Planning for Equity. Introduction

Transcription

1 Planning for Equity Introduction The following section contains information and possible tools for Georgia school system personnel that may be helpful as they assess equity needs within classrooms, schools and program areas, identify needs and plan for providing equitable opportunity and access to high quality teachers, instruction and programs for every student. Section VII, Page 1

2 LEA SELF-REVIEW OF SYSTEM EQUITY PLAN POOR AND MINORITY STUDENT EQUITY RUBRIC And LEA EQUITY PLAN TEMPLATE FY12 System: Forsyth County Date Submitted: _June 9, 2010 Reviewer: Date Approved: Title II-A of NCLB 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-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 teach diverse 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. Section VII, Page 2

3 Equity Indicator / Plan Criteria I. Introduction Describe the LEA. Provide LEA Equity Belief Statement. LEA Equity Plan Rubric Rating and Supporting Evidence for Equity Plan Components Forsyth County Schools is designated as an IE2 system and has consistently met the goal of providing all students with highly qualified teachers at an average of 99% or higher since the beginning of NCLB. Only teachers who are fully certified or who can obtain the highly qualified status by completing approved programs, taking required coursework, or passing GACE tests during the first year of employment are hired by FCS. There are currently six out of 34 schools in Forsyth County who are considered Title I schools. All schools serve a diverse population and have students who are economically disadvantaged. As a matter of fact, two of the Title I elementary schools have over 40% free and reduced lunch rates. By providing a highly qualified and effective teacher in every classroom, the system meets the challenge of providing equity for all students in regard to teacher qualify, teacher experience, and class sizes. Forsyth County Schools is committed to providing the best education possible for all students by assuring that all children have equitable opportunities to receive quality instruction from highly qualified, effective teachers. Criteria Met / Suggestions for Revision For GaPSC only II. Annual Needs Assessment Including Required Equity Components INADEQUATE MINIMAL ADEQUATE TARGET [X ] [X] Rate the LEA s current level on the continuum for this Equity Indicator. The LEA does not have 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 The LEA conducts an 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; needs 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 needs 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 Section VII, Page 3

4 Provide a summary of how the needs assessment is conducted to include: o Identify data sources used; o Briefly summarize findings for: HiQ status of teachers HiQ status of paraprofessionals special needs of students, and class size; or the assessment is not administered annually. 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. 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. 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. Data sources used in our needs assessment include the GaPSC Equity Technical Assistant Report, the Title I Comparability Report, the October 2010 CPI Report for Training and Experience, the Poor and Minority Student Equity Rubric, and the System Class Size Report. HiQ status of teachers: 100% HiQ status of paraprofessionals: 100% Section VII, Page 4

5 Teacher experience Teacher training to meet diverse student needs Class size Retention Recruitment. List Prioritized Needs. Teacher experience: Average for system 12.37/Average Title I schools 12.9 Teacher training: 273 unique courses 7,063 teachers enrolled and 665 classified staff (some staff attended two or more courses). The first Intervention Summit was held in the summer of Details about the summit are contained in Section X. Class size: Average for elementary schools 23.5/Average for middle schools Forsyth County Schools retained 98% of its certified staff at the end of The recruitment pool for educators wanting to work in Forsyth County is rich in both numbers and talent. Even areas that many systems find hard to staff have many qualified applicants in our pool of prospective teachers. Because of the reduction in some staff positions due to the economy, many qualified and certified teachers have accepted assignments as paraprofessionals in our system. Many of those people are then offered teaching assignments when vacancies occur. *Assist teachers in becoming or continuing to be highly qualified and effective by: --providing a Coordinator of Highly Qualified Staffing position to assure compliance with NCLB requirements. --reimbursing for the costs of GACE tests. --providing a stipend to special education teachers for adding content fields to their certificate and to regular education teachers who add special education fields. --working in partnership with MRESA to provide alternative teacher preparation programs for critical need fields or for converting permits to clear, renewable certificates. --providing scholarships to teachers completing approved preparation programs through colleges or universities in critical need fields. --providing endorsement classes in ESOL, gifted, and reading. --providing assistance to principals in determining the effectiveness of their teachers. *Assist paraprofessionals in becoming or continuing to be highly qualified by: --providing staff development opportunities for paraprofessional participation to assist them in maintaining their certification. --working with qualified paraprofessionals in helping them to become certified teachers. *Support school improvement efforts in all schools by: --providing on-going systemic and targeted professional learning to ensure teacher quality. --providing a Coordinator of High School Improvement who will work with literacy teams at all levels in the implementation of reading and writing skills across the curriculum. --providing consultants who will train teachers in school-wide writing initiatives at all Section VII, Page 5

