Equity Audit

Purpose and Rationale of Assessment:

The Equity Audit is submitted in the first Administrative Practicum course, EDUC 6335. The Equity Audit
requires the intern candidate to thoroughly investigate conditions of his/her campus regarding Teacher
Quality Equity-experience, mobility, and ethnicity; Programmatic Equity-representation of students in
special education, gifted and talented, Bilingual/ESL programs and student discipline; and Achievement
Equity. Once data has been collected in these areas, the intern candidate is required to write an action
plan for the campus, identifying two priorities based on the data. The Action Plan includes identification
of strengths, needs, strategies to address the needs, challenges to making any change, resources
needed, how to communicate the plan, evidence that demonstrates success. The intern candidate will
present his/her findings to the campus leadership and provide a video of the presentation to the
instructor. Conducting an equity audit aligns with the standards for Principal as Instructional Leader.

Performance Standards

Domain I-School Culture, Competency 1

Domain II-Leading Learning, Competency 3

Domain III-Human Capital, Competencies 5 & 6

Domain IV-Executive Leadership, Competency 8

Domain VI-Ethics, Equity, Diversity, Competency 11

Part I:
Teacher Quality Equity
Equity in education is critical to ensure all students have access to high-quality teachers. In this
assignment, you will conduct a study of five indicators from data that are accessible through TAPR and
your own research. These include:

1) Teacher Education (college degrees)

2) Teacher Experience (years working as a teacher)
3) Teacher Mobility (teacher longevity at the school)
4) Teacher Ethnicity (teacher ethnicity reflects the student population)

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Analysis and discussion of these indicators will seek to determine the extent teachers are equally
distributed across grade levels and student populations in the school. For example, do particular
student groups (e.g. English language learners, special education, or other specific populations) have the
same accessibility to advanced degree, veteran teachers as high-performing or advanced students?

1) Teacher Education
In this section, you will use the TAPR for your campus (or a campus you serve) and data you collect from
teachers. The purpose of this section is to understand the specific ways in which teacher content
knowledge are used on the campus. Teacher education – those with advanced degrees – can have a
positive impact on student performance. Thus, you will collect and analyze data on the distribution of
teachers holding advanced degrees and their roles on campus.

Data Collection Method:

1) TAPR
2) Teacher survey

Data:

Table 1.1 Teacher Education

Teachers by Highest Count Percent District Percent

Degree Held

No Degree 2.0 4.3% 2.0%

Bachelors 29.0 62.4% 68.8%
Masters 14.5 31.2% 28.1%
Doctorate 1.0 2.2% 1.1%

Table 1.2 Advanced Degree Utilization

Content Areas of Advanced Content Area Taught Number of Students Served

Degree Held
Example: Master’s in Reading
Master’s in TESOL
Master’s in Reading
Master’s in Educational
Leadership
Example: Campus Reading
Specialist
Bilingual Montessori Teacher
Campus GT Coordinator
Head Start Coordinator
Example: 40 students per week
in pull-out intervention groups
18 students (her bilingual
classroom)
17 students from her classroom
as testing hasn’t began yet
112 students

Question(s):

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1) How does your campus compare to the overall percent of teachers in your district who hold
advanced degrees?
When compared to the district, our campus has a higher percentage rate of teachers with no degree,
teachers with a Masters degree, and teachers with a doctorate. Our campus has a lower percentage
rate when compared to the district when it comes to teachers with a Bachelors degree.

Analysis:

1) Briefly describe how teachers with advanced degrees are utilized in the school to increase
student performance.
Teachers with advanced degrees are used in areas needed for improvement so that we
can ultimately increase student performance and achieve higher scores. Our district is
really pushing literacy more than any other subject, so our GT Coordinator is a teacher
with a Masters degree in Reading. She is in charge of our GT Testing, GT Club, events, and
also provides strategies to staff members on how to better support GT students, as well as
how to recognize if a student may be GT.

Our Mentor/Mentee Coordinator is also a teacher with a Masters degree. That teacher
always makes sure that our newest staff members feel supported and have any and all
questions answered, so that they can effectively teach without all of the added stress of a
new campus. Also, since we are a Montessori campus, our curriculum is different and
when new teachers join our campus, they must attend weekly trainings on top of their
coursework. The teacher that is over the Montessori Training or "Practice" as we call it, is
a teacher with a Masters degree, as well as a certified Montessori Directress with more
than 5 years of experience.

