el5123-m2-instructional-equity-audit-template-ACE (1)

.docx

School

American College of Education *

*We aren’t endorsed by this school

Course

5123

Subject

Health Science

Date

Apr 29, 2024

Type

docx

Pages

Uploaded by LieutenantWillpowerFlamingo38 on coursehero.com

Instructional Equity Audit Understanding why disparities in achievement exist is like solving a challenging puzzle. There are many complex components that go into teaching children. Test scores are only one data point, and they usually tell the summative result of classroom instruction. To truly understand why a certain group of students is not being successful, an administrator needs to investigate and engage in honest conversations to determine the conditions and obstacles students may be facing. We no longer use the term “achievement gap” because the term implies that students aren’t performing as well as they should be and that it is their fault. Our goal is to refer to the problem in a way that holds all of us accountable for student achievement; hence, the introduction of the term “opportunity gap.” When we identify the opportunity gap, we are saying there are possible systemic obstacles that need to be addressed, so all students can be successful. © 2023 AMERICAN COLLEGE OF EDUCATION 1

Instructional Equity Audit Key Areas to Consider What physical evidence should be gathered? What questions should we ask and to whom? What observations should we make, if any? [Example: Clear learning objectives and expectations are communicated to students.] [Example: ● Individual teacher lesson plans ● School handbook ● District curriculum guide or scope and sequence ● Walkthrough documentation] Specific pieces of evidence are identified and clear. Evidence would be gathered from multiple sources and/or levels for each key area. [Example: To teachers - What is your process for communicating clear learning objectives? Have you ever received training regarding making learning objectives meaningful for students?] Multiple questions are posed for each key area. Questions contain both open-ended and targeted response suggestions that would elicit detailed responses. Questions are posed for multiple stakeholder groups (e.g., teachers, staff, students, parents/guardians, community members, or school leaders) for each key area. [Example: Observe if learning objectives are written for students to see. Do students record the learning objective or discuss it in any way? Can students clearly explain the learning objective when asked by an administrator?] Observations are identified for each key area. Observations include specific teacher, staff, and student behaviors to look for that align with the key area. Multiple perspectives are incorporated and the specified “look fors” would provide direct evidence to support the key area. Teachers have content knowledge, can identify the tested curriculum, know how to scaffold for background knowledge, and instruct in an engaging way.  Teachers have passed the Praxis and are certified, highly qualified teachers.  Planning for misconceptions should be evident in lesson plans  Observations of student engagement during lessons  x To teachers: What background knowledge do you students require to reach mastery of the current standard? What skills did the students learn previously that they will be building on for this skill? What will students need to know in the future and how will this skill relate? To school leaders: Are you providing the necessary support for teachers to become comfortable with the curriculum To parents/guardians: To students: To staff: To community members: Specific teacher behavior to look for: Potential misconceptions have been planned for in teacher lessons. Specific staff behavior to look for Specific student behavior to look for: Students are actively engaged in the lesson All teachers have narrowed down the best instructional strategies for their specific students and differentiate accordingly.  Modifications and accommodations are listed in lesson plans  Instructional strategies are listed in To teachers: Do you have access to IEP’s or 504 plans for all of your students? When have you last assessed the Specific teacher behavior to look for: differentiation in lessons and lesson plans Specific staff behavior to look for © 2023 AMERICAN COLLEGE OF EDUCATION 2

lesson plans  Materials available in native languages for ELL students.  x necessary modifications? Are materials readily accessible for ELL students? To CST: Have you met with content area teachers to ensure they have adequate access to IEP and 504 plans? To school leaders: To parents/guardians: To students: To staff: To community members: Specific student behavior to look for Lessons are not so rigid that teachers are restricted from being responsive to students with diverse linguistic backgrounds, learning disabilities, or needed cultural connection.  Lesson plans  Pacing charts, Scope and Sequence charts  Choice boards for assignment options  Respectful language used amongst all members of the classroom community To teachers: Are you able to provide adequate interventions to students requiring it? To school leaders: To parents/guardians: Are you staying informed about curriculum changes through your board of education? To students: Are you To staff: To community members: Specific teacher behavior to look for is planning for responsive lessons for students with learning disabilities, 504 plans, or language barriers. Specific staff behavior to look for Specific student behavior to look for Students are offered a variety of ways to interact with the instructional material.  Choice Boards/White Boards  Graphic Organizers  Chromebook and individual device usage  Promethean Board activities To teachers: How do you assess different learning styles in your students? To school leaders: Are you providing professional development on learning modalities to your staff? To parents/guardians: What ways have you seen your child be most successful in school? To students: How do you learn best? To staff: How are you supporting the students in the classroom as they attempt to engage with new material? Specific teacher behavior to look for: Specific staff behavior to look for Specific student behavior to look for: comfort level with alternate modalities when completing assignments School administrator or designee provide consistent and specific feedback to support instruction and teachers’ practice.  Walk-throughs  Formal and information observations  Corrective Action Plans To teachers: To school leaders: Are you leading by example when providing feedback? To parents/guardians: Specific teacher behavior to look for: responsiveness in a prompt manner Specific staff behavior to look for frequent feedback to teachers on effectiveness of © 2023 AMERICAN COLLEGE OF EDUCATION 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help