TL 330 Equity Audit Name:Danielle Brill

Section: 2 Date:10/10/14


Race/Ethnicity (%) WA State District School Elem.Teache
r
Admin
Am In / Alaskan
Native
1.6 0.3 0.5 0.65 0.96
Asian 7.2 19.9 18.4 2.37 1.99
Pacific Islander 8.1 20.3 0 0.13 0.23
Black 4.5 1.6 0.6 1.31 3.42
Hispanic 21.1 10.2 8.6 3.75 3.82
White 58 61.4 64.6 88.37 85.76
Two or More Races 6.8 6.5 7.3 3.43 3.79
Free or Reduced
Lunch %
45.9 14.5 7

Special Education % 13.2 12.4 10.5

Bilingual % 9.7 7.1 7.1

Migrant % 1.9 0 0

Foster Care % 0.7 0.2 0.3

TL 330 Equity Audit Name:Danielle Brill

Section: 2 Date:10/10/14

Male % 51.6 51.8 54

Female% 48.4 48.2 46

Total Enrollment 1056809 26,001 618



Equity Audit Questions
1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state? Overall, my
district and building are less diverse then the state of Washington. Every race/ethnicity except Asian is less represented in my
district and school than the average percent in the state.
2. What does the data tell you when comparing the demographics of the teacher to the demographic makeup of the students?
The demographics of the teachers are less diverse then the demographics of the students. The majority of teachers are white (88.37%)
compared to 64.6% of students in my building being white. Although there are more black, pacific islander, or native american
teachers they are being compared to a very small population of those students being represented at my school. Therefore, my school
lacks diversity as well.
TL 330 Equity Audit Name:Danielle Brill

Section: 2 Date:10/10/14

3. Review the Adequate Yearly Progress (AYP) Data. What does the data tell you about how well the various groups of students
are doing in reading and math (number of yes, number of no, % of yes/total)?



This data tells most that most students are meeting participation goals as well as proficiency goals. However because the school lacks
in diversity many groups of students such as hispanic or two or more races did not meet the number of students required for their
scores to be recorded. The school is considered as not improving and not meeting AYP goals although majority of students passed.
(64.7%)

4. What other demographics/data do you think would be useful to know of your students? Any other comments (limitations)
present in the categories presented above? Anything in particular stand-out for you when reviewing this data?
My school has a large population of Asian students so it would be useful to know which countries they specifically come from. This
could help me incorporate their culture and traditions into the classroom. It really stood out to me that the percentage of students on
TL 330 Equity Audit Name:Danielle Brill

Section: 2 Date:10/10/14

free or reduced lunch was much lower in my district and even lower in my school (7%). I think it would be interesting to know what
qualifies a student for a free/reduced lunch and also the specific percent of each.

5. What are one or two items that really caught your eye?
What really caught my eye was how many more Asian students are in my district compared to the precent in the state and many fewer
Hispanic students we have than average in the state. Additionally, in my school the Asian population passed both the math and reading
for the AYP but white students only passed the math which also caught my eye.
6. What questions do you have about this data?
I would like to know if students in special education were included in the total precent of students meeting the proficiency goals. I
would also like to know what ethnicity/race people from India fall under as well as people from the middle east.
7. How may this data impact your classrooms teaching and learning?
This data might impact my classrooms teaching and learning by putting a focus on reading, because it is the area in which students
did not meet AYP. Also, my school has a large Asian population so it is important to keep their cultures, traditions, and needs in mind
when teaching.
TL 330 Equity Audit Name:Danielle Brill

Section: 2 Date:10/10/14

8. Given what you have already learned about Culturally Responsive Teaching, how might this data be useful in your classroom
community?
This data might be useful in my classroom community by helping to realize the importance of incorporating different cultures into my
classroom. Because my classroom is not very diverse it is important for students get knowledge and experience about cultures and
traditions they would not typically see in order to make them more well-rounded students and people.
Based on questions 3a and 3b on the accompanying assignment sheet, after locating the schools neighboring tribal neighbor(s) and
finding the contact information for them from the Since Time Immemorial website, share who your nearest schools Tribal Neighbors
are:
The closest tribal neighbor is the Snoqualmie tribe.
Snoqualmie Tribe
8130 Railroad Ave SE
P.O. Box 969
Snoqualmie, WA 98065