Planning for Equity - Edl · 2016-01-29 · Planning and Researching Equity Introduction ... LEA...

Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools

Section VII,

Planning and Researching Equity

Introduction

The following section contains information and tools for Georgia school system personnel to assist in assessing equity needs of the

Local Education Agency (LEA) and developing and implementing a Title II, Part A Equity Plan to ensure that every student,

regardless of socio-economic background and learning needs, receives equitable opportunities to achieve challenging state content and

academic achievement standards.


Section VII,

Planning and Researching Equity

QUESTIONS TO CONSIDER WHEN ASSESSING YOUR GEORGIA Local Education Agency (LEA)

EQUITY NEEDS

WRITTEN NEEDS ASSESSMENT Does the LEA develop an annual written, comprehensive needs assessment utilizing multiple data sources (student learning, perception,

teacher/student demographic and process data, etc.) that addresses all indicators?

STAKEHOLDER INVOLVEMENT: Does the LEA include all relevant personnel, parents, community members/leaders, and institutions of higher education in assessing the system needs,

planning strategies to meet those needs, and evaluating the plan?

HIGHLY QUALIFIED TEACHERS AND PARAPROFESSIONALS: Are all teachers and paraprofessionals in core academic content areas “highly qualified” and effective?

TEACHER EXPERIENCE AND EFFECTIVENESS: Do all grade levels and content areas have highly effective teachers as measured by the system’s teacher assessment process?

Does the LEA have a mentoring program for new teachers to the system?

Does the LEA have a written procedure in place to ensure no student will receive an inexperienced, ineffective teacher two years in a row, and is this

practice monitored?

CLASS SIZE: Do all classes in the elementary schools have equivalent class sizes?

Do all academic content areas in middle and high school have equivalent class sizes?

Does the LEA make an effort to increase and ensure equitable or representative numbers of students enrolled from all demographic groups in such

classes as gifted and advanced placement?

MEETING THE DIVERSE NEEDS OF ALL STUDENTS: Does the LEA have a written plan identifying whether or not teachers meet the diverse needs of students, and is implementation of this plan regular

procedure in your school system?

Are all teachers that are identified as not meeting the diverse needs of students engaged or scheduled for professional learning that adds to their skills of

addressing diversification?


Section VII,

What measures are in place to monitor implementation of professional learning to ensure that all teachers are identified as effective in meeting the

diverse needs of students?

Do the schools provide for professional learning to address the culture/s of the students that they are responsible for educating, and does the professional

learning address strategies that will build on the students’ strengths?

Does the LEA, through collaboration with Title I and Title II, Part A, develop good communications with parents, provide for increased parent

involvement activities, and provide opportunities for teachers and administrators to interact with the parents of their students to enhance their knowledge

of cultural values, traditions, and goals of the students they educate?

RETENTION: Does the LEA have a plan in place to reward and retain “highly qualified” and effective teachers?

RECRUITMENT: Are principals trained annually on the requirements of Title II, Part A?

Are all teachers in all schools assigned to content areas for which they were “highly qualified?”

Does the LEA have a written plan for placement of highly qualified, effective teachers to improve or maintain equivalent teacher experience at all grade

levels and in all content areas? Is implementation of this plan regular procedure in your school system?


Section VII,

LEA SELF-REVIEW OF SYSTEM EQUITY PLAN

POOR AND MINORITY STUDENT EQUITY RUBRIC

And

LEA EQUITY PLAN TEMPLATE FY15

System: Burke County Date Submitted: _____June 10, 2014

Reviewer: Date Approved: _______________________

Title II, Part A of ESEA requires that all students, including poor and minority, have equitable opportunities with respect to quality

instruction, teachers’ instructional experience, class size, and teachers’ ability to meet the diverse learning needs of all students. The

following rubric is designed to help LEAs assess the extent to which they are providing equity for poor and minority students as part

of their annual improvement processes. Title II, Part A funds are flexible and have broad application but the funds must be applied to

support equity needs as they are identified in the areas of teacher quality, teacher experience, class size, teacher ability to meet the

diverse needs of students, recruitment and retention of highly qualified teachers for all students. Equity is defined as impartial, fair

opportunities for all children, including poor and minority students, to have access to highly qualified, effective teachers.


Section VII,

Equity Indicator / Plan Criteria LEA Equity Plan Rubric Rating and

Supporting Evidence for Equity Plan Components

I. Introduction 1. Describe the LEA. The Burke County School System is a rural county that comprises one primary

school, an elementary school, a middle school, one high school, one alternative

school, and the Burke County Life Center, all located in the city of Waynesboro.

One additional elementary school is located in Sardis, Georgia. Currently, there are

4,404 students enrolled in the county. Sixty-seven percent (67%) of the students are

African American, 28% Caucasian, 3% Hispanic, and 2% Asian, Native American,

or Multicultural. Students with disabilities make up 11.55% of the student

population, with 68% of the students served through an inclusion model. The

mission of the school system is to ensure that all students acquire the skills necessary

to function successfully in a global society. With these thoughts in mind, we strive to

employ highly qualified teachers and paraprofessionals in every classroom to enable

the students to acquire the skills necessary to survive in a competitive society.

2. Provide LEA Equity Belief Statement. It is the ultimate goal and belief of the Burke County Board of Education that every

student should have a highly qualified effective teacher and paraprofessional in

every classroom and to provide a quality education for all children. The school

system will remain committed to the goal that poor and minority children will not be

taught at a higher level than other children by inexperienced, unqualified, and out of

field teachers. Burke County's teacher equity plan will address this goal in its

entirety through eight components. As we collaborate to provide excellence in

school and system level leadership, students will progress in all academic areas. This

equity plan focuses on teacher equity with the interest of students at heart.

II. Annual Needs Assessment Including Required Equity

Components

[X] Rate the LEA’s current level on the continuum for this Equity Indicator.

INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

The LEA does not have The LEA conducts an The LEA’s annual needs The LEA’s annual needs


Section VII,

a written plan based

on a needs assessment

that includes an equity

assessment of highly

qualified teacher

status, highly qualified

paraprofessional

status, teaching

experience, teacher

training to meet special

needs of students, and

class size; or the

assessment is not

administered annually.

annual needs

assessment that includes

equity assessments;

however, the needs

assessment does not

address all of the

following: (a) equitable

access to highly

qualified teachers,

paraprofessionals; and

school and system

leaders; (b) equity in

teacher experience and

effectiveness; (c) equity

in teacher training to

meet diverse needs of

students, (d) equity in

class sizes; and (e)

recruitment and

retention of highly

qualified teachers; or the

needs assessment is not

reflected in a written

plan to address equity

deficits.

assessment includes all

of the following equity

components of: a)

equitable access to

highly qualified

teachers,


school and system

leaders; (b) equity in





students; (d) equity in


recruitment and

retention of highly

qualified teachers and is

reflected in a written

plan that describes how

the LEA will address all

identified inequities.

assessment and

planning address all

components of: a)

equitable access to

highly qualified

teachers,


school and system

leaders; b) equity in





students; (d) equity in


recruitment and

retention of highly

qualified teachers and

the system can

document that each

equity indicator is

assessed in a written

assessment.

