Appendix D: KPI Methods

1

A

Cultural Proficiency – Staff Survey

Percent of staff responding positively to the following cultural proficiency EES Staff Survey item: We are provided training to meet the needs of a diverse student population in our school.                      

Disaggregated: American Indian / Alaskan Native 54.5%; Asian / Pacific Islander 76.7%; Black 69.3%; Hispanic 78.0%; Multiracial 67.2%; White 74.9%; Male 77.0%; Female 73.1%.

1

A

Cultural Proficiency – Student Survey

Percent of students responding positively to the following cultural proficiency EES Student Survey item: I am comfortable interacting with people from a different racial or ethnic background (MS/HS) / I am comfortable interacting with people from different backgrounds (ES)                        

Disaggregated: American Indian / Alaskan Native 84.7%; Asian / Pacific Islander 84.0%; Black 81.2%; Hispanic 79.8%; Multiracial 84.6%; White 88.0%; EL 67.3%; SWD 73.9%; Free Meals 78.7%; Gifted 89.7%; Male 81.5%; Female 83.8%.

1

A

Cultural Proficiency – Family Survey

Percent of families responding positively to the following cultural proficiency EES Family Survey items (weighted average):

(1) This school addresses issues of diversity in a timely and effective manner

(2) This school respects the different cultures represented in our community

(3) My student learns about the cultures of our community at their school

(4) Adults in this school value and respect my racial/cultural identity

(5) This school has a welcoming environment that embraces the diversity of race, ethnicity, religion, gender, and sexual orientations.                  

Disaggregated: American Indian / Alaskan Native 77.9%; Asian / Pacific Islander 84.1%; Black 77.9%; Hispanic 89.7%; Multiracial 73.7%; White 84.8%; Frequently Speaks English at Home 80.7%; Infrequently Speaks English at Home 89.4%.

1

A

Sense of Belonging – Student Survey

Percent of students responding positively to the following sense of belonging EES Student Survey items (weighted average):

(1) My parents/family feel welcome to visit this school

(2) In my school, I feel that I belong to a group of friends

(3) There’s at least one adult in this school I can talk to if I have a problem

(4) I feel good about my cultural or ethnic background (MS/HS) / I feel good about my family traditions (ES)

(5) I feel bad when someone gets their feelings hurt                                        

Disaggregated: American Indian / Alaskan Native 77.9%; Asian / Pacific Islander 84.1%; Black 77.9%; Hispanic 89.7%; Multiracial 73.7%; White 84.8%; Frequently Speaks English at Home 80.7%; Infrequently Speaks English at Home 89.4%.

1

A

Sense of Belonging – Family Survey

Percent of families responding positively to the following sense of belonging EES Family Survey item: I feel welcome at this school                                                    

Disaggregated: American Indian / Alaskan Native 74.7%; Asian / Pacific Islander 85.4%; Black 84.2%; Hispanic 89.9%; Multiracial 79.8%; White 83.1%; Frequently Speaks English at Home 82.8%; Infrequently Speaks English at Home 89.6%.

1

B

Student Wellbeing – Student Survey

Percent of students responding positively to the following student wellbeing EES Student Survey items (weighted average):

(1) I feel safe at this school

(2) I enjoy coming to this school

(3) I am hopeful about my future

(4) I can calm myself down when I am excited or upset

(5) Setbacks don’t discourage me (MS/HS) / I am not discouraged when things aren’t going well (ES)                                

Disaggregated: American Indian / Alaskan Native 61.2%; Asian / Pacific Islander 58.6%; Black 55.8%; Hispanic 57.6%; Multiracial 55.6%; White 60.1%; EL 58.2%; SWD 56.7%; Free Meals 56.2%; Gifted 59.7%; Male 60.6%; Female 54.6%.

1

B

Student Wellbeing – Chronic Absenteeism

Percent of students chronically absent. Calculated as number of students missing 10% or more of enrolled days divided by the total number of enrolled students who were enrolled at least 30 days.                

