Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 1
Planning and Researching Equity
Introduction
The following section contains information and tools for Georgia school system personnel to assist in assessing equity needs of the
Local Education Agency (LEA) and developing and implementing a Title II, Part A Equity Plan to ensure that every student,
regardless of socio-economic background and learning needs, receives equitable opportunities to achieve challenging state content and
academic achievement standards.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 2
Planning and Researching Equity
QUESTIONS TO CONSIDER WHEN ASSESSING YOUR GEORGIA Local Education Agency (LEA)
EQUITY NEEDS
WRITTEN NEEDS ASSESSMENT Does the LEA develop an annual written, comprehensive needs assessment utilizing multiple data sources (student learning, perception,
teacher/student demographic and process data, etc.) that addresses all indicators?
STAKEHOLDER INVOLVEMENT: Does the LEA include all relevant personnel, parents, community members/leaders, and institutions of higher education in assessing the system needs,
planning strategies to meet those needs, and evaluating the plan?
HIGHLY QUALIFIED TEACHERS AND PARAPROFESSIONALS: Are all teachers and paraprofessionals in core academic content areas “highly qualified” and effective?
TEACHER EXPERIENCE AND EFFECTIVENESS: Do all grade levels and content areas have highly effective teachers as measured by the system’s teacher assessment process?
Does the LEA have a mentoring program for new teachers to the system?
Does the LEA have a written procedure in place to ensure no student will receive an inexperienced, ineffective teacher two years in a row, and is this
practice monitored?
CLASS SIZE: Do all classes in the elementary schools have equivalent class sizes?
Do all academic content areas in middle and high school have equivalent class sizes?
Does the LEA make an effort to increase and ensure equitable or representative numbers of students enrolled from all demographic groups in such
classes as gifted and advanced placement?
MEETING THE DIVERSE NEEDS OF ALL STUDENTS: Does the LEA have a written plan identifying whether or not teachers meet the diverse needs of students, and is implementation of this plan regular
procedure in your school system?
Are all teachers that are identified as not meeting the diverse needs of students engaged or scheduled for professional learning that adds to their skills of
addressing diversification?
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 3
What measures are in place to monitor implementation of professional learning to ensure that all teachers are identified as effective in meeting the
diverse needs of students?
Do the schools provide for professional learning to address the culture/s of the students that they are responsible for educating, and does the professional
learning address strategies that will build on the students’ strengths?
Does the LEA, through collaboration with Title I and Title II, Part A, develop good communications with parents, provide for increased parent
involvement activities, and provide opportunities for teachers and administrators to interact with the parents of their students to enhance their knowledge
of cultural values, traditions, and goals of the students they educate?
RETENTION: Does the LEA have a plan in place to reward and retain “highly qualified” and effective teachers?
RECRUITMENT: Are principals trained annually on the requirements of Title II, Part A?
Are all teachers in all schools assigned to content areas for which they were “highly qualified?”
Does the LEA have a written plan for placement of highly qualified, effective teachers to improve or maintain equivalent teacher experience at all grade
levels and in all content areas? Is implementation of this plan regular procedure in your school system?
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 4
LEA SELF-REVIEW OF SYSTEM EQUITY PLAN
POOR AND MINORITY STUDENT EQUITY RUBRIC
And
LEA EQUITY PLAN TEMPLATE FY15
System: Burke County Date Submitted: _____June 10, 2014
Reviewer: Date Approved: _______________________
Title II, Part A of ESEA requires that all students, including poor and minority, have equitable opportunities with respect to quality
instruction, teachers’ instructional experience, class size, and teachers’ ability to meet the diverse learning needs of all students. The
following rubric is designed to help LEAs assess the extent to which they are providing equity for poor and minority students as part
of their annual improvement processes. Title II, Part A funds are flexible and have broad application but the funds must be applied to
support equity needs as they are identified in the areas of teacher quality, teacher experience, class size, teacher ability to meet the
diverse needs of students, recruitment and retention of highly qualified teachers for all students. Equity is defined as impartial, fair
opportunities for all children, including poor and minority students, to have access to highly qualified, effective teachers.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 5
Equity Indicator / Plan Criteria LEA Equity Plan Rubric Rating and
Supporting Evidence for Equity Plan Components
I. Introduction 1. Describe the LEA. The Burke County School System is a rural county that comprises one primary
school, an elementary school, a middle school, one high school, one alternative
school, and the Burke County Life Center, all located in the city of Waynesboro.
One additional elementary school is located in Sardis, Georgia. Currently, there are
4,404 students enrolled in the county. Sixty-seven percent (67%) of the students are
African American, 28% Caucasian, 3% Hispanic, and 2% Asian, Native American,
or Multicultural. Students with disabilities make up 11.55% of the student
population, with 68% of the students served through an inclusion model. The
mission of the school system is to ensure that all students acquire the skills necessary
to function successfully in a global society. With these thoughts in mind, we strive to
employ highly qualified teachers and paraprofessionals in every classroom to enable
the students to acquire the skills necessary to survive in a competitive society.
2. Provide LEA Equity Belief Statement. It is the ultimate goal and belief of the Burke County Board of Education that every
student should have a highly qualified effective teacher and paraprofessional in
every classroom and to provide a quality education for all children. The school
system will remain committed to the goal that poor and minority children will not be
taught at a higher level than other children by inexperienced, unqualified, and out of
field teachers. Burke County's teacher equity plan will address this goal in its
entirety through eight components. As we collaborate to provide excellence in
school and system level leadership, students will progress in all academic areas. This
equity plan focuses on teacher equity with the interest of students at heart.
II. Annual Needs Assessment Including Required Equity
Components
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
The LEA does not have The LEA conducts an The LEA’s annual needs The LEA’s annual needs
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 6
a written plan based
on a needs assessment
that includes an equity
assessment of highly
qualified teacher
status, highly qualified
paraprofessional
status, teaching
experience, teacher
training to meet special
needs of students, and
class size; or the
assessment is not
administered annually.
annual needs
assessment that includes
equity assessments;
however, the needs
assessment does not
address all of the
following: (a) equitable
access to highly
qualified teachers,
paraprofessionals; and
school and system
leaders; (b) equity in
teacher experience and
effectiveness; (c) equity
in teacher training to
meet diverse needs of
students, (d) equity in
class sizes; and (e)
recruitment and
retention of highly
qualified teachers; or the
needs assessment is not
reflected in a written
plan to address equity
deficits.
assessment includes all
of the following equity
components of: a)
equitable access to
highly qualified
teachers,
paraprofessionals; and
school and system
leaders; (b) equity in
teacher experience and
effectiveness; (c) equity
in teacher training to
meet diverse needs of
students; (d) equity in
class sizes; and (e)
recruitment and
retention of highly
qualified teachers and is
reflected in a written
plan that describes how
the LEA will address all
identified inequities.
assessment and
planning address all
components of: a)
equitable access to
highly qualified
teachers,
paraprofessionals; and
school and system
leaders; b) equity in
teacher experience and
effectiveness; (c) equity
in teacher training to
meet diverse needs of
students; (d) equity in
class sizes; and (e)
recruitment and
retention of highly
qualified teachers and
the system can
document that each
equity indicator is
assessed in a written
assessment.
