Equitable Access to Excellent Educators Federal Grant Programs Conference October 23, 2017

Introduction What is Equitable Access to Excellent Educators? What is Student Learning Experience (SLE) Report? How do I use it? Massachusetts Department of Elementary and Secondary Education

What is it? Why is it Important? Ensuring every student has equitable access to an excellent educator High minority schools have 8 times as many teachers teaching outside their subject area A student in a high poverty school is 3 times more likely to have a teacher with an “ineffective” evaluation Students in high poverty and high minority schools have twice as many first year teachers Massachusetts Department of Elementary and Secondary Education

What is being asked of me? Districts are required to analyze their data to identify possible equity gaps for subgroups of students: English Learners Students with Disabilities Economically Disadvantaged Students of Color Or Teachers: Experience level Teaching in their licensed field Evaluation rating Massachusetts Department of Elementary and Secondary Education

Assurances C-8. ENSURE EQUITY IN PROVISION OF QUALITY EDUCATORS Identify and address any disparities that result in historically disadvantaged student groups being taught at higher rates than other students by lower rated, inexperienced Massachusetts Department of Elementary and Secondary Education

How do I analyze our equity data? Use the Student Learning Experience (SLE) report Look for any equity gaps using the SLE report If gaps are identified, create an equity plan that addresses the gaps Massachusetts Department of Elementary and Secondary Education

What is a “student learning experience”? Student learning experience = each time a student is assigned to a teacher Meagan Steiner Massachusetts Department of Elementary and Secondary Education

Gaps between student subgroups At-a-glance comparison of gaps in access to teachers Bars indicate the size of risk ratios: how likely a student group is to be assigned to a teacher with the designated characteristic, compared to students not in that group Meagan Steiner. The section labeled “COMPARISON OF RISK RATIOS BETWEEN STUDENT SUBGROUPS” provides an at-a-glance comparison of gaps in access to teachers with different characteristics. Notice that student subgroups are listed on the left. The bars in the graph indicate the size of risk ratios: how likely a student group is to be assigned to a teacher with the designated characteristics, compared to students not in that group. Red bars mean a risk ratio is >1.5, which indicates an equity gap. In District A, ELs are 1.61 times as likely as non-ELs to be assigned to teachers rated NI/U. Note that users can also compare these bar graphs across schools in the disrict. Red bars mean a risk ratio is >1.5, which indicates an equity gap. In District A, ELLs are 1.61 times as likely as non-ELLs to be assigned to teachers rated NI/U.

COMPARISON OF RISK RATIOS BETWEEN STUDENT SUBGROUPS In the case of District A, we see a trend across these columns: inequitable assignment of ELs, compared to non-ELs. Meagan Steiner. In the case of District A, we see a trend across these columns: inequitable assignment of ELs, compared to non-ELs.

What questions can it answer? School level: At which schools have students had less access to Proficient/Exemplary teachers? School & subgroup level: Have the ELs at Middle Schools A & B had different teacher experiences? Grade level: What are the recent science teacher experiences of the incoming freshman class? Student level: Which 10 students in 11th grade have had the least experience with highly-rated math teachers? Meagan Steiner

What questions can it answer? The question to keep in mind: Do gaps in assignment to teachers mirror gaps in student outcomes? Meagan Steiner Massachusetts Department of Elementary and Secondary Education

Strategies to Create Equity Plans Improve educator education opportunities Improve educator evaluation tools Focus on student learning experience Develop and implement the Effective Educator Guidebook for Inclusive Practice Pilot equity approaches through a Professional Learning Network (PLN) Find more information here: http://www.doe.mass.edu/educators/equitableaccess/2017equityupdate.pdf Allow teachers to keep health insurance through summer if they resign- encourage them to notify earlier when resigning Massachusetts Department of Elementary and Secondary Education

Example equity plans Additional professional development resources towards schools where students have had fewer experiences with experienced or effective teachers Data specialist will strategically place students in particular classrooms Better calibrate district educator evaluator data Hire earlier in the season, refine hiring practices Allow teachers to keep health insurance through summer if they resign- encourage them to notify earlier when resigning Massachusetts Department of Elementary and Secondary Education

Where do I find SLE reports? Go to EOE Security portal: https://gateway.edu.state.ma.us/edu/myportal/meoe (You’ll need your Edwin password!) Go to Edwin Analytics Click on “District and School –Unsuppressed” Click on “Classroom” Top of the list: “Equitable Access to Educators” Videos are there too Massachusetts Department of Elementary and Secondary Education

Timeline Oct. 2017-Spring 2018: Use the SLE report to determine if any gaps exist Oct. 2017-Spring 2018: If gaps exist, create an equity plan to address them Summer 2018: In the Title I application districts will note if there are equity gaps. If there are gaps, districts will describe their plan to address them. Summer 2018-Ongoing: districts will implement the equity plan, if applicable. **Note: While completing the Title I application is NOT the time to learn if there are equity gaps or not. Solutions need to be determined during the upcoming year planning cycle in the spring. Massachusetts Department of Elementary and Secondary Education

Questions? Massachusetts Department of Elementary and Secondary Education