Implications of the Analysis:

As a new principal, how would you prioritize the current content knowledge and education of the faculty
described in this section to improve the performance of all students? Do you see teacher education as a
resource you could leverage to impact how students learn?

As a new principal, I would use my staff with advanced degrees and have them be part of our Student
Achievement Committee. From there, they would provide our staff with new techniques and
strategies to better reach students and even highlight some "glows" that they've seen from staff on
campus. I would also take it one step further and open it up for staff who have a high amount of
professional development hours. There are some staff members who are phenomenal but do not hold
an advanced degree; I firmly believe that they still have a lot to offer everyone. Teacher aducation is
absolutely a resource for student performance, but resources are meant to be shared. If Ms. Smith
holds an advance degree and her students have high scores, but Ms. Jones has students with really
low scores, then we should collaborate and share our resources so that the whole school can grow as
a team.

2) Teacher Experience

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In this section, you will again use the TAPR for your campus (or a campus you serve) and data you collect
from teachers. The central question to answer in this section is to determine the distribution of teacher
experience across the grade levels or subject matter.

Data Collection Method:

1) TAPR
2) Teacher survey

Data:

Table 2.1 Teacher Experience

Teachers by Years of Count Percent District Percent

Experience:

Beginning Teachers 10.0 21.5% 10.0%

1-5 Years Experience 8.0 17.2% 35.9%
6-10 Years Experience 7.5 16.1% 17.0%
11-20 Years Experience 17.0 36.6% 22.9%
Over 20 Years Experience 4.0 8.6% 14.2%

Table 2.2 Teacher Experience and Teaching Assignment

Teachers by Years of Count Percent

Experience:
Beginning Teachers 10.0 21.5%
1-5 Years Experience 8.0 17.2%
6-10 Years Experience 7.5 16.1%
11-20 Years Experience 17.0 36.6%
Over 20 Years Experience 4.0 8.6%

Question(s):

1) How does your campus compare to the overall percent of teachers in your district by years
of experience?
Compared to the district, we have a higher number when it comes to beginning teachers
and teachers with 11-20 years of experience.
2) What do the data indicate about the level of experience on your campus?
According to our data, most of our staff is composed of teachers who have been there
since the beginning or a few years after the school opened. We also have a high number of
beginning teachers because we do have a high turnover rate. When interviewing potential
teachers, we do mention that they must be Montessori certified and will have to complete
coursework their first year on campus, as well as sign a contract that states that they will
remain with that specific campus for 3 years. I do believe that plays a factor into why we

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have a high number of beginning teachers versus teachers with 1-5 years of experience
and I am hoping to be able to speak with some teachers who turned down the position at
our campus so that I can get further insight on that.
3) How might the level of experience impact the overall performance of students on campus?
The level of experience will greatly impact overall performance because of our school
being a Montessori campus. Teachers must be Montessori certified in order to work at the
campus; if you are not, you must attend a rigorous (and extremely time consuming)
course that takes a year. The course is a lot of work and it is also located in another city,
so beginning teachers are usually overwhelmed throughout the year and that affects their
teaching abilities.

Analysis:

1) What conclusions can you draw on how beginning and veteran teachers are dispersed
throughout the campus?
I have not recieved all of the responses from the staff as to their assignemnts, but being
that we are Montessori, the curriculum is all the same--the only thing that is different is
the grade level you are assigned to. Our beginning teachers are spread out around the
school so that they have at least 4 experienced teachers on their hallway incase they need
support or have questions. We are also very observant when creating the master schedule
so that we can ensure that we do not have a lot of new teachers paired for PLC.

Implications of the Analysis:

Please refer to your answers to the questions in this section. As a new principal coming into this school,
briefly describe your plan to address any perceived inequity in the distribution of experienced teachers.

