Running head: EQUITY AUDIT PART 4 AND 5

Equity Audit Part 4

Araceli Anguiano

University of St. Thomas

Dr. Patrick Huff

EDUC 6335 Administrative Practicum

Fall 2019
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Part IV: Action Plan

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Action Plan

Equity Audit Action Plan

Equity Priority 1: Decreasing the achievement gap amongst African-American, Hispanic, and White students in the
approaches, meets, and masters criteria.
Framework Identify Identify Strategy Challenge Resources Communicatio Evidence that
Strength Needs Description s to Needed n Demonstrate
s Change s Success
Professional -Same ratio -Training in -Teachers will -Resistance -Cultural sensitive -Discuss topic with -Teacher
Development of African- cross cultural increase to change books staff feedback will
Teachers receive American communicatio minorities -Sensitive -Trainers in cross- -Provide a staff demonstrate a
training in cross- teachers n and cultural aspects topic cultural sensitivity survey to identify better
cultural and sensitivity into daily -Continual -Team building teacher understanding
communication students -Teacher access learning, use of and conversations perceptions of of cultural
and group -Teachers to translation communication current regarding the how they currently aspects involving
learning with for class , material for topic. use cultural communication
preferences to advanced information and overall educational -Planning aspects in learning with students,
increase their level -Integration of understanding purposes and needs. teachers, and
effectiveness in degrees cultural aspects in order to -Time -Monthly meetings parents.
working with -Many into lessons promote more To discuss progress -Teachers will
diverse teachers engagement implement
populations? with and motivation. cultural aspects
experience into lessons with
-District ease.
provides - Classroom
several PLC observations will
dates and show student’s
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at times ability to identify

brings in with content
trainers taught and will
outside of be further
the district. engaged and
motivated.
-CBA’s,
Benchmarks,
Unit exams
Stakeholder -Several -Parents are -The leadership -Parents -Community -Monthly -Success will be
Engagement school not included team will reach may not /School meeting community evident by an
Parents, activities often in school out to the have the sessions planned meetings increase of
community are already planning and African- available -Multiple means of minority
members, and in place decision American and time to -Activities and communication parental
stakeholders are such as: making. Hispanic attend and programs for involvement in
actively involved Watch -Community parents and be part of further school support
in school Dogs, PTO, members are community to the school. community/schoo and decision
planning, parent not always understand l involvement. making.
support, and volunteers visible at challenges
decision-making. school. facing the -Community -Parents and
community and programs community
its impact on available/resource members are
students. (ex. Churches, more aware of
Libraries, LULAC, programs
mentorship available for
programs, students and
HAABSE, understand their
Mentoring role in student
M.E.N. , Big advocacy.
Brother, Big Sister
etc.) -Community
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involvement
with minority
students in
school.

Equity Audit Action Plan

Equity Priority 1: Improvement of economically disadvantaged students attaining meets and masters in math in 3 ,4 , and rd th

5th grade.
Framewor Identify Identify Strategy Challenge Resources Communicatio Evidence that
k Strengths Needs Description s to Needed n Demonstrates
Change Success
Inclusive -Time -differentiated -Curriculum and -Prep time -Additional staff / -Content -Students are
Curriculum dedicated instruction instructional for teachers volunteers to aid Meetings to understanding
Curriculum to PLC’s - Maximizing strategies will -Materials in preparation / discuss data, concepts more in
and -Teachers instructional include more may not be supervision of pacing, materials depth
instructional are minutes connection to available students to use, etc. -Teachers are
strategies are collaborativ -Need for home as well as -Managing - Revised -Digital apps to utilizing
modified as a e and collaborative provide students on schedule for make home instructional
result of data- dedicated learning enrichment different pacing connections with minutes to
driven -Vertical -Connection opportunities for levels / skills learning (Remind, maximize
decision alignment to home and students beyond / Class Dojo, etc.) learning
making and real world the daily assignment -Use multiple -Students are
teacher experiences expectations. s at one means of able to teach and
input. -Pacing is time communication explain concepts
adjusted to -Time with parents to other students
meet student -District regarding -Data is showing
needs. demands extension progress in the
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on projects and masters level for

curriculum learning. students on
pacing. CBAs,
Benchmarks, and
STAAR
Observatio -Observations -Feedback -Observations -Use of -Resources -Feedback will be -An increasing
n and are conducted could use and feedback time recommended communicated in number of
and feedback is more direct will provide -Availability -Professional a supportive, safe, teachers will feel
Feedback
provided via and specific timely, specific, of Development as and trusting comfortable in
Teachers are
STRIVE guidance on and genuine schedules needed environment to engaging in
observed and
how to recommendatio -Building -Scheduling time encourage conversations
coached
- improve areas ns to implement trust for conferencing personal growth regarding
using
Knowledgeable identified as in the classroom. about feedback for teachers. feedback to
instructional
Instructional needing -Feedback and encourage
strategies,
Coaches growth -Frequent recommendation growth.
such as
available -Positive and modeling of s are given in a -An increasing
cooperative
caring implemented varied manner in number of
learning, to
feedback/ recommendatio order to address teachers will
accommodat
coaching ns different seek and request
e all learning
-Safe, personalities and recommendatio
styles and
empathetic, learning styles ns
backgrounds.
and trusting -Feedback from
communicatio observations are
n implemented
-Students are
making gains at a
higher level
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Part V: Reflection
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Reflection

Spending this semester working on the Equity Audit Project has allowed me to gain many

valuable skills that are directly applicable to any future leadership position I may have the honor

to lead. Skills such as goal setting, planning, effective communication, collaboration, data

analyzation, presenting, and vulnerability are among the more memorable skills that I plan to

implement into my daily life as a teacher and future educational leader. During this journey it

was made clear that setting timely goals are important in order to complete the assignment in a

timely manner. Setting timely goals were very important because it also involved carefully

planning meeting times with collaborators in order to complete the required tasks. Collaboration

became very important since it was not enough to only rely on myself in order to complete the

assignment. During the process it was also noted that obtaining voluntary feedback from

individuals can be difficult at times. When collecting surveys from the teaching staff, not all

members participated despite providing multiple forms of the survey and providing donuts for

those that completed the survey on an honor basis in the teacher’s lounge. Another area that

created great awareness of time is the amount of dedication that is needed when analyzing data.

Analyzing the TAPR and creating the reports were very time consuming, but I found great value

in the analyzation because it helped create great awareness as to how the school is performing.

The observations made through the careful analyzation of the data allowed me to become aware

of the wonderful improvements my school has made and the areas in which we need to continue

to work on in order to create a more equitable school.

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Reference

Texas Academic Performance Reports. (n.d.). Retrieved from

https://tea.texas.gov/Student_Testing_and_Accountability/Accountability/State_Accountability/P
erformance_Reporting/Texas_Academic_Performance_Reports
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