1. Provide a summary of how the needs assessment is conducted. Data from various departments within the LEA is collected in order to conduct the
needs assessment. Monthly System Level Planning (SLP) meetings and Instructional
Cabinet (IC) meetings are held at central office. System level planning (SLP)
meetings focus on system -wide concerns (SACS, policies, professional learning,
system Balanced Scorecard (BSC), CCRPI, implementation of programs, parent
engagement, etc.). All departments, including school nutrition, maintenance, and
transportation are represented. The IC meetings involve the Assistant Principals of
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 7
Academics or instructional coordinators and coaches at each of the schools and are
facilitated by the Curriculum Directors. From these meetings, data is strategically
collected, disaggregated, and analyzed. Each school has additional practices in place
which allow them to conduct needs assessment as well. Those include faculty
meetings, collaborative planning meetings, and school council meetings. Needs are
also determined via surveys, observations, and discussion (formal and informal). New
initiatives (federal, state, and local) and data also guide planning in this area.
2. Identify data sources used. Teacher Leader Effectiveness Summative Evaluation Multiple Surveys: Title I Parent
Surveys, AdvancEd surveys, Professional Learning surveys, Mentor teacher surveys,
New Teacher surveys, and New Leader surveys, Exit surveys The College and Career
Ready Performance Index (CCRPI), GADOE Portal, Governor's Office of Student
Achievement, Student Longitudinal Data System, SLO Assessments, PD Express
Professional learning transcripts, CSI Budget allocations, CPI, College Board Data -
AP, SAT, PSAT, Power School Student Information System
3. Briefly summarize findings for:
a. Recruitment (g)
We continue to recruit highly qualified educators. We have seen the number of school
systems involved in college recruitment fairs decrease significantly but we continue to
participate at the same level as we have for years. In early Spring 2013 we
successfully replaced our effective but limited online application procedure with the
very professional and technologically up-to-date "SoftApp" program. As of March 27,
2014 the new program had generated over 300 teacher applications. As of late March
2014, we predict hiring a maximum of 20 new teachers.
b. Retention (f) Data gathered within our school system using the CSI Personnel Master Report, CSI
Personnel Termination Report and our in house report "Percentage of Burke County
Teachers Employed in a Base Year Still Employed After One to Five Years" indicates
that over 60% of teachers hired in 2004 will return to our school system in 2015-2016
as highly qualified effective teachers. No school or program has been identified as
having any great issues relating to teacher retention.
c. Professional learning and training for teachers,
paraprofessionals, and school leaders, including meeting
diverse student needs (d – teacher Training to meet
Academic Needs Process--Data collected both formally and informally are used to
assess and prioritize the professional learning needs of the district. Through the use of
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 8
diverse student needs) surveys, questionnaires and teacher/leader/paraprofessional feedback, themes were
identified and verified through quantitative data obtained from walk-throughs and
formative observations. While most paraprofessionals and teachers in the Burke
County Public Schools have received training on incorporating differentiated
instruction to enable them to meet the needs of all the students in their classrooms,
and leaders were trained on identifying quality DI in the classroom, this TKES
standard continues to be a prioritized need in our district. For a second consecutive
year, data obtained from summative results indicate that DI is the lowest rated
standard in the Teacher Keys Evaluation System. To further support our continued
focus in this area, teacher feedback, including Cohort I, II, & III of our new teacher
induction programs, suggests a need to continue our job embedded professional
learning with administrators as well. A more consistent understanding of DI among
administrators is needed district–wide. Likewise, feedback from the instructional
cabinet suggests that additional professional learning should be geared towards
improving inter-rater reliability and the administrators’ thorough understanding of
differentiated instruction. To further corroborate these assumptions, although DI is
has the lowest proficiency rating of all TAPS standards, it still has a mean of 96%
proficiency. Inter-rater reliability training will be added to the list of professional
development offered to all administrators for the upcoming school year. We continue
to provide training opportunities to enhance the teachers’ toolbox of instructional
strategies and effective uses of assessment. Literacy Design Collaborative (LDC),
Math Design Collaborative (MDC), and Formative Instructional Practices (FIP)
continue to be supported initiatives to help address the diverse needs of our students.
Teachers new to the district participated in the initial FIP training, and veteran
teachers were made aware of new modules. These new FIP modules were made
available as additional support for identified teachers. Through phase one of the
implementation of these district initiatives, proficiency ratings increased slightly from
2012-13 to 2013-14 in the areas of Instructional Strategies and Assessment Uses. For
the 2014-15 school year, district summative results indicated that more of our teachers
scored proficient or higher in the areas of Instructional Strategies and Assessment
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 9
Uses. Conversely, providing an Academically Challenging Environment, Standard 8,
ranked among the lowest standards for our staff. Data from AP exams, SAT and ACT,
as well as the High School Feedback Report support the lower ratings found for
standard #8. Data trends indicated that as students are enrolled in more rigorous
courses, especially in the area of mathematics, the less proficient they are at mastery.
Likewise, analysis of the High School Feedback Report indicated that less of our
students attend a Georgia college or technical school after graduating than three years
ago, and approximately 30% of those who did attend college were enrolled in
remedial courses (81% of the 30% in mathematics, and 50% in ELA). This data
strongly supports our need to focus on increasing the rigor in classes with a more
streamlined process for integrating writing in each content area, incorporating STEM
based activities and lessons, increasing student’s lexile levels through content rich
non-fiction. It is the desire of the district to continue professional development to
ensure a more natural and pervasive integration of these strategies into the everyday
teaching environment. Through a more streamlined approach to these focus areas,
noticeable gains are expected in student performance and TKES # 4, DI, and #8,
Academically Challenging Environment. For example, additional professional
development opportunities have been developed and offered during the summer to
focus on effective research based strategies, as well as a strategies to increase the
rigor in each class. A focus will be placed on data utilization and incorporating
Document Based Questioning (DBQ) strategies to assist with these endeavors.
Concerns regarding disproportionally surfaced as a result of discipline and attendance
data. Results from the 2013-14 school year indicated that African American males
received disciplinary actions, such as out-of-school and in-school suspensions, more
often than any other demographic group. More specifically, feedback provided over
the past two years through formal and informal conversations and exit surveys
indicated that disrespect ranked as the highest infraction for office referrals. A closer
review of all pertinent data by our Student Services Department identified a need in
the area of cultural awareness/poverty. In an effort to address this area, district-wide
professional development with Dr. Ruby Payne, as well as other opportunities in this
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 10
area will be provided. Likewise, all instructional coaches are participating and earning
their Coaching Endorsement through the Griffin County RESA, which has an entire
component to address cultural coaching. These data sources, in addition to
LKES/TKES climate surveys, also indicate that concerted professional learning
efforts are needed in the areas of school culture and climate. The district leadership
are in the process of developing a comprehensive plan to address this needs area. One
final, yet very important, aspect of training is New Teacher Induction, New Leader
Induction, Aspiring Leaders and Mentor training. Burke County has recognized a
great need to implement and/or enhance these programs. CPI data indicate that Burke
County has a large population that is nearing retirement. Providing professional
learning and developing a pool of leaders through the development of Aspiring
Leaders will help with filling potential vacancies left as a result of retirement or
transition out of the district. Mentor teacher training in the past has been reserved for
new mentors, and even then it was not very effective; consistency of expectations was
lacking. We will continue to refine New Teacher and New Leader Induction, Aspiring
Leaders Program, as well as providing a more in-depth training for mentors to
adequately support new teachers in their acclimation to the profession.