3) Teacher Mobility
In this section, you will use data you collect from teachers through an anonymous survey. Teacher
turnover can affect long-term planning and impact sustained change and culture. Turnover is worse in
districts and schools with low-income residents given the lack of resources to attract teachers.
Campuses with higher teacher attrition must place significant resources in professional development
and training of new teachers each year. Additionally, new teachers may be given higher-need students
or classrooms at a disproportionate rate to veteran teachers on the campus. For this portion of the
audit, you will collect data and analyze the placement of new teacher on the campus.

Data Collection Method:

1) Teacher survey

Data:

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Table 3.1 Teacher Mobility

Teachers by Years at the Years Experience at this Campus Teacher Assignment

campus:

Teacher 1 1st year Kindergarten Bilingual

Teacher 2 1st year Kindergarten Bilingual
Teacher 3 1st year Kindergarten General Ed.
Teacher 4 1st year Kindergarten General Ed.
Teacher 5 1st year Montessori

Question(s):

1) What do the data indicate about the years of experience on your campus?
We have a pretty big turnover rate. Currently, 16% of our teachers are new to the campus.

Analysis:

1) What inference can you make from how teachers with the least and most experience at the
campus are dispersed throughout the campus?
New teachers are placed in whichever rooms are vacant at the time. There is no planning
to ensure that newer teachers are placed next to experienced teachers.

Implications of the Analysis:

1) If you were a new principal at your school, how could you use the above data on teacher
mobility to address staff attrition?
I would use this data to try and figure out why so many teachers are leaving the campus and if
there were root causes that needed to be addressed.
2) What additional information might you need to collect?
I would collect information regarding years of experience, staff well-being surveys, and
surveys asking if staff would be willing to move to a different classroom for the following year.
3) Briefly describe a plan for mentoring new teachers to the campus.
Each mentee would have a mentor. Having too many teachers paired with a mentor can lead
to the mentor feeling as if he/she can’t help everyone. New teachers would also have their
classroom near their mentor teacher so that they can ask questions when needed. Mentors
would meet with new teachers twice a month and would also observe them to give them
“glows” and “grows”.
4) What would you need to do first? What would be the desired outcomes?
First, I would determine a way to place newer teachers near experienced teachers. The
desired outcome would be that there was an experienced teacher next door to the newer
teacher so he/she could have access to them without having to go to other hallways.

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4) Teacher Ethnicity
According to federal data, more than eight out of 10 teachers are white. These statistics contrast with
student demographics in U.S. schools. In this section of the equity audit, you will use data from your
school’s TAPR to analyze teacher and student ethnicity.
Of the projected 50.7 million public school students entering prekindergarten through grade 12 in fall 2018, White
students will account for 24.1 million. The remaining 26.6 million will be composed of 7.8 million Black students, 14.0
million Hispanic students, 2.6 million Asian students, 0.2 million Pacific Islander students, 0.5 million American
Indian/Alaska Native students, and 1.6 million students of Two or more races. The percentage of students enrolled in
public schools who are White is projected to continue to decline through at least fall 2027 along with the percentage
of students who are Black, while the percentage of students who are Hispanic Asian, and of Two or more races are
projected to increase (source).

Data Collection Method:

1) TAPR

Data:

Table 4.1 Teacher Ethnicity

Teachers by Ethnicity Count Percent District Percent

African American 16.5 37.0% 43.6%

Hispanic 20 45.0% 27.2%
White 7 15.7% 24.1%
American Indian 0 0.0% 0.8%
Asian 0 0.0% 2.7%
Pacific Islander 0 0.0% 0.1%
Two or more races 1 2.2% 1.5%

Table 4.2 Student Ethnicity

Ethnic Distribution Count Percent District Percent

African American 64 9.5% 22%

Hispanic 594 87.7 73.6%
White 12 1.8% 2.1%
American Indian 1 0.1% 0.2%
Asian 1 0.1% 1.0%
Pacific Islander 0 0.0% 0.2%
Two or more races 5 0.7% 0.8%

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Question(s):

1) What do the data indicate about the ethnic composition of the faculty and the ethnic
distribution of the student population? There are more Hispanic teachers and Hispanic
students.

