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Gwinnett County Public Schools

Appendix D: KPI Methods

As detailed in the following table, the methodology for determining baselines and targets for individual Key Performance Indicators (KPI) vary depending on the area, goal, and KPI. 

Whole population responses for baselines and targets are provided for survey and student outcome indicators based on their related methodologies detailed in the District Summary. Disaggregated information is provided in this Appendix for KPIs based on surveys or student outcomes, and this information will be included in public reporting for all future years. These data are disaggregated by the following groups (where applicable): gender; race/ethnicity; students with disabilities (SWD); students receiving free meals; economically disadvantaged students receiving free or reduced-price meals (ED); Multilingual Learners (ML); and gifted students.  

Area

Goal

KPI

Method

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 orientation.                  

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 76.5%; Asian / Pacific Islander 72.5%; Black 69.0%; Hispanic 70.3%; Multiracial 70.8%; White 74.9%; EL 68.8%; SWD 67.6%; Free Meals 68.9%; Gifted 75.1%; Male 71.2%; Female 71.1%.

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 11.1%; Asian/Pacific Islander 2.7%; Black 7.5%; Hispanic 13.1%; Multiracial 7.7%; White 6.4%; EL 11.1%; SWD 11.9%; ED 10.7%; Male 9.2%; Female 8.0%.

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 72.5%; Asian/Pacific Islander 81.4%; Black 77.8%; Hispanic 80.8%; Multiracial 74.4%; White 78.1%; Male 78.5%; Female 78.3%.

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.

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.

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 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-diversity-2/

2

A

MTSS Screening – Academic

Percent of K–9 students who are universally screened in Math and ELA.

Calculated as the number of K-9 students universally screened using MAP, iReady, or DIBELS during any of the screening windows divided by the total number of FAY students. 

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 schools implementing PBIS

2

A

PBIS Distinguished - No. of Schools Earning PBIS Distinguished Designation

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

2

A

% Reading at Grade Level or Above on Milestones – 3rd Grade, and by historically underserved groups

 

Percent of 3rd graders in historically underserved groups at grade level or above on reading.

Calculated as the number of 3rd graders in historically underserved groups 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                         

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

Effective Tier 1 Instruction - % of Students Meeting Annual Growth Expectation, Historically Under- served 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

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 underrepresented 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

Post-Secondary Assessment 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 38.0%; Asian/Pacific Islander 67.1%; Black 37.1%; Hispanic 22.4%; Multiracial 46.5%; White 58.0%; EL

11.7%; SWD 10.1%; Free Meals 29.1%; Male 37.4%; Female 45.8%.

2

C

Title I Experienced Certified Staff

 

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

Calculated as the number of certified staff in Title I schools with 6+ years of expe- rience 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

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.

2 C Multilingual Learner (ML) Progress Towards Language Proficiency – CCRPI

Multilingual Learner progress towards English language proficiency.

Based on ML students’ growth on the ACCESS test and calculated by the Ga- DOE 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 C ML Exit Rate

Based on GaDOE’s standardized statewide ML Exit Procedures.

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

3

A

% of Schools Meeting Performance in Context Targets A statistical analysis comparing a school’s performance with the performance of similar schools across the state.

3

A

CCRPI Progress - Milestones/ACCESS Growth (SY2019 = 102)*

 

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 Multilingual Learners (via ACCESS).

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 78.8%; Asian/Pacific Islander 86.6%; Black 85.0%; Hispanic 85.6%; Multiracial 76.1%; White 80.9%; Male

77.9%; Female 83.3%.

3

B

Pipeline Development

– “Grow Your Own”

Percent of new hires who graduated from a GCPS high school or a GCPS pipe- line development program.

Calculated as the number of new hires (classified and certified) who graduated from a GCPS high school or development program 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

Assets and Liabilities Ratio

Reflects the school district’s ability to pay for its short-term liabilities.

Current Ratio measures a district’s ability to pay for its current liabilities (short- term/payable within one year) by utilizing its current assets (e.g., cash, invest- ments, most receivables, inventories).

Current Assets Current Liabilities Positive Outlook 2.0

Cautionary Outlook 1.5 to 1.99 Critical Outlook: Less than 1.5
3 C Operating Reserve Ratio

Reflects the district’s ability to cover revenue shortfalls and expenditure overruns.

A school district’s reserves are the financial resources available to mitigate current and future risks (e.g., unexpected revenue shortfalls or expenditure increases). Re- serve ratios are based on the district’s fund balance, which is impacted by annual changes to revenues and expenditures. The Operating Reserve Ratio reflects the extent to which a district could pay its general fund expenditures with its unas- signed fund balance. The ratio provides insight into how long a school district could operate if it were unable to collect any revenue. For example, an operating reserve ratio of 15% would equate to eight weeks of expenditures.

Unassigned Fund Balance General Fund Total Expenditures Cautionary Outlook: >20%

Positive Outlook: 15% - 19.9%

Cautionary Outlook: 10% to 14.9% Critical Outlook: Less than 10%

3

C

Bus Safety – Miles Between Accidents

Average number of miles between at-fault 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

Program Evaluation

Percent of identified program evaluations completed with formal program evaluation plan in place.

4

A

Employee Retention

Retention rate of all staff.

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

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

Disaggregated: American Indian/Alaskan Native 82.0%; Asian/Pacific Islander 85.5%; Black 83.3%; Hispanic 89.2%; Multiracial 79.7%; White 84.9%; Frequently Speaks English at Home 83.2%; Infrequently Speaks English at Home 88.8%.

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 preparing 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 55.2%; Asian/Pacific Islander 73.4%; Black 42.3%; Hispanic 34.2%; Multiracial 59.0%; White 69.2%;

EL 29.6%; SWD 15.4%; Free Meals 34.5%; Male 48.2%; Female 48.2%.

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 92.3%; Asian/Pacific Islander 92.0%; Black 84.0%; Hispanic 70.5%; Multiracial 84.7%; White 90.8%; EL 56.0%; SWD 64.7%; ED 77.8%.

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 the 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

CTAE Pathway Completion

Percent of all 12th graders completing a CTAE 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 70.8%; Asian/Pacific Islander 87.6%; Black 72.6%; Hispanic 64.2%; Multiracial 80.6%; White 83.6%; EL 52.3%; SWD 65.8%; Free Meals 67.8%.

4

B

Early High School 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 col- lege-ready benchmarks as defined by the College Board divided by the number of students who took the PSAT 8/9.

Disaggregated: American Indian/Alaskan Native 32.5%; Asian/Pacific Islander 65.4%; Black 28.2%; Hispanic 25.5%; Multiracial 47.3%; White 56.0%; Male 34.7%; Female 38.6%.

4

B

Reading Grade Level or Above on Milestones – 5th Grade, and by Historically Underserved Groups

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 Communication Tool Downloads

Percent of parents and guardians of GCPS students who downloaded the ParentSquare app.