Next steps after looking at equity data

1. Next steps after looking at equity data Federal Grant Programs Conference November 2, 2018

2. 01 More about equity data AGENDA 02 Next steps after SLE data 03 Bellingham Public Schools 04 Revere Public Schools 05 Small-group brainstorming

3. More about equity data More about equity data 01

4. Defining equity terms • Equity/equitable access: rates of assignment to in-field, experienced, and higher rated teachers • Student learning experience: each time a student is assigned to a teacher

5. Defining equity terms • Risk ratio: the likelihood of a historically disadvantaged student group experiencing out-of-field, inexperienced, or lower rated teachers, compared to their peers • Equity gap: Risk ratio >1.5 • For example, English learners are 1.5 times as likely (50% more likely) to be assigned to an inexperienced teacher

6. Digging into risk ratios • When analyzing risk ratios, it’s essential to look at the data that generated the risk ratio • A large risk ratio could represent a small number of student experiences, while a 1.5 risk ratio could signal a broad systemic issue • How many students, and how many student-to-teacher assignments, does this risk ratio represent? • How likely is this risk ratio to contribute to gaps in student outcomes, compared to other risk ratios in the district?

7. Exploring more data: the SLE Detailed Report • The detailed report provides more filters, such as: • Across-school comparisons • Student level • Grade level • Specific racial/ethnic groups • Student performance levels • Combinations of student subgroups • Course subject • 1–5 years of data

8. Next Steps After SLE Data 02

9. The main ideas driving next steps • Use the data to identify root causes of gaps in student outcomes  help close student outcome gaps • Determine what’s in your locus of control • Estimate time & effort required vs. impact on students

10. Using additional data • Quantitative and qualitative • State, district, or school level • Use your colleagues’ depth of knowledge about the context of each school • Can determine causes of equity gaps and whether/how they affect student outcomes

11. Engaging stakeholders & analyzing root causes • Stakeholder engagement & root cause analysis can inform one another • Internal & external stakeholders • Data-savvy staff • Human resources • Educators • Families • Students Keep asking “How do we know?”

12. Developing approaches to close equity gaps • Long-term goals are: • Reduce risk ratio • Ensure equitable learning experiences and outcomes • Might refine existing work, but must use data to make or change decisions • Strategies often focus on changing patterns in student-teacher assignment… but not always

13. Monitoring progress • Don’t wait until the next federal grants application rolls around… • Can tie into existing plans to track progress

14. Bellingham Public Schools 03 Asst. Superintendent Carolyn Rafferty

15. Revere Public Schools 04 Danielle Mokaba-Bernardo, Ed.D. Briana Tsoupas, Albert Mogavero

16. Our Data Gathering Process • The Team: • Asst. Superintendents (Curriculum, Instruction & Assessment, Pupil Personnel Services) • District wide Curriculum Directors • STEM-Mr. Matt Costa • Humanities- Dr. Christina Porter • ELL-Mr. Albert Mogavero • Asst. Director of Curriculum & Title I-Ms. Briana Tsoupas

17. The Student Learning Experience Report • 4 members attended training offered by DESE • Resulted in an in-depth review of this new report. Key Findings: • Experience gap was noted for EL’s & SWD at a few of our schools. • Out of field teachers report highlighted a few issues that required us to look deeper into our practices. • Teachers with 10+ absences Next Steps: • Gather additional data we have at our disposal to complete a more comprehensive picture of the context this data highlights

18. Our Next Steps-Gathering Additional Data

19. Our key take away: Focus on what we can control • From the Human Resource Perspective: Who are we hiring? • Each year we hire between 60-75 new teachers • We know we have work to do in this area to improve recruitment of high quality educators particularly in the areas of ELL & SPED. We are also looking to increase the diversity of our staff. • Mentoring & Induction: How are we supporting our new teachers? • This program is continuously evaluated based on educator and administrator feedback. We will continue to use this program & information gathered to support new teachers. • New programs established such as our Consulting Teacher program are designed to support teachers beyond their first year and experts in fields such as ESL have been hired to support teachers.

20. Key take aways continued • Educator Growth System: How effectively are we providing feedback to inform practice? • Continued emphasis must be placed on calibration of high quality constructive feedback to all educators. Time will continue to be dedicated to professional development in this area of all administrators. • Work with District Data Administrator to clarify licensure red flags • From the reporting side: Are we coding courses correctly? • From the educator assignment/student placement perspective: Are our practices data driven?

21. Questions?

22. Small-group brainstorming Small-group brainstorming 05

23. What would you do? Within your district team or across districts, name a real or hypothetical equity gap that merits attention. • What additional data should you analyze? Is the data available in your district? How could you access it? • What are potential causes of the equity gap? How do you know or how can you learn more? Do the causes overlap with other equity gaps? • What stakeholders would know more? How can you involve them?

24. Thank you THANK YOU Meagan Steiner, Educator Effectiveness Specialist 781.338.3292 EducatorDevelopment@doe.mass.edu www.doe.mass.edu 75 Pleasant Street, Malden, MA 02148