Disaggregated: American Indian / Alaskan Native 61.2%; Asian / Pacific Islander 58.6%; Black 55.8%; Hispanic 57.6%; Multiracial 55.6%; White 60.1%; EL 58.2%; SWD 56.7%; Free Meals 56.2%; Gifted 59.7%; Male 60.6%; Female 54.6%.

1

B

Student Supports Ratios – Counselors

Student to Counselor ratio based on the October FTE enrollment count

1

B

Student Supports Ratios – Social Workers

Student to Social Worker ratio based on the October FTE enrollment count

1

B

Student Supports Ratios – School Psychologists

Student to School Psychologist ratio based on the October FTE enrollment count

1

B

Staff Support – Staff Survey

Percent of staff responding positively to the following staff support EES Staff Survey items (weighted average):

(1) When there is a problem in my school, we talk about how to solve it

(2) My principal/administrator cares about me as a person

(3) My principal facilitates systems/processes to support school improvement

(4) Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)      

Disaggregated: American Indian / Alaskan Native 61.2%; Asian / Pacific Islander 58.6%; Black 55.8%; Hispanic 57.6%; Multiracial 55.6%; White 60.1%; EL 58.2%; SWD 56.7%; Free Meals 56.2%; Gifted 59.7%; Male 60.6%; Female 54.6%.

1

B

Staff Wellbeing – Chronic Absenteeism

Percent of certified staff chronically absent.

Calculated as the number of certified staff missing 10% or more of contract days divided by the total number of certified staff.

1

C

Teacher Retention – Early Career (BIPOC)

Retention rate of teachers who identify as BIPOC with 0-5 years of experience.

Calculated as the number of certified staff who identify as BIPOC from last school year with 0-5 years of experience who are still on staff in current school year divided by the number of certified staff who identify as BIPOC with 0-5 years of experience from last school year.

Calculated as the number of certified staff who identify as BIPOC from last school year with 0-5 years of experience who are still on staff in current school year divided by the number of certified staff who identify as BIPOC with 0-5 years of experience from last school year.

1

C

Teacher Retention – Experienced (BIPOC)

Retention rate of teachers who identify as BIPOC with 6+ years of experience.

Calculated as the number of certified staff who identify as BIPOC from last school year with 6+ years of experience who are still on staff in current school year divided by the number of certified staff who identify as BIPOC with 6+ years of experience from last school year.

Partnership Gwinnett uses the Diversity Index to measure racial and ethnic diversity in Gwinnett County: https://www.partnershipgwinnett.com/inclusion-diver- sity-2/

1

C

Diversity Index

The Diversity Index shows the likelihood that two persons, chosen at random in the district, belong to different racial or ethnic groups. If a district’s entire population belongs to one racial or ethnic group, then the district has zero diversity. The Diversity Index is ranges from 0 (no diversity) to 100 (complete diversity), where a district’s index tends towards 100 when the population is more evenly divided across racial and ethnic groups.

Partnership Gwinnett uses the Diversity Index to measure racial and ethnic diversity in Gwinnett County: https://www.partnershipgwinnett.com/inclusion-diver- sity-2/

2

A

MTSS Screening – Academic

Percent of K–10 students who are universally screened in Math and ELA.

Calculated as the number of K-10 students universally screened using MAP, iReady, or DIBELS during any of the screening windows divided by the total number of FAY students. Percent of K–10 students who are universally screened in Math and ELA.

2

A

MTSS Screening – Wellbeing

Percent of students who are universally screened for wellbeing.

Calculated as the number of students universally screened for wellbeing during any of the screening windows divided by the total number of FAY students.

2

A

PBIS Implementation - % of Schools Implementing PBIS

Percent of students who are universally screened for wellbeing.

2

A

PBIS Distinguished - No. of Schools Earning PBIS Distinguished Designation

PBISNumber of schools earning Distinguished designation from GaDOE PBIS recognition system.

2

A

% Reading Below Grade Level on Milestones – 3rd Grade, historically underserved groups

Percent of 3rd graders in historically underserved groups below grade level on reading.

Calculated as the number of 3rd graders in historically underserved groups not meeting reading status grade level expectations on Milestones divided by the total number of 3rd graders in historically underserved groups with a valid test.

