Joint House and Senate Education Committee

1. Joint House and Senate Education Committee Georgia Department of Education January 30, 2013

2. Teacher and Leader Effectiveness

3. There are 1,702,758 reasons to have effective teachers and leaders in Georgia.

4. Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure Score) Teacher Assessment on Performance Standards (Data sources include observations and documentation) Surveys of Instructional Practice (Intermediate, Middle, and High School) Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile Teachers of Non-Tested Subjects - DOE-approved district Student Learning Objectives

5. Leader Keys Effectiveness System (Generates a Leader Effectiveness Measure Score) Leader Assessment on Performance Standards (Data sources include observations and documentation) • Governance and Leadership • Climate Survey • - Student Attendance • Retention of Effective Teachers Student Growth and Academic Achievement - Student growth percentile measures - Achievement gap reduction - DOE-approved Student Learning Objectives using district-identified growth measures

6. Overview of 2012-2013 Implementation Target: 2014-15 Statewide Implementation

7. 2012-13 GoalsOn Schedule and On-Going

8. Long-term Outcomes Expected • Recognize our most effective teachers, principals and assistant principals. • Improve teacher and leader preparation programs by tying their effectiveness to the effectiveness of their graduates in the school buildings. • Better invest state professional development dollars in the areas that teachers and school leaders actually need, rather than our current one-size-fits-all approach. • Provide teachers with career ladder opportunities, to allow our most effective teachers to remain in the classroom while taking on additional responsibility in leadership roles. • Ensure that teachers found repeatedly ineffective are exited from the profession.

9. TKES & LKES Timeline

10. Historical Perspective

11. TKES/LKES Pilot Report Oct. Oct 31 Oct- Feb Feb 1 Feb-May May 15

12. 2012-2013 Goals Completed

13. 2012-2013 Goals In Progress

14. Florida Teachers are assessed across three areas – professional development, principal evaluation, and student test scores. • Student Growth 50% - combination of performance at the school level and of teacher’s assigned students • Student test scores on state assessments, or • Established learning targets approved by the principal that support the school improvement plan • Instructional Practice 50% • Principal Observation and Evaluation • Professional Development – professional and job responsibilities

15. Tennessee Teachers are assessed across three areas – observation, student growth and student achievement. • Student Growth 35% • TVASS or a comparable measure • Student Achievement 15% • List of approved measures adopted by the SBOE • Selected by mutual agreement between educator and evaluator • Instructional Practice 50% • Observations, conferences, review of prior evaluations

16. Louisiana Teachers are assessed across three areas – observation, student growth, and student achievement. • Student Growth 50% • Value added model score for state tested subjects • State-approved common assessment performance for some non-tested subjects • Student learning targets for other non-tested subjects; may be developed at district or teacher level • Instructional Practice 50% • Observations, documentation, professional development certifications

17. How SLOs Improve Teacher Practice Student Learning Objectives ensure that educators: • Have an in-depth understanding of course standards • Know what subject content and skills each student has at the beginning of the course • Set goals for students • Monitor student progress • Examine outcomes to determine next steps

18. Student Learning Objectives

19. TLE ELECTRONIC PLATFORM -orientation -self-assessment -goal-setting -walkthroughs -online credentialing -document library -conference tools -student surveys -multiple data reports -professional learning resources. -climate surveys -roster verification -SLO statements -data upload & calculations -student growth calculations -TEM/LEM calculations -professional learning resources

20. Georgia Student Growth Model Student Growth Percentiles

21. What are Student Growth Percentiles? • A student growth percentile (SGP) describes a student’s growth relative to other students statewide with similar prior achievement • Calculations based solely on achievement • SGPs not only show how individual students are progressing, but they also can be aggregated to show how groups of students, schools, districts, and the state are progressing

22. SGPs for Individual Students • Each student obtains a growth percentile, which indicates how his or her current achievement compares with that of his or her academic peers • Academic peers are other students statewide with a similar score history • Priors are the historical assessment scores used to model growth • Growth percentiles range from 1 to 99 • Lower percentiles indicate lower academic growth and higher percentiles indicate higher academic growth • Students also receive growth projections and growth targets, which describe the amount of growth needed to reach or exceed proficiency in subsequent years

23. Reporting SGPs • There are multiple ways of reporting SGPs at the group level (such as for a classroom, school, or district) • Median – the median growth percentile for all students • Growth distribution – divide the growth percentile range (1-99) into intervals and report the percentage of students demonstrating growth in each interval • Percentage meeting a goal – the percentage of students demonstrating at or above a specified level of growth