d. HiQ status of teachers (a) One hundred percent of our teachers are highly qualified. As we move into the hiring
season, contracts for new teachers will only be offered if the individual is highly
qualified.
e. HiQ status of paraprofessionals (b) One hundred percent of our paraprofessionals are highly qualified. As we move into
the hiring season, only those paraprofessionals who are highly qualified will be
recommended to the board of education.
f. Teacher experience © For the 2014-2015 school year, we do not have any non-highly qualified teachers in
any one grade or subject. The last five plus years, we have tracked our first year, no
experience teachers. With the present economy, we have seen the number of first year
teachers decline. Although numbers decrease, the mentoring program for first year
teachers continues to improve and be more effective. We also gather data on first year
teacher placement by listing any grade or subject with 3 or more teachers with no
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 11
experience. Our principals are required to track these students to be sure they are
placed with an experienced and highly effective teacher the next year. Our
"Experience Continuity Ratio" has remained fairly steady at all grade levels: so a
large portion of our teachers are staying with us and staying in the same schools. The
data in our Needs Assessment Worksheet also provides the ability to track the
location and status of all first-year teachers and their experience level (found in
Equity Indicator #8 in the Needs Assessment Worksheet). It is also important to note
that according to the PSC ETA Report, there is consistency among all of our schools
in relation to minority enrollment and the enrollment of economically disadvantaged
students. This fact contributes to balancing the rate of poor and minority students
being taught by experienced teachers. Our Title II-A Needs Assessment allows us to
track all inexperienced teachers in relation to location and grade/subject. This
provides the data necessary for our Principals to assure no student will receive an
inexperienced teacher two years in a row.
g. Class size (e) Class size is important for effective instruction based on needs. The Title II A
Coordinator along with other district leaders will collect, review, and analyze data on
class size, demographics of students, experience levels, and qualifications of teachers.
The names of students assigned to each class along with pre and posttest data will be
included in this report. Class size data continues to indicate that all K — 12 classes
continue to be under the state suggested levels even without the application of the
increases allowed by the GaDOE.
4. List Prioritized Needs.
Our first need is to provide additional training in the implementation of Georgia
Standards of Excellence (GSE). Unit development and revisions will be used to
continue to analyze standards to ensure teachers are teaching the intended DOK.
Likewise, as we make the transition to new math standards one again, this remains a
priority. Improving the effectiveness of teacher leaders, building level leaders, and
counselors will also be a focus along with Differentiated instruction (DI) methods and
strategies, Lexile Training, content literacy, Instructional Technology,
poverty/cultural awareness, providing adequate support for our growing ESOL
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 12
population, providing a strong response to interventions (RTI) for the at-risk
population, promoting a positive school climate and culture, and classroom
management, including PBIS, de-escalation and positive learning environment. Parent
Involvement has been identified as district need; however, this will be addressed more
thoroughly in the parent component in the Title I, Part A.
III. Equity of Stakeholder Involvement
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
Administration of the
needs assessment,
prioritization of needs,
and action planning to
ensure equity are
conducted by central
office administrators
with little or no
involvement of other
stakeholders.
Administration of the
needs assessment,
prioritization of needs,
and action planning to
ensure equity are
conducted by central
office administrators
with some input from
stakeholders; however,
not all stakeholders are
involved; their
opportunity for input is
minimal.
Central office
administrators annually
involve school
administrators and
representatives from all
other stakeholder
groups in the needs
assessment,
prioritization of needs,
and action planning to
ensure equity; however,
stakeholder involvement
is minimal in some
cases.
Central office
administrators
collaborate with school
administrators and
representatives from all
other stakeholder
groups, including
teachers,
paraprofessionals,
parents,
business/community
members/leaders,
institutions of higher
education partners, and
other relevant
personnel, to accomplish
an annual needs
assessment,
prioritization of needs,
and action planning that
addresses all equity
components.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 13
1. Identify stakeholder groups (internal and external). Board of Education
Parents
Business Personnel
Community Members and Leaders
Local Churches
Local Clubs
Local community Services
Local University and Technical College (Georgia Regents University, Augusta Technical
College)
School System Leadership
Other school staff and faculties
Students
2. Describe how internal and external stakeholders are involved
in the planning process to:
a. Participate in an annual needs assessment During regularly scheduled school council, parent advisory council, and Annual Title
I Meetings our stakeholders are informed of and provided an opportunity to review
the system's equity plan. A general overview of the contents of the plan is presented
to the stakeholders followed by an opportunity for them to discuss concerns and give
suggestions. Survey data (SACS, Parent meetings, and Professional Learning) were
utilized as a means to determine annual assessment needs. Parent Involvement
committee members along with school council and parent advisory members were
involved in providing information to assist with identifying the needs of the system.
Parent coordinators worked collaboratively with principals and school personnel to
collect and analyze data from the needs assessment. This information was given to the
Assessment Director for review. Various equity sessions were held to discuss the plan
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Section VII, Page 14
and receive input from a range of stakeholders. In addition to discussing the plan at
meetings or workshops, our Public Information Officer was instrumental in
publicizing the plan via website, newspapers and other media. Through an assortment
of family engagement activities, instructional cabinet meetings, system level
meetings, civic groups and board meetings, information pertaining to the plan was
disseminated, and stakeholders were presented with numerous opportunities to
express concerns regarding needs or areas of improvement.
b. Prioritize needs Board of Education Parents Business Leaders Community Members and Leaders
Local Churches Local Clubs Local community Services Local University and
Technical College (Georgia Regents University, Augusta Technical College) School
System Leadership Other school staff and faculties Students
The Burke County School System understands the importance of involving all
stakeholders in every aspect of the total school program including the Equity Plan.
Stakeholders play a major role in the success of the students, and their input and
suggestions are solicited on a continuous basis. Students, parents, teachers,
paraprofessional, administrators, business and community leaders, and board
members are informed of and afforded many opportunities to provide feedback on
the system plan. Parents: A district-wide Parent Advisory Committee (PAC) was
developed to spearhead the process of obtaining feedback from parents in a non-
threatening atmosphere. Quarterly, parents from each school are invited to Central
Office to have conversations about general topics. Feedback on prioritized needs are
garnered twice a year, once at the beginning of the year and again around March or
April. This feedback is used to modify and solidify the district’s focus. In addition to
the district-wide PAC, each school involves parent in site-based decisions through
their Leadership (BST) and/or School Councils. While only a few parents are able to
provide feedback by serving on these committees, all parents are afforded an
opportunity to provide feedback during school- wide parent engagement meetings,
such as PTA and Title I Annual Meetings. Further efforts are made to ensure that
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Section VII, Page 15
parents are involved in the planning process through the use of letters, phone calls,
district and school websites, and social media (Facebook, Twitter, etc.).
Announcements during Parent Engagement Meetings are used to inform and
encourage stakeholders to attend planning meetings (equity, curriculum, and needs
assessment) and to participate in the development of our Equity Plan. All
Stakeholders: The district uses a variety of surveys to determine academic and non-
academic needs of the system. These surveys are completed by administrators,
teachers, paraprofessionals, parents, and business and community members. After
data is analyzed and summarized by school and system personnel in various groups,
the results are presented to additional community and parent groups for feedback.