1. Provide a summary of how the needs assessment is conducted. Data from various departments within the LEA is collected in order to conduct the

needs assessment. Monthly System Level Planning (SLP) meetings and Instructional

Cabinet (IC) meetings are held at central office. System level planning (SLP)

meetings focus on system -wide concerns (SACS, policies, professional learning,

system Balanced Scorecard (BSC), CCRPI, implementation of programs, parent

engagement, etc.). All departments, including school nutrition, maintenance, and

transportation are represented. The IC meetings involve the Assistant Principals of


Section VII,

Academics or instructional coordinators and coaches at each of the schools and are

facilitated by the Curriculum Directors. From these meetings, data is strategically

collected, disaggregated, and analyzed. Each school has additional practices in place

which allow them to conduct needs assessment as well. Those include faculty

meetings, collaborative planning meetings, and school council meetings. Needs are

also determined via surveys, observations, and discussion (formal and informal). New

initiatives (federal, state, and local) and data also guide planning in this area.

2. Identify data sources used. Teacher Leader Effectiveness Summative Evaluation Multiple Surveys: Title I Parent

Surveys, AdvancEd surveys, Professional Learning surveys, Mentor teacher surveys,

New Teacher surveys, and New Leader surveys, Exit surveys The College and Career

Ready Performance Index (CCRPI), GADOE Portal, Governor's Office of Student

Achievement, Student Longitudinal Data System, SLO Assessments, PD Express

Professional learning transcripts, CSI Budget allocations, CPI, College Board Data -

AP, SAT, PSAT, Power School Student Information System

3. Briefly summarize findings for:

a. Recruitment (g)

We continue to recruit highly qualified educators. We have seen the number of school

systems involved in college recruitment fairs decrease significantly but we continue to

participate at the same level as we have for years. In early Spring 2013 we

successfully replaced our effective but limited online application procedure with the

very professional and technologically up-to-date "SoftApp" program. As of March 27,

2014 the new program had generated over 300 teacher applications. As of late March

2014, we predict hiring a maximum of 20 new teachers.

b. Retention (f) Data gathered within our school system using the CSI Personnel Master Report, CSI

Personnel Termination Report and our in house report "Percentage of Burke County

Teachers Employed in a Base Year Still Employed After One to Five Years" indicates

that over 60% of teachers hired in 2004 will return to our school system in 2015-2016

as highly qualified effective teachers. No school or program has been identified as

having any great issues relating to teacher retention.

c. Professional learning and training for teachers,

paraprofessionals, and school leaders, including meeting

diverse student needs (d – teacher Training to meet

Academic Needs Process--Data collected both formally and informally are used to

assess and prioritize the professional learning needs of the district. Through the use of


Section VII,

diverse student needs) surveys, questionnaires and teacher/leader/paraprofessional feedback, themes were

identified and verified through quantitative data obtained from walk-throughs and

formative observations. While most paraprofessionals and teachers in the Burke

County Public Schools have received training on incorporating differentiated

instruction to enable them to meet the needs of all the students in their classrooms,

and leaders were trained on identifying quality DI in the classroom, this TKES

standard continues to be a prioritized need in our district. For a second consecutive

year, data obtained from summative results indicate that DI is the lowest rated

standard in the Teacher Keys Evaluation System. To further support our continued

focus in this area, teacher feedback, including Cohort I, II, & III of our new teacher

induction programs, suggests a need to continue our job embedded professional

learning with administrators as well. A more consistent understanding of DI among

administrators is needed district–wide. Likewise, feedback from the instructional

cabinet suggests that additional professional learning should be geared towards

improving inter-rater reliability and the administrators’ thorough understanding of

differentiated instruction. To further corroborate these assumptions, although DI is

has the lowest proficiency rating of all TAPS standards, it still has a mean of 96%

proficiency. Inter-rater reliability training will be added to the list of professional

development offered to all administrators for the upcoming school year. We continue

to provide training opportunities to enhance the teachers’ toolbox of instructional

strategies and effective uses of assessment. Literacy Design Collaborative (LDC),

Math Design Collaborative (MDC), and Formative Instructional Practices (FIP)

continue to be supported initiatives to help address the diverse needs of our students.

Teachers new to the district participated in the initial FIP training, and veteran

teachers were made aware of new modules. These new FIP modules were made

available as additional support for identified teachers. Through phase one of the

implementation of these district initiatives, proficiency ratings increased slightly from

2012-13 to 2013-14 in the areas of Instructional Strategies and Assessment Uses. For

the 2014-15 school year, district summative results indicated that more of our teachers

scored proficient or higher in the areas of Instructional Strategies and Assessment


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Uses. Conversely, providing an Academically Challenging Environment, Standard 8,

ranked among the lowest standards for our staff. Data from AP exams, SAT and ACT,

as well as the High School Feedback Report support the lower ratings found for

standard #8. Data trends indicated that as students are enrolled in more rigorous

courses, especially in the area of mathematics, the less proficient they are at mastery.

Likewise, analysis of the High School Feedback Report indicated that less of our

students attend a Georgia college or technical school after graduating than three years

ago, and approximately 30% of those who did attend college were enrolled in

remedial courses (81% of the 30% in mathematics, and 50% in ELA). This data

strongly supports our need to focus on increasing the rigor in classes with a more

streamlined process for integrating writing in each content area, incorporating STEM

based activities and lessons, increasing student’s lexile levels through content rich

non-fiction. It is the desire of the district to continue professional development to

ensure a more natural and pervasive integration of these strategies into the everyday

teaching environment. Through a more streamlined approach to these focus areas,

noticeable gains are expected in student performance and TKES # 4, DI, and #8,

Academically Challenging Environment. For example, additional professional

development opportunities have been developed and offered during the summer to

focus on effective research based strategies, as well as a strategies to increase the

rigor in each class. A focus will be placed on data utilization and incorporating

Document Based Questioning (DBQ) strategies to assist with these endeavors.

Concerns regarding disproportionally surfaced as a result of discipline and attendance

data. Results from the 2013-14 school year indicated that African American males

received disciplinary actions, such as out-of-school and in-school suspensions, more

often than any other demographic group. More specifically, feedback provided over

the past two years through formal and informal conversations and exit surveys

indicated that disrespect ranked as the highest infraction for office referrals. A closer

review of all pertinent data by our Student Services Department identified a need in

the area of cultural awareness/poverty. In an effort to address this area, district-wide

professional development with Dr. Ruby Payne, as well as other opportunities in this


Section VII,

area will be provided. Likewise, all instructional coaches are participating and earning

their Coaching Endorsement through the Griffin County RESA, which has an entire

component to address cultural coaching. These data sources, in addition to

LKES/TKES climate surveys, also indicate that concerted professional learning

efforts are needed in the areas of school culture and climate. The district leadership

are in the process of developing a comprehensive plan to address this needs area. One

final, yet very important, aspect of training is New Teacher Induction, New Leader

Induction, Aspiring Leaders and Mentor training. Burke County has recognized a

great need to implement and/or enhance these programs. CPI data indicate that Burke

County has a large population that is nearing retirement. Providing professional

learning and developing a pool of leaders through the development of Aspiring

Leaders will help with filling potential vacancies left as a result of retirement or

transition out of the district. Mentor teacher training in the past has been reserved for

new mentors, and even then it was not very effective; consistency of expectations was

lacking. We will continue to refine New Teacher and New Leader Induction, Aspiring

