CONNECTICUT STATE DEPARTMENT OF EDUCATION Talent Office Bureau of Leadership Development Connecticut’s 2015 Plan to Ensure Equitable Access to Excellent Educators Data Workshop November 16,

CONNECTICUT STATE DEPARTMENT OF EDUCATION  Welcome & Introductions  Agenda, Meeting Outcomes & Norms  Review Background: CT’s 2015 State Equity Plan  Understanding CT’s Equity Gaps analysis and data sources  Exploring data trends for Retention (Equity Gaps 3&4)  Exploring district/LEA level trends data(Equity Gaps 1, 2, 3&4)  Identifying Strategies & Sharing Focus Areas for addressing Equity Gaps  Closing & Next Steps Agenda 8:30am-12:00 2

CONNECTICUT STATE DEPARTMENT OF EDUCATION Norms for Collaborative Learning Norms Equity of voice Active listening Confidentiality Usage of parking lot Respectful/ appropriate use of technology Safety to share different perspectives 3

CONNECTICUT STATE DEPARTMENT OF EDUCATION U.S Department of Education By June 1, 2015, all states must develop plans to ensure that all children, including those attending high-poverty/high-minority schools, are taught by experienced and qualified teachers. 4

CONNECTICUT STATE DEPARTMENT OF EDUCATION Equity Gap Analysis (Focus Metrics) (CT 2015 Equity Plan p.22-23) Educator Inexperience (Equity Gap #1, teachers; Equity Gap #2, principals) Educator Retention (Equity Gap #3, teachers; Equity Gap #4, principals) Shortage Areas : Mathematics and Science 7-12 (Equity Gap #5, teachers) 5

CONNECTICUT STATE DEPARTMENT OF EDUCATION Equity Gap Analysis (Focus Metrics) continued: Identifying equity gaps –Section 5 (p.13-21) Equity Gap: – The difference between the rate at which students from low-income families or students of color are taught by a certain group of educators and the rate at which their peers are taught by that group of educators. – Example: 7% of teachers in high-poverty schools are in their first year; 4% of teachers in low-poverty schools are in their first year Equity gap: 3 percentage points 6

CONNECTICUT STATE DEPARTMENT OF EDUCATION Equity Gap Analysis (Focus Metrics) continued Data Sources: (CT 2015 Equity Plan p.13) ED 163/EDS Certified Staff File Report; Public School Information System (PSIS); ED 156 Fall Hiring Survey 7

CONNECTICUT STATE DEPARTMENT OF EDUCATION Sample District X 8 District Teacher Inexperience Rate (4 years or less) Principal Inexperience Rate (4 years or less) District X State District Teacher 5-Year Retention Rate Retention Rate Principal 5-Year Retention Rate Retention Rate Within Same School Within Same District Within Same School Within Same District District X State Important: When reading this table showing Inexperience Rate indicators, a LOWER number is preferable. Important: When reading this table showing Retention Rate indicators, a HIGHER number is preferable.

CONNECTICUT STATE DEPARTMENT OF EDUCATION Sample Equity Gap Analysis District X What does this data show about equity gaps? What trends if any do you see in the data? What additional types of data do you want to explore to provide more insight? What seems to be surprising or unexpected? What are some things that could be explained further? 9

Break Please return at ______ 10

CONNECTICUT STATE DEPARTMENT OF EDUCATION Sample Equity Gap Analysis Equity District Data Generating possible explanations. What inferences and explanations can be drawn? What questions are we asking? What additional data might we explore to verify explanations? What tentative conclusions might we draw? 11

CONNECTICUT STATE DEPARTMENT OF EDUCATION Stakeholders Root Cause Analysis Developed into 6 Key Strategies for Eliminating Equity Gaps (CT 2015 Equity Plan pp ) Strategy 1. Strengthen Preparation, Support and On-Going Development of Principals Strategy 2. Strengthen Preparation, Support and On-Going Development for Teachers Strategy 3. Address Gaps in Educators’ Cultural Consciousness and Competence Strategy 4. Improve Working Conditions for Teachers and Support from/for School Leaders Strategy 5. Examine Effective Use of Per Pupil Expenditures Strategy 6. Increase Low Supply of Candidates in Specific Teaching Areas 12

CONNECTICUT STATE DEPARTMENT OF EDUCATION Share out Identify Equity Gap(s) and strategies-district determines one or more Equity Gaps that will be the focus of their strategies What has been historically or currently done to address equity gaps Shares out potential ideas for pursuing one of the Six Strategies, other strategies, or other areas of focus Discuss challenges to implementing the strategies or focus areas 13

CONNECTICUT STATE DEPARTMENT OF EDUCATION Questions and Next Steps 14

CONNECTICUT STATE DEPARTMENT OF EDUCATION Measuring & Reporting progress Tracking equitable access- Guidance from USED  Describe the method and timeline the SEA will use to measure progress in eliminating equity gaps The Department suggests setting long term goals and annual targets Consider measuring and reporting progress in addressing root causes as well as equity gaps Example: track # applicants per opening at highest poverty schools if inadequate supply was identified as a root cause for gap in access to teachers rated as highly effective.  Describe how the SEA will publicly report on progress 15

CONNECTICUT STATE DEPARTMENT OF EDUCATION Contact Information: Anne McKernan Bureau Chief Leadership Development CSDE Talent Office Ext Teresa Boyd Cowles Consultant CSDE Talent Office Ext: 6842 Raymond Martin Consultant CSDE Performance Office Ext