6 levels. --providing support for RTI and differentiated instruction to meet the needs of all students. --providing training to teachers in writing evaluation and assessment. --providing a Leader Mentor to coordinate leadership development and coaching of aspiring, new, and veteran administrators. III. Equity of Stakeholder Involvement [X] Rate the LEA s current level on the continuum for this Equity Indicator. INADEQUATE 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. MINIMAL 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. ADEQUATE 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. TARGET [X] Central office administrators collaborate with school administrators and representatives from all other stakeholder groups, including teachers, paraprofessionals, parents, business partners, and other relevant personnel, to accomplish an annual needs assessment, prioritization of needs, and action planning that addresses all equity components. Section VII, Page 6

7 Identify stakeholder groups (internal and external). Stakeholders included in the development of this equity plan included central office administrators involved in school improvement, in professional development, in recruitment, in retention, and highly qualified staffing/school-based administrators from all Title I schools and selected administrators from non-title I schools/parents who responded to our Title I needs assessment survey/individual classroom teachers and paraprofessionals/school advisory committees. Describe how internal and external stakeholders are involved in the planning process to: o o o Accomplish annual needs assessment; Prioritize needs; Identify actions or strategies contributed to equity plan. A comprehensive Needs Assessment is developed by selected staff and is distributed to all stakeholders as appropriate. Data gathered through our needs assessment process are shared with all stakeholders and discussed to determine what actions and strategies should be included in our Title IIA Equity Plan. All stakeholders are provided opportunity to identify needs that may be included in our list of prioritized needs. IV. Highly Qualified Teacher Equity [X] Rate the LEA s current level on the continuum for this Equity Indicator. INADEQUATE The LEA does not have a process in place to monitor systematically the HQ assignment of teachers based on student demographics (poverty level, MINIMAL The LEA has a process in place to monitor systematically the HQ assignment of teachers based on student demographics (poverty level, ADEQUATE The LEA systematically monitors the HQ assignment of teachers based on student demographics (poverty level, minority, etc) and a TARGET [ X ] The LEA systematically monitors the HQ assignment of teachers based on student demographics and all core academic subjects are taught Section VII, Page 7

8 Provide FY11 teacher HiQ percentages. Provide FY11 paraprofessional HiQ percentages. Describe how a remediation plan is developed for non-hiq teachers, non-hiq paraprofessionals, and teachers who hold a non-renewable certificate. Describe the monitoring process to ensure each non-hiq teacher, non-hiq paraprofessional, and teacher with a nonrenewable certificate is implementing the remediation plan and making progress minority, etc); and/or all non-hq teachers do not have a written remediation plan that is monitored by the LEA and supported with appropriate funds. minority, etc) and a written remediation plan is in place; however, the LEA is not systematically monitoring the HQ status of teachers based on student demographics and/or non-hq teachers are not adequately supported with Title II-A funds or other appropriate funds to achieve HQ status. HiQ percentage for teachers for FY11: 100% HiQ percentage for paraprofessionals for FY11: 100% written remediation plan is in place for each non-hq teacher that is monitored regularly and supported with Title II-A funds or other appropriate funds. by highly qualified, effective teachers. When a new employee is hired, documentation is gathered to determine whether or not the person is highly qualified to fill the position for which they have been recommended. If the person cannot be considered as highly qualified, a Career Remediation Plan is developed that details the requirements that must be met in order for the person to become highly qualified within their first year of employment with FCS. The plan includes any tests that are required, coursework that may be required, completion of any approved teacher education program, etc. The plan is signed at the time of Intake and specifies the condition that if the person does not meet the requirements set forth in the plan by June 30 of the next year, they will resign their position with FCS. Constant monitoring by the Coordinator of Highly Qualified Staffing is done throughout the year to insure that the person is on-track to meet the deadline. If the person is not on-track or if the person cannot meet the requirements by the specified deadline, counseling sessions are held to determine whether or not to accept the resignation of the teacher. If the teacher is in an approved program and has been making progress toward completing the program but may need additional time to finish, a Continued Employment Agreement is initiated if Section VII, Page 8