Historically underserved groups: Black, Hispanic, American Indian, EL, SWD, Free Meals

2

A

Student Improvement

– % Beginning on Milestones

% of all Milestones tests in which students scored at Beginning level, lowest performance level                          

Disaggregated: American Indian / Alaskan Native 61.2%; Asian / Pacific Islander 58.6%; Black 55.8%; Hispanic 57.6%; Multiracial 55.6%; White 60.1%; EL 58.2%; SWD 56.7%; Free Meals 56.2%; Gifted 59.7%; Male 60.6%; Female 54.6%.

2

A

EL Progress Towards Language Proficiency - CCRPI

English Learner progress towards English language proficiency.

Based on EL students’ growth on the ACCESS test and calculated by the GaDOE for the CCRPI as a “rate” that rewards more credit for greater amounts of student progress. According to GaDOE, EL students making no progress towards proficiency earn 0 points; those making progress but not moving one band earn 0.5 points; those moving one band earn 1 point; and those moving more than one band earn 1.5 points. Possible overall rate ranges from 0-100. The reported overall value for the district is a weighted average of the Elementary, Middle, and High school districts results published by the GaDOE for GCPS, using October FTE K-12 GCPS enrollment by level as weights.

2

A

EL Exit Rate

Based on GaDOE’s standardized statewide EL Exit Procedures

Percentage of English Learners who attained English language proficiency. Calculated as the number of English Learners who attained English language proficiency divided by the total number of English Learners reported in student record.

2

B

Kindergarten Readiness, historically underserved groups

Historically underserved groups: Black, Hispanic, American Indian, EL, SWD, Free MealsPercent of Kindergarten students in historically underserved groups who are Kindergarten ready.

Calculated as the number of Kindergarten students in historically underserved groups meeting the readiness benchmark on Kindergarten Readiness Entry Pro- file (KREP) divided by the total number of Kindergarten students in historically underserved groups with valid tests.

Historically underserved groups: Black, Hispanic, American Indian, EL, SWD, Free Meals

2

B

Advanced Coursework Completion, historically underserved groups

Percent of 12th graders in historically underserved groups completing an AP or IB course and exam, or dual enrollment course during their high school career.

Calculated as the number of 12th graders in historically underserved groups either (a) completing one or more AP or IB courses and taking the exam or (b) earning at least one or more post-secondary credits divided by the total number of 12th graders in historically underserved groups.

Historically underserved groups: Black, Hispanic, American Indian, EL, SWD, Free Meals

2

B

Gifted & Talented Representation – number of student racial/ethnic groups under-represented in Gifted & Talented programs

Number of student racial/ethnic groups that are underrepresented in Gifted/talented services based on the Gifted/Talented Disproportionality Index.

G/T Disproportionality index = G/T representation divided by District representation

- G/T representation: number of FAY students in the racial/ethnic group receiving gifted/talented services divided by the total number of FAY students receiving gifted/talented services.

- District representation: number of FAY students in the racial/ethnic group divided by total number of FAY students enrolled in the district.

As defined by Smith & Harper (2015), a student group is underrepresented when the disproportionality index is less than or equal to 0.8.                                    

Disaggregated: American Indian / Alaskan Native 0.93; Asian / Pacific Islander 2.03; Black 0.67; Hispanic 0.49; Multiracial 1.32; White 1.77.

2

B

Discipline Disproportionality – number

of all student groups overrepresented in ISS and OSS

Number of all student groups that are overrepresented in ISS/OSS based on the Discipline Disproportionality Index.

Discipline disproportionality index = Discipline representation divided by District representation

- Discipline representation: number of students in student group receiving ISS or OSS divided by the total number of students receiving ISS or OSS discipline

- District representation: number of students in student group divided by the total number of students enrolled in the district.

As defined by Smith & Harper (2015), a student group is overrepresented when the disproportionality index is greater than or equal to 1.2.                            

