Youth Empowerment Services, Inc. is the 501(c)3 nonprofit agency founded in 1995 with the idea that we could focus on helping individuals become more self-sufficient in order to be an asset instead of a liability to our world. Through our comprehensive service system, educators receive the training and ongoing help that they need to transform their classrooms so that students have equitable access to effective educators. We have learned a lot over the past nine years and we continue to strive to better assist the charter school systems we work with.
EEP Project Overview [Audio clip - 6 minutes]
Grantee Spotlight @ the TIF Cafe: Claudette Yarbrough, Youth Empowerment Services
[Press "play" icon below to hear the interview; it may take a few seconds to begin playing.]
Five local education agencies (LEAs), representing 100 percent of the organization's 17 campuses are partnering with YES, Inc. to implement the Educator Effectiveness Process (EEP). All of the 17 schools qualify as high-need campuses.
EEP has been an extremely successful addition to each campus' comprehensive school improvement processes during the past 9 years.
As educator effectiveness has increased, so has the academic performance of the students.
In 2017, the project add a human capital management system (HCMS) to the evaluation system along with the currently existing performance-based compensation system (PBCS).
YES, Inc. is partnering with the following vendors to fulfill EEP priorities.
The overall Teacher Incentive Fund (TIF) 5 project goal includes using a multifaceted, robust, and relevant approach to add an effective HCMS to the existing PBCS evaluation to ensure that all students, especially special-needs students and English language learners, have equitable access to effective educators.
Three sets of individuals are critical to the successful implementation of the project: EEP staff; campus leadership staff; and the newly created LEA superintendent group, the Texas Education Equity System (TEES).
These groups will ensure that the project's timelines and deadlines are accomplished within budget and include clearly defined roles, responsibilities, specific timelines, and milestones.
Through its HCMS, YES aims to facilitate equity compensation, rooted in the premise that well-compensated educators will continue to perform well and become more effective.
Currently, no LEAs are using an HCMS. YES will design the planned HCMS to replace the existing PBCS in two years, with a comprehensive HCMS based on effectiveness ratings for all educators including superintendents, principals, other district and campus leaders who support classroom teachers, and classroom teachers.
The planned HCMS will focus on:
(a) ensuring that the most effective educators are compensated at the highest level;
(b) ensuring that struggling educators get the targeted, data-driven assistance and support they need to become more effective; and
(c) ultimately to ensure that all students have effective educators in their classrooms.
The components of the HCMS:
To ensure that effective educators are compensated at differentiated rates by the end of Year 1, all teachers, principals and superintendents will have completed all observations/evaluations, received all linked value-added data, and been actively participating in the PBCS with compensation for payouts based on the revised PBCS model.
The intense focus on high-quality professional development is one of the strongest components of the Educator Effectiveness Process. YES manages professional development (PD) in three categories to better ensure that all educators have access to the PD opportunities:
(a) required, job-embedded, PD that occurs on-site at the campus level;
(b) mandated PD provided by the designated EEP personnel; and
(c) external PD provided by the local, regional service center, other external vendors selected through a required request-for-proposals process and subject-specific PD related to math, science, reading and writing.