1. Equitable Access
Webinar
February 2018

2. Office of Resource Allocation Strategy & Planning
Who’s here from ESE
Office of Resource Allocation Strategy & Planning
Federal Grant Programs
Center for Instructional Support
Office of Educator Development

3. Background on Equity Requirements
Agenda 01
Background on Equity Requirements 02
Student Learning Experience Report 03
District Equity Strategies
Agenda 04
FY19 ESSA Grant Application W 05
Resources and Next Steps

4. Background
Background 01

5. Every Student Succeeds Act
Equity in the Every Student Succeeds Act (ESSA)
Shift to equitable access for students
State Equity reporting
State Equity plan
District Equity reporting (Student Learning Experience reports)
District Equity plans

6. What ESSA says (Section 1112(b)(2) – Local Education Agency Plans)
ENSURE EQUITY IN PROVISION OF QUALITY EDUCATORS
Identify and address any disparities that result in [historically disadvantaged] students being taught at higher rates than other students by lower rated, inexperienced, or out-of-field teachers pursuant to Section 1111(g)(1)(B).

7. Clarifying roles
ESE’s role: To ensure we’re closing equity gaps to prevent our most at-risk students from falling further behind.
Provide you with technical assistance and data reporting
District’s role: ESSA is clear that districts are required to identify and address equity gaps
How will ESE know?
Grant assurance for FY19 ESSA grant application(s)
Summary of how district identifies and addresses school and district equity gaps in the FY19 ESSA grant application(s)
Questions regarding district equity gaps in ESSA monitoring

8. Defining equitable access
Ensuring every student has equitable access to an excellent educator
Ensuring economically disadvantaged students, students of color, English learners, and students with disabilities are not being served at disproportionate rates by lower rated, out-of-field, or inexperienced teachers

9. What we know to be true in Massachusetts
Students in high poverty and high minority schools have twice as many first year teachers
Students of color are almost twice as likely to be assigned to a teacher rated Needs Improvement or Unsatisfactory
English learners are 1.77 times as likely to be assigned to a teacher rated Needs Improvement or Unsatisfactory

10. ESE Policy Brief – Teacher Equity Gaps in Massachusetts
Why equity gaps matter
The average third-year teacher produces one additional month of learning compared to a first-year teacher
Students assigned to a teacher rated Proficient gain about ten additional weeks of learning in math and ELA compared to students assigned to teachers rated Needs Improvement
On average, economically disadvantaged students are assigned to teachers who generate 1.7 fewer weeks of learning in math and 3.6 fewer weeks of learning in ELA
ESE Policy Brief – Teacher Equity Gaps in Massachusetts

11. Identifying Equity Gaps
The Student Learning Experience Report 02

12. Equitable access tools for districts
Student Learning Experience Report
Available in Edwin Analytics to district users
Tool that identifies rates of student assignments based on characteristics of both students & teachers
Unit of measure is the assignment of students to teachers
Equity gaps/risk ratio
When a group of students, at the school or district level, is times more likely to be assigned to lower rated, inexperienced, or out-of-field teachers than peers
Data as a “flashlight, not a hammer”

13. Student Learning Experience Summary Report
Massachusetts Department of Elementary and Secondary Education

14. Comparison of risk ratios for each school
Massachusetts Department of Elementary and Secondary Education

15. District Equity Strategies03

16. Recommended process for districts
Include stakeholder input throughout process
Identify the equity gaps in district and schools
Analyze root causes

17. Recommended process for districts (continued)
Identify strategies to address gaps (include measurable goals)
Develop timeline for implementing strategies
Monitor effective implementation of strategies

18. Timeline and structure
Districts should have identified and begun to address equity gaps by the end of this school year
We strongly encourage districts to include their equity plans as part of the larger District Improvement Plan/Strategic Plan
This is not a one-time requirement. Each year, districts should look at their equity data just like they look at their assessment data, etc.

19. 04 FY19 ESSA grant application

20. FY19 ESSA grant application
Districts will address certain components of their equity strategies in FY19 ESSA grant application
Grant assurance for FY19 ESSA grant application(s)
Summary of how district identifies and addresses school and district equity gaps in the FY19 ESSA grant application(s)
This component will require coordination across district
Title I director, Title IIA director, data specialists, principals, curriculum directors, special education and ESL directors, staff charged with hiring, etc.
ESSA grant application will be available July 2018

21. Resources & Next Steps
Resources & Next Steps 05

22. MA Equity Playbook I and II Equity website MA State Equity Plan
Resources
MA Equity Playbook I and II
Equity website
MA State Equity Plan
ESE Policy Brief – Teacher Equity Gaps in Massachusetts
SLE report (includes video tutorials)
Guidebook for Inclusive Practice
Equity Roadmap

23. http://www.surveygizmo.com/s3/4090856/Spring-Equity-Lab- Registration
Equity Labs
The Department will be hosting two “Equity Labs” in March to familiarize district teams with the data in the Student Learning Experience Report and to begin a discussion of root cause analysis about the data
March 20th from 9:30-2:00 at ESE, 75 Pleasant Street, Malden
March 27th from 9:30-2:00 at CES, 97 Hawley Street, Northampton, MA
Registration

24. Contact info
For questions related to SLE reports, MA state equity plan, Equity Labs:
For questions related to district equity plans or Title I application:
Thank You!