Application Analysis
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el5123-m2-instructional-equity-audit-template-ACE.docx
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.
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? |
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[Example: Clear learning objectives and expectations are communicated to students.]
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[Example: · Individual teacher lesson plans · School handbook · District curriculum guide or scope and sequence · Walkthrough documentation] |
[Example: To teachers - What is your process for communicating clear learning objectives? Have you ever received training regarding making learning objectives meaningful for students?] |
[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?]
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Teachers have content knowledge, can identify the tested curriculum, know how to scaffold for background knowledge, and instruct in an engaging way. |
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All teachers have narrowed down the best instructional strategies for their specific students and differentiate accordingly. |
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Lessons are not so rigid that teachers are restricted from being responsive to students with diverse linguistic backgrounds, learning disabilities, or needed cultural connection. |
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Students are offered a variety of ways to interact with the instructional material. |
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School administrator or designee provide consistent and specific feedback to support instruction and teachers’ practice. |
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Students are given exposure to various cultures and ethnicities through lessons. |
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Teachers do not engage in instructional practices that no longer serve students. |
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Teachers have opportunities to collaborate and communicate regarding classroom data and best practices
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Instructional units or lesson plans are adjusted based on assessment data and student needs.
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What major needs are surfacing?
· Need
· Need
· Need
· Need
· Need
Which instructional model might be used to serve these needs?
[Compose 1 paragraph explaining the instructional model with rationale.]
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