9 toward HiQ status or clear renewable certification. Describe how the LEA monitors HiQ assignment of teachers based on student demographics and diverse needs of students. Describe how Title II-A or other appropriate funds support the remediation plans. V. Teacher Experience and Effectiveness Equity [X] Rate the LEA s current level on the continuum for this Equity Indicator. the certification held by the teacher has been valid for three years or less. Every effort is made in Forsyth County Schools to insure that all students are taught by highly qualified, experienced, and effective teachers. Before a teacher is approved for employment or approved for a transfer, their certification for their assignment is verified. If they do not hold the appropriate certification for their assignment, the request for employment or transfer is not approved. Title IIA funds are used to reimburse teachers for the costs of any GACE tests that may be required for them to obtain highly qualified status or to reimburse teachers for the costs of GACE tests that an administrator may ask a teacher to take in order to fill a particular need in a school. Title IIA funds are also used to support teachers who may be completing a One- Year Supervised Practicum through our partnership with Metro RESA. In addition, teachers who are enrolled in approved programs through local colleges or universities are offered scholarships on an annual basis to help defray the costs associated with that program if the teacher is on-track to complete their program by a specified deadline. INADEQUATE The LEA does not include teacher experience and effectiveness in the annual needs assessment to ensure equal access to effective teachers. MINIMAL 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. ADEQUATE 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. TARGET [X] 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. Section VII, Page 9

10 Describe how the LEA assesses teacher effectiveness. 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. Describe how the LEA plans to address any identified inequities in teacher effectiveness within its schools and programs. Describe the procedure to ensure that no student will receive an inexperienced, ineffective teacher two years in a row. Several modalities are used to assess a teacher s effectiveness and their ability to differentiate instruction based upon a student s diverse needs. Some of these include peer observation, multi-year data analysis to determine gaps in teaching, and the Performance Appraisal Cycle (evaluation instrument) goals. Forsyth County Schools offers a Kindercamp for rising kindergarten children who did not attend pre-kindergarten; tutoring for homeless students; in-home tutoring for special needs and migrant students; Language Camp for 9-12 th grade ESOL-eligible students; before and after school program for at-risk students; and iachieve Virtual Academy. There is no apparent inequity in teacher experience across schools and classrooms in FCS. The schools with teacher experience that is the lowest are new schools that for the most part hire young teachers to populate their schools. However, no school has an average teacher experience of less than 9.49 years. As FCS principals identify teachers who may need additional training in order to increase their effectiveness, professional development and other strategies are implemented to assist the teacher. If these strategies are successful, the teacher may remain in the classroom. If the strategies are not successful, steps are taken to terminate this teacher. Administrators closely monitor student achievement and test scores to determine the best placement for students. Because each school s administrative team knows the strengths and weaknesses of their teaching staff and understands the methodologies and teaching strategies that match the needs of each student, student placement from year to year is individualized to meet the need of each student. This individual attention assures that no student is taught by an inexperienced, ineffective teacher two years in a row. In addition, our support teachers (EIP/Title I/ESOL/special education) that provide instruction to the most academically needy students are highly effective teachers. Also, highly effective teachers are utilized in both regular and remedial instructional time, e.g., instructional extension, ESY, and summer school. VI. Class Size Equity [X] Rate the LEA s current level on the continuum for this Equity Indicator. INADEQUATE The LEA does not include class size in the annual needs assessment to MINIMAL The LEA assesses class size within the system; however, the annual equity ADEQUATE Class size is included in the LEA s annual needs assessment, and the TARGET [X] The LEA includes class size in its annual needs assessment and has Section VII, Page 10

