Ensuring Equity in Instruction for Georgias Students

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Ensuring Equity in Instruction for Georgias
Students

• Advancing Teacher Qualify
• in Georgia
• Conference, March 2009

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Equitable Opportunity for a Highly Qualified
Teacher
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Equitable Opportunity for a highly qualified
EXPERIENCED and EFFECTIVE teacher
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Equitable Opportunity for a teacher that is
trained to meet the diverse needs of students
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Equitable Opportunity for high quality materials
and technology
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Equitable Opportunity for a comparable class size
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No Child Left Behind Act of 2001 Title II Part A

• Major Emphasis upon
• Preparing,
• Training
• Recruiting
• Retaining
• High Quality Teachers and Principals

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Intent of Title II-A

• 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
  and paraprofessionals are highly qualified.

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REFLECTION

• 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 the teacher with impacts on
  student learning
• Increased induction and retention efforts

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REFLECTION

• 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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Local and State Responsibilities

• Assess
• Plan
• Implement
• Move
• toward
• the
• TARGET

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New Tools

• Needs Assessment Worksheets that Include
  Assessment of Equity Indicators
• Poor and Minority Student Equity Rubric
• LEA Equity Plan Guidance
• School Level Equity Data
• Project EQ

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Title II, Part a Needs Assessment

• You need
• Georgia Implementation and other Title II-A
  guidance documents (i.e. Use of II-A Funds)
• HiQ teacher and parapro data, as well as other
  available information on teacher assignments,
  effectiveness, transcripts, annual evaluations
  etc.
• Equity data
• AYP reports
• Student achievement test data CRCT, High School
  Graduation Test, etc.
• School improvement plans
• School profiles for restructuring plans
• Title I SWP and TAP lists
• Staff development plans and records
• Recruitment needs and efforts to date
• Retention needs and efforts to date

Needs Assessment Worksheet

• System
• Participants
• Date
• PART A Needs Identification
• Suggested data sources HiQ,
• Teachers assigned to teach a core academic
  subject/s but do not meet requirements for being
  highly qualified in the subject.

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LEA Equity Plan Guidance

• 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

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TARGET

• The LEAs annual needs assessment and planning
  address all components and have resulted 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 Indicators for the Needs Assessment

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Equity Indicators for Stakeholder Involvement
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Equity Indicators for Teacher Experience
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Equity Indicators for Highly Qualified Teacher
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Equity Indicators for Class Size
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Equity Indicators for Teacher Ability to Meet
Diverse Needs
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Equity Indicators for Recruitment and Placement
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Equity Indicators for Retention
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Use of the Equity Rubric

• 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 to self-evaluate where the LEA is in assuring
  equity for students and where they need to focus

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Next Steps

• Are you having conversations concerning equity 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 equity needs in your
  system/school?
• What needs to be accomplished in your
  system/schools to address these inequities?
• Revise the current Equity Plan for the
  Consolidated Application

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Equitable Opportunity
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Equitable Opportunity
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Equitable Opportunity
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Equitable Opportunity
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Equitable Opportunity