SLIDE 1
Measuring What Matters
David Volkman, Executive Deputy Secretary, PDE Kristen Lewald, Statewide Project Director, IU13
SLIDE 2 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
SLIDE 3 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
SLIDE 4
Equity in Pennsylvania
What is Pennsylvania doing?
SLIDE 5 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
- f equity?
- How can I support my staff in using equitable practices in
the classroom?
- How does my understanding of equity inform my practice?
SLIDE 6 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
SLIDE 7 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.
SLIDE 8 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
- ngoing cycle of instructional improvement.
SLIDE 9
Start the Discussions
Equity and Academic Growth
SLIDE 10
Equity of Student Growth
Determine equity in growth data Determine root causes of inequity
SLIDE 11
PVAAS Launchpad
SLIDE 12
PVAAS Growth of Student Groups
SLIDE 13
PVAAS Growth of Student Groups
Green (maintaining achievement) is not enough for lower-achieving schools to increase student performance!
A “must know!” – the colors and their meaning:
SLIDE 14
Review School Launchpad
Diagnostic Is our work leading to growth of students at different achievement levels?
SLIDE 15
Review Growth of Student Groups
SLIDE 16
Review Growth of Student Groups
Are all groups making growth?
SLIDE 17
Determine Root Causes of Inequity
SLIDE 18 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)
SLIDE 19
Resources and Support
Where can I find more information, resources, support, and assistance?
pvaas.sas.com pdepvaas@iu13.org
SLIDE 20
Equity in Pennsylvania
What does equity mean to you?