Analysis:

1) If there is a difference between the teacher and student ethnic composition on your
campus, why do you think it exists? N/A
2) If there is not a significant difference between teacher and student ethnic make-up on your
campus, why do you think the faculty adequately reflect the student ethnicity?
There isn’t a difference in the ethnic composition. We have more Hispanic students and
as a result, we have more Hispanic teachers due to the need of bilingual classrooms.

Implications of the Analysis:

1) Assuming you are the new principal of this school, how would you begin to ensure the faculty
and staff are culturally sensitive to the diversity of the student population?
I would ensure that our campus fully believes our mission and vision and are committed to
teaching every child regardless of race and ethnicity.
2) What other data would you want to have in your analysis?
I would look at discipline records to see if there are any findings that may need to be looked
into more.
3) What would you do first in your plan (what is most impactful and why)?
I would assess the campus and see how everyone really feels. It is important to have everyone
feel seen and heard, so by offering that to the campus, I would be able to make changes
accordingly.
4) What outcomes would you expect to see in the overall instructional delivery of the school?
I would expect to see teachers teaching to all learners. I would expect teachers to do
everything they can to reach students and build relationships with them so that they can
provide exceptional instruction.

Part II:
Programmatic Equity
The second component of this study will include programmatic equity or the instructional setting of the
school in which students are placed. The aim here is to identify any systematic differences in access to
programs.

In this section, you will collect data and analyze three essential programs and student discipline to
identify possible sites for inequity:

1) Special Education
2) Gifted and Talented Education

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3) Bilingual/ESL Education
4) Student Discipline

Table 5.1 Representation of Student Groups in Special Education and General Student Population
Student Group Percentage of Percentage of Difference District Percent
School Population Special Education
African American 9.5% 28.2% 18.7% Information
not available
Hispanic 87.7% 71.8% 15.9% Information
not available
White 1.8% 0.0% 1.8% Information
not available
Asian 0.1% 0.0% 0.0% Information
not available

Table 5.2 Representation of Student Groups in Gifted and Talented and General Student Population
Student Group Percentage of Percentage of Difference District Percent
School Population Gifted Talented
African American 9.5% *testing isn’t until *testing isn’t until *testing isn’t
February February until February
Hispanic 87.7% *testing isn’t until *testing isn’t until *testing isn’t
February February until February
White 1.8% *testing isn’t until *testing isn’t until *testing isn’t
February February until February
Asian 0.1% *testing isn’t until *testing isn’t until *testing isn’t
February February until February

Table 5.3 Student Enrollment in Bilingual/ESL Education

Count Percent District Percent State Percent Difference
between
campus and
district percent
422 62.3% 38.5% 21% 23.8%
difference

Table 5.4 Representation of Student Groups in Disciplinary Action

Student Group Number/Percentage Number/Percentage Number/Percentage District
of of of Out of School Percent
Office Referrals In-School Suspensions
Suspensions

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African 5 0 0 Information
American not available
Hispanic 3 0 0 Information
not available
White 0 0 0 Information
not available
Asian 0 0 0 Information
not available

Student Discipline:

Based on your observations and personal experiences at your school, do you think the students who are
outside of their regular classes for disciplinary reason are representative of your school’s general
student population? Do you perceive differences in the way students receive discipline consequences
based on factors such as ethnicity, gender, socio-economic status, or other factors? Explain your
observations and conclusions that you draw from your own personal data.

We do not have a high number of office referrals due to teachers handling behavior issues within the
classroom. The office referrals that we do have are from students who have had several occurrences
with the same behavior and have been identified as students who would benefit from a BIP. With
that being said, for our school to have 5 referrals for students who are African American when the AA
population is only 9.5% says a lot. There are only 3 referrals for Hispanic students and Hispanics make
up 87.7% of our campus.

Analysis:

1) From the data you have collected in this section, how would you classify the overall access
students in your school have to programs?
I believe that students do have adequate access to programs on campus. I think that
teachers do a great job of handling more behavior issues within the classroom.

2) What areas addressed in this section do you perceive as being problematic in an equity
audit and why?
A problematic area is that a lot of the numbers are not available. For example, the
percentage for the student population for special education is given, but that number is
not broken down by race and ethnicity. It just gives a general percentage, not an in-depth
one.

