Equity Audit :ue%tion% 1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state? When I look at the date collected in regards to ethnicity within the Colfax chool !istrict compared to the entire tate of Washington I can obser"e that Colfax is predominantly white. #he state of Washington recorded to ha"e $%% of its students ha"e a white ethnicity& while to Colfax school district recorded that %%.$% of its students are of the white ethnicity. #he next largest is that of the 'ispanic race recorded at (.)%& howe"er& compared to the *1.1% recorded by the state this number is significantly low. o Colfax in relation to the rest of the tate of Washington is lacking in di"ersity& with more then a ma+ority of its students being predominantly white. *. What does the data tell you when comparing the demographics of the teacher to the demographic makeup of the students? What the data tells me from the demographics makeup of teachers to the demographic makeup of the students for all of Washington state is that our classroom are more di"erse then the staff within the school districts. #here is more di"ersity coming into our classrooms regarding our students then that of the teachers& %%.(,% of all elementary teachers are white. With the next largest percent of teachers being 'ispanic at (.,$%& followed by two or more races at (.-(%& and then teachers of black ethnicity being recorded at 1.(1%. #his displays a ma+or difference from the demographics of our students to our teachers. TL 330 Equity Audit Name: Andrea Wickenhagen Section: 2 Date: 10/10/1
(. .e"iew the /de0uate 1early 2rogress 3/124 !ata. What does the data tell you about how well the "arious groups of students are doing in reading and math 3number of yes& number of no& % of yes/total4? When re"iewing the /12 !ata for elementary schools I found that 3number of yes 5 *(& number of no 5 **& % of yes/total 5 $1.1%4 #hese numbers show that the "arious groups of students are doing relati"ely similar in reading and math area contents. When I look at Colfax school districts elementary school I obser"ed the following information 3number of yes 5 1(& number of no 5 )& %of yes/total 5 1))%4. #hese numbers are drastically different& howe"er& the Colfax chool !istrict does not ha"e a di"erse community of learners for their data is "ery simple and lacks in the areas of di"erse cultures to record data for.
-. What other demographics/data do you think would be useful to know of your students? /ny other comments 3limitations4 present in the categories presented abo"e? /nything in particular 6stand7out8 for you when re"iewing this data? I think it would be benifical to ha"e data on the amount of students that ha"e I92 plans excluded from pecial 9ducation& this would gi"e teachers a greater idea of the percentage of students within the school that are in need of extra ser"ices or e"en differenciated instruction. I think it would also be beneficial for the site to pro"ide data for the number of students that 0ualify for 9:: ser"ices& this would be helpful for the same reasons as the I92 plans& it would allow teachers to gain an understanding of the amount of students that are not +ust bilingual 3which is included4 but for those students that may need further help or differentiated instructions. TL 330 Equity Audit Name: Andrea Wickenhagen Section: 2 Date: 10/10/1
$. What are one or two items that really caught your eye? ;ne area that really caught my eye when obser"ing the data was the passing rates of the <2 scores located on the left side of the page. I found this information interesting for it allowed you to see the o"er "iew of how all grades performed on their state tests and in which years scores increased o"erall and which years struggles. It also allows you to obser"e which sub+ect areas the school district excelled in and which sub+ect areas need more impro"ement. I also found it "ery interesting to look at the differences in di"ersity within the tate of Washington and that of different school districts and compare the those numbers with the demographics of the community and the students in need of free and reduced lunch. =. What 0uestions do you ha"e about this data? I would like to know if the demographics of the students are a proper correlation to the percentage of students that recei"e free and reduced lunch? :ooking back o"er the past ten years on the website and the data collected. It shows that special education was at 1).,% back in *))1& when in *)), its percentages were at 1*.=%& and then now in the year of *)1( is at 1(.*%. What are school districts doing differently to ha"e higher numbers of students with disabilities or is there +ust a higher percentage of students needing special education? ,. 'ow may this data impact your classroom>s teaching and learning? #his data can impact your classroom dramatically& for it gi"es you a better idea of the different demographics within your student>s community. It allows you access to pre"ious state test scores& and yearly TL 330 Equity Audit Name: Andrea Wickenhagen Section: 2 Date: 10/10/1
progress rates. I belie"e that this would ha"e the greatest impact within your classroom for knowing the cultural backgrounds ma+ority of your students are going to come from& and how you as the teacher might incorporate their backgrounds into your classroom instruction. %. ?i"en what you ha"e already learned about Culturally .esponsi"e #eaching& how might this data be useful in your classroom community? #his data would be "ery useful within your classroom because it pro"ides you with an o"er"iew of the different demographics that are within your schools community. It pro"ides the teacher with an idea of the demographics your students are surrounded by daily and how you could then incorporate lesson targeting towards different ethnicities within your classroom. If your schools demographics were high in 'ispanic populations you could make sure to incorporate the important cultural practices these students might participate in/or be apart of within their communities. @. Aased on 0uestions (a and (b on the accompanying assignment sheet& after locating the school>s neighboring tribal neighbor3s4 and finding the contact information for them from the ince #ime Immemorial website& share who your nearest school>s #ribal Beighbors areC #he Colfax chool !istricts neighboring tribe is the pokane #ribe located in pokane Washington. Contact InformationC pokane #ribe of Indians =1@$ Dord7Wellpinit .oad 2; Aox 1)). Wellpinit& W/ @@)-) E #ribal ;fficeC $)@7-$%7=$)) TL 330 Equity Audit Name: Andrea Wickenhagen Section: 2 Date: 10/10/1