Leaders Program, as well as providing a more in-depth training for mentors to

adequately support new teachers in their acclimation to the profession.

d. HiQ status of teachers (a) One hundred percent of our teachers are highly qualified. As we move into the hiring

season, contracts for new teachers will only be offered if the individual is highly

qualified.

e. HiQ status of paraprofessionals (b) One hundred percent of our paraprofessionals are highly qualified. As we move into

the hiring season, only those paraprofessionals who are highly qualified will be

recommended to the board of education.

f. Teacher experience © For the 2014-2015 school year, we do not have any non-highly qualified teachers in

any one grade or subject. The last five plus years, we have tracked our first year, no

experience teachers. With the present economy, we have seen the number of first year

teachers decline. Although numbers decrease, the mentoring program for first year

teachers continues to improve and be more effective. We also gather data on first year

teacher placement by listing any grade or subject with 3 or more teachers with no


Section VII,

experience. Our principals are required to track these students to be sure they are

placed with an experienced and highly effective teacher the next year. Our

"Experience Continuity Ratio" has remained fairly steady at all grade levels: so a

large portion of our teachers are staying with us and staying in the same schools. The

data in our Needs Assessment Worksheet also provides the ability to track the

location and status of all first-year teachers and their experience level (found in

Equity Indicator #8 in the Needs Assessment Worksheet). It is also important to note

that according to the PSC ETA Report, there is consistency among all of our schools

in relation to minority enrollment and the enrollment of economically disadvantaged

students. This fact contributes to balancing the rate of poor and minority students

being taught by experienced teachers. Our Title II-A Needs Assessment allows us to

track all inexperienced teachers in relation to location and grade/subject. This

provides the data necessary for our Principals to assure no student will receive an

inexperienced teacher two years in a row.

g. Class size (e) Class size is important for effective instruction based on needs. The Title II A

Coordinator along with other district leaders will collect, review, and analyze data on

class size, demographics of students, experience levels, and qualifications of teachers.

The names of students assigned to each class along with pre and posttest data will be

included in this report. Class size data continues to indicate that all K — 12 classes

continue to be under the state suggested levels even without the application of the

increases allowed by the GaDOE.

4. List Prioritized Needs.

Our first need is to provide additional training in the implementation of Georgia

Standards of Excellence (GSE). Unit development and revisions will be used to

continue to analyze standards to ensure teachers are teaching the intended DOK.

Likewise, as we make the transition to new math standards one again, this remains a

priority. Improving the effectiveness of teacher leaders, building level leaders, and

counselors will also be a focus along with Differentiated instruction (DI) methods and

strategies, Lexile Training, content literacy, Instructional Technology,

poverty/cultural awareness, providing adequate support for our growing ESOL


Section VII,

population, providing a strong response to interventions (RTI) for the at-risk

population, promoting a positive school climate and culture, and classroom

management, including PBIS, de-escalation and positive learning environment. Parent

Involvement has been identified as district need; however, this will be addressed more

thoroughly in the parent component in the Title I, Part A.

III. Equity of Stakeholder Involvement


INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

Administration of the

needs assessment,

prioritization of needs,

and action planning to

ensure equity are

conducted by central

office administrators

with little or no

involvement of other

stakeholders.

Administration of the

needs assessment,



ensure equity are

conducted by central

office administrators

with some input from

stakeholders; however,

not all stakeholders are

involved; their

opportunity for input is

minimal.

Central office

administrators annually

involve school

administrators and

representatives from all

other stakeholder

groups in the needs

assessment,



ensure equity; however,

stakeholder involvement

is minimal in some

cases.

Central office

administrators

collaborate with school

administrators and

representatives from all

other stakeholder

groups, including

teachers,

paraprofessionals,

parents,

business/community

members/leaders,

institutions of higher

education partners, and

other relevant

personnel, to accomplish

an annual needs

assessment,


and action planning that

addresses all equity

components.


Section VII,

1. Identify stakeholder groups (internal and external). Board of Education

Parents

Business Personnel

Community Members and Leaders

Local Churches

Local Clubs

Local community Services

Local University and Technical College (Georgia Regents University, Augusta Technical

College)

School System Leadership

Other school staff and faculties

Students

2. Describe how internal and external stakeholders are involved

in the planning process to:

a. Participate in an annual needs assessment During regularly scheduled school council, parent advisory council, and Annual Title

I Meetings our stakeholders are informed of and provided an opportunity to review

the system's equity plan. A general overview of the contents of the plan is presented

to the stakeholders followed by an opportunity for them to discuss concerns and give

suggestions. Survey data (SACS, Parent meetings, and Professional Learning) were

utilized as a means to determine annual assessment needs. Parent Involvement

committee members along with school council and parent advisory members were

involved in providing information to assist with identifying the needs of the system.

Parent coordinators worked collaboratively with principals and school personnel to

collect and analyze data from the needs assessment. This information was given to the

Assessment Director for review. Various equity sessions were held to discuss the plan


Section VII,

and receive input from a range of stakeholders. In addition to discussing the plan at

meetings or workshops, our Public Information Officer was instrumental in

publicizing the plan via website, newspapers and other media. Through an assortment

of family engagement activities, instructional cabinet meetings, system level

meetings, civic groups and board meetings, information pertaining to the plan was

disseminated, and stakeholders were presented with numerous opportunities to

express concerns regarding needs or areas of improvement.

b. Prioritize needs Board of Education Parents Business Leaders Community Members and Leaders

Local Churches Local Clubs Local community Services Local University and

Technical College (Georgia Regents University, Augusta Technical College) School

System Leadership Other school staff and faculties Students

The Burke County School System understands the importance of involving all

stakeholders in every aspect of the total school program including the Equity Plan.

Stakeholders play a major role in the success of the students, and their input and

suggestions are solicited on a continuous basis. Students, parents, teachers,

paraprofessional, administrators, business and community leaders, and board

members are informed of and afforded many opportunities to provide feedback on

the system plan. Parents: A district-wide Parent Advisory Committee (PAC) was

developed to spearhead the process of obtaining feedback from parents in a non-

threatening atmosphere. Quarterly, parents from each school are invited to Central

Office to have conversations about general topics. Feedback on prioritized needs are

garnered twice a year, once at the beginning of the year and again around March or

April. This feedback is used to modify and solidify the district’s focus. In addition to

the district-wide PAC, each school involves parent in site-based decisions through

their Leadership (BST) and/or School Councils. While only a few parents are able to

provide feedback by serving on these committees, all parents are afforded an

opportunity to provide feedback during school- wide parent engagement meetings,

such as PTA and Title I Annual Meetings. Further efforts are made to ensure that


Section VII,

parents are involved in the planning process through the use of letters, phone calls,

district and school websites, and social media (Facebook, Twitter, etc.).

Announcements during Parent Engagement Meetings are used to inform and

encourage stakeholders to attend planning meetings (equity, curriculum, and needs

assessment) and to participate in the development of our Equity Plan. All

Stakeholders: The district uses a variety of surveys to determine academic and non-

academic needs of the system. These surveys are completed by administrators,

teachers, paraprofessionals, parents, and business and community members. After

data is analyzed and summarized by school and system personnel in various groups,

the results are presented to additional community and parent groups for feedback.

