Local Equitable Access Planning

Local Equitable Access Planning


Local Equitable Access Planning

    What are the first steps in local equitable access planning?

    It is beneficial to review the multiple resources outlined in the answer to the question above before beginning the equitable access planning process. After reviewing those resources, the first step in the planning process is downloading the Equitable Access Analysis Tool from the Local Equitable Access Plan Program in the Data Submission Forms application. Use this tool to engage in an equity gap analysis and report the results under Section One: Document Most Concerning Gap in the Local Equitable Access Plan survey in the Data Submission Forms application.

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    Where can I find the Equitable Access Analysis Tool?
    The Equitable Access Analysis Tool is located in the Local Equitable Access Plan Program in the Data Submission Forms application in the OH|ID Web Portal. Users with access to the application can find the tool in the Compliance Docs tab of the Local Equitable Access Plan survey.
     

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    Where do I report our local equitable access plan?

    Local equitable access plans will be submitted though the Local Equitable Access Plan Program in the Data Submission Forms in the application in the OH|ID Web Portal. 

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    What is the purpose of the Equitable Access Analysis Tool?

    The department will annually populate the newly developed Equitable Access Analysis Tool with data to help districts and schools engage in planning. The Equitable Access Analysis Tool provides a variety of data at both the district and building levels. The tool includes student measures, educator measures and the Educator Workforce Strength Index. Additionally, the tool allows educators to identify where, and to what extent, any inequities in access to excellent educators exist. 

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    Does a district or school need to use the Equitable Access Analysis Tool?

    Districts and schools should use the Equitable Access Analysis Tool data as they engage in equity analysis. If the district or school determines the data captured in the tool does not provide enough information concerning equity gaps, they can use other relevant educator data to support their work and should make note of the data source(s) in their response.

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    Our district has only one building. How do we conduct an equity gap analysis?

    Using the Equitable Access Analysis Tool, small districts with few buildings and community schools will more than likely focus upon the individual measures as opposed to using the index value to help them in planning. Looking for the measures with the highest percentages may help highlight equity gaps to excellent educators. Small districts also may want to look at the classroom level to see if poor and/or minority students are being taught by inexperienced, out-of-field, unqualified, or ineffective teachers.

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    Our district looked at both the Equitable Access Analysis Tool and other educator data at the district level and have determined there are no gaps in equitable access to excellent teachers for poor and minority students. How do we document this in the Data Submission Forms application?

    If a district or school has determined there is no equity gap, it should be recorded in the three sections of the Local Equitable Access Plan survey in the Data Submission Forms. Please use specific data points to justify your conclusions and record your response in Question 3 of the Document Most Concerning Gap section.

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    Does our district or school need to involve stakeholders in the equitable access planning process?

    Districts and schools engage in the planning process in collaboration with stakeholders. This can include, but is not limited to, teachers, principals, district administration, school improvement support staff, human resource staff, community organizations, federal program coordinators, teacher association representatives, teacher leaders, local school board, parents and/or other stakeholders deemed appropriate for this planning process. Once districts identify their stakeholder groups, they will begin to engage in equitable access planning with the stakeholders.

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    Will our district receive the annual Highly Qualified Teacher letter with HQT data to help us know which HQT Component items to complete?

    Beginning in 2016, districts will no longer receive annual letters regarding highly qualified teachers due to recent federal requirements from the Excellent Educators for All Initiative. Districts will receive HQT data from the Equitable Access Analysis Tool.

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Last Modified: 2/19/2021 3:59:35 PM