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TL 330 Equity Audit Name: Emily Schmid

Section: 2 Date: 10/14/14


Race/Ethnicity (! "A State Di#t$ict School Teache$ Admin
Am %n / Ala#&an
Nati'e
1() (* (* (*1 (+)
A#ian *(1 )(* )(+ 2(3 1(++
,aci-ic %#lande$ + +(+ 11(2 (1. (23
/lac& 4() 3(3 3 1(20 3(42
1i#2anic 20(4 1.(+ 1) 3(3* 3(02
"hite .+(1 )4(0 ).() 00(4* 0.(*)
T3o o$ 4o$e Race# )(3 * .(0 3(*3 3(*+
5$ee o$ Reduced
Lunch
4)(1 4*(2 .3(+
S2ecial Education 13 13(0 12(3
/ilin6ual + 10 24
4i6$ant 1(* 0 0
5o#te$ 7a$e (2 (3 (3
4ale .1() .1(* .3(4
5emale 40(4 40(3 4)()
Total En$ollment 1804*83+0 2)84)1 )01
Equity Audit 9ue#tion#
1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
Pioneer Elementary ethnicity data was fairly similar to the states in most categories. The percentages in my school were
slightly lower then those of the state in all ethnicity categories except for White and Pacific slander! but not by a significant
amount. "or example! in Washington state #% Pacific slander and at Pioneer Elementary 11.$% of the students are Pacific
TL 330 Equity Audit Name: Emily Schmid
Section: 2 Date: 10/14/14
slander. This is only $.$% difference! and for the most part this was the case for all the data from Pioneer when comparing it
to the state le%el.
$. What does the data tell you when comparing the demographics of the teacher to the demographic ma&eup of the students?
The demographics between teacher and students was surprising. While white dominates both student and teacher ma&e up the
percent of white teachers is a much greater percent. The data shows that ''.()% of the teachers are white in Washington while
only *+.*% are white teachers in my school. This ,umped out to me at first howe%er! thin&ing about the people who ma&e up
our program this made sense. E%ery other race was represented with a less then -.+% of teachers. f you compare the
percentage of students in each ethnic category to the teachers you will find that numbers are mostly relati%e! with the teachers
ethnicity being slightly lower. hope that the race of teachers does not affect the students perspecti%es on what it ta&es to be a
teacher or what we teach. E%en with white ethnicity dominating the field it is our responsibility to represent all cultures in our
classroom.
-. .e%iew the /de0uate 1early Progress 2/1P3 4ata. What does the data tell you about how well the %arious groups of students
are doing in reading and math 2number of yes! number of no! % of yes/total3?
n year $51-6$51( my school met /1P in participation for groups of 7ispanic and white students. 7owe%er they failed to meet
proficiency le%els in any group of students in both math and reading. E%ery other ethnicity group of students had fewer in
group then re0uired therefor information on whether they met the goal is not a%ailable in both participation and proficiency.
There were $5 categories in which groups did not meet number re0uired. There were a total of *5% yes when considering all
categories and all students.
(. What other demographics/data do you thin& would be useful to &now of your students? /ny other comments 2limitations3
present in the categories presented abo%e? /nything in particular 8stand6out9 for you when re%iewing this data?
TL 330 Equity Audit Name: Emily Schmid
Section: 2 Date: 10/14/14
"rom the data abo%e feel the percentage of free and reduced lunch will also be helpful in getting to &now my students. This
helps paint a picture of the students home life. t tells me if they are able to get a full meal at home and what support they
might need from me in the classroom. The total percent in my school was +-.#%. This is o%er half of my potential students
therefore it is significant. /nother portion of the data that thin& would be useful is the percent of bilingual students. $(% of
pioneer students are bilingual compared to the state a%erage of #%. This is important because it shows me how important using
E:: strategies and pro%iding support for my students is. n my practicum classroom there are - E:: students in particular that
use E:: support on a daily basis. These two aspects of data stand out to me as being important while also paired with ethnicity
data.
+. What are one or two items that really caught your eye?
The item that really caught my eye was the parentage of bilingual students at my practicum school. /t Pioneer $(% of the
students are bilingual compared to the a%erage of #% in Washington. t surprised me that this number was a significant amount
larger. This information is important because it adds to the di%ersity of the classroom and can impact both social and academic
dynamics in the classroom.
*. What 0uestions do you ha%e about this data?
;ne 0uestion ha%e relates to the data is when loo&ing at /1P how many student are re0uired to ta&e the test in order to
recei%e the progress data. would be interested in these numbers because was only gi%en information about White and
7ispanic students and thin& would be helpful to &now all ethnicity groups.
). 7ow may this data impact your classroom<s teaching and learning?
This data will impact my classroom teaching in many ways. t helps to paint a picture of the di%ersity might see in my
classroom. This shows me that need to be culturally respectful and di%ers in my teaching with so many different ethnicities
TL 330 Equity Audit Name: Emily Schmid
Section: 2 Date: 10/14/14
and bac&ground coming together in one classroom. This will impact lessons might choose! material might use! and
strategies might try.
'. =i%en what you ha%e already learned about >ulturally .esponsi%e Teaching! how might this data be useful in your classroom
community?
This data will be useful in my classroom because it helps paint a picture of the di%ersity might see. ?o classroom will be the
dame and it is important to use >ulturally .esponsi%e Teaching techni0ues in my classroom. % learned that the first step is to
simply be aware of the students in your classroom. Part of being aware of your students is allowing them to inform other
students about their cultural bac&grounds and to bring their perspecti%es into the classroom. 7a%ing students share about their
bac&ground with other students is one way to build and add to a di%erse classroom community. ha%e also learned that gaining
the largest picture of students as possible is important to build classroom community. ;ne way ha%e learned to do this is
communication with parents. Parents are a great resource because they ha%e an idea of what their students need to excel and
feel comfortable culturally in the classroom.
#. @ased on 0uestions -a and -b on the accompanying assignment sheet! after locating the school<s neighboring tribal neighbor2s3
and finding the contact information for them from the Aince Time mmemorial website! share who your nearest school<s Tribal
?eighbors areB
>owlitC Tribe6 contact information for this tribe could not be found.

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