The district’s leadership team, along with the local Board of Education, set the

priorities and overarching goals for the system for the upcoming year based on all

available data from each school, including the evaluation of the previous years' goals.

Each school "team", which is inclusive of all stakeholder groups, reviews the various

school data to determine its prioritized needs. Teams ensure that these areas are

aligned to system goals. Each school organizes a committee to develop an action

plan to meet their needs, and this plan is integrated in their School Improvement

Plan. The system leadership team reviews the plans for alignment to the system’s

goals. Parent meetings are held at the school each year in August to receive

additional input. The School Improvement Plans for each school were reviewed by

the entire team in the fall and once again in April. This year, the school system met

again with parents, community members, and a variety of school personnel including

principal, assistant principal, teachers, and central office personnel. Effort to more

closely involve community members were initiated by providing surveys to the local

Chamber of Commerce and the community based program, Community in Schools

requesting feedback. Additionally, through an assortment of family engagement

activities, instructional cabinet meetings, system level meetings, civic groups and

board meetings, information pertaining to the plan is disseminated and stakeholders

are presented with numerous opportunities to express concerns regarding needs or


Section VII,

areas of improvement. Utilizing all provided feedback, the system’s leadership team

prioritize the needs and develop strategic steps to address the identified prioritized

needs.

c. Identify actions or strategies contributed to equity plan The team of school and central office personnel, students, parents, community and

business leaders began meeting periodically to review and analyze data in order to

develop the strategic goals for the system for the next five years. This process was

finalized in April and May 2015 during which the team worked to determine the

initiatives, action steps, action teams and timeline for the strategic plan. From our

discussion, a recommendation was made by school, central office and board members

to increase the new teacher process to offer more support. From this recommendation,

Burke County continued their efforts with a New Teacher, Leader Induction Program,

and Aspiring Leaders program that provides new teachers and leaders with effective

mentor coupled with informative monthly meetings covering a range of topics

(professional development, GSE, differentiation, data utilization, best practices, etc.)

for ongoing support over a three year period. The School Improvement Plans for each

school and the CLIP were reviewed by the entire team. Modifications were made by

the group.

IV. Highly Qualified Teacher Equity


INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

The LEA does not have

a process in place to

systematically monitor

HQ assignment of

teachers based on

student demographics

(poverty level,

minority, etc); and/or

all non-HQ teachers do

not have a written

remediation plan that

The LEA has a process

in place to

systematically monitor

the HQ assignment of

teachers based on

student demographics

(poverty level, minority,

etc) and a written

remediation plan is in

place; however, the LEA

is not systematically

The LEA systematically

monitors the HQ

assignment of teachers

based on student

demographics (poverty

level, minority, etc) and

a written remediation

plan is in place for each

non-HQ teacher that is

monitored regularly and

supported with Title II,

The LEA systematically

monitors the HQ

assignment of teachers

based on student

demographics and all

core academic subjects

are taught by highly

qualified, effective

teachers.


Section VII,

is monitored by the

LEA and supported

with appropriate

funds.

monitoring the HQ

status of teachers based

on student

demographics and/or

non-HQ teachers are not

adequately supported

with Title II, Part A

funds or other

appropriate funds to

achieve HQ status.

Part A funds or other

appropriate funds.

1. Provide FY14 teacher HiQ percentages. 100 %

2. Provide FY14 paraprofessional HiQ percentages. 100%

3. a. Describe how a remediation plan is developed in

accordance with the guidelines in Section V of the Title II,

Part A Handbook for each non-highly qualified teacher and

paraprofessional.

b. Describe the monitoring process to ensure each non-HiQ

teacher and paraprofessional is implementing the remediation

plan and making progress toward HiQ status.

At time of hire, teachers and/or paraprofessionals who are not highly qualified will

immediately develop a remediation plan to move toward highly qualified status as

soon as possible. The remediation plan is developed in collaboration with the teacher

or paraprofessional, principal, and the Assistant Superintendent of Human Resources.

Included in the remediation plan is agreed upon timelines and target dates that will

enable the non-highly qualified teacher or paraprofessional to achieve highly qualified

status as soon as possible. Once the remediation plan development is complete, all

aspects of the remediation plan are reviewed again for clarity and required signatures

are gathered. The Assistant Superintendent of Human Resources is responsible for

developing documentation relative to the data gathered and collecting written

documentation that must be maintained by the LEA indicating progress made by the

teacher or paraprofessional toward achieving highly qualified status. This overall

process, including the individual written remediation plan(s), will be monitored in the

following manner: Monitoring the Remediation Plan — This remediation plan is a

working document and the Assistant Superintendent of HR and/or the principal will

meet with the teacher or paraprofessional at the end of each designated timeline to

evaluate the status. The meeting may include representatives from Professional

Learning, etc. as requested by the school. It is vital that in this meeting the


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remediation plan (as a working document) be modified as needed to properly assist

and remediate the teacher or paraprofessional. The modification to the remediation

plan should determine who (from central office) is a part of the meeting.

4. a. Describe how a remediation plan is developed in

accordance with the guidelines in Section V of the Title II,

Part A Handbook for each teacher who does not hold a clear

renewable certificate.

b. Describe the monitoring process to ensure each teacher

who does not hold a clear renewable certificate is

implementing the remediation plan and making progress

toward obtaining a clear renewable certificate.

At time of hire, teachers who do not hold a clear renewable certificate will

immediately develop a remediation plan to move towards obtaining a clear renewable

certificate as soon as possible. The remediation plan is developed in collaboration

with the teacher, principal, and the Assistant Superintendent of Human Resources.

Included in the remediation plan is agreed upon timelines and target dates that will

enable the teacher to achieve clear renewable status as soon as possible. Once the

remediation plan development is complete, all aspects of the remediation plan are

reviewed again for clarity and required signatures are gathered. The Assistant

Superintendent of Human Resources is responsible for developing documentation

relative to the data gathered and collecting written documentation that must be

maintained by the LEA indicating progress made by the teacher toward achieving

highly qualified status. This overall process, including the individual written

remediation plan(s), will be monitored in the following manner: Monitoring the

Remediation Plan — This remediation plan is a working document and the Assistant

Superintendent of HR and/or the principal will meet with the teacher at the end of

each designated timeline to evaluate the status. The meeting may include

representatives from Professional Learning, etc. as requested by the school. It is vital

that in this meeting the remediation plan (as a working document) be modified as

needed to properly assist and remediate the teacher. The modification to the

remediation plan should determine who (from central office) is a part of the meeting.

5. Describe how the LEA monitors HiQ assignment of teachers

based on student demographics and diverse needs of

students.

Our goal is to have every student taught by a Highly Qualified teacher. The LEA

monitors the secure PSC website, specifically HIQ2, to determine our system status.

The LEA, specifically our principals and select members of their staff are trained

annually on the use of CAPSLOOKUP to ensure, especially in the middle school and

the high school, that the teacher assignment reflects their status of HiQ. Part A,

Section III of our Title IIA Needs Assessment Worksheet tracks, by schools, all first-


Section VII,

year teachers. The building-level administrator is responsible for tracking students to

be sure they are not taught a second year in a row by a teacher with no experience. As

of the 2009-2010 school year there has been a decrease in the number of first-year

teachers hired and in the turnover of experienced teachers. This is an economic impact

that has made the tracking of students taught by a teacher with no experience a

smaller problem than in the past. Part A, Section VIII of our Title IIA Needs

Assessment Worksheet provides specific data relating to each school and a grade or

subject that has a high number of first-year teachers. This data, updated annually,

allows our building-level administrators to be sure students are not taught a second

year in a row by a teacher with no experience.

