Transcript Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org ACCOUNTABILITY MEASURES A perspective on how to “Beat the Odds” Georgia.

Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
11/6/2015
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
CHARTER SCHOOL ACCOUNTABILITY
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For New Charter Schools
(opening in 2014 or later)
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Charter schools will be measured
by their performance on two
factors:
1. CCRPI (College and Career
Readiness Performance
Index)
2. Beating the Odds
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CCRPI Charter Goals
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
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CCRPI Charter Goals
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
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CCRPI and New
Charter Renewal
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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.
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Beating the Odds (BTO)
Charter Goals
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
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What is BTO?
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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!
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Factors Included in BTO
• Student-based Factors
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
% 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.)
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BTO and Charter Renewal
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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)
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How much time do NEW
charter schools need to
succeed?
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
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CCRPI, BTO and
Charter Renewal
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
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CCRPI, BTO and
Charter Renewal
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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!
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CCRPI, BTO and
Charter Renewal
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
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CCRPI, BTO and
Charter Renewal
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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.
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
CCRPI DATA
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Accountability:
CCRPI Comparison
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
3-Year History of Average CCRPI Scores
78.0
77.0
77.0
75.8
76.0
75.0
74.4
74.1
73.8
74.0
72.8
73.0
72.0
71.0
70.0
2011-12
2012-13
Charter Schools
2013-14
Non-Charter Schools
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Accountability:
CCRPI Comparison by School Type
3-Year History of Average CCRPI Scores (By Charter
Type)
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
80
78.6
78
76.8
76.7
75.8
76
74.9
74
72
73.8
74.4
72.9
72.6
72.8
71.8
70
70.2
68
66
2011-12
Non-Charter Schools
2012-13
System
2013-14
Conversion
Start-up
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CCRPI Overall Scores Actual
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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.
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
11/6/2015
20
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
11/6/2015
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
BEATING THE ODDS DATA
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Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
1S
3C
1S
4C
1S
2S
1S
1S
1C
4S
2S
1S
4S
2S
1C
2S
1C
1S
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
HOW DO YOU ENSURE YOUR
SCHOOL IS BEATING THE ODDS?
IMPROVE YOUR CCRPI SCORE
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
WHAT ARE THE COMPONENTS OF
CCRPI THAT A SCHOOL CAN AFFECT?
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CCRPI Overall Score
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Not to Exceed 10 points.
Star Ratings for Financial Efficiency and
School Climate are operational
in 2013-2014.
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Overall Score Details
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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)
1.
Percent of students scoring at Meets or Exceeds on the Ninth Grade Literature End of Course Test (required participation rate ≥ 95%)
2.
Percent of students scoring at Meets or Exceeds on the American Literature End of Course Test (required participation rate ≥ 95%)
3.
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%)
4.
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%)
5.
Percent of students scoring at Meets or Exceeds on the Physical Science End of Course Test (required participation rate ≥ 95%)
6.
Percent of students scoring at Meets or Exceeds on the Biology End of Course Test (required participation rate ≥ 95%)
7.
Percent of students scoring at Meets or Exceeds on the US History End of Course Test (required participation rate ≥ 95%)
8.
Percent of students scoring at Meets or Exceeds on the Economics End of Course Test (required participation rate ≥ 95%)
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
POST HIGH SCHOOL READINESS
9.
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
10. 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)
11. 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
12. 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
13. Percent of graduates earning 2 or more high school credits in the same world language (operational in 2013-2014)
14. Percent of students scoring at Meets or Exceeds on the Georgia High School Writing Test
15. Percent of students achieving a Lexile measure greater than or equal to 1275 on the American Literature EOCT
16. Percent of EOCT assessments scoring at the Exceeds level
17. Student Attendance Rate (%)
GRADUATION RATE
18. 2011 4-Year Cohort Graduation Rate (%)
19. 2011 5-Year Extended Cohort Graduation Rate (%)
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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)
1.
Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%)
2.
Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%)
3.
Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%)
4.
Percent of students scoring at Meets or Exceeds in science (required participation rate ≥ 95%)
5.
Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%)
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
POST MIDDLE SCHOOL READINESS
6.
Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured
by the ACCESS for ELLs
7.
Percent of Students With Disabilities served in general education environments greater than 80% of the school day
8.
Percent of students scoring at Meets or Exceeds on the Grade Eight Writing Assessment (required participation rate ≥ 95%)
9.
Percent of students in grade 8 achieving a Lexile measure equal to or greater than 1050
10.
Percent of students completing 2 or more state defined career related assessments/inventories by the end of grade 8
11.
Percent of students with a complete state defined Individual Graduation Plan by the end of grade 8
12.
Student Attendance Rate (%)
PREDICTOR FOR HIGH SCHOOL GRADUATION
13. Percent of students in grade eight passing at least four courses in core content areas (ELA, mathematics, science, social
studies)
14. Percent of CRCT assessments scoring at the Exceeds level
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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)
1.
Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%)
2.
Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%)
3.
Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%)
4.
Percent of students scoring at Meets or Exceeds in science(required participation rate ≥ 95%)
5.
Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%)
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
POST ELEMENTARY SCHOOL READINESS
6.
Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured
by the ACCESS for ELLs
7.
Percent of Students With Disabilities served in general education environments greater than 80% of the school day
8.
Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate ≥ 95%)
9.
Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650
10.
Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850
11.
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)
12.
Student Attendance Rate (%)
PREDICTOR FOR HIGH SCHOOL GRADUATION
13. 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)
14. Percent of CRCT assessments scoring at the Exceeds level
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Progress Calculations
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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.
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
ONE OTHER THING THAT AFFECTS
CCRPI:
SCHOOL CLIMATE
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School Climate’s Impact
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
11/6/2015
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School Climate’s Impact [DRAFT]
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
11/6/2015
34
School Climate’s Impact [DRAFT]
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
11/6/2015
35
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
School Climate Star Rating Data Metrics (Determinants)
25%
25%
Student
Survey
Student
Discipline
Data
Parent
Survey
(discipline
data and
enrollment
=weighted
OSS rate)
School Staff
Survey
25%
Schoolwide
Attendance
Data
(student,
staff,
teachers)
25%
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
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
School Climate
Culture
Norms
Values
Relationships
Behavior
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Reactive
(More prone to Fundamental
Attribution Error)
Proactive and
Interactive
(Looks for determinants,
distribution, and
population-based causes
and solutions)
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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)
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
11/6/2015
39
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
 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.
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
“We may achieve a
tactical victory but
suffer a strategic
defeat.”
-Winston Churchill
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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.
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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 K3 can shape behavior.
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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.
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Additional Information
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Louis Erste
Associate Superintendent
[email protected]
404-651-8734
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