Excellent Educators
for All Initiative
Federal Requirement - State
For State:
Sec. 1111(g)(1)(B) – as it relates to what must be included in the
state’s Title I application:
“how low-income and minority children enrolled in schools assisted under this
part are not served at disproportionate rates by ineffective, out-of-field, or
inexperienced teachers, and the measures the State educational agency will use
to evaluate and publicly report the progress of the State educational agency
with respect to such description…”
Federal Requirement - District
For Districts:
Sec. 1112(b)(2) – as it relates to what must be included in the
district’s Title I application:
“how the local educational agency will identify and address, as required under
State plans as described in section 1111(g)(1)(B), any disparities that result in
low-income students and minority students being taught at higher rates than
other students by ineffective, inexperienced, or out-of-field teachers;”
Anxiety
One more thing
We’re not hiding magical strategies
Are we moving teachers?
Aren’t resources an issue?
Are we being asked to solve the nations equity issues?
Messaging - Outcome Hopes
• Equity planning emanates from district improvement planning
processes
• Approach is about continuous improvement, not a need to find the
magic solution to ending inequity
• Opportunity to align work between districts, ESCs, and TEA
• Sheds coordinated light on where additional support is needed –
focuses the conversation moving forward
Anxiety
One more thing – Nope, it’s a part of what we already do for district
continuous improvement planning
We’re not hiding magical strategies – continuous improvement of what
we do
Are we moving teachers – no, we’re continuing to grow and develop
across the board
Aren’t resources an issue – yep, and this process could unify evidence to
suggest how much of an issue resources are
Are we being asked to solve the nations equity issues – no, just keep
moving forward in providing effective teaching and leadership for all
students
State Equity Plan
•Charge to all states:
• Specific steps that the state education agency will take to ensure that
students from low-income families and students of color are not taught at
higher rates than other children by inexperienced, unqualified effective, or
out-of-field teachers, and the measures that the agency will use to evaluate
and publicly report the progress.
•Texas’s plan process (2015):
• Analyze data on experience and qualifications
• Examined gaps between high and low-quartile poverty and minority
2015 State Plan Contents
• Analysis of state data identifying equity gaps
• Stakeholder engagement information
• Identification contributing factors of equity gaps
• Theory of action for each contributing factor
• Strategies to address each contributing factor
• Ongoing monitoring and public reporting on progress
• Timeline outlining the implementation of the strategies
8
Percentage of Teachers With Less
Than One Year Experience, 2014
Average
9.0%
All Schools
LMQ
Lowest Minority Quartile Schools (LMQ)
6.2%
Second Lowest Minority Quartile Schools
7.5%
Second Highest Minority Quartile Schools
10.4%
HMQ
Highest Minority Quartile Schools (HMQ)
12.1%
Lowest Poverty Quartile Schools (LPQ)
Second Lowest Poverty Quartile Schools
LPQ
Second Highest Poverty Quartile Schools
6.2%
Highest Poverty Quartile Schools (HPQ)
7.9%
10.3%
HPQ
11.8%
9
Probationary Certificates
Probationary Certs and Student Demographics
100%
90%
80%
70%
60%
50%
88%
82%
75%
69%
61%
57%
50%
75%
69%
59%
63%
58%
88%
78%
68%
78%
71%
51%
40%
30%
20%
10%
0%
0%
0-5%
5-10%
10-15%
% of Teachers on Probationary
% Non-White
*Based on 2014-2015 ECOS and PEIMS data
% ED
% At-Risk
15-20%
>20%
State Equity Gaps and Areas of Focus
Equitable Access Gap Focus:
Students from low-income or minority backgrounds are taught by novice or
inexperienced teachers at higher rates than other students
High-Priority Areas of Focus:
• Improve training and support for teachers
• Continue to improve campus leadership
Revised Additional Area of Focus:
• Work with districts to strengthen systems for recruiting, developing, and retaining
excellent teachers and principals
11
Equity Plan Toolkit Project
• Intended to
support Title I districts in creating their equity plans
• Designed to guide districts through five steps:
•
•
•
•
•
Stakeholder Engagement and Communication
Data Review and Analysis
Contributing Factors Analysis (name change coming)
Selecting Strategies
Planning for Implementation
• Will
be available in March
• ESCs will be trained in the toolkit in order to provide assistance to
districts (district not mandated to receive assistance)
Messaging - Our Vision for District Plans
•Texas’s District Equity Plan Vision:
•
•
•
•
Really just folds into districts’ own continuous improvement efforts
Prioritize and sequence
Leverage not layer
Highlight what’s working
• There is no “equity” jail – the process is simply about identifying ways within
the district that you can continue to improve instruction and leadership.
• District strategies will inform how the state uses federal funds (Title II, Part A) to
support district plans.
Plan Specifics
• First plans would be due in fall of 2017 (end of October)
• Ultimately, could be a five year “living” plan with annual updates
• Equity Plan Toolkit to help navigate the process (March 2017)
• ESC support to work through the process
• Plan reporting template
Contact
Tim Regal
Texas Education Agency
[email protected]