V. Teacher Experience and Effectiveness Equity


INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

The LEA does not

include teacher

experience and

effectiveness in the

annual needs

assessment to ensure

equal access to

effective teachers.

The LEA assesses equity

in teacher experience

and effectiveness within

the system; however, the

annual equity plan does

not address teacher

effectiveness or equity

within schools or

classrooms to ensure

equal opportunity for all

students.

Teacher experience and

effectiveness are

included in the LEA’s

annual needs

assessment, and the LEA

has a written plan that

addresses equity of

effective teachers across

schools and classrooms

in the system and within

its schools.

The LEA includes


effectiveness in its

annual needs

assessment and has a

written plan to ensure

continued equal access

to effective teachers for

all students. As a result,

all students in all of the

LEA’s schools and

classrooms have

effective teachers

regardless of

demographics of the

students served.

1. Describe how the LEA assesses teacher effectiveness. Teacher Effectiveness is assessed in the Burke County Public School System using

the Teacher Keys Effectiveness System (TKES). In 2011-2012, during the pilot of

TKES, the system provided critical feedback and data to improve and enhance the


Section VII,

design and use of the instrument. As part of the Race to the Top initiative (RT3)

TKES was fully implemented in the system. This instrument allows every teacher

multiple opportunities to demonstrate understanding of performance standards related

to best practices in increasing student achievement. Formative observations, including

walkthroughs and documentation of a teacher's practice are used to inform multiple

formative assessments and one summative assessment each year. Each teacher is

assessed by credentialed evaluators, for effectiveness in five domains; planning,

instructional delivery, assessment of and for learning, learning environment, and

professionalism and communication and ten performance standards; professional

knowledge, instructional planning, instructional strategies, differentiated instruction,

assessment strategies, assessment uses, positive learning environment, academically

challenging environment, professionalism, and communication. Teachers are rated on

all ten performance standards using a performance appraisal rubric. Proficient is the

expected level of performance. An equally important measure of TKES includes the

Student Growth and Academic Achievement Components (SGP and SLO), and

Student Surveys of Instructional Practice. Overall, the goal is to assess teacher

effectiveness, provide teachers with meaningful feedback, and support opportunities

to improve teacher performance and consequently, improve student outcomes.

2. Describe how the LEA plans to address any identified

inequities in teacher experience across schools and classrooms

in the system and within its schools and programs.

CPI data is used to track teacher experience levels and allows us to determine that no

inequities currently exist across or within our schools and programs. The

Superintendent, Assistant Superintendent of Human Resources and Assistant

Superintendent of Teaching and Learning provide support and guidance in April-May,

for administrators in reviewing equity needs for the upcoming year. This report is

updated annually. It allows our building-level administrators to be sure students are

not taught a second year in a row by a teacher with no experience. This information

assists us in making sure that classrooms that were taught by an inexperienced teacher

in the prior year are moved to an experienced teacher at the next grade level. This

process is also constantly monitored by the Title II-A Director and the Equity

Committee. If there are inequities found between schools a plan is developed and

actions taken to correct this situation.


Section VII,

3. Describe how the LEA plans to address any identified

inequities in teacher effectiveness within its schools and

programs.

In Burke County, teacher effectiveness will continue to be measured using TKES.

The results will be reported as a rating of Exemplary, Proficient, Needs Development,

or Ineffective. By monitoring, analyzing and identifying areas of strength and areas

for growth, teacher performance and any inequities in effectiveness will continually

be addressed. To accomplish this, school leaders and system-level leaders will

provide constructive feedback to teachers in order to inform their ongoing

professional learning and growth. Based on these results, Professional Development

Plans (PDPs) will be devised and implemented as needed. This allows us to ensure the

highest levels of teacher effectiveness. Teachers who receive a Teacher Effectiveness

Measure (TEM) of Needs Development or of Ineffective must be placed on a formal

Remediation Plan (RP) that includes specific guidelines and timelines for

improvement in the area (s) rated below Proficient. In the event that the teacher falls

below the proficient level, we will develop a Remediation Plan (RP) that requires the

teacher to complete certain requirements within set timelines to address areas of

concern or they will not be re-issued a contract. Burke County ensures that teachers

who are identified as less than proficient are not inequitably distributed across content

areas or grade levels. We look at this data in determining the retention and placement

of teachers for the next school year. Based on this data some teachers may be

transferred to other schools in order to ensure equity.

4. Describe the procedure to ensure that no student will receive

an inexperienced, ineffective teacher two years in a row.

This process is monitored by the Title II-A Director and the Equity committee. The

location and grade/subject of any non-HiQ teachers are tracked on our Title II-A

Needs Assessment Worksheet. This worksheet also provides us the opportunity to

consider the needs of students in various programs such as 9th grade, Special

Education, EIP, Advanced Placement, etc. Students in these unique programs may be

at risk and we must track non¬HiQ teacher placement to prevent their assignment to

these programs. The Title II-A Needs Assessment Worksheet affords us the

opportunity to do this. Part A, Section VIII of our Title HA Needs Assessment

Worksheet provides specific data relating to each school and a grade or subject that

has a high number of first-year teachers. This data, updated annually, allows our


Section VII,

building-level administrators to be sure students are not taught a second year in a row

by a teacher with no experience and to ensure that all students are appropriately

placed and obtain necessary services.

VI. Class Size Equity


INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

The LEA does not

include class size in the

annual needs

assessment to ensure

equal opportunity for

all students.

The LEA assesses class

size within the system;

however, the annual

equity plan does not

address class sizes or

equity in class sizes

within schools to ensure

equal opportunity for all

students.

Class size is included in

the LEA’s annual needs

assessment, and the LEA

has a written plan that

addresses equity in class

sizes across schools in

the system and within

its schools.

The LEA includes class

size in its annual needs

assessment and has a

written plan to ensure

continued equity in class

sizes for all students. As

a result, class sizes are

comparable in all

schools and classrooms,

regardless of

demographics of the

students served.

1. Describe how the LEA plans to address identified inequities in

class sizes across schools in the system and within its schools.

After reviewing class sizes at all schools, the Equity Committee found no inequities in

class sizes across all schools. All elementary schools have the same student to staff

ratio based on Title I comparability of plus/minus 2 students. All classes at all schools

have an average class size that is below the state recommended size without using the

allowed variation.

VII. Teacher Preparation and Ability to Meet Diverse Needs

of Students


INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

The LEA does not

assess teachers’

preparation and/or

ability to differentiate

instruction based on

the diverse needs of

The LEA assesses

teachers’ preparation

and/or ability to

differentiate instruction

based on the diverse

needs of their students;

Teacher preparation and

the ability to



needs of students are

assessed annually, and

The LEA assesses

teachers’ ability to



needs of their students,

and plans for and


Section VII,

their students. however, professional

learning needs are not

addressed in the LEA’s

plans and/or

opportunities are not

provided to teachers as

needs are identified.

the LEA plans for and

provides continued

professional learning in

this area.

provides continued

professional learning in

this area. As a result,

the LEA can document

that all teachers have

received training and

can effectively


to meet the diverse

learning needs of all

students resulting in all

subgroups making

AMO.