The district’s leadership team, along with the local Board of Education, set the
priorities and overarching goals for the system for the upcoming year based on all
available data from each school, including the evaluation of the previous years' goals.
Each school "team", which is inclusive of all stakeholder groups, reviews the various
school data to determine its prioritized needs. Teams ensure that these areas are
aligned to system goals. Each school organizes a committee to develop an action
plan to meet their needs, and this plan is integrated in their School Improvement
Plan. The system leadership team reviews the plans for alignment to the system’s
goals. Parent meetings are held at the school each year in August to receive
additional input. The School Improvement Plans for each school were reviewed by
the entire team in the fall and once again in April. This year, the school system met
again with parents, community members, and a variety of school personnel including
principal, assistant principal, teachers, and central office personnel. Effort to more
closely involve community members were initiated by providing surveys to the local
Chamber of Commerce and the community based program, Community in Schools
requesting feedback. Additionally, through an assortment of family engagement
activities, instructional cabinet meetings, system level meetings, civic groups and
board meetings, information pertaining to the plan is disseminated and stakeholders
are presented with numerous opportunities to express concerns regarding needs or
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areas of improvement. Utilizing all provided feedback, the system’s leadership team
prioritize the needs and develop strategic steps to address the identified prioritized
needs.
c. Identify actions or strategies contributed to equity plan The team of school and central office personnel, students, parents, community and
business leaders began meeting periodically to review and analyze data in order to
develop the strategic goals for the system for the next five years. This process was
finalized in April and May 2015 during which the team worked to determine the
initiatives, action steps, action teams and timeline for the strategic plan. From our
discussion, a recommendation was made by school, central office and board members
to increase the new teacher process to offer more support. From this recommendation,
Burke County continued their efforts with a New Teacher, Leader Induction Program,
and Aspiring Leaders program that provides new teachers and leaders with effective
mentor coupled with informative monthly meetings covering a range of topics
(professional development, GSE, differentiation, data utilization, best practices, etc.)
for ongoing support over a three year period. The School Improvement Plans for each
school and the CLIP were reviewed by the entire team. Modifications were made by
the group.
IV. Highly Qualified Teacher Equity
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
The LEA does not have
a process in place to
systematically monitor
HQ assignment of
teachers based on
student demographics
(poverty level,
minority, etc); and/or
all non-HQ teachers do
not have a written
remediation plan that
The LEA has a process
in place to
systematically monitor
the HQ assignment of
teachers based on
student demographics
(poverty level, minority,
etc) and a written
remediation plan is in
place; however, the LEA
is not systematically
The LEA systematically
monitors the HQ
assignment of teachers
based on student
demographics (poverty
level, minority, etc) and
a written remediation
plan is in place for each
non-HQ teacher that is
monitored regularly and
supported with Title II,
The LEA systematically
monitors the HQ
assignment of teachers
based on student
demographics and all
core academic subjects
are taught by highly
qualified, effective
teachers.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 17
is monitored by the
LEA and supported
with appropriate
funds.
monitoring the HQ
status of teachers based
on student
demographics and/or
non-HQ teachers are not
adequately supported
with Title II, Part A
funds or other
appropriate funds to
achieve HQ status.
Part A funds or other
appropriate funds.
1. Provide FY14 teacher HiQ percentages. 100 %
2. Provide FY14 paraprofessional HiQ percentages. 100%
3. a. Describe how a remediation plan is developed in
accordance with the guidelines in Section V of the Title II,
Part A Handbook for each non-highly qualified teacher and
paraprofessional.
b. Describe the monitoring process to ensure each non-HiQ
teacher and paraprofessional is implementing the remediation
plan and making progress toward HiQ status.
At time of hire, teachers and/or paraprofessionals who are not highly qualified will
immediately develop a remediation plan to move toward highly qualified status as
soon as possible. The remediation plan is developed in collaboration with the teacher
or paraprofessional, principal, and the Assistant Superintendent of Human Resources.
Included in the remediation plan is agreed upon timelines and target dates that will
enable the non-highly qualified teacher or paraprofessional to achieve highly qualified
status as soon as possible. Once the remediation plan development is complete, all
aspects of the remediation plan are reviewed again for clarity and required signatures
are gathered. The Assistant Superintendent of Human Resources is responsible for
developing documentation relative to the data gathered and collecting written
documentation that must be maintained by the LEA indicating progress made by the
teacher or paraprofessional toward achieving highly qualified status. This overall
process, including the individual written remediation plan(s), will be monitored in the
following manner: Monitoring the Remediation Plan — This remediation plan is a
working document and the Assistant Superintendent of HR and/or the principal will
meet with the teacher or paraprofessional at the end of each designated timeline to
evaluate the status. The meeting may include representatives from Professional
Learning, etc. as requested by the school. It is vital that in this meeting the
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 18
remediation plan (as a working document) be modified as needed to properly assist
and remediate the teacher or paraprofessional. The modification to the remediation
plan should determine who (from central office) is a part of the meeting.
4. a. Describe how a remediation plan is developed in
accordance with the guidelines in Section V of the Title II,
Part A Handbook for each teacher who does not hold a clear
renewable certificate.
b. Describe the monitoring process to ensure each teacher
who does not hold a clear renewable certificate is
implementing the remediation plan and making progress
toward obtaining a clear renewable certificate.
At time of hire, teachers who do not hold a clear renewable certificate will
immediately develop a remediation plan to move towards obtaining a clear renewable
certificate as soon as possible. The remediation plan is developed in collaboration
with the teacher, principal, and the Assistant Superintendent of Human Resources.
Included in the remediation plan is agreed upon timelines and target dates that will
enable the teacher to achieve clear renewable status as soon as possible. Once the
remediation plan development is complete, all aspects of the remediation plan are
reviewed again for clarity and required signatures are gathered. The Assistant
Superintendent of Human Resources is responsible for developing documentation
relative to the data gathered and collecting written documentation that must be
maintained by the LEA indicating progress made by the teacher toward achieving
highly qualified status. This overall process, including the individual written
remediation plan(s), will be monitored in the following manner: Monitoring the
Remediation Plan — This remediation plan is a working document and the Assistant
Superintendent of HR and/or the principal will meet with the teacher at the end of
each designated timeline to evaluate the status. The meeting may include
representatives from Professional Learning, etc. as requested by the school. It is vital
that in this meeting the remediation plan (as a working document) be modified as
needed to properly assist and remediate the teacher. The modification to the
remediation plan should determine who (from central office) is a part of the meeting.
5. Describe how the LEA monitors HiQ assignment of teachers
based on student demographics and diverse needs of
students.
Our goal is to have every student taught by a Highly Qualified teacher. The LEA
monitors the secure PSC website, specifically HIQ2, to determine our system status.
The LEA, specifically our principals and select members of their staff are trained
annually on the use of CAPSLOOKUP to ensure, especially in the middle school and
the high school, that the teacher assignment reflects their status of HiQ. Part A,
Section III of our Title IIA Needs Assessment Worksheet tracks, by schools, all first-
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 19
year teachers. The building-level administrator is responsible for tracking students to
be sure they are not taught a second year in a row by a teacher with no experience. As
of the 2009-2010 school year there has been a decrease in the number of first-year
teachers hired and in the turnover of experienced teachers. This is an economic impact
that has made the tracking of students taught by a teacher with no experience a
smaller problem than in the past. Part A, Section VIII of our Title IIA Needs
Assessment Worksheet provides specific data relating to each school and a grade or
subject that has a high number of first-year teachers. This data, updated annually,
allows our building-level administrators to be sure students are not taught a second
year in a row by a teacher with no experience.