Implications of the Analysis:

As you reflect on the data and your own observations/experiences at your school, what could be done
to maximize equitable access for all students to programs and minimize inequity in disciplinary actions?

Our campus implements a school-wide behavior plan that focuses on ignoring the negative and
rewarding the positive (PBIS). We have PBIS signs around every hallway and classroom as well as the
expectations. The PBIS signs and expectations are all written in a kid-friendly manner with images so
that the students are able to understand the rules and expectations on their own.

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Part III:
Achievement Equity
While more than standardized test scores and data, gaps in student achievement can be identified
through state data. For this section, you will access your school’s most current TAPR and analyze
performance data. As demographic changes have been taking place across the U.S., the achievement
gap between ethnic groups is essentially an opportunity gap to education and socio-economic mobility.
It is imperative for principals to build a growth-oriented school culture that is designed to monitor
student performance closely, diagnose problematic gaps, and deploy effective practices to close the
differences in achievement. The school leader must build teacher capacity through professional
development, engage parents and community, and provide all available resources in support of the
school’s vision for educational equity.

Part I: From your school’s TAPR identify the following:

1. Identify the subject(s) on STAAR/EOC with the largest gap in performance between two or more
ethnic groups.
o Identify differences in groups between Approaches Grade Level, Meets Grade Level,
Masters Grade Level, and Met or Exceeded Progress on a subject.
o Identity underperformance in special education, economically disadvantaged, and ELL
students.
o For high school: Consider graduation rates, students advanced course/dual credit
course completion, college-ready graduates, Texas Success Initiative Assessment (TSIA),
AP/IB results, and SAT/ACT results.
2. Which students in your school are experiencing achievement gaps?
Currently, we have achievement gaps across the board due to Covid. However, there is a huge
gap between general education students and bilingual education students.
3. As you reviewed the data, what gaps would you address first
First, I looked at the gaps between race and ethnicity.
4. What comprehensive picture is emerging as you review the data? Are there any patterns of who
is experiencing achievement gaps? (Same groups? Different groups?)
When I reviewed the data, I saw that there were huge gaps between general education
students and bilingual education students. Yes, there were gaps within race/ethnicity, but
there was a bigger gap within the entire department (general/bilingual).

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Part II: Complete the following guide that will help you lead a discussion with teachers and
parents/community members to address your school’s highest need area. (Adapted from www.NEA.org)

Dynamics Influencing Student Achievement

Internal Factors
School Factors Culturally sensitive/promotes differences
Teacher/Teaching Factors Expectations, method of teaching (visuals, hands on,
etc)
Student Factors Feelings towards school
Family Factors Family’s view of school (learning/day care)
External Factors
Student Factors Student backgrounds
Family Factors Parent work schedule, multiple siblings
Community Factors Community safety

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Part IV:
Action Plan
For the action planning section, you will use the following template to create an action plan. This plan will be aimed at addressing the inequity
you may identified in your analysis. The template will help you think through your priority area seven impactful areas or frameworks. In the plan,
will address strengths, needs, strategies description, challenges to change, resources needed, communication, and evidence of success.

1) Select two (2) areas that you think should be addressed in your school (based on the data collected in Part I-III.
2) Complete the action plan for each framework:

A. Identify Strengths (In each framework, what are strengths you see in the campus leadership,
culture, etc. that evidence of equity? Example: Leadership – the adm. team provides extended
planning time each six weeks to review student performance on benchmark exams.)
B. Identify Needs (In each framework, identify areas for improvement. Example: The adm. team
does not attend data meetings with grade level teams to offer guidance.)
C. Strategy Description (Create an action strategy that would be a step or goal for improvement
toward a more equitable school setting. This should be based on the needs you identified
previously. Example: The leadership team will meet with grade level/dept. teams weekly to
review performance data based on all student populations.)
D. Challenges to Change (What factors – internal/external – are hindrances to achieving the
strategy? Example: teachers do not see the data planning sessions as productive.)
E. Resources Needed (List all resources needed to achieve the strategy. Example: Team building
exercise with grade levels, professional development, planning, district-level expertise, etc.)
F. Communication (How do you communicate to all stakeholders the strategy, challenges and
progress to achieving the goal? How often?)
G. Evidence that Demonstrates Success (What data and information will you collect to indicate
the strategy has been achieved?)