1. Describe the process the system uses to assess teacher ability

to differentiate instruction based on the diverse needs of their

student population.

Burke County has experienced both a pilot and 3 full years of implementation with

the Teacher Keys Effectiveness System (TKES). Performance Standard number 4 is

Differentiated Instruction. Based on the observation and documentation provided,

evaluators use the rubric to indicate how well teachers differentiate instruction based

on students' needs. In addition to building level personnel, district and RESA level

personnel conducted walkthroughs throughout the year, followed by debriefing

sessions. Teachers were provided specific feedback. Professional Growth Plans

(PGPs), and in some cases Professional Development Plans (PDPs) are written around

the observations. Additional professional learning and coaching is provided where

needed. The process is frequent and ongoing so that the summative evaluation reflects

true practice to inform the rating decision. Additionally, consultants who are experts

in the area of Differentiation (DI) have worked with our teachers during Summer

Professional Learning sessions. Endorsement classes have also been offered to equip

teachers with the skills necessary in meeting the needs of all students. DI will

continue to be a primary focus for school improvement at all grade levels.

VIII. Retention of Highly Qualified, Effective Teachers

INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]


Section VII,


The LEA’s annual

needs assessment

and/or written plan do

not address retention

of highly qualified,

effective teachers in all

schools; or Title II, Part

A or other appropriate

funds are not used to

support teacher

retention according to

identified needs.

The LEA’s annual needs

assessment and written

plan addresses retention


effective teachers;

however, the plan is not

implemented in all

schools and in all

programs of the LEA; or

retention program

results are minimal in

some or all schools; or

Title II, Part A or other

appropriate funds are

not used to support

retention needs.



plan addresses retention


effective teachers in all

schools or in schools as

indicated by assessment

results; and the LEA

actively implements a

retention program to

ensure that highly


teachers are retained in

all schools and in

programs serving all

students. Title II, Part A

or other appropriate

funds is used to support

retention.



plan addresses the

retention of highly


teachers in all schools

and in all programs of

the LEA; and the LEA

actively implements a

retention program to

ensure that highly


teachers are retained in

all schools and in

programs serving all

students. As a result,

the LEA retains highly


teachers in all schools.

1. Describe the teacher retention program that includes specific

plans for schools and/or programs that have been identified

with retention needs.

Burke County School System uses a variety of procedures to retain highly qualified

teachers. These include: (1) competitive benefit packages for employees; (2) well-

qualified experienced mentors and buddy teachers; (3) unsurpassed physical facilities;

(4) instructional resources; and additional procedures include: (5) professional

development workshops; (6) forgivable student loans; (7) total support from school

and central office staff through feedback; (8) competitive salary supplements; (9)

support in duplicating papers for instruction; and (10) reimbursement for highly

qualified certification. Burke County reserves the right to limit some of these items

during times of budgetary reductions

IX. Recruitment and Placement of Highly Qualified,

Effective Teachers


INADEQUATE

[ ] MINIMAL

[ ]

ADEQUATE

[ x ]

TARGET

[ ]

The LEA’s annual needs The LEA’s annual needs The LEA’s annual needs The LEA conducts an


Section VII,

assessment and/or

written plan do not

address recruitment of

highly qualified, effective

teachers; or the LEA does

not consider equity issues

when placing newly

hired teachers; or Title II,

Part A or other

appropriate funds are not

used to support retention


effective teachers.


plan address recruitment of

highly qualified teachers;

however, the LEA may not

evaluate teacher

effectiveness in its

recruitment practices; or

non-highly qualified

and/or ineffective teachers

are hired; or newly hired

inexperienced teachers are

more often placed in

schools and/or programs

that serve poor and

minority students; or Title

II, Part A or other

appropriate funds are not

used to support

recruitment needs.


plan address recruitment of


teachers; and as needs

dictate, the LEA actively

implements a teacher

recruitment and placement

program to ensure that all

students are taught by


teachers in all schools and

all programs. Title II, Part

A or other appropriate

funds are used to support

recruitment needs.

annual needs assessment

that addresses recruitment


effective teachers in the

system; the teacher

recruitment plan is actively

supported and adapted to

meet current priorities. As

a result, the LEA

successfully recruits highly

qualified, effective teachers

and makes equitable

placements so that all

students in all schools, all

classrooms and all

programs have highly

qualified, effective teachers

with equivalent teaching

experience.

1. Describe how the system plans for recruitment and placement

of highly qualified, effective teachers to improve or maintain

equivalent teacher experience at all grade levels and all

content areas.

Through the needs assessment process, Burke County works closely with all

principals and central office administration to identify and resolve issues regarding

personnel. We have adopted hiring procedures to ensure equity through recruitment,

hiring, and retention. These hiring procedures are followed for every position that

becomes available with Burke County. Our Needs Assessment Worksheet has looked

at our recruitment data for the last five years and tracked the number of times we have

recruited and placed first year — no experience teachers in the same school, same

grade level, or same subject. We see a very positive trend with the numbers low and

continuing to be low. For many of our schools the number is 0 and has been for years.

Despite this positive data we continue to recruit our professionals in an aggressive

manner. For example: Burke County has set recruitment goals and identified activities

for the 2015-2016 school year that will enable the district to locate and hire high

quality candidates for our teaching force. These goals & activities include: The


Section VII,

implementation of "SoftApp", a web-based full featured recruitment/, application/,

selection/ placement program. A specific section of our school system website is

devoted to Employment Opportunities and it is designed to give potential applicants

all the information they would need about our school system, how to apply, and how

the application process works. Central office staff members, under the guidance of the

Assistant Superintendent of HR, are committed to this vital process by assisting the

principals with documents, references, etc. and the applicants with potential timelines,

directions, etc. Establishing a strong recruitment partnership with colleges and

universities by: working collaboratively with colleges and universities to strengthen

partnerships; sending information regarding upcoming events, vacancies, job fairs,

and benefits to be posted around college/university campuses; and attending local and

out-of-state job fairs. The "Grow Your Own" program provides awareness

opportunities for elementary, middle, and high school students to explore careers in

education. Schools are strongly encouraged to provide clubs, activities, career days,

and events that stimulate students' interest to pursue a career in the teaching

profession. Examples of the type of clubs that local schools could offer include Future

Educators of America and Teachers of Tomorrow. "Grow Your Own" also provides

an opportunity for middle and high school students to mentor elementary students.

Title II A Training for all principals and assistant principals for instruction: All

principals and assistant principals for instruction (APIs) are provided with training on

the requirements regarding HiQ status of the teachers and paraprofessionals in their

buildings, certification requirements, scheduling restrictions, and the impact that they

can have on the educational outcomes in their buildings. Additionally, all principals

receive copies of the GaPSC Equity Report and discussions are held concerning

equitable assignments of teachers and the fact that every student has the right to be

taught by a highly qualified, effective teacher. Schedules are reviewed by central

office staff and suggestions may be made to more equitably distribute staff within

buildings if inequities are noted.