11 ensure equal opportunity for all students. plan does not address class sizes or equity in class sizes within schools to ensure equal opportunity for all students. LEA has a written plan that addresses equity in class sizes across schools in the system and within its schools. 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. Describe how the LEA plans to address identified inequities in class sizes across schools in the system and within its schools. There are no class size inequities that are identified in FCS. However, class size equity is monitored and maintained through the annual Title I Comparability Report which ensures that no Title I school has a higher teacher/pupil ratio than a non-title I school. Forsyth County Schools achieves comparability each year and strives to maintain class sizes that are below the state maximum for all students in all schools. System allotment sheets that are given to principals early in the spring provide principals with flexibility that allows them to develop school specific staffing plans based upon the individual needs of their students. Gifted, remedial, ESOL, and advanced placement classes have equivalent numbers when compared to other academic classes. As a matter of fact, the percentage of students enrolled in AP classes is proportional to the percentage of non-white students enrolled in our schools. All high schools and middle schools have an open enrollment process for enrollment in advanced placement and accelerated classes. This means that any student who chooses to enroll in these classes is permitted to do so. Also, students who take the college boards who receive an AP potential ranking are encouraged by administrators to enroll in advanced placement classes. VII. Teacher Preparation and Ability to Meet Diverse Needs of Students INADEQUATE MINIMAL ADEQUATE TARGET [ X ] [X] Rate the LEA s current level on the continuum for this Equity Indicator. The LEA does not assess teachers preparation and/or The LEA assesses teachers preparation and/or Teacher preparation and the ability to differentiate The LEA assesses teachers ability to differentiate Section VII, Page 11

12 Describe the process the system uses to assess teacher ability to differentiate instruction based on the diverse needs. ability to differentiate instruction based on the diverse needs of their students. ability to differentiate instruction based on the diverse needs of their students; however, professional learning needs are not addressed in the LEA s plans and/or opportunities are not provided teachers as needs are identified. instruction based on the diverse needs of students are assessed annually, and the LEA plans for and provides continued professional learning in this area. instruction based on the diverse needs of their students, and plans for and 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. Forsyth County Schools has a growing population of students from diverse backgrounds and cultures. Providing qualify teachers for those students is a challenge. For the past several years, endorsement classes have been offered to equip teachers with the skills necessary to meet the challenges brought about because of student diversity. Currently, 281 teachers hold the ESOL endorsement; 36 teachers hold full-field ESOL; 385 hold the gifted endorsement; 10 hold full-field gifted; 219 hold the reading endorsement; and 78 hold full-field reading. During the school year, 273 unique courses were offered by Forsyth County Schools. There were 7,053 teachers and 665 classified staff who participated in at least one of these learning opportunities and many people earned credit for more than one class. Endorsement programs in ESOL, gifted in-field, reading, and online learning are offered on an annual basis. The Exceptional Children and Youth course is offered annually at no charge to Forsyth County teachers. Local schools provide professional learning opportunities for employees at their locations which coincide with school goals as outlined in the local school s improvement plan. During the school year, literacy will once again be the focus for school improvement at all grade levels as we extend our writing plan to other content areas. Section VII, Page 12

13 VIII. Retention of Highly Qualified, Effective Teachers [X] Rate the LEA s current level on the continuum for this Equity Indicator. Describe the teacher retention program that includes specific plans for schools and/or programs that have been identified with retention needs. INADEQUATE needs assessment and/or written plan do not address retention of highly qualified, effective teachers in all schools; or Title II-A or other appropriate funds are not used to support teacher retention according to identified needs. MINIMAL 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-A or other appropriate funds are not used to support retention needs. ADEQUATE 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- A or other appropriate funds are used to support retention. TARGET [ X] 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. The system is committed to retaining its highly qualified teachers and has instituted a number of strategies including offering a very competitive salary and benefits package. Forsyth County Schools has a very liberal transfer policy that helps with the retention of quality teachers in our schools. In addition, all new teachers are assigned a school-based mentor and receive support from their mentor, and school/system administrators throughout the year. New teachers are provided with three days of New Teacher Orientation to acclimate them to the system and are provided additional training as needed throughout the year. Professional learning opportunities are offered to all staff throughout the year at no Section VII, Page 13

