Meeghan Binder
School Equity Entry Plan
The School Equity Entry Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days.
I. Purpose of the School Equity Entry Plan (Articulate in a few sentences what you hope to achieve with the School Equity Entry Plan)
The leaders at Betsy Ross School will work to provide equitable instruction to all students by creating classroom environments that encourage all students to strive for excellence through rigorous and engaging instruction while also providing support for families to create at home learning environments that support student learning with a result of increased performance in the area of mathematics. |
Strengths | Evidence | What can be leveraged to move your school closer to your goals? |
School Policy School Climate and Environment Instruction and Curriculum Development Staff Professional Learning | 4/5 questions were answered “yes” on the School Equity Audit including having a clear district wide policy on equity and mission statement as well as a plan of action in place. 4/6 questions were answered “yes” on the School Equity Audit including displays that show diverse students, special efforts to integrate students (inclusion and ELL), diverse methods of communication and assemblies that represent diverse populations. 6/9 questions were answered “yes” on the School Equity Audit including having policies in place for students who are not meeting the standards, having curriculum materials that represent diverse groups, and curricula that supports multiple methods of learning. 5/9 questions were answered “yes” on the School Equity Audit including flexible grouping of students that allow for both collective and individualistic skills, and having professional development that encourages thinking about