Progress
English Language Arts growth
Mathematics growth
Progress towards English language proficiency (EL students)
CCRPI
Score
Closing
Gaps
Meeting achievement improvement targets
Elementary: Literacy, student attendance, beyond the core
Middle: Literacy, student attendance, beyond the core
High: Literacy, student attendance, accelerated enrollment, pathway completion, college and career readiness
Readiness
Graduation Rate
High School Only
4-year adjusted cohort graduation rate
5-year adjusted cohort graduation rate
Draft 2018 CCRPI based on ESSA Plan submitted to USED for review.

50. Preserving Local Flexibility
The redesigned CCRPI is simplified and streamlined.
Indicators focus on the opportunities and outcomes expected of all students.
This preserves local flexibility to determine the programs and policies that best meet the needs of their students.
Districts should not feel pressured to adopt a particular program or policy because it earns extra points on CCRPI.
The removal of indicators does not mean the activity is not valuable.
e.g., STEM/STEAM certification, capstone projects, career lessons, etc.
These activities should lead to improved achievement and growth, which would be captured by the remaining indicators.
Additionally, there are many valuable activities that benefit students and should be adopted, even if they are not directly tied to CCRPI.

51. Moving Forward
While the redesigned CCRPI will be a significantly improved accountability system for Georgia, the most critical piece is changing the conversation about student performance in our state.
CCRPI can shine a light on the great work schools are doing and areas in need of improvement, but it must be used as a tool by communities and other stakeholders to engage in meaningful conversations around how to improve student opportunities, outcomes, and preparedness for college, career, and life.

52. More Information
Information about the 2018 CCRPI can be found in Georgia’s ESSA Plan that is being submitted to USED on September 18, 2017
gadoe.org/essa
USED has 120 days after submission to review/approve plan.
Additional documentation is on the accountability website
accountability.gadoe.org
Redesigned CCRPI Overview; Redesigned CCRPI Indicators; CCRPI Key Changes; CCRPI Side-by-Side

53. Designing New CCRPI Reports
Prior to and throughout the ESSA process, we received feedback that the current CCRPI online reports are too complicated, difficult to navigate, and do not provide enough context.
While the redesigned CCRPI itself is simplified and streamlined, new online reports are needed to improve communication and utilization of data.

54. Designing New CCRPI Reports
We are pleased to present a prototype of the new CCRPI online reports.
We need your feedback to finalize the design to ensure it meets your needs.
Please watch a video overview, tour the prototype, and submit your feedback at accountability.gadoe.org.
View the new report prototype today.

61. Submit Your Feedback
Please watch a video overview, tour the prototype, and submit your feedback at accountability.gadoe.org.

62. Questions?
Melissa Fincher, Ph.D. Deputy Superintendent for Assessment and Accountability or (404) Allison Timberlake, Ph.D. Director of Accountability or (404)