Ensuring Equitable Opportunity for Georgias Students

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Ensuring Equitable Opportunity for Georgias
Students

• FY09 Consolidated Application
• Georgia Professional Standards Commission

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No Child Left Behind Act of 2001 Title II Part A
Ensuring Equitable Opportunity for Georgias
Students

• Preparing, Training, and Recruiting High Quality
  Teachers and Principals
• NCLB places a major emphasis upon teacher quality
  as a factor in improving student achievementand
  schools must describe their success in terms of
  student achievement.

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Intent of Title II-A
Ensuring Equitable Opportunity for Georgias
Students

• The purpose of Title II Part A is to increase the
  academic achievement of all students by helping
  schools and districts improve teacher and
  principal quality and ensure that all teachers
  are highly qualified.
• HQ is a federally-imposed standard for minimum
  qualifications and focuses on subject matter
  knowledgenot pedagogical knowledge or skills.

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Equity Focus
Ensuring Equitable Opportunity for Georgias
Students

• To ensure that every student has a fair chance of
  having quality instruction.

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Equity Components
Ensuring Equitable Opportunity for Georgias
Students

• Annual needs assessment includes required equity
  components
• Equity of stakeholder involvement
• Highly qualified teacher equity
• Teacher experience equity
• Class size equity
• Teacher preparation and ability to meet diverse
  needs of students (professional learning)
• Retention of highly qualified, effective teachers
• Recruitment and placement of highly qualified,
  effective teachers

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Challenging Questions
Ensuring Equitable Opportunity for Georgias
Students

• Do we have schools in Georgia with a
  concentration of high-poverty or minority
  students (and schools otherwise hard to staff)
  that are more likely to have teachers who are
  less prepared, less experienced, and/or less
  effective?

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Ensuring Equitable Opportunity for Georgias
Students
Challenging Questions

• Do we have classrooms within schools with a
  concentration of high-poverty, minority, or
  otherwise at-risk students that are more likely
  to have teachers who are less prepared, less
  experienced, and/or less effective?

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Challenging Questions
Ensuring Equitable Opportunity for Georgias
Students

• How likely is it in your school district for a
  poor or minority student to be taught by an
  inexperienced teacher, a teacher who isnt
  qualified to teach the subjects or at the grade
  levels that hes assigned to teach, or a teacher
  who is less effective in impacting student
  learning?

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Challenging Questions
Ensuring Equitable Opportunity for Georgias
Students

• How much more likely is it for a poor or minority
  student to be taught by an inexperienced, less
  qualified or less effective teacher than it is
  for other students in your school district?
• Do you have a way of knowing this type of
  information and answering these questions?

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Next steps
Ensuring Equitable Opportunity for Georgias
Students

• Reflect on where we are and what has been
  accomplished regarding teacher quality and
  increasing student achievement
• No more teaching out of field
• Most systems have 90 HQT rates
• Increased pathways into teaching
• Improved professional development
• Connecting work of teacher with impacts on
  student learning
• Increased induction and retention efforts

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Next steps
Ensuring Equitable Opportunity for Georgias
Students

• Consider where we need to go in order to ensure
  equity for all students
• Defining what this means
• Factoring in teacher effectiveness as well as
  highly qualified criteria to ensure
  instructional equity
• Determining the process at the local and state
  levels
• Identifying data needs
• Using equity data to assess needs, plan and make
  changes

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New Equity Tools
Ensuring Equitable Opportunity for Georgias
Students

• Poor and Minority Student Equity Rubric
• School Level Equity Data (ETA)
• LEA Equity Plan Guidance
• Project EQUITABILITY

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Equity Components
Ensuring Equitable Opportunity for Georgias
Students

• Annual needs assessment includes required equity
  components
• Equity of stakeholder involvement
• Highly qualified teacher equity
• Teacher experience equity
• Class size equity
• Teacher preparation and ability to meet diverse
  needs of students (professional learning)
• Retention of highly qualified, effective teachers
• Recruitment and placement of highly qualified,
  effective teachers

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Needs Assessment Should Target Equity
Ensuring Equitable Opportunity for Georgias
Students

• The LEAs annual needs assessment and planning
  should address all equity components and should
  result in the LEAs ability to document full
  equity for all students, regardless of the income
  level and demographics of the students served.