X. Summary of Impact and Evidence of Success for the FY14 Equity Indicator(s) Selected for Focus:_ Teacher preparation and ability to meet the diverse needs of

students


Section VII,

FY14 Selected Equity Indicator(s)

1. Prepare a brief Summary of Impact that describes the actions

taken to reach “target” and the success in reaching “target.”

We have implemented numerous training opportunities for our teachers in the areas of

Learning Focused, formative assessment, Differentiation, using Lexiles, GSE

Standards, and many others. The job-embedded professional learning has shown

positive impact on the TAPS ratings district-wide.

2. Prepare a brief summary describing the LEA’s Evidence of

Success. What data supports the rating of “target”? Or if the

LEA did not reach “target,” what prevented the LEA from

doing so?

However, we have not reached Target due to the need for more work in these areas

and for the continued implementation of GSE. Professional learning administered a

survey to indicate in what areas of curriculum, assessment, and instruction that

assistance was most needed. Overwhelmingly, the response was differentiation. Many

felt they had been told how to do it and knew what it was but needed someone to

show them how to do it effectively and how to manage it. Although our surveys and

TAPS data indicate that DI continues to be a need area, formal and informal

conversations denote that another root cause of this continued need may be a result of

inconsistency in observation practices by administration. Our biggest struggle has

been the implementation of the new math standards at the High school level. This

remains an area of concern as we undergo another shift in mathematics curriculum.

We will continue to offer PL in differentiation and will be doing this through a variety

of methods, including classes, job embedded training in collaborative planning, and

web based training. Additionally, we will incorporate district-wide administrative

professional learning through the implementation of inter-rater reliability training.

Finally, we will focus on ensuring that our staff are more culturally sensitive/aware of

the population in which we serve through professional development focused on

poverty, cultural awareness and meeting the needs of various subgroups, such as

ESOL.

XI. Equity Indicator Selected for FY15 Focus FY15 Equity Indicator(s) Selected for Focus: Teacher preparation and ability to meet the diverse needs of

students

Include a statement of school/system equity needs (including

identifying at least one equity indicator that will be a focus for

improvement. Note: If the Highly Qualified Teacher equity

As part of our continuous improvement model, we will continue in the process of 1)

aligning curriculum resources with GSE 2) Review Curriculum Maps and Units


Section VII,

indicator is selected, an additional indicator must also be

selected for focus.

o Provide a statement identifying the

Actions/Strategies/Interventions or Programs for the

selected equity indicator(s) as a focus for FY15.

o Note: Include in the System Implementation Plan

(SIP) the action plan for the above equity indicator(s)

containing:

Actions/Strategies/Interventions or Programs

Correlation to School Keys

Professional Learning

Resources or Materials Needed

Person or Position Responsible for Monitoring and

Evaluation

Timeline For Implementation

Means of Evaluation (What will be used to

evaluate the action, strategy, intervention, or

program?)

Monitoring of Intervention (Artifacts)

Monitoring of Impact (Student Learning

Data)

OR

Include a statement that the system has no equity needs. Note:

Each indicator on the Self-Review Equity Plan rubric rated as

“Target” MUST list the documentation that supports the rating of

“Target” for that indicator.

weekly and 3) Create lessons based on relevant and rigorous curriculum for all

students. These activities were started in FY13 and will continue for the next year and

Central Office Staff will monitor this process. We will also be continuing to

implement training to increase teacher use of higher Depth of Knowledge (DOK) and

Higher Order Thinking Questions (HOT). We will continue to improve teacher

preparedness to teach students from diverse backgrounds. The Implementation of

Professional Learning Communities (PLC) will continue. All schools have

Common/collaborative planning/lessons and this process is overseen by APIs and

Instructional Coaches. Instructional leaders will continue to provide job embedded

professional learning in the building, to include effectively using Common

assessments, data analysis, and examining student work. We will also look at

District—Wide Professional Learning that will focus on data utilization. Central

Office and School Administration will continue to monitor the use of classroom data

to effectively provide instruction to meet the needs of all students and we will expect

a high degree of true collaboration among our teacher groups. We will continue to

provide additional training in the area of using assessment to drive instruction by

addressing the development of quality classroom and common assessments, and we

will monitor the use of classroom assessments for instruction. Provide more

opportunities for differentiated professional learning for both certified and non-

certified staff working with students. We will provide District-wide Professional

Learning in the effective use of differentiation, and address the issue of teachers’

cultural awareness. We will continue PD 360 for all certified staff with onsite training

and provide courses in differentiation from PD360. We will also post professional

learning schedules to include webinar opportunities. Continue using Learning-

Focused Strategies Training (LFS). We will provide LFS Implementation Support and

monitor academic performance of all students. Teachers will create acquisition

lessons/units that include a variety of researched-based strategies, such as; essential

questions, activating strategies, vocabulary strategies, teaching strategies, and/or

summarizing strategies. We will monitor and provide feedback by conducting Formal


Section VII,

& Informal Observations and by conducting Drop-ins by trained Administrators and

Instructional Coaches. Burke County will increase teachers’ ability to use technology

to enhance student learning by providing ongoing training. We conduct on site visits

to identify/observe teachers using technology to engage students with diverse needs.

We will provide training on Promethean Boards and various other instructional

technology resources for staff (teachers, paraprofessonals). Provide additional support

for new/inexperienced teachers by assigning mentor teachers and providing a new

teacher induction program. Provide additional support for new/inexperienced

administrators by assigning mentors and providing a new leader induction program.

We will continue to support the use of Instructional Coaches, and maintain common

planning times for collaboration.

XII. Prioritized Needs and Impact of Spending for Fiscal year 2013 Focus

1.A What were your prioritized needs in fiscal year 2013 (July 1, 2012 through September 30, 2013)?

Indicate no more than five identified needs in the order of priority with number one being the greatest priority.

--Select--Needs Assessment

--Select--Stakeholder Involvement

3Highly Qualified Status

--Select--Assessing Teacher Effectiveness

--Select--Assessing Leader Effectiveness

1Class Size Reduction

2Professional Learning for Teachers

--Select--Professional Learning for Leaders

4Retention

--Select--Recruitment


Section VII,

5Other – Please List

Administrative

2.A In reflecting on the previous year, what are the most substantive changes your district plans

to make to your Title II, Part A program in the coming year?

More targeted professional learning and documentation of professional learning at the school

level.

3.A How did you spend your Title II, Part A dollars in Fiscal year 2013?

Rate the impact of Actions/Strategies/Interventions/Programs funded with Title II, Part A dollars and indicate the data

sources used for determining the rating on:

Rate results Indicate Data Sources (Check all that apply)

Needs Assessment --Select-- Student

Learning Demographic Perception Process

Stakeholder Involvement --Select-- Student


Highly Qualified Status Good xStudent

Learning Demographic xPerception xProcess

Assessing Teacher

Effectiveness --Select--

Student


Assessing Leader

Effectiveness --Select--

Student


Class Size Reduction --Select-- Student Demographic Perception Process


Section VII,

Learning

Professional Learning for

Teachers

Excellent xStudent


Professional Learning for

Leaders --Select--

Student


Retention Excellent xStudent


Recruitment Excellent Student

Learning xDemographic xPerception xProcess

Other – Please List Excellent Student

Learning Demographic xPerception Process

NOTE: COMPLETE THE FOLLOWING SECTIONS (4-9) ONLY IF IIA FUNDED PL IN FY2013.