14 cost to system employees. Describe how Title II-A or other appropriate funds are used to support retention efforts. Title IIA funds are used to provide substitute teachers for teachers who may be involved in professional learning. Also, a Leader Mentor Program under the Office of Educational Leadership has been established for new leaders in the system or leaders who are serving in a new role. A part-time leader mentor, paid with Title IIA funds, provides assistance to new leaders in a variety of topics that are needed in order to lead a school. Additionally, this provides a means for new leaders to collaborate with other first-year leaders and gives them opportunities to discuss topics of need or interest to them. IX. Recruitment and Placement of Highly Qualified, Effective Teachers INADEQUATE MINIMAL ADEQUATE TARGET [ X] [X] Rate the LEA s current level on the continuum for this Equity Indicator. needs 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 IIA or other appropriate funds are not used to support retention of highly qualified, effective teachers. needs assessment and written plan address recruitment of highly qualified teachers; however, the LEA may not evaluate teacher effectiveness in its recruitment practices; or nonhighly 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 IIA or other appropriate funds are not used to 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-A or other appropriate funds are used to support recruitment needs. The LEA conducts an 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 Section VII, Page 14

15 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. Describe how Title II-A or other appropriate funds are used to support recruitment efforts. support recruitment needs. teachers with equivalent teaching experience. Efforts are ongoing to grow our own teachers from our current staff of paraprofessionals. By participating in approved alternative education programs, paraprofessionals who hold degrees in areas related to a teaching field can become teachers at the completion of the program. Also, when substitute teachers attend their training session, certification requirements are discussed and many are recruited to fill teaching vacancies. Colleges and universities are great partners with Forsyth County Schools in their recruitment efforts. Close relationships with local colleges and universities offer many opportunities for finding talent. Many student teachers are placed in Forsyth County Schools and several of them are recruited for permanent positions when their degrees are completed. Technological advances have made it possible for the system to advertise vacancies across the country and around the world. By posting vacancies on both the school and state websites, applicants interested in relocating to Forsyth County can easily find any job opportunity available to them. Of course, the best recruiters are our employees and many people who relocate to Forsyth County bring other family, friends, and neighbors to this area as well. Title IIA funds are used to defray the cost of participation in the One-Year Supervised Practicum program for our grow our own participants. Funds are also used to provide scholarships to teachers who are enrolled in approved teacher education programs at a local college or university who are on-track to complete their program within a three-year time period. X. Summary of Impact and Evidence of Success for the FY11 Selected Equity Indicator(s) Prepare a brief Summary of Impact that describes the actions taken to reach target and the success in reaching target. Prepare a brief summary describing the LEA s Evidence of Success. What data supports the rating of target? Or if the FY11 Equity Indicator(s) Selected for Focus: VII: Teacher Preparation and Ability to Meet the Diverse Needs of Students FCS held its first Intervention Summit in the summer of This three-day professional learning opportunity focused on ensuring the success of all students regardless of their diverse needs. Topics covered included understanding poverty; promoting multiple literacies in a globalized world; math, reading, and writing interventions; math, reading, and writing best practices; cultural competency; and data analysis. WOW Wednesdays were held four times during the year for administrative teams from all schools. These professional learning days focused on training administrators at the building Section VII, Page 15

16 LEA did not reach target, what prevented the LEA from doing so? XI. Equity Indicator Selected for FY12 Focus level in meeting the diverse needs of students. Peer Assisted Learning Strategies (PALS), a researched based program, was attended by several teachers. One teacher in particular used these strategies with her EIP class during the school year and all the students that she taught met standards on the CRCT. FY12 Equity Indicator(s) Selected for Focus: Include a statement of school/system equity needs (including identifying at least one equity indicator that will be a focus for movement to Target ). Note: If the Highly Qualified Teacher equity 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 FY12. The Forsyth County School System has not identified any specific equity need as a focus for FY2012, and all areas on the Self-Review Equity Plan Rubric have been rated as Target. The system will continue to strive to maintain our Target rating in all areas during the school year. 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 Section VII, Page 16

17 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: All indicators on the Self-Review Equity Plan Rubric must be rated as Target and must include documentation to support the rating of Target on each indicator. Section VII, Page 17