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Equity Audit

Equity Audit. Twinsburg High School Fall 2015. PART 1. Discussion with Principal. Discussion with Principal. September 28, 2015: Meeting with principal Discussed equity audit project “Do you know what an equity audit is?” I asked. “No,” the principal responded.

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Equity Audit

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  1. Equity Audit Twinsburg High School Fall 2015

  2. PART 1 Discussion with Principal

  3. Discussion with Principal • September 28, 2015: Meeting with principal • Discussed equity audit project • “Do you know what an equity audit is?” I asked. • “No,” the principal responded. • “During your training in education on becoming a principal, did you ever complete an equity audit in schools?” I asked. • “Not at all,” the principal responded

  4. Discussion with Principal “Equity audits are a systematic way for school leaders to assess the degree of equity or inequity present in three key areas of their school districts: programs, teacher quality, and achievement” (Skrla et. al, 2009, pg 3)

  5. Discussion with Principal Programmatic equity: • 1) Special Education • 2) Gifted & Talented • 3) Bilingual/Immigrants/Refugees • 4) Discipline

  6. Discussion with Principal • Teacher Quality equity: • 1) Education • 2) Experience • 3) Mobility • 4) Teacher Certification • 5) Teacher Prior Knowledge • 6) Teacher Evaluations

  7. Discussion with Principal • Achievement equity: • 1) State Achievement Tests • 2) Drop Out Rates • 3) Graduation Tracking • 4) Retention • 5) Ability Grouping • 6) SAT/ACT/AP/IB

  8. Discussion with Principal • Lastly, I mentioned the steps in how to complete an equity audit • Create and equity audit team/committee • Present Data to the equity team • Discuss the meaning of the data collected • Discuss potential solutions • Implement those solutions • Monitor and evaluate results • Celebrate if successful, if not return to step 3 • (Skrla et. all, 2009, pp. 27-29)

  9. Discussion with Principal • “Do you give me permission to complete an equity audit in the school?” I asked. • “Yes,” the principal responded.

  10. PART 2 Equity Audit Team

  11. The Equity Audit Team • Mrs. Loretz (Special Education Teacher) • Mrs. Johnson (Secretary) • Mrs. Butler (Spanish Teacher) • Mrs. Pendleton (Secretary) • Mrs. Zimmerman (Secretary) • Mr. Mohnacky (Science Teacher)

  12. Why Team was chosen? • I chose Mrs. Loretz because she works with Special Education students. She has a strong voice within the school setting and I had her son in my Spanish class making her a great choice for my team. • I chose Mrs. Johnson, Mrs. Zimmerman, and Mrs. Pendleton because they also have strong voices being secretaries. I had all 3 of their sons in my classes previously.

  13. Why team was chosen? • Mrs. Butler I chose because she is my closest friend in the school and serve as my mentor. I work closely with her throughout our PLC’s and department meetings. She is a strong advocate for race and ethnicity and culture since she is a Spanish teacher making her a great choice for my team. • Lastly, Mr. Mohnacky is the last person I chose. I had a conversation with him and he said I can include him in anything regarding graduate school since he just finished his graduate program and he knows all that graduate school entails. He has been a great help so far.

  14. PART 3 Investigation of how School Community Understands Equity

  15. Community Liason • “Do you know what equity means? • “Equity means to be equal,” she responded. • “If in an equity-oriented school, we want to foster all adults treating children with respect, appreciation, and care, then we must treat all adults the very same way.” • (Skrla et. all, 2009, p.70)

  16. Social Worker • “Do you know what equity means?,” we asked. • “Equity means to be equal,” she responded.

  17. Guidance Counselor • “Do you know what equity means,” we asked. • “I believe equity means equality,” she responded.

  18. Trend • Some faculty asked “In what context? In what means do you mean equity?” We said there was no right or wrong answer. After asking the question, they stated that they just wanted to answer it correct hence they kept saying “equal.”

  19. Teacher • “Do you understand what equity means?” we asked Teacher number 1. • “I’m not quite sure what it means,” she responded. • “We have found over the past two decades as researchers and as teachers who work with aspiring and practicing school administrators that people in schools overwhelmingly do not have a clear, accurate, or useful understanding of the degree of inequity present in their own schools and school districts.” • (Skrla et. all, 2009, p.5)

  20. PART 4 Description of School Population

  21. Student Demographics by Gender

  22. Student Demographics by Race

  23. Demographics by Students with Free and Reduced Lunch

  24. Student Demographics by Native Language

  25. PART 5 Teacher quality Equity

  26. Teacher Education There are 77 teachers total. Of those teachers 60 have master degrees and 17 have Bachelors

  27. Teacher Experience

  28. Teacher Mobility

  29. Teacher Certification • 100% of the teachers are certified teachers • 100% of the teachers are highly qualified in the core academic areas taught

  30. Common Themes • When we conversed with teachers in the building, all of them said they had no idea what was meant by “systematic equity.” • “I have no idea what this is” • “I have never heard of this” • “It’s got to be something with equality” • Essentially, teachers aren’t trained in this area and need to become aware of the possible inequities in the school.

  31. PART 6 Programmatic Equity

  32. Special Education

  33. Special Education (10% of Population)

  34. Special Education • Approximately 130 children are identified as needing special education services (10%) • Data was not available for: • Race/ethnicity • Socio-economic status

  35. English Language Learners • Approximately 95 students are English Language Learners (ELL) (7.3%) • Data was not available for • Gender • Race/ethnicity • Socio-economic status

  36. Gifted and Talented Students • Gifted and Talented students are a result of the number of students that have taken and excelled in advanced courses of that subject (i.e., AP classes, Honors classes) • 834 Students are not considered gifted • 132 students are gifted in Math • 129 students are gifted in Science • 115 students are gifted in Social Studies • 125 students are gifted in English

  37. Discipline Total of 97 incidences

  38. Student Discipline

  39. Part 7 Achievement Equity

  40. Achievement Equity

  41. Achievement Equity

  42. Achievement Equity

  43. Achievement Equity

  44. Part 8 Discussions

  45. Discussion with Equity Audit Team and other teachers • I discussed the various pages with the members of my equity audit team. We talked about how important it is to complete an equity audit within the school. Some of the members have never heard of an equity audit but agreed it is important to complete this type of work. The members believe this type of work is important in order to recognize the inequities within the school community and the be able to address those inequities in order to close the achievement gap. The equity awareness is relatively low in our building based on the conversations we had with numerous teachers.

  46. Discussion with Equity Audit Team and other teachers • “Do you understand what is meant by equity within the school community?” I asked. • “I’m not really sure but I’m assuming it has to do with equality,” Teacher number two replied. • “Equality,” secretary number one responded. • “Treating students equally within the classroom,” Teacher number three mentioned.

  47. Discussion with Equity Audit Team and other teachers • Members of equity audit team were shocked to see numerous things • Special Education • Out of a total of 1300 students in the high school, 130 (10%) receive special education • Gifted Students • The number of gifted students is 425 • Discipline • More boys get in trouble then girls in the school • Disruptive behavior was a common theme

  48. Discussion with Equity Audit Team and other Teachers • When looking at discipline, one member questioned “What do you mean by disruptive behavior?” • “How are special education students identified?” • “Why is there a big gap in math scores regarding students when it comes to socio-economic status and ability?”

  49. Part 9 Conclusions

  50. Conclusions • The number of boys to girls in the high school are almost the same at 652 to 648 • There are significantly more White Students than Black students and students of other ethnicities in the high school • Approximately nine percent of the student population have free and reduced lunch • All seventy seven teachers in the high school are highly qualified

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