Disaggregated: American Indian / Alaskan Native 0.52; Asian / Pacific Islander 0.33; Black 1.41; Hispanic 1.04; Multiracial 0.98; White 0.58; EL 0.94; SWD 1.66; ED 1.25; Male 1.30; Female 0.69.

2

B

SAT/ACT Participation

Percent of 12th graders who take the SAT or ACT.

Calculated as the number of 12th graders who took the SAT or the ACT divided by the total number of 12th graders.          

Disaggregated: American Indian / Alaskan Native 0.52; Asian / Pacific Islander 0.33; Black 1.41; Hispanic 1.04; Multiracial 0.98; White 0.58; EL 0.94; SWD 1.66; ED 1.25; Male 1.30; Female 0.69.

2

C

Title I Experienced Certified Staff

Percent of certified staff in Title I schools with 6 or more years of experience.

Calculated as the number of certified staff in Title I schools with 6+ years of experience divided by the number of certified staff in Title I schools.

5-year target reflects percent of certified staff in non-Title I schools with 6+ years of experience.

2

C

Effective Tier 1 instruction – % of students meeting annual growth expectation, historically underserved groups

Percent of students in historically underserved groups meeting or exceeding aca- demic growth expectations.

Calculated as the number of FAY students in historically underserved groups achieving 1+ years of growth on MAP or iReady divided by the total number of FAY students in historically underserved groups.

Historically underserved groups: Black, Hispanic, American Indian, EL, SWD, Free Meals

2

C

Student Devices Assigned

Percent of students in grades 3–12 assigned a district device.

Calculated as the number of students in grades 3–12 assigned district device divided by the number of FAY students in grades 3–12.

3

A

Improvement Progress

– Benchmarks Assessments

Percent of students improving on district benchmark assessments between 1st and 2nd semester.

Calculated as the number of students with a higher scale score in 2nd semester or maintaining an optimal scale score performance level (threshold TBD) divided by the total number of students with scores at both time points.

3

A

CCRPI Progress - Milestones/ACCESS Growth

Number of schools with a CCRPI Progress score of 80 or higher.

Utilizing SGPs and ACCESS scores, the Progress component of the CCRPI is intended to address the question: Are students growing at a typical or high level compared to academically similar students from across Georgia? This component measures growth in ELA and math (via Milestones-based SGPs) and in English language proficiency among English Learners (via ACCESS).

3

A

“Beating the Odds” Schools

Number of schools with a GOSA Beating the Odds designation.

Beating the Odds (BTO) is a statistical analysis conducted by the Governor’s Office of Student Achievement (GOSA) comparing a school’s CCRPI performance with that of schools with similar characteristics.

3

A

District Support for Improvement – Staff Survey

Percent of staff responding positively to the following school improvement EES Staff Survey items (weighted average):

(1) There is a consistent vision of school improvement throughout this district

(2) This district facilitates systems and programs to support school improvement

(3) District administrators demonstrate commitment to improved student learning                                                      

Disaggregated: American Indian / Alaskan Native 0.52; Asian / Pacific Islander 0.33; Black 1.41; Hispanic 1.04; Multiracial 0.98; White 0.58; EL 0.94; SWD 1.66; ED 1.25; Male 1.30; Female 0.69.

3

B

Human Resources Expertise – SHRM/ HRCI Certified

Percent of HR staff with industry certification.

Calculated as the number of human resources employees with an active SHRM-CP/HRCI certification divided by total number of human resources employees.

Target reflects certification goals for HR staff at the Coordinator-level and above.

3

B

Teacher Leadership Roles

Number of formal teacher leadership career ladder opportunities available in the district.

Formal teacher leadership career ladder opportunities include positions such as Department Chair.

3

B

Pipeline Development

– “Grow Your Own”

Percent of new hires who graduated from GCPS.

Calculated as the number of new hires (classified and certified) who graduated from a GCPS high school divided by the total number of new hires.

3

B

Teacher Retention – Early Career

Retention rate of teachers with 0-5 years of experience.

Calculated as the number of certified staff from last school year with 0- 5 years of experience who are still on staff in current school year divided by the number of certified staff with 0-5 years of experience from last school year.