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Equity Rubric (Indicators) for Teacher Experience
Ensuring Equitable Opportunity for Georgias
Students
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Equity Rubric (Indicators) for Highly Qualified
Teachers
Ensuring Equitable Opportunity for Georgias
Students
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Equity Rubric (Indicators) for Class Size
Ensuring Equitable Opportunity for Georgias
Students
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Equity Rubric (Indicators) for Teacher Ability
to Meet Diverse Needs
Ensuring Equitable Opportunity for Georgias
Students
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Equity Rubric
Ensuring Equitable Opportunity for Georgias
Students

• The complete Poor and Minority Student Equity
  Rubric may be accessed at www.gapsc.com/nclb/admi
  n/admin.html

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Use of the Equity Rubric
Ensuring Equitable Opportunity for Georgias
Students

• Use to clarify the expectations for equity in
  relation to Title II-A goals for the school
  system.
• Use to modify current needs assessment and
  planning tools to include equity components
• Use as a framework to self-evaluate and determine
  the adequacy of the LEAs annual equity plan
• Use to self-evaluate where the LEA is in assuring
  equity for students and where they need to focus

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LEA Equity Plan Guidance
Ensuring Equitable Opportunity for Georgias
Students

• Provides step-by-step guidance on what should be
  included in the LEAs equity plan
• Identifies how the equity plan should be reported
• Serves as a template with LEA flexibility
• Guidance document may be accessed at
  www.gapsc.com/nclb/admin/admin.html

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School Level Equity Data (ETA)
Ensuring Equitable Opportunity for Georgias
Students

• www.gapsc.org

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Sample School Level Equity Data
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Sample School Level Equity Data
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Sample School Level Equity Data
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Sample School Level Equity Data
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Sample School Level Equity Data
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Sample School Level Equity Data
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Summary of ETA Data
Ensuring Equitable Opportunity for Georgias
Students

• Based on Spring CPI and FTE
• 2005-2006 were baseline data
• 2006-2007 available at www.gapsc.org
• Glossary link
• Experience Continuity Ratio (ECR) - average of
  all teachers CPI experience over the last six
  years
• (Faculty Continuity)

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Indications of Possible Concern
Ensuring Equitable Opportunity for Georgias
Students

• ECR less than 60
• 20 or more teachers with less than three years
  experience
• High percentage of teachers not highly qualified

Our research has shown much of this equity data
to be statistically predictive of student
achievement on CRCT and End of Year tests.
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Ensuring Equitable Opportunity for Georgias
Students

• Project EQUITABILITY was created by the Georgia
  Professional Standards Commission (GAPSC) to
  provide policy makers, school systems and other
  state educational agencies with a library of
  effective equity initiatives as well as a form
  for discussions among school systems and state
  agencies as they each implement, improve upon and
  realize results from their equity programs.
• EQ provides an online resource for sharing and
  collaborating on the development and
  implementation of initiatives to ensure equal
  access to equitable opportunities for all
  students.
• Project EQ can accessed at http//eq.gapsc.org

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Challenging Questions
Ensuring Equitable Opportunity for Georgias
Students

• Are you having these conversations at the system
  level? At the school level? Who is included?
• What data are you using to determine where your
  schools and system are in ensuring equity?
• Have you identified what needs to be accomplished
  in your system/schools to address any inequities?

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PSC Title II-A Team
Dr. David Hill, Director Educator Preparation
Division david.hill_at_gapsc.com
Dr. Angelia Davis Title II-A Consultant angiebdavi
s_at_bellsouth.net Middle GA RESA Heart of GA
RESA Oconee RESA
Gerri Heard Title II-A Consultant gerri.heard_at_gaps
c.com METRO RESA
Pam Daniels Title II-A Consultant danielsph_at_bellso
uth.net Northeast GA RESA Pioneer RESA
Dr. Leslie Morrison Title II-A Consultant morrison
drl_at_bellsouth.net Coastal Plains RESA Southwest
GA RESA Okefenokee RESA
Dr. Jennie Rakestraw Title II-A
Consultant jrakestraw_at_georgiasouthern.edu Elizab
eth Zipperer Title II-A Consultant ezipperer_at_plant
ers.net First District RESA CSRA RESA
Skipper Stewart Title II-A Consultant fstewart_at_bel
lsouth.net Chattahoochee Flint RESA West GA RESA,
Griffin RESA North GA RESA Northwest GA RESA