V. Teacher Experience and Effectiveness Equity
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
The LEA does not
include teacher
experience and
effectiveness in the
annual needs
assessment to ensure
equal access to
effective teachers.
The LEA assesses equity
in teacher experience
and effectiveness within
the system; however, the
annual equity plan does
not address teacher
effectiveness or equity
within schools or
classrooms to ensure
equal opportunity for all
students.
Teacher experience and
effectiveness are
included in the LEA’s
annual needs
assessment, and the LEA
has a written plan that
addresses equity of
effective teachers across
schools and classrooms
in the system and within
its schools.
The LEA includes
teacher experience and
effectiveness in its
annual needs
assessment and has a
written plan to ensure
continued equal access
to effective teachers for
all students. As a result,
all students in all of the
LEA’s schools and
classrooms have
effective teachers
regardless of
demographics of the
students served.
1. Describe how the LEA assesses teacher effectiveness. Teacher Effectiveness is assessed in the Burke County Public School System using
the Teacher Keys Effectiveness System (TKES). In 2011-2012, during the pilot of
TKES, the system provided critical feedback and data to improve and enhance the
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 20
design and use of the instrument. As part of the Race to the Top initiative (RT3)
TKES was fully implemented in the system. This instrument allows every teacher
multiple opportunities to demonstrate understanding of performance standards related
to best practices in increasing student achievement. Formative observations, including
walkthroughs and documentation of a teacher's practice are used to inform multiple
formative assessments and one summative assessment each year. Each teacher is
assessed by credentialed evaluators, for effectiveness in five domains; planning,
instructional delivery, assessment of and for learning, learning environment, and
professionalism and communication and ten performance standards; professional
knowledge, instructional planning, instructional strategies, differentiated instruction,
assessment strategies, assessment uses, positive learning environment, academically
challenging environment, professionalism, and communication. Teachers are rated on
all ten performance standards using a performance appraisal rubric. Proficient is the
expected level of performance. An equally important measure of TKES includes the
Student Growth and Academic Achievement Components (SGP and SLO), and
Student Surveys of Instructional Practice. Overall, the goal is to assess teacher
effectiveness, provide teachers with meaningful feedback, and support opportunities
to improve teacher performance and consequently, improve student outcomes.
2. Describe how the LEA plans to address any identified
inequities in teacher experience across schools and classrooms
in the system and within its schools and programs.
CPI data is used to track teacher experience levels and allows us to determine that no
inequities currently exist across or within our schools and programs. The
Superintendent, Assistant Superintendent of Human Resources and Assistant
Superintendent of Teaching and Learning provide support and guidance in April-May,
for administrators in reviewing equity needs for the upcoming year. This report is
updated annually. It allows our building-level administrators to be sure students are
not taught a second year in a row by a teacher with no experience. This information
assists us in making sure that classrooms that were taught by an inexperienced teacher
in the prior year are moved to an experienced teacher at the next grade level. This
process is also constantly monitored by the Title II-A Director and the Equity
Committee. If there are inequities found between schools a plan is developed and
actions taken to correct this situation.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 21
3. Describe how the LEA plans to address any identified
inequities in teacher effectiveness within its schools and
programs.
In Burke County, teacher effectiveness will continue to be measured using TKES.
The results will be reported as a rating of Exemplary, Proficient, Needs Development,
or Ineffective. By monitoring, analyzing and identifying areas of strength and areas
for growth, teacher performance and any inequities in effectiveness will continually
be addressed. To accomplish this, school leaders and system-level leaders will
provide constructive feedback to teachers in order to inform their ongoing
professional learning and growth. Based on these results, Professional Development
Plans (PDPs) will be devised and implemented as needed. This allows us to ensure the
highest levels of teacher effectiveness. Teachers who receive a Teacher Effectiveness
Measure (TEM) of Needs Development or of Ineffective must be placed on a formal
Remediation Plan (RP) that includes specific guidelines and timelines for
improvement in the area (s) rated below Proficient. In the event that the teacher falls
below the proficient level, we will develop a Remediation Plan (RP) that requires the
teacher to complete certain requirements within set timelines to address areas of
concern or they will not be re-issued a contract. Burke County ensures that teachers
who are identified as less than proficient are not inequitably distributed across content
areas or grade levels. We look at this data in determining the retention and placement
of teachers for the next school year. Based on this data some teachers may be
transferred to other schools in order to ensure equity.
4. Describe the procedure to ensure that no student will receive
an inexperienced, ineffective teacher two years in a row.
This process is monitored by the Title II-A Director and the Equity committee. The
location and grade/subject of any non-HiQ teachers are tracked on our Title II-A
Needs Assessment Worksheet. This worksheet also provides us the opportunity to
consider the needs of students in various programs such as 9th grade, Special
Education, EIP, Advanced Placement, etc. Students in these unique programs may be
at risk and we must track non¬HiQ teacher placement to prevent their assignment to
these programs. The Title II-A Needs Assessment Worksheet affords us the
opportunity to do this. Part A, Section VIII of our Title HA Needs Assessment
Worksheet provides specific data relating to each school and a grade or subject that
has a high number of first-year teachers. This data, updated annually, allows our
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 22
building-level administrators to be sure students are not taught a second year in a row
by a teacher with no experience and to ensure that all students are appropriately
placed and obtain necessary services.
VI. Class Size Equity
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
The LEA does not
include class size in the
annual needs
assessment to ensure
equal opportunity for
all students.
The LEA assesses class
size within the system;
however, the annual
equity plan does not
address class sizes or
equity in class sizes
within schools to ensure
equal opportunity for all
students.
Class size is included in
the LEA’s annual needs
assessment, and the LEA
has a written plan that
addresses equity in class
sizes across schools in
the system and within
its schools.
The LEA includes class
size in its annual needs
assessment and has a
written plan to ensure
continued equity in class
sizes for all students. As
a result, class sizes are
comparable in all
schools and classrooms,
regardless of
demographics of the
students served.
1. Describe how the LEA plans to address identified inequities in
class sizes across schools in the system and within its schools.
After reviewing class sizes at all schools, the Equity Committee found no inequities in
class sizes across all schools. All elementary schools have the same student to staff
ratio based on Title I comparability of plus/minus 2 students. All classes at all schools
have an average class size that is below the state recommended size without using the
allowed variation.
VII. Teacher Preparation and Ability to Meet Diverse Needs
of Students
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
The LEA does not
assess teachers’
preparation and/or
ability to differentiate
instruction based on
the diverse needs of
The LEA assesses
teachers’ preparation
and/or ability to
differentiate instruction
based on the diverse
needs of their students;
Teacher preparation and
the ability to
differentiate instruction
based on the diverse
needs of students are
assessed annually, and
The LEA assesses
teachers’ ability to
differentiate instruction
based on the diverse
needs of their students,
and plans for and
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 23
their students. however, professional
learning needs are not
addressed in the LEA’s
plans and/or
opportunities are not
provided to teachers as
needs are identified.
the LEA plans for and
provides continued
professional learning in
this area.
provides continued
professional learning in
this area. As a result,
the LEA can document
that all teachers have
received training and
can effectively
differentiate instruction
to meet the diverse
learning needs of all
students resulting in all
subgroups making
AMO.
