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Esko Schools Diversity Analysis

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  1. Esko Schools Diversity Analysis By Chad Stoskopf

  2. Esko High School Diversity?

  3. Race, Ethnicity, and Cultural Differences • Elementary • Celebrations – study the cultures of the limited ethnic or racial differences we have. • ELL - two adopted students from the Ukraine • High School • Meet the needs of the child • Readiness Level

  4. Gender and Grading Policy Scenario’s • Grading Policies • Elementary is Standards Based • Very little data suggesting differences in grades by gender. • High School is all over the place! • Fictitious Assignments graded by staff members • Grades ranged from A-D • Value of homework vs. test results • Staff members were grouped and asked to determine a students grade. Grades ranged from B-F.

  5. High School Gender Scenario’s • Two students each earn 85% - on tests. • One student is failing the other got an A. • Why? • Both perform well on standardized tests although one works harder at it than the other. • Staff member offers students a worksheet that entails all of the information needed to ace a test. • All of the students but 5 take the worksheet. • Who were they and why?

  6. Failures • Staff Development Committee Study • 70% of our student failures are boys. • 100% of our students who fail are failing because of their homework.

  7. Recommendations for Improvement • Work with staff to create some consistency within how we grade. • How? • Select educationally based articles: • Grading What Matters – Tony Winger • The Mismatch Between Assessment and Grading – Marcia Seeley • Can We Get Beyond Letter Grades? – M. Jon Dean • Grading: The Issue in Not How but Why – Alfie Kohn • Why? Because there is a mismatch between HS and Elementary Grading Policies • Steps: • Start a Staff Dialogue – Short Term • Increase Reflective Practice – Mid Term • Develop a Philosophy not a Policy– Long Term

  8. Recommendations for Improvement - Continued • Goal: • Hopefully the Grading Philosophy will Reflect Learning not Compliance.