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Equity Audit Action Plan

Equity Priority 1: Teacher Turnover Reduction
Framework Identify Identify Strategy Challenges Resources Communication Evidence that
Strengths Needs Description to Change Needed Demonstrates
Success
Leadership School Usually Less Adopt a new practice Switch to an open- Professional Campus Shout-outs Student work (ongoing)
administrator(s) able to available to intimidating that teachers feel are mind development
identify equity issues, staff successful and effective mClass assessment data
and are proficient at Be open to in the classroom
providing educational more practices
leadership in the school
setting and in developing
all teachers.
School Culture Sunshine Newbie Develop a way for “on your own” Team building Monthly surveys Ongoing: Survey results
Throughout the school, high Committee Check newbies (new mentality (Campus-wide can be taken and
expectations are set for all inck in teachers) to check in and hallway) the data can be EOY: The number of
students from different with mentors so shared with teachers needing to be
racial, ethnic and CARES team that support can be Cliques within New Mentality stakeholders the replaced at the end of
socioeconomic status. given when the school (KEEBLE ONE following week to the year (letter of
neededteachers) to TEAM keep them updated recommendations
check in with ding on progress be signed and returned,
mentors so that (Campus- taken and the data transfer requests)
support can be wide and can be shared with EOY: The number
given when needed hallway) stakeholders the of teachers
New following week to needing to be
Mentality keep them updated replaced at the
(KEEBLE on progress end of the year
ONE TEAM) (letter of
recommendations
signed and
returned, transfer
requests)

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Professional Development Numerous PD Have more Offer more Finding a staff Professional Campus shout-outs Student work/data from
Teachers receive training in opportunities available on professional member to development assessments
cross-cultural campus development on present Student work
communication and group campus for teachers displayed/tweeted
learning preferences to Scheduling
increase their effectiveness Offer PD that is relevant
in working with diverse for our campus
populations?
Observation and Feedback Montessori More Mentors should Scheduling Team planning Data can be Student data
Teachers are observed and Practice informal observe mentees coverages and lesson shared monthly (ongoing)
coached using instructional walk- twice a month so plan
strategies, such as throughs that feedback can internalizations
cooperative learning, to Thinking all Teacher
but from be given and attendance
accommodate all learning walkthroughs
mentors implemented
styles and backgrounds. are bad (ongoing)
and skills
specialists
(not admin)

Data-Driven Decision Making Data from Too many Figure out a way to Tests are district Professional Data can be tracked Student data (ongoing)
Is data regularly collected, various assessments utilize two assessments mandated development on through a Google
disaggregated, and analyzed assessments (three weeks rather than the five best practices Sheet
in the following areas and by of testing for assessments that we
different ethnic groups? BOY, MOY, use
___ Course level enrollment EOY)
(AP, etc.)
___ Classroom performance
___ Standardized test scores
___ Student discipline,
suspensions, and expulsions
___ Participation in school
activities and extracurricular
activities

Inclusive Curriculum Progress Increases the Devise a way for pull- Scheduling Teachers willing to Master schedule Student data (ongoing)
Curriculum and instructional monitoring workload for outs for tier 3 students help created strictly for pull-
strategies are modified as a teachers outs so that staff know

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result of data-driven Finding staff Professional when students should

decision making and teacher Takes away members to do Development be ready
input. from pull-outs
instructional
time with
other students
who are “on-
level”
Stakeholder Engagement Involvement The same Recruit new parents to Language barriers Teachers who are Flyers Increase in stakeholder
Parents, community from parents parents are be involved willing to go into Pictures for Twitter engagement
members, and stakeholders and community involved Scheduling the community
are actively involved in conflicts for and encourage
school planning, support, parents (work) members to
and decision-making. participate

Part V
Reflection:
As a practitioner, it will be important for you to continually reflect on decisions, decision-making processes, intended outcomes, and lessons
learned. Reflection is an essential part of the cycle of continual improvement.

In this final section of the equity audit, briefly describe what lessons you have learned from working through an equity audit and developing an
action plan for a targeted goal. A reflection should be meaningful and include how the process has changed your knowledge or will influence
your actions in future analysis and decision making as a school leader.

