Agenda Item
c. SY25 CCRPI Results Presentation ~ Updated 12.8.2025
Summary: Presented by: Dr. Rebecca Braaten, Director of Research, Data & Evaluation, Division of Accountability & Research,
Mrs. Bridgette Allen, Area Superintendent of Middle Schools, Division of Schools & Leadership,
Dr. Penny Mosley, Interim Chief of Curriculum & Instruction, Division of Curriculum & Instruction,
Mrs. Kiana King, Interim Chief of Student Services, Division of Student Services
CCRPI Component
Analysis: District
and State
Performance Trends
Executive Insights for BOE
What is CCRPI?
College and Career Ready Performance Index
Georgia’s State Accountability System
Mandated by Federal and State Law
An annual tool for measuring how well schools, districts, and the state are
preparing students for their next educational level.
A comprehensive roadmap… To help educators, parents, and community
members understand school performance and work together to improve
student readiness for college and careers.
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Content Mastery: Milestones Achievement Levels
Georgia Alternate Assessment (GAA)
2.0 Achievement Levels are referred to DISTINGUISHED
as Level 1, Level 2, Level 3, or Level 4
LEARNER
PROFICIENT 1.5 Points
LEARNER Demonstrate advanced
DEVELOPING
1.0 Point proficiency in the knowledge
LEARNER and skills necessary at this
BEGINNING 0.5 Points Demonstrate proficiency in the grade level/course of learning,
knowledge and skills necessary as specified in Georgia’s
LEARNER at this grade level/course of content standards.
Demonstrate partial proficiency
0 Points in the knowledge and skills
learning, as specified in
Georgia’s content standards.
necessary at this grade
Do not yet demonstrate level/course of learning, as
proficiency in the knowledge specified in Georgia’s content
and skills necessary at this standards.
grade level/course of learning,
as specified in Georgia's content
standards.
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How CCRPI Is Calculated
• CCRPI results are calculated by grade
band: K-5, 6-8, and 9-12.
• All component and indicator scores are
capped at 100. When a component or
indicator score exceeds 100, the score
is displayed as 100.00+.
• Indicators within a component are
weighted and combined to provide an
overall component score.
Resources:
• Accountability website and resources
• CCRPI reports
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CCRPI Data Sources
Student Record
and/or
FTE-1 and FTE Student Class TCSG and/or *Assessment CCRPI
Component EOPA Collection
Survey and Free and USG Files Data Applications
Reduced Meal
Application
Content Mastery X X X X
Progress X X X X
Closing Gaps X X X X
Readiness X X X X X X
Graduation Rate X X X
*Assessment Data includes both state and national assessments.
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High School Readiness Component
College and Career Readiness Indicator: Lagging data: The 2025 data
is based on the 2024 12ᵗʰ graders
Percent of 12th graders:
• Entering TCSG/USG without needing remediation
• Achieving a readiness score on the ACT, SAT, two or more AP exams, two or
more IB exams, or two or more Cambridge exams
• Passing a pathway-aligned End of Pathway Assessment (EOPA) resulting in a
national or state credential
• Completing a work-based learning program
• Demonstrating military readiness on the ASVAB
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CCRPI Component Deep Dive
Content Mastery – Standards Mastery
State Difference
District 2023 2024 2025
2025 24 to 25
Elementary 68.0 55.3 58.7 59.0 0.3
Middle 65.6 49.2 52.0 53.5 1.5
High 69.2 52.6 54.3 58.7 4.4
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CCRPI Component Deep Dive
Progress – Student Growth
State Difference
District 2023 2024 2025
2025 24 to 25
Elementary 86.1 90.4 86.6 83.3 -3.3
Middle 83.1 81.7 83.2 77.6 -5.6
High 82.2 80.8 69.9 80.1 10.2
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CCRPI Component Deep Dive * The Closing Gaps component is not comparable
from SY24 to SY25 due to the rollout of new State
math standards.
Closing Gaps- Closing the Achievement Gap
State
District 2023 2024 2025
2025
Elementary 75.0 98.3 100 68.3
Middle 86.3 62.5 66.7 70.0
High 71.3 86.3 95.0 100
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CCRPI Component Deep Dive
Readiness- Prepared for the Next Level
State Difference
District 2023 2024 2025
2025 24 to 25
Elementary 84.1 79.1 80.2 80.8 0.6
Middle 83.2 78.4 79.3 78.8 -0.5
High 75.4 62.9 66.0 68.4 2.4
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CCRPI Component Deep Dive
Graduation Rate- Graduating in 4 or 5 years
State Difference
District 2023 2024 2025
2025 24 to 25
High 87.2 77.1 79.1 82.0 2.9
Congratulations DCSD - HIGHEST Graduation Rate in History!