3

B

Teacher Retention – Experienced

Retention rate of teachers with 6+ years of experience.

Calculated as the number of certified staff from last school year with 6+ years of experience who are still on staff in current school year divided by the number of certified staff with 6+ years of experience from last school year.

3

C

Financial Efficiency

Financial Efficiency Star Rating (FESR). FESR is reported annually by the Governor’s Office of Student Achievement and provides a comparison of district spending per student with overall academic performance based on CCRPI scores. Scores can range from 0.5 to 5.

3

C

Bus Safety – Miles Between Accidents

Average number of miles between accidents.

3

C

Efficient Facilities Maintenance – Days to Complete Work Orders

Average number of work days to complete maintenance work orders. Based on the average number of days to complete work orders classified as “emergency,” “high priority,” or “routine” from July 1 through June 30.

3

C

Nutrition Services Utilization – Lunch Participation

Average daily participation in school lunch.

Calculated as average lunch meals served per day divided by average daily attendance.

3

C

Program Evaluation

Percent of new initiatives (as defined by Executive Cabinet) with formal program evaluation plan in place.

4

A

County Resident Enrollment Rate

Percent of K-12 students living in Gwinnett County who attend GCPS. The denominator includes home schooled and private school students within GCPS boundaries (Buford City is not included) in addition to GCPS students. The denominator count is reported to GaDOE each year.

4

A

Employee Retention

Retention rate of all staff.

Calculated as the percent of staff from last school year who remain on staff in current school year.

4

A

Family Satisfaction – Family Survey

Percent of families responding positively to the following family satisfaction EES Family Survey items (weighted average):

(1) The principal of this school is committed to quality education

(2) I believe adults in this school care about my student

(3) Parents/families and employees at this school talk respectfully with one an- other

(4) This school is doing a good job of preparing my student for a successful future                                            

Disaggregated: American Indian / Alaskan Native 0.52; Asian / Pacific Islander 0.33; Black 1.41; Hispanic 1.04; Multiracial 0.98; White 0.58; EL 0.94; SWD 1.66; ED 1.25; Male 1.30; Female 0.69.

4

A

Student Satisfaction – Student Survey

Percent of students responding positively to the following student satisfaction EES Student Survey items (weighted average):

(1) Adults in this school help me plan and set goals for my future

(2) Work I do in this school is useful and interesting to me

(3) This school is doing a good job of preparing me to succeed in my life

(4) I feel proud of my school (MS/HS) / This school is doing a good job of pre- paring me to do well (ES)                          

Disaggregated: American Indian / Alaskan Native 52.5%; Asian / Pacific Islander 52.4%; Black 46.5%; Hispanic 52.5%; Multiracial 47.2%; White 49.3%; EL 60.7%; SWD 54.2%; Free Meals 50.9%; Gifted 47.7%; Male 51.9%; Female 47.9%.

4

A

Student Achievement

Percent of Milestones tests in which students scored Proficient or Distinguished.                                          

Disaggregated: American Indian / Alaskan Native 52.5%; Asian / Pacific Islander 52.4%; Black 46.5%; Hispanic 52.5%; Multiracial 47.2%; White 49.3%; EL 60.7%; SWD 54.2%; Free Meals 50.9%; Gifted 47.7%; Male 51.9%; Female 47.9%.

4

A

4-year graduation rate

Percent of 9th grade class that graduates in 4 years. Based on 4-year Adjusted Cohort Graduation Rate (ACGR).                

Disaggregated: American Indian / Alaskan Native 52.5%; Asian / Pacific Islander 52.4%; Black 46.5%; Hispanic 52.5%; Multiracial 47.2%; White 49.3%; EL 60.7%; SWD 54.2%; Free Meals 50.9%; Gifted 47.7%; Male 51.9%; Female 47.9%.

4

B

College Readiness

Percent of 12th graders performing at college-ready levels on the SAT or ACT.