24. Dundee School District

25. Eagle Academy

26. Eagle Academy by Grade

27. Eagle Academy – Grade 5 by Class Section

28. Eagle Academy – Grade 5 by Class

29. Why focus on student growth? • A growth model will allow educators to move beyond status-based questions to ask critical growth-related questions. • Status • What percentage of students met the state standard? • Did more students meet the state standard this year compared to last year? • Growth • Did this student grow more or less than academically-similar students? • Are students growing as much in math as in reading? • Are students on track to reach or exceed proficiency? • The GSGM will provide student-level diagnostic information, improve teaching and learning, enhance accountability (CCRPI), and serve as one of multiple indicators of educator effectiveness (TKES and LKES).

30. Georgia’s College and Career Ready Performance Index Martha R. Reichrath, Ph.D. Deputy State Superintendent Georgia Department of Education Office of Curriculum, Instruction, Assessment, and Accountability

31. Historical Perspective • Worldwide competitive challenge for American students • Participation in the American Diploma Project / Increased rigor and diploma requirements • Lessons learned from past accountability initiatives: NCLB/AYP/SSAS • College and Career Ready Policy Institutes / Collaboration with other states • Stakeholder perceptions of successful schooling • Increased emphasis on career as well as college readiness / Career Pathways • Emphasis on soft skills development • Need for improvement road map for all schools • Broader based communication opportunity for school stakeholders to describe successes and challenges • Opportunity for flexibility to NCLB requirements

32. Georgia’s Call to Action • GaDOE is committed to the creation of a comprehensive school improvement, accountability, and communication platform for our state’s schools and educational leaders that will enable all Georgia public school students to be college and career ready. • The successful implementation of the CCRPI is highly critical to “Making Education Work for All Georgians.”

33. CCRPI Value • Accountability is about giving leaders a roadmap for improvement. It is not about threatening schools. It gives them levers to effect change and a yearly opportunity to measure the pace of change. Every stakeholder in the school has access to data and can play a role in a continually improving success story.

35. CCRPI Point Components The overall CCRPI score is based on a total of 100 points • Achievement = Performance on all Indicators • Progress = Performance on student growth percentiles (SGP’s) related to CRCT’s and EOCT’s • Achievement Gap Closure = Performance on the lowest quartile of scale scores as compared to the state mean • Challenge Points: • A) ED/EL/SWD Subgroups Meeting Performance Targets = Additional points earned by comparing the percent of ED/EL/SWD students in the school who meet the subgroup’s performance target to the total percent of ED/EL/SWD students in the school • B) Exceeding the Bar = Additional points earned by documented evidence of student achievement related to individual indicators • Financial Efficiency = Operational 2013-14 - No Points – Star Rating Only • School Climate = Operational 2013-14 - No Points – Star Rating Only

36. CCRPI Points and Weighting

37. College and Career Ready Performance Index,High School, Grades 9 - 12 Dr. John D. Barge, State School Superintendent “Making Education Work for All of Georgia’s Students” 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 • 4-Year Cohort Graduation Rate (%) • 5-Year Extended Cohort Graduation Rate (%)

38. Exceeding the Bar:a companion to the College and Career Ready Performance Index for High Schools In addition to the nineteen (19) items within the College and Career Ready Performance Index, high schools may earn additional points for these supplemental indicators. • Percent of graduates taking a nationally recognized college entrance examination • Percent of graduates earning credit in a physics course • Percent of first time 9th grade students with disabilities earning 3 Carnegie Unit Credits in 3 core content areas (ELA, mathematics, science, social studies) • Percent of first time 9th grade students earning 4 Carnegie Unit Credits in 4 core content areas (ELA, mathematics, science, social studies) • School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification 6. Percent of English Learners with positive movement from one Performance Band to a higher Performance Band based on the ACCESS for ELLs 7. *Percent of graduates completing a career-related Work-Based Learning Program or a career-related Capstone Project (moves to face of CCRPI in 2016-2017) 8. Percent of students in International Baccalaureate High Schools (IB) completing IB Career-Related Certificates (operational in 2012-2013) • School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement: examples include but are not limited to-participation in Charter System status, students enrolled in a Georgia College and Career Academy, partner participation in Race to the TOP award, participation in Striving Reader initiative, participation in dual language immersion program, participation in Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), comprehensive implementation of Response to Intervention (RTI) and/or Positive Behavioral Interventions & Supports (PBIS) 10. School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school: examples include but are not limited to-comprehensive Teachers as Advisors program; comprehensive mentoring program; Positive Behavioral Interventions & Supports (PBIS); service-learning programs; peer mediation; conflict mediation. (operational in 2013-2014) To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator: *Percent of tested students scoring at a proficient level on a Soft Skills Assessment (moves to face of CCRPI in 2014-2015) School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement

39. College and Career Ready Performance Index,Middle School, Grades 6 - 8 Dr. John D. Barge, State School Superintendent “Making Education Work for All of Georgia’s Students” 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

40. Exceeding the Bar: a companion to the College and Career Ready Performance Index for Middle Schools In addition to the fourteen (14) items within the College and Career Ready Performance Index, middle schools may earn additional points for these supplemental indicators. • Percent of students in grades 6 - 8 earning a passing score in above grade level core courses (ELA, mathematics, science, social studies) • Percent of students earning a passing score in three middle school courses in the fine arts, or career exploratory, or world languages by the end of grade 8 (courses must be in the same area of concentration) • Percent of students earning at least one high school credit by the end of grade 8 (ELA, mathematics, science, social studies, world languages, fine arts, CTAE) • School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification • Percent of students in grade 8 scoring proficient/advanced on the 21st Century Skills Technology Assessment • Percent of students in grades 6 - 8 with a fully documented Fitnessgram assessment • School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement: examples include but are not limited to-participation in Charter System status, students enrolled in a Georgia College and Career Academy, partner participation in Race to the TOP award, participation in Striving Reader initiative, participation in dual language immersion program, participation in Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), comprehensive implementation of Response to Intervention (RTI) and/or Positive Behavioral Interventions & Supports (PBIS) • School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school: examples include but are not limited to-comprehensive Teachers as Advisors program; comprehensive mentoring program; Positive Behavioral Interventions & Supports (PBIS); service-learning programs; peer mediation; conflict mediation. (operational in 2013-2014) To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator: School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement

41. College and Career Ready Performance Index,Elementary School, Grades K - 5 Dr. John D. Barge, State School Superintendent “Making Education Work for All of Georgia’s Students” 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

42. Exceeding the Bar: a companion to the College and Career Ready Performance Index for Elementary Schools In addition to the fourteen (14) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these supplemental indicators. • Percent of students in grades 1 – 5 earning a passing score in above grade level core courses (ELA, reading, mathematics, science, social studies) • Percent of students earning a passing score in world language courses • Percent of students earning a passing score in fine arts courses • School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification • *Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017) • Percent of students in grades 1-5 with a fully documented Fitnessgram assessment • School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement: examples include but are not limited to-participation in Charter System status, partner participation in Race to the TOP award, participation in Striving Reader initiative, participation in dual language immersion program, participation in Governor Deal’s Early Literacy Initiative, comprehensive implementation of Response to Intervention (RTI) and/or Positive Behavioral Interventions & Supports (PBIS) 8. School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school: examples include but are not limited to-comprehensive Teachers as Advisors program; comprehensive mentoring program; Positive Behavioral Interventions & Supports (PBIS); service-learning programs; peer mediation; conflict mediation. (operational in 2013-2014) To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator : School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement

45. GaDOE Contact Information Martha R. Reichrath, Ph.D., Deputy State Superintendent Office of Curriculum, Instruction, Assessment, and Accountability (404) 656-2804 mreichrath@doe.k12.ga.us

46. Student DisciplineGeorgia House and Senate Education CommitteesJanuary 30, 2013 Georgia Department of Education

47. “Student discipline – the part of education that is emotional, when calm is needed; where exasperation is common, when inspiration is necessary.”-Anonymous Teacher

48. Student Discipline is Multi-faceted • Complexities of human behavior • Environmental and social factors – health, family, social media, peer pressure, poverty, drugs, gangs, etc. • Inconsistencies of discipline consequences • Conflicting opinions about consequences – tougher or too tough • Consequences of suspensions – instructional time lost • Legal requirements and due process protections, including special education legal safeguards • School safety considerations

49. The Problem….. • Many teachers cite student discipline problems as the number one issue they face on a regular basis. • Administrators cite student discipline in the classroom as the most time-consuming problem they address each day. • Many students indicate that student discipline is a problem in the classroom.

50. However….. • Georgia ranks 9th in the nation in out-of-school suspensions. • Over 130,000 students were suspended from school during 2011-2012 school year and over 195,000 students were assigned in-school suspension. • Of the 20 high schools in the United States with the highest percentage of students suspended, 6 are in Georgia.