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Equity Audit and Plan for Improvement

Equity Audit and Plan for Improvement. Amy Ford, Fritz Geissler, Phyllis Harris, Laila Marshall, and Christian Nolde. Data. Examined 8 th grade reading and math SOL scores across all 12 Middle Schools in District X SOL performance for all students

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Equity Audit and Plan for Improvement

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  1. Equity Audit and Plan for Improvement Amy Ford, Fritz Geissler, Phyllis Harris, Laila Marshall, and Christian Nolde

  2. Data • Examined 8th grade reading and math SOL scores across all 12 Middle Schools in District X • SOL performance for all students • SOL performance for students with disabilities • Education attainment level of teachers (Bachelors, Masters and Doctorate). • *No inequity was found in teacher educational levels between schools. Therefore, no correlation between SOL scores and teacher attainment was seen. • *A large discrepancy in scores was seen between all students and students with disabilities.

  3. Needs • Beliefs and readiness • Students with disabilities can be successful • Collaborative teaching as Best-Practice Model • Training • Effective Instructional Strategies • Reading • Math • Best Practices for teaching, observing and supporting Inclusive Practices • Asset-based approach • Coaching • Collaborative technology • I’m Determined

  4. Priorities • Improve student achievement in 8th Grade Reading and Math • Effective Professional Development Phases Readiness/Beliefs • Instruction • Reading and Math • Support • Teacher and Administrator • Follow Up • Coaching

  5. Professional Development Stages of training (Joyce and Showers) • Awareness (direct instruction) • Conceptual Understanding (Modeling) • Skill Acquisition (Practice with feedback) • Application of Skills (Coaching and Supervision) • Includes technology based collaboration (discussion boards, blogs, social media, etc.)

  6. Plan 1st Choose 3 schools • Low achieving • Average achieving • High achieving 2nd Provide Readiness Training 3rd Provide Strategy Training 4th Provide Collaborative Teaching Training 5th Determine effective teachers in the district who can serve as coaches • Train in coaching

  7. Supports for Plan • Master schedule • Provide incentives for teachers and co-teaching pairs to stay together • Collect and analyze data for monitoring effectiveness of implementation • Insure fidelity of implementation

  8. Support from readings: • “PK-12 educators need to take a two-tiered approach to the issue of inequitable treatment of diverse groups” which includes examining own cultural identity and also becoming directly involved in efforts to change public policy. Pg. 307 • “Culturally responsive teachers take an assets-based approach …” pg. 313

  9. Readings, con’t. • Guerra & Nelson (2008) suggest a four-phase model to develop culturally proficient teacher: (pg 316) • analyze data disaggregated by race, ethnicity, SES (& SWD) • assess readiness for change • study how culture you belong to influences the way you teach • Analyze same student data as in phase 1 but also disaggregate by individual teachers, grade level & department

  10. Source:The Basic Guide to Supervision and Instructional LeadershipGlickman, Gordon &Ross-Gordon

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