Calculated as the number of 12th graders who took the SAT or ACT and met all college-ready benchmarks on the respective test as defined by College Board divided by total number of 12th graders.                                        

Disaggregated: American Indian / Alaskan Native 20.7%; Asian / Pacific Islander 51.3%; Black 14.8%; Hispanic 10.7%; Multiracial 29.2%; White 41.5%; EL 1.3%; SWD 1.3%; Free Meals 13.4%; Male 23.2%; Female 25.9%.

4

B

CTE Pathway Completion

Percent of all 12th graders completing a CTE pathway.                                    

Disaggregated: American Indian / Alaskan Native 33.3%; Asian / Pacific Islander 30.4%; Black 29.2%; Hispanic 25.6%; Multiracial 27.6%; White 26.7%; EL 16.2%; SWD 2.1%; Free Meals 29.4%.

4

B

Students eligible for HOPE Scholarship

Percent of 12th graders who are eligible for the HOPE scholarship.

4

B

9th grade on-track

Percent of 9th graders who are on-track to graduate in 4 years at the end of their 9th grade year. On-track includes students who have accrued at least 5 credits, including at least one credit each in language arts, mathematics, and science  

Disaggregated: American Indian / Alaskan Native 33.3%; Asian / Pacific Islander 30.4%; Black 29.2%; Hispanic 25.6%; Multiracial 27.6%; White 26.7%; EL 16.2%; SWD 2.1%; Free Meals 29.4%.

4

B

PSAT 8/9 on-track for College Readiness

Percent of students who took the PSAT 8/9 and met both college readiness benchmarks.

Calculated as the number of students who took the PSAT 8/9 and met both college-ready benchmarks as defined by the College Board divided by the number of students taking who took the PSAT 8/9.

Disaggregated: American Indian / Alaskan Native 33.3%; Asian / Pacific Islander 30.4%; Black 29.2%; Hispanic 25.6%; Multiracial 27.6%; White 26.7%; EL 16.2%; SWD 2.1%; Free Meals 29.4%.

4

B

Reading Grade Level or Above on Mile- stones – 5th Grade

Percent of 5th graders meeting reading status grade level expectations on Mile- stones.

Disaggregated: American Indian / Alaskan Native 77.8%; Asian / Pacific Islander 87.7%; Black 75.4%; Hispanic 61.3%; Multiracial 80.8%; White 88.9%; EL 61.7%; SWD 38.5%; Free Meals 64.6%; Male 71.7%; Female 77.3%.

4

B

Elementary Schools Providing Computer Science or STEM Specials

Percent of elementary schools providing a Computer Science or STEM Specials course

4

C

Interpreters and Translations – Family Survey

Percent of families responding positively to the following language EES Family Survey item: Communication/materials I receive from the school are in a language I can understand.

Disaggregated: American Indian / Alaskan Native 92.2%; Asian / Pacific Islander 90.7%; Black 97.0%; Hispanic 90.0%; Multiracial 97.0%; White 97.8%; Frequently Speaks English at Home 96.8%; Infrequently Speaks English at Home 86.1%.

4

C

Family Survey Participation

Percent of families participating in the annual EES Family Survey.

Calculated as the number of families who participated in the annual EES Family Survey divided by the number of families represented at each school.

4

C

Responsive Communication – Family Survey

Percent of families responding positively to the following communication EES Family Survey items (weighted average):

(1) When I share concerns with my student’s teacher, they listen

(2) Parents/families have input into plans for improving this school

(3) I am given opportunities to discuss my student’s progress at school

(4) I am encouraged to collaborate with my student’s teachers about my student’s learning 

Disaggregated: American Indian / Alaskan Native 75.4%; Asian / Pacific Islander 80.7%; Black 78.9%; Hispanic 84.6%; Multiracial 72.6%; White 73.5%; Frequently Speaks English at Home 76.1%; Infrequently Speaks English at Home 83.9%.

4

C

Parent Portal Account

Percent of parents and guardians of GCPS students who have an active GCPS Parent Portal account (including both pre-existing accounts and new account sign ups).

4

C

Parent Portal Account Log In

Percent of parents and guardians of GCPS students who log into the Parent Portal via their own account at least once during the school year.