1. Describe the process the system uses to assess teacher ability
to differentiate instruction based on the diverse needs of their
student population.
Burke County has experienced both a pilot and 3 full years of implementation with
the Teacher Keys Effectiveness System (TKES). Performance Standard number 4 is
Differentiated Instruction. Based on the observation and documentation provided,
evaluators use the rubric to indicate how well teachers differentiate instruction based
on students' needs. In addition to building level personnel, district and RESA level
personnel conducted walkthroughs throughout the year, followed by debriefing
sessions. Teachers were provided specific feedback. Professional Growth Plans
(PGPs), and in some cases Professional Development Plans (PDPs) are written around
the observations. Additional professional learning and coaching is provided where
needed. The process is frequent and ongoing so that the summative evaluation reflects
true practice to inform the rating decision. Additionally, consultants who are experts
in the area of Differentiation (DI) have worked with our teachers during Summer
Professional Learning sessions. Endorsement classes have also been offered to equip
teachers with the skills necessary in meeting the needs of all students. DI will
continue to be a primary focus for school improvement at all grade levels.
VIII. Retention of Highly Qualified, Effective Teachers
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 24
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
The LEA’s annual
needs assessment
and/or written plan do
not address retention
of highly qualified,
effective teachers in all
schools; or Title II, Part
A or other appropriate
funds are not used to
support teacher
retention according to
identified needs.
The LEA’s annual needs
assessment and written
plan addresses retention
of highly qualified,
effective teachers;
however, the plan is not
implemented in all
schools and in all
programs of the LEA; or
retention program
results are minimal in
some or all schools; or
Title II, Part A or other
appropriate funds are
not used to support
retention needs.
The LEA’s annual needs
assessment and written
plan addresses retention
of highly qualified,
effective teachers in all
schools or in schools as
indicated by assessment
results; and the LEA
actively implements a
retention program to
ensure that highly
qualified, effective
teachers are retained in
all schools and in
programs serving all
students. Title II, Part A
or other appropriate
funds is used to support
retention.
The LEA’s annual needs
assessment and written
plan addresses the
retention of highly
qualified, effective
teachers in all schools
and in all programs of
the LEA; and the LEA
actively implements a
retention program to
ensure that highly
qualified, effective
teachers are retained in
all schools and in
programs serving all
students. As a result,
the LEA retains highly
qualified, effective
teachers in all schools.
1. Describe the teacher retention program that includes specific
plans for schools and/or programs that have been identified
with retention needs.
Burke County School System uses a variety of procedures to retain highly qualified
teachers. These include: (1) competitive benefit packages for employees; (2) well-
qualified experienced mentors and buddy teachers; (3) unsurpassed physical facilities;
(4) instructional resources; and additional procedures include: (5) professional
development workshops; (6) forgivable student loans; (7) total support from school
and central office staff through feedback; (8) competitive salary supplements; (9)
support in duplicating papers for instruction; and (10) reimbursement for highly
qualified certification. Burke County reserves the right to limit some of these items
during times of budgetary reductions
IX. Recruitment and Placement of Highly Qualified,
Effective Teachers
[X] Rate the LEA’s current level on the continuum for this Equity Indicator.
INADEQUATE
[ ] MINIMAL
[ ]
ADEQUATE
[ x ]
TARGET
[ ]
The LEA’s annual needs The LEA’s annual needs The LEA’s annual needs The LEA conducts an
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 25
assessment and/or
written plan do not
address recruitment of
highly qualified, effective
teachers; or the LEA does
not consider equity issues
when placing newly
hired teachers; or Title II,
Part A or other
appropriate funds are not
used to support retention
of highly qualified,
effective teachers.
assessment and written
plan address recruitment of
highly qualified teachers;
however, the LEA may not
evaluate teacher
effectiveness in its
recruitment practices; or
non-highly qualified
and/or ineffective teachers
are hired; or newly hired
inexperienced teachers are
more often placed in
schools and/or programs
that serve poor and
minority students; or Title
II, Part A or other
appropriate funds are not
used to support
recruitment needs.
assessment and written
plan address recruitment of
highly qualified, effective
teachers; and as needs
dictate, the LEA actively
implements a teacher
recruitment and placement
program to ensure that all
students are taught by
highly qualified, effective
teachers in all schools and
all programs. Title II, Part
A or other appropriate
funds are used to support
recruitment needs.
annual needs assessment
that addresses recruitment
of highly qualified,
effective teachers in the
system; the teacher
recruitment plan is actively
supported and adapted to
meet current priorities. As
a result, the LEA
successfully recruits highly
qualified, effective teachers
and makes equitable
placements so that all
students in all schools, all
classrooms and all
programs have highly
qualified, effective teachers
with equivalent teaching
experience.
1. Describe how the system plans for recruitment and placement
of highly qualified, effective teachers to improve or maintain
equivalent teacher experience at all grade levels and all
content areas.
Through the needs assessment process, Burke County works closely with all
principals and central office administration to identify and resolve issues regarding
personnel. We have adopted hiring procedures to ensure equity through recruitment,
hiring, and retention. These hiring procedures are followed for every position that
becomes available with Burke County. Our Needs Assessment Worksheet has looked
at our recruitment data for the last five years and tracked the number of times we have
recruited and placed first year — no experience teachers in the same school, same
grade level, or same subject. We see a very positive trend with the numbers low and
continuing to be low. For many of our schools the number is 0 and has been for years.
Despite this positive data we continue to recruit our professionals in an aggressive
manner. For example: Burke County has set recruitment goals and identified activities
for the 2015-2016 school year that will enable the district to locate and hire high
quality candidates for our teaching force. These goals & activities include: The
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 26
implementation of "SoftApp", a web-based full featured recruitment/, application/,
selection/ placement program. A specific section of our school system website is
devoted to Employment Opportunities and it is designed to give potential applicants
all the information they would need about our school system, how to apply, and how
the application process works. Central office staff members, under the guidance of the
Assistant Superintendent of HR, are committed to this vital process by assisting the
principals with documents, references, etc. and the applicants with potential timelines,
directions, etc. Establishing a strong recruitment partnership with colleges and
universities by: working collaboratively with colleges and universities to strengthen
partnerships; sending information regarding upcoming events, vacancies, job fairs,
and benefits to be posted around college/university campuses; and attending local and
out-of-state job fairs. The "Grow Your Own" program provides awareness
opportunities for elementary, middle, and high school students to explore careers in
education. Schools are strongly encouraged to provide clubs, activities, career days,
and events that stimulate students' interest to pursue a career in the teaching
profession. Examples of the type of clubs that local schools could offer include Future
Educators of America and Teachers of Tomorrow. "Grow Your Own" also provides
an opportunity for middle and high school students to mentor elementary students.