In conducting this equity audit, I have found that there is a lot that goes into campus culture and climate; it’s more than just having a baby
shower for a coworker or passing out a cupcake for someone’s birthday. Its making an actual effort to boost the morale and be there for your
colleagues. One thing that teachers always say is that administrators forget what its like to be in the classroom; this audit will always be a

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reminder for me as a leader. If I can’t give support to my staff, then I risk losing some really incredible teachers and I don’t want that to
happen.

I also learned that it is extremely difficult to gather data from everyone on campus! I had to send several reminder emails and had to go to
classrooms to ask teachers to complete the survey. This process has completely changed my view on what administrators really do. They truly
do go above and beyond every single day. It honestly seems exhausting, but after completing this audit and presenting it, it was very
rewarding. It made me feel that I am doing my part to make a difference on our campus.

Rubric

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Proficient
Data Collection Sufficient data is collected to
complete a comprehensive
review of the school’s practices
and educational attainment of all
students
Discussion of Data Responses to questions are
accurately supported by the data
Analysis and Implications Analysis of the data is insightful
and supported by and connected
to the data collected. The
analysis should identify root
causes of inequity and provide
actionable steps for impact on
the school. Implications include
sufficient evidence of problem-
solving, planning, and
anticipation of outcomes.
Action Plan Identifies a significant need for
improvement. Thoroughly
develops a plan to improve an
evidence-based educational
inequity. Adequate detail within
the plan to complete an informed
process and actionable goal.
Demonstrates an ability to
identify strengths, needs,
actionable strategies, resources,
challenges, and analysis of
outcomes for continual
improvement.
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Developing
Partial data is collected to that
potentially impedes a review of
the school’s practices and
educational attainment of all
students
Responses to questions are
unevenly supported by the data
Analysis of the data is insightful
and supported by and connected
to the data collected. The
analysis partially identifies root
causes of inequity and provides
limited actionable steps for
impact on the school.
Implications include inconsistent
evidence of problem-solving,
planning, and anticipation of
outcomes.
Vague or partial identification of
needed area for improvement.
The action plan lacks detail
within the plan to complete an
informed process and actionable
goal.
Partial evidence of a
demonstrated ability to identify
strengths, needs, actionable
strategies, resources, challenges,
and analysis of outcomes for
continual improvement.
Needs Improvement
Insufficient data is collected
preventing a comprehensive
review of the school’s practices
and educational attainment of all
students
Responses to questions are
inaccurately and not supported
by the data
Analysis of the data is minimal
and rarely supported by or
connected to the data collected.
The analysis does not identify
root causes of inequity or provide
actionable steps for impact on
the school. Implications include
insufficient evidence of problem-
solving, planning, and
anticipation of outcomes.
Inappropriate identification of an
area for improvement based on
evidence. Minimal or no evidence
of an ability to identify strengths,
needs, actionable strategies,
resources, challenges, and
analysis of outcomes for
continual improvement. There is
an little or no identification of
factors impacting school equity
improvement
 Equity Audit
Reflection Reliable evidence that
demonstrates an ability to reflect
on the process of gathering data,
analysis, and action planning.
Identification of lessons learned
and the potential impact for
future decision making.
Writing/Grammar Writing style and grammar are
consistent with standards for
communication at a professional
level. (e.g. complete sentences in
paragraphs, correct punctuation,
correct spelling, cohesive
paragraphs.)
Updated summer 2021 vl
Partial evidence that
demonstrates an ability to reflect
on the process of gathering data,
analysis, and action planning.
Identification of lessons learned
and the potential impact for
future decision making.
Writing style and grammar are
somewhat consistent with
standards for communication at a
professional level. (There may be
some errors in sentences in
structure, punctuation, spelling,
and paragraph cohesion.)
Minimal evidence that
demonstrates an ability to reflect
on the process of gathering data,
analysis, and action planning.
Identification of lessons learned
and the potential impact for
future decision making.
Writing style and grammar are
inconsistent with standards for
communication at a professional
level. Writing contains
incomplete sentences/fragments
in paragraphs, incorrect
punctuation, incorrect spelling,
and fragmented paragraphs.