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Georgia Milestones End-of-Grade
English Language Arts Mathematics
2024 Percent 2025 Percent Difference 2024 Percent 2025 Percent Difference
Grade Grade
Proficient & Above Proficient & Above 24 to 25 Proficient & Above Proficient & Above 24 to 25
3 31.6% 29.1% -2.5% 3 32.1% 34.3% 2.2%
4 30.5% 30.1% -0.4% 4 34.3% 34.5% 0.2%
5 40.8% 34.9% -5.9% 5 30.5% 31.8% 1.3%
3-5 34.2% 31.3% -2.9% 3-5 32.3% 33.5% 1.2%
6 32.5% 30.5% -2.0% 6 19.8% 22.8% 3.0%
7 31.9% 29.5% -2.4% 7 22.4% 26.0% 3.6%
8 37.2% 31.6% -5.6% 8 28.9% 33.7% 4.8%
6-8 33.9% 30.5% -3.4% 6-8 23.7% 27.6% 3.9%
Total 34.1% 30.9% -3.2% Total 28.1% 30.7% 2.6%
Science Social Studies
2024 Percent 2025 Percent Difference 2024 Percent 2025 Percent Difference
Grade Grade
Proficient & Above Proficient & Above 24 to 25 Proficient & Above Proficient & Above 24 to 25
5 31.4% 33.1% 1.7% 8 23.5% 23.0% -0.5%
8 21.9% 25.0% 3.1%
Total 26.8% 29.2% 2.4%
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Georgia Milestones End-of-Course
American Literature Physical Science
Grade 2024 Percent 2025 Percent Difference Grade 2024 Percent 2025 Percent Difference
Level Proficient & Above Proficient & Above 24 to 25 Level Proficient & Above Proficient & Above 24 to 25
High 33.7% 32.9% -0.8% Middle 62.9% 69.9% 7.0%
Algebra: Concepts and Connections Biology
Grade 2024 Percent 2025 Percent Difference Grade 2024 Percent 2025 Percent Difference
Level Proficient & Above Proficient & Above 24 to 25 Level Proficient & Above Proficient & Above 24 to 25
Middle 78.9% 87.0% 8.1% High 33.2% 34.7% 1.5%
High 18.0% 26.2% 8.2% United States History
Grade 2024 Percent 2025 Percent Difference
Level Proficient & Above Proficient & Above 24 to 25
High 28.2% 32.9% 4.7%
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Strengthen Tier 1 Instruction
Strengthen Tier 1 Instruction Through Aligned Curriculum and Expectations
Curriculum and Instruction Schools and Leadership Student Services Research and Accountability
Strengthen the instructional core Implement targeted CCVs & Strengthen the alignment of Develop tools to track the
by providing clear instructional Learning Walks: Area Teams cross divisional job-alike PLCs effectiveness of Consolidated
expectations, explicit guidance conduct Collaborative to deepen instructional School Improvement Plan
and Tier 1 curriculum resources Calibration Visits (CCVs) and expertise and align (CSIP) improvement strategies.
that support high quality learning walks to assess the expectations, design practices The tools are used to monitor
instruction, including lesson implementation of the Six that support the strategic plan strategy implementation and to
planning, standards aligned Essential Systems for an goal areas and enhance service determine how to tier
instructional modules, rigorous effective learning environment, delivery for students including supplemental strategy-specific
tasks, structured literacy Tier I instruction, and scholar conducting school-based professional learning.
routines, academic discourse engagement. walkthroughs alongside content
and formative assessment and Area Coordinators.
strategies.
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Structured Literacy and Foundational Skills
Implement Structured Literacy and Strengthen Foundational Skills with Fidelity
Curriculum and Instruction Schools and Leadership Student Services Research and Accountability
Ensure all K–5 teachers are Established a consistent 120- Ensure that all students, including Created dashboards to share
trained in structured literacy minute instructional literacy those served in programs such as Amira data across all schools,
and all 6–12 teachers receive block that systematically Gifted, Pre-K, English Learners, with a focus on AMIRA
adolescent literacy training to addresses all five pillars of and Exceptional Education, have Reading Mastery (ARM) and
strengthen instruction across reading: phonemic equitable access to literacy Dyslexia Risk Indicator (DRI)
grade bands. Implement 95 awareness, phonics, fluency, instruction across all classroom scores. Through Reality
CORE and Amira Tutor with vocabulary, and environments. This includes Checks, Horizon school
fidelity to support foundational comprehension—along with providing grade-level curriculum leaders and Area teams
literacy skills, reinforced daily writing instruction to and resources as well as received guidance on how to
through regular learning ensure coherent, research- enrichment activities in all class interpret ARM and DRI
walks with targeted feedback. based literacy practices settings with differentiated delivery results.
across classrooms. models based upon student need.