Title II A Training for all principals and assistant principals for instruction: All
principals and assistant principals for instruction (APIs) are provided with training on
the requirements regarding HiQ status of the teachers and paraprofessionals in their
buildings, certification requirements, scheduling restrictions, and the impact that they
can have on the educational outcomes in their buildings. Additionally, all principals
receive copies of the GaPSC Equity Report and discussions are held concerning
equitable assignments of teachers and the fact that every student has the right to be
taught by a highly qualified, effective teacher. Schedules are reviewed by central
office staff and suggestions may be made to more equitably distribute staff within
buildings if inequities are noted.
X. Summary of Impact and Evidence of Success for the FY14 Equity Indicator(s) Selected for Focus:_ Teacher preparation and ability to meet the diverse needs of
students
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 27
FY14 Selected Equity Indicator(s)
1. Prepare a brief Summary of Impact that describes the actions
taken to reach “target” and the success in reaching “target.”
We have implemented numerous training opportunities for our teachers in the areas of
Learning Focused, formative assessment, Differentiation, using Lexiles, GSE
Standards, and many others. The job-embedded professional learning has shown
positive impact on the TAPS ratings district-wide.
2. Prepare a brief summary describing the LEA’s Evidence of
Success. What data supports the rating of “target”? Or if the
LEA did not reach “target,” what prevented the LEA from
doing so?
However, we have not reached Target due to the need for more work in these areas
and for the continued implementation of GSE. Professional learning administered a
survey to indicate in what areas of curriculum, assessment, and instruction that
assistance was most needed. Overwhelmingly, the response was differentiation. Many
felt they had been told how to do it and knew what it was but needed someone to
show them how to do it effectively and how to manage it. Although our surveys and
TAPS data indicate that DI continues to be a need area, formal and informal
conversations denote that another root cause of this continued need may be a result of
inconsistency in observation practices by administration. Our biggest struggle has
been the implementation of the new math standards at the High school level. This
remains an area of concern as we undergo another shift in mathematics curriculum.
We will continue to offer PL in differentiation and will be doing this through a variety
of methods, including classes, job embedded training in collaborative planning, and
web based training. Additionally, we will incorporate district-wide administrative
professional learning through the implementation of inter-rater reliability training.
Finally, we will focus on ensuring that our staff are more culturally sensitive/aware of
the population in which we serve through professional development focused on
poverty, cultural awareness and meeting the needs of various subgroups, such as
ESOL.
XI. Equity Indicator Selected for FY15 Focus FY15 Equity Indicator(s) Selected for Focus: Teacher preparation and ability to meet the diverse needs of
students
Include a statement of school/system equity needs (including
identifying at least one equity indicator that will be a focus for
improvement. Note: If the Highly Qualified Teacher equity
As part of our continuous improvement model, we will continue in the process of 1)
aligning curriculum resources with GSE 2) Review Curriculum Maps and Units
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 28
indicator is selected, an additional indicator must also be
selected for focus.
o Provide a statement identifying the
Actions/Strategies/Interventions or Programs for the
selected equity indicator(s) as a focus for FY15.
o Note: Include in the System Implementation Plan
(SIP) the action plan for the above equity indicator(s)
containing:
Actions/Strategies/Interventions or Programs
Correlation to School Keys
Professional Learning
Resources or Materials Needed
Person or Position Responsible for Monitoring and
Evaluation
Timeline For Implementation
Means of Evaluation (What will be used to
evaluate the action, strategy, intervention, or
program?)
Monitoring of Intervention (Artifacts)
Monitoring of Impact (Student Learning
Data)
OR
Include a statement that the system has no equity needs. Note:
Each indicator on the Self-Review Equity Plan rubric rated as
“Target” MUST list the documentation that supports the rating of
“Target” for that indicator.
weekly and 3) Create lessons based on relevant and rigorous curriculum for all
students. These activities were started in FY13 and will continue for the next year and
Central Office Staff will monitor this process. We will also be continuing to
implement training to increase teacher use of higher Depth of Knowledge (DOK) and
Higher Order Thinking Questions (HOT). We will continue to improve teacher
preparedness to teach students from diverse backgrounds. The Implementation of
Professional Learning Communities (PLC) will continue. All schools have
Common/collaborative planning/lessons and this process is overseen by APIs and
Instructional Coaches. Instructional leaders will continue to provide job embedded
professional learning in the building, to include effectively using Common
assessments, data analysis, and examining student work. We will also look at
District—Wide Professional Learning that will focus on data utilization. Central
Office and School Administration will continue to monitor the use of classroom data
to effectively provide instruction to meet the needs of all students and we will expect
a high degree of true collaboration among our teacher groups. We will continue to
provide additional training in the area of using assessment to drive instruction by
addressing the development of quality classroom and common assessments, and we
will monitor the use of classroom assessments for instruction. Provide more
opportunities for differentiated professional learning for both certified and non-
certified staff working with students. We will provide District-wide Professional
Learning in the effective use of differentiation, and address the issue of teachers’
cultural awareness. We will continue PD 360 for all certified staff with onsite training
and provide courses in differentiation from PD360. We will also post professional
learning schedules to include webinar opportunities. Continue using Learning-
Focused Strategies Training (LFS). We will provide LFS Implementation Support and
monitor academic performance of all students. Teachers will create acquisition
lessons/units that include a variety of researched-based strategies, such as; essential
questions, activating strategies, vocabulary strategies, teaching strategies, and/or
summarizing strategies. We will monitor and provide feedback by conducting Formal
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 29
& Informal Observations and by conducting Drop-ins by trained Administrators and
Instructional Coaches. Burke County will increase teachers’ ability to use technology
to enhance student learning by providing ongoing training. We conduct on site visits
to identify/observe teachers using technology to engage students with diverse needs.
We will provide training on Promethean Boards and various other instructional
technology resources for staff (teachers, paraprofessonals). Provide additional support
for new/inexperienced teachers by assigning mentor teachers and providing a new
teacher induction program. Provide additional support for new/inexperienced
administrators by assigning mentors and providing a new leader induction program.
We will continue to support the use of Instructional Coaches, and maintain common
planning times for collaboration.
XII. Prioritized Needs and Impact of Spending for Fiscal year 2013 Focus
1.A What were your prioritized needs in fiscal year 2013 (July 1, 2012 through September 30, 2013)?
Indicate no more than five identified needs in the order of priority with number one being the greatest priority.
--Select--Needs Assessment
--Select--Stakeholder Involvement
3Highly Qualified Status
--Select--Assessing Teacher Effectiveness
--Select--Assessing Leader Effectiveness
1Class Size Reduction
2Professional Learning for Teachers
--Select--Professional Learning for Leaders
4Retention
--Select--Recruitment
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 30
5Other – Please List
Administrative
2.A In reflecting on the previous year, what are the most substantive changes your district plans
to make to your Title II, Part A program in the coming year?
More targeted professional learning and documentation of professional learning at the school
level.
3.A How did you spend your Title II, Part A dollars in Fiscal year 2013?
