Measuring What Matters David Volkman, Executive Deputy Secretary, - PowerPoint PPT Presentation

Measuring What Matters David Volkman, Executive Deputy Secretary, PDE Kristen Lewald, Statewide Project Director, IU13

Pennsylvania’s Equity Profile § Total Student Enrollment: 1,747,825 § Average Percent of Students in Poverty: 22 percent § Highest Poverty Schools: 79 percent § Lowest Poverty Schools: 13 percent § Average Percent Minority Students: 29 percent § Highest Minority Schools: 77 percent § Lowest Minority Schools: 3 percent § Total Number of Teachers: 117,278 § White: 95.7 percent § Black (non-Hispanic): 2.2 percent § Hispanic: 2.1 percent

Root Causes of Pennsylvania’s Equity Gaps § Limited pool of effective, diverse candidates to fill vacancies § Achievement gap § Lack of high-quality professional development opportunities that support continuous improvement § New teachers/principals not prepared to perform effectively in low- income and/or culturally diverse schools § Fiscal inequity § Incomplete, missing, inadequate, and/or inaccessible data

Equity in Pennsylvania What is Pennsylvania doing?

Pennsylvania Inspired Leadership (PIL) Program • To support new principals and ensure that all schools have great leaders, Pennsylvania provides evidence-based induction to new principals and assistant principals. • This induction is provided through the Pennsylvania Inspired Leadership (PIL) Program and focuses on foundational concepts of school leadership and equity. • This fall the PIL Program will include an Equity Course that guides school leaders through the following questions: • How does our equity work align to a cycle of continuous improvement? • How do we use data to understand, create, and sustain a culture of equity? • How can I support my staff in using equitable practices in the classroom? • How does my understanding of equity inform my practice?

Equity PIL Course Modules – Sample Activity 1. Self-awareness and self-reflection 2. Identifying and examining disproportionate data 3. Creating a culture of equity 4. Leader’s role within cultural context 5. Promoting social equity 6. Academic equity 7. Disciplinary equity 8. The role of equity in school and with students

Equity PIL Course Outcomes During the course, school leaders will: • Conduct a self-assessment to identify strengths and needs as a leader; • Discuss how to acquire buy-in from all stakeholders; • Compile data to capture trends in the school or district; • Identify and implement methods for communicating effectively across multiple audiences; and • Sustain a focus on equity by integrating ​current evidence-based programs both in and out of school.

Data and Equity in Pennsylvania • Why is data so important? Educators can’t control which students walk through the schoolhouse or classroom doors. • Teachers need better information to drive instructional improvement, and administrators need better information to drive school improvement. • Data can promote a climate of high expectations for student achievement. • Paul Houston said, “We spend a lot of time testing but not much time on what to do with the test results.” • Good data make for good decisions. Data must be part of the ongoing cycle of instructional improvement.

Start the Discussions Equity and Academic Growth

Equity of Student Growth Determine Determine equity in root causes of growth data inequity

PVAAS Launchpad

PVAAS Growth of Student Groups

PVAAS Growth of Student Groups A “must know!” – the colors and their meaning: Green (maintaining achievement) is not enough for lower-achieving schools to increase student performance!

Review School Launchpad Diagnostic Is our work leading to growth of students at different achievement levels?

Review Growth of Student Groups

Review Growth of Student Groups Are all groups making growth?

Determine Root Causes of Inequity

Dig Deeply For Root Causes View the Digging Deeper Guides: https://sites.google.com/a/iu13.org/ pvaas-pl-resources/ Organization of Documents: • Content area • Students with a History of Higher Achievement • Students with a History of Lower Achievement Within Document Organization: • Curriculum, Instruction, Assessment, Organization • System or Teacher level questions (Content Areas) • Instructional level (3-5, 6-8, Keystone) (Content Areas)

Resources and Support Where can I find more information, resources, support, and assistance? pvaas.sas.com pdepvaas@iu13.org

Equity in Pennsylvania What does equity mean to you?