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Multi-Tiered System of Supports (MTSS)
Provide Targeted, Tiered Support to Schools Through MTSS
Curriculum and Instruction Schools and Leadership Student Services Research and Accountability
Create individualized plans of Build principal capacity to Create and monitor Individualized Reoriented MTSS school
support for students who are align MTSS specialist roles Language Plans (ILPs) for English leaders on the Monitoring
not progressing between and responsibilities with Tier 1, Learners who did not demonstrate At-Risk Students (MARS)
progress from band to band. Current
performance bands to ensure 2, and 3 supports to ensure module in Infinite Campus
Status: 90% of students have an active
instruction is tailed to their students receive the which enables real-time
and up-to-date ILP aligned with
specific needs. Strengthen Tier appropriate academic and language development needs and monitoring of student-level
2 and Tier 3 interventions by behavioral interventions based instructional goals. behavior, attendance, and
using research-based on identified needs. grades.
strategies, implementing Continue collaborative meetings
consistent progress monitoring, between MTSS leaders, School
and aligning supports to Psychologists, Section 504 staff and
identified skill gaps. other District leaders to align
departmental goals and expectations.
This calibration ensures that students
receive timely and appropriate
interventions.
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Data-Driven Leadership
Deepen Data-Driven Leadership and Teacher Practices
Curriculum and Instruction Schools and Leadership Student Services Research and Accountability
Analyze multiple data sources, Build leaders’ capacity to use Analyze MAP and other achievement Leveraging MAP data to
including MAP, Milestones, varied sources of data to data to develop school and student- monitor CCRPI achievement
formative assessments and analyze trends, and make level action plans, including support rate target attainment in
surveys to identify instructional informed decisions related to for behavior, attendance, and grades. reading and math. Developed
needs and provide instructional planning, progress calculators to assist with
aligned resources, monitoring, and academic Provide intentional professional setting 2026 targets and
interventions, and supports to supports and interventions, as learning for teachers and support determining the number of
schools. Provide school we implement Professional staff to support specialized proficiency points required to
leaders and teachers with Learning Communities (PLCs) populations (effective lesson reach targets across the
targeted training on how to districtwide. planning, student grouping, analyzing tested grade levels and for
implement instructional student work, adapting instructional each student group.
resources effectively. strategies, and Specially Designed
Instruction (SDI).
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Professional Learning
Build Instructional Capacity Through Targeted, Tiered Professional Learning
Curriculum and Instruction Schools and Leadership Student Services Research and Accountability
Build instructional capacity by Build leadership capacity by Expand professional learning Facilitate monthly
providing content-specific providing targeted opportunities to reinforce instructional Accountability Clinics to
professional learning through in- professional learning that best practices, ensure compliance, help district and school
person, synchronous, and deepens content and enhance Specially Designed leadership teams stay
asynchronous sessions that knowledge, strengthens Instruction (SDI) for Students with informed about key updates
ensure leaders, academic Professional Learning Disabilities. The goal is to provide and focus areas from
coaches, teachers and support Communities and enhances targeted training on Common Research Data and
personnel deeply understand the ability to coach teachers Formative Assessments and the Evaluation, Assessment
standards, instructional effectively. These supports Science of Reading for Pre-K Administration, and Federal
expectations, and evidence- equip principals to improve teachers, ensure effective utilization Programs.
based practices. instructional practices and of the Waterford platform, integration
drive stronger student of NewsELA resources, and monitor
outcomes across their implementation of project-based
schools. learning strategies.
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Final Thoughts
Action Plan for Sustained Growth: Leading with Principle
To address the data trends, our action plan is grounded in our leadership principles:
• Strengthen Tier 1 Instruction (Clarity & Consistency)
• Provide Targeted Support via MTSS (Responsive)
• Deepen Data-Driven Leadership (Receptive & Responsive)
• Build Capacity Through Professional Learning (Relational & Coherence)
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Our Commitment
Together, we will strengthen coherence,
elevate instructional practices, and ensure
each scholar is supported to succeed.
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