Rate the impact of Actions/Strategies/Interventions/Programs funded with Title II, Part A dollars and indicate the data
sources used for determining the rating on:
Rate results Indicate Data Sources (Check all that apply)
Needs Assessment --Select-- Student
Learning Demographic Perception Process
Stakeholder Involvement --Select-- Student
Learning Demographic Perception Process
Highly Qualified Status Good xStudent
Learning Demographic xPerception xProcess
Assessing Teacher
Effectiveness --Select--
Student
Learning Demographic Perception Process
Assessing Leader
Effectiveness --Select--
Student
Learning Demographic Perception Process
Class Size Reduction --Select-- Student Demographic Perception Process
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 31
Learning
Professional Learning for
Teachers
Excellent xStudent
Learning Demographic xPerception xProcess
Professional Learning for
Leaders --Select--
Student
Learning Demographic Perception Process
Retention Excellent xStudent
Learning Demographic xPerception xProcess
Recruitment Excellent Student
Learning xDemographic xPerception xProcess
Other – Please List Excellent Student
Learning Demographic xPerception Process
NOTE: COMPLETE THE FOLLOWING SECTIONS (4-9) ONLY IF IIA FUNDED PL IN FY2013.
4.A Professional Learning for Teachers and/or Leaders – Topics Addressed
Check the two most prevalent topics.
Classroom Management
Assessment Uses
Diversity and Equity Multicultural Education
xDifferentiated Instruction/Universal Design for Learning
Educational Leadership
Exceptional Education
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 32
English Language Learners
Common Core Implementation
Content (Core Subjects)
Instructional Strategies
Student Engagement
Data-Driven Instruction
Graphic Organizers
xHigher Order Thinking and Rigor and Relevance
Vocabulary
Technology Integration
Instructional Planning
Gifted/AP Training
Response to Intervention
Brain Based Multiple Intelligences
School Climate
Integrated Curriculum
Other – Please List
5.A Professional Learning Delivery Models
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 33
Check the 3 most prevalent methods.
xJob-Embedded Professional Learning (Professional Learning Communities, Coaching, Action
Research, Looking at Student Work, Book Study)
Faculty Meeting
xWorkshops
Institutes
Conferences
Consultants
Online PD Modules
xWebinars
Cohort
College Course
Alternative Certification Course
Lecture
Other – Please List
Professional Learning Reflection
Please respond to the following:
6.A What professional learning model provided in Fiscal year 2013 had the greatest impact on your district’s goals?
Job-embedded
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 34
7.A How does your district assess how professional learning is positively impacting teacher and/or leader behavior?
Talking with teachers, observing in classrooms, survey data (students, teachers, community, and parents),
collegial conversations/language, pervasiveness, and school climate.
8.A How does your district assess how professional learning is positively impacting student achievement?
Formative and summative assessment, progress towards goals, trend data, survey data (student, teachers, and
parents), observing in classrooms, student work samples/analysis
9.A How have these experiences helped to combat inequities within your district’s schools and your district?
By monitoring our needs assessments and providing high quality professional learning we ensure there are no
inequities in teacher preparation throughout our district. We continually seek to get all of our teachers to
highly effective status. We utilize whatever resources are available to ensure that every one has the
opportunity to grow.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 35
Title II, Part A FY15 Equity Plans
Project EQ WHAT IS PROJECT EQ?
Project EQ is Georgia’s on-line resource for sharing and collaborating on the development and implementation of initiatives to ensure
access to equitable educational opportunities for ALL students in the State regardless of economic status, gender, race or ethnicity.
Project EQ was created by the Georgia Professional Standards Commission (GaPSC) to provide policy makers and school systems with a library of effective equity initiatives as well as a forum for discussions among school systems and state agencies as they each implement, improve upon and realize results from their equity programs. As each local education agency
(LEA) in Georgia responds to the requirements of the eight areas of equity required by the federal government, it develops and
submits an Equity Plan onto Project EQ that addresses where the system is in meeting the challenge of each equity indicator as well as
actions which have been implemented or are being implemented to assure that ALL students are receiving the best possible
educational opportunities available in order to affect student achievement.
WHAT ARE THE REQUIRED AREAS FOR ASSESSING EQUITY?
The areas for assessing equity include:
1) participation in a needs assessment,
2) equity of stakeholder involvement,
3) highly qualified teachers,
4) experienced and effective leaders, teachers and paraprofessionals,
5) class size equity,
6) teacher preparation and ability to meet the diverse needs of the student population,
7) retention of highly qualified leaders, teachers, and paraprofessionals and
8) recruitment of highly qualified leaders, teachers, and paraprofessionals.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 36
HOW DO I BEGIN?
On the Internet, go to http://eq.gapsc.org for entrance into the EQ Project site.
On the first screen, you will see a welcome message and menu items.
WHAT MENU OPTIONS ARE AVAILABLE? On the left hand side of the screen, you will see: Home, Registration, Log In, Published Plans, About Us, and Help.
Home: “Home” takes you to this page in Project EQ.
Registration: This menu option is where you will register yourself by entering your email address, password,
name, address, and phone number. Note: The Project EQ website has been completely redesigned. All users
registered prior to 10/1/11 must create a new account.
Log In: On this screen, you will enter your email address and password. If you downloaded your previous Equity
Plans in the Project EQ system, the login information and procedures will be the same.
o From here, you will enter the area where you will enter your Equity Plan either by “cutting and
pasting” from a “Word” document (by indicator) or by typing your plan directly into each
indicator.
Published Plans: Once Equity Plans are submitted by the LEAs and approved by the Title II, Part A Education
Specialist, the plans will be “published” for viewing. This area is where you are able to view your system’s plan
and others throughout the State.
About Us: This menu option describes the creation of Project EQ and the reasons for the project. Contact
information is included.
Help: The Help Screen provides information on Project EQ as well as additional contact information. Information
is given on whom you should contact if you have technical problems or content questions.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 37
HOW DO I SUBMIT MY EQUITY PLAN ON PROJECT EQ?
Project EQ for FY15 is in revision. Directions will be available to Local Education Agencies (LEAs) when revisions are
complete.
HOW DO I PRINT MY PLAN?
The plan can be printed in whole or by individual indicator. Also, the entire plan can be copied and pasted into a Word file that
will retain the displayed format.
A small print icon is located at the top right portion of the plan page. This icon allows you to print just the indicator that
is displayed.
The large print icon will allow you to print the entire document. This icon is located at the bottom of the screen.
HOW DO I SEARCH FOR PARTICULAR PLANS?
1. To search for particular plans, use the Find Plan search field to the left of the Published Plans page. 2. The power search tab will allow you to further refine your query by a number of key filters.
3. Click on the system name to view the whole plan or use the magnifying glass icon to view a brief system summary.
4. Clicking on the Click for Summary link will display the initial rubric section that met your search criteria.
5. The small print icon is also available here in the top right corner of the summary.
HOW DO I ADD THOUGHTS, SUGGESTIONS OR QUESTIONS ON ANOTHER SYSTEM’S EQUITY PLAN?
1. You will need to first register an account by either clicking the Sign Up link at the top right of the page or the
“Registration” button on the left side of the Home page. If you have already registered, you may click on the “Log In”
link at the top right of the page.
Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools
Section VII, Page 38
2. Once you are logged in, you can post your questions and comments in the Post Your Comments field located at the
bottom of each plan’s page.
3. You will receive an email notification when a response or additional inquiry has been made to an equity plan you have
commented on or if a comment has been sent on your plan.
WHAT DO I DO IF I HAVE QUESTIONS OR NEED ASSISTANCE WITH PROJECT EQ?
If you have questions or need assistance with the content of your Equity Plans or how to use the Project EQ system, please contact your GaPSC Title II, Part A Education Specialist.
If you have technical issues with the Project EQ system, please email [email protected] and copy your GaPSC Title II, Part A Education Specialist.