1. 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

2. Charter School Accountability
11/9/2018

3. 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

4. CCRPI Charter Goals
For new start-up charter schools first opening in 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

5. 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

6. 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

7. Beating the Odds (BTO) Charter Goals
For new start-up charter schools first opening in 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

8. 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

9. 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

10. 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 )
11/9/2018

11. 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

12. 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

13. 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

14. 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

15. 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

16. CCRPI DATA     
11/9/2018

17. Accountability: CCRPI Comparison
11/9/2018

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

19. 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

20. 11/9/2018

21. 11/9/2018

22. Beating the Odds DATA     
11/9/2018

23. 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

24. 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

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

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

27. Overall Score Details

28. 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 )
CONTENT MASTERY (END of COURSE TESTS in some areas to be REPLACED by COMMON CORE ASSESSMENTS in )
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 )
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 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 )
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
Year Cohort Graduation Rate (%)
Year Extended Cohort Graduation Rate (%)
11/9/2018

29. 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 )
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

30. 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 )
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 )
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

31. 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

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

33. School Climate’s Impact
11/9/2018

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

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

36. 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

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

38. 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

39. 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

40. “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

41. 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

42. 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

43. 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

44. Associate Superintendent
Additional Information
Louis Erste
Associate Superintendent
11/9/2018