4.A Professional Learning for Teachers and/or Leaders – Topics Addressed

Check the two most prevalent topics.

Classroom Management

Assessment Uses

Diversity and Equity Multicultural Education

xDifferentiated Instruction/Universal Design for Learning

Educational Leadership

Exceptional Education


Section VII,

English Language Learners

Common Core Implementation

Content (Core Subjects)

Instructional Strategies

Student Engagement

Data-Driven Instruction

Graphic Organizers

xHigher Order Thinking and Rigor and Relevance

Vocabulary

Technology Integration

Instructional Planning

Gifted/AP Training

Response to Intervention

Brain Based Multiple Intelligences

School Climate

Integrated Curriculum

Other – Please List

5.A Professional Learning Delivery Models


Section VII,

Check the 3 most prevalent methods.

xJob-Embedded Professional Learning (Professional Learning Communities, Coaching, Action

Research, Looking at Student Work, Book Study)

Faculty Meeting

xWorkshops

Institutes

Conferences

Consultants

Online PD Modules

xWebinars

Cohort

College Course

Alternative Certification Course

Lecture

Other – Please List

Professional Learning Reflection

Please respond to the following:

6.A What professional learning model provided in Fiscal year 2013 had the greatest impact on your district’s goals?

Job-embedded


Section VII,

7.A How does your district assess how professional learning is positively impacting teacher and/or leader behavior?

Talking with teachers, observing in classrooms, survey data (students, teachers, community, and parents),

collegial conversations/language, pervasiveness, and school climate.

8.A How does your district assess how professional learning is positively impacting student achievement?

Formative and summative assessment, progress towards goals, trend data, survey data (student, teachers, and

parents), observing in classrooms, student work samples/analysis

9.A How have these experiences helped to combat inequities within your district’s schools and your district?

By monitoring our needs assessments and providing high quality professional learning we ensure there are no

inequities in teacher preparation throughout our district. We continually seek to get all of our teachers to

highly effective status. We utilize whatever resources are available to ensure that every one has the

opportunity to grow.


Section VII,

Title II, Part A FY15 Equity Plans

Project EQ WHAT IS PROJECT EQ?

Project EQ is Georgia’s on-line resource for sharing and collaborating on the development and implementation of initiatives to ensure

access to equitable educational opportunities for ALL students in the State regardless of economic status, gender, race or ethnicity.

Project EQ was created by the Georgia Professional Standards Commission (GaPSC) to provide policy makers and school systems with a library of effective equity initiatives as well as a forum for discussions among school systems and state agencies as they each implement, improve upon and realize results from their equity programs. As each local education agency

(LEA) in Georgia responds to the requirements of the eight areas of equity required by the federal government, it develops and

submits an Equity Plan onto Project EQ that addresses where the system is in meeting the challenge of each equity indicator as well as

actions which have been implemented or are being implemented to assure that ALL students are receiving the best possible

educational opportunities available in order to affect student achievement.

WHAT ARE THE REQUIRED AREAS FOR ASSESSING EQUITY?

The areas for assessing equity include:

1) participation in a needs assessment,

2) equity of stakeholder involvement,

3) highly qualified teachers,

4) experienced and effective leaders, teachers and paraprofessionals,

5) class size equity,

6) teacher preparation and ability to meet the diverse needs of the student population,

7) retention of highly qualified leaders, teachers, and paraprofessionals and

8) recruitment of highly qualified leaders, teachers, and paraprofessionals.


Section VII,

HOW DO I BEGIN?

On the Internet, go to http://eq.gapsc.org for entrance into the EQ Project site.

On the first screen, you will see a welcome message and menu items.

WHAT MENU OPTIONS ARE AVAILABLE? On the left hand side of the screen, you will see: Home, Registration, Log In, Published Plans, About Us, and Help.

Home: “Home” takes you to this page in Project EQ.

Registration: This menu option is where you will register yourself by entering your email address, password,

name, address, and phone number. Note: The Project EQ website has been completely redesigned. All users

registered prior to 10/1/11 must create a new account.

Log In: On this screen, you will enter your email address and password. If you downloaded your previous Equity

Plans in the Project EQ system, the login information and procedures will be the same.

o From here, you will enter the area where you will enter your Equity Plan either by “cutting and

pasting” from a “Word” document (by indicator) or by typing your plan directly into each

indicator.

Published Plans: Once Equity Plans are submitted by the LEAs and approved by the Title II, Part A Education

Specialist, the plans will be “published” for viewing. This area is where you are able to view your system’s plan

and others throughout the State.

About Us: This menu option describes the creation of Project EQ and the reasons for the project. Contact

information is included.

Help: The Help Screen provides information on Project EQ as well as additional contact information. Information

is given on whom you should contact if you have technical problems or content questions.


Section VII,

HOW DO I SUBMIT MY EQUITY PLAN ON PROJECT EQ?

Project EQ for FY15 is in revision. Directions will be available to Local Education Agencies (LEAs) when revisions are

complete.

HOW DO I PRINT MY PLAN?

The plan can be printed in whole or by individual indicator. Also, the entire plan can be copied and pasted into a Word file that

will retain the displayed format.

A small print icon is located at the top right portion of the plan page. This icon allows you to print just the indicator that

is displayed.

The large print icon will allow you to print the entire document. This icon is located at the bottom of the screen.

HOW DO I SEARCH FOR PARTICULAR PLANS?

1. To search for particular plans, use the Find Plan search field to the left of the Published Plans page. 2. The power search tab will allow you to further refine your query by a number of key filters.

3. Click on the system name to view the whole plan or use the magnifying glass icon to view a brief system summary.

4. Clicking on the Click for Summary link will display the initial rubric section that met your search criteria.

5. The small print icon is also available here in the top right corner of the summary.

HOW DO I ADD THOUGHTS, SUGGESTIONS OR QUESTIONS ON ANOTHER SYSTEM’S EQUITY PLAN?

1. You will need to first register an account by either clicking the Sign Up link at the top right of the page or the

“Registration” button on the left side of the Home page. If you have already registered, you may click on the “Log In”

link at the top right of the page.

http://eq.gapsc.org/EQ_ProjectSearch.aspx

http://eq.gapsc.org/EQ_Register.aspx


Section VII,

2. Once you are logged in, you can post your questions and comments in the Post Your Comments field located at the

bottom of each plan’s page.

3. You will receive an email notification when a response or additional inquiry has been made to an equity plan you have

commented on or if a comment has been sent on your plan.

WHAT DO I DO IF I HAVE QUESTIONS OR NEED ASSISTANCE WITH PROJECT EQ?

If you have questions or need assistance with the content of your Equity Plans or how to use the Project EQ system, please contact your GaPSC Title II, Part A Education Specialist.

If you have technical issues with the Project EQ system, please email [email protected] and copy your GaPSC Title II, Part A Education Specialist.

mailto:[email protected]

Planning for Equity - Edl · 2016-01-29 · Planning and Researching Equity Introduction ... LEA...

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Transcript of Planning for Equity - Edl · 2016-01-29 · Planning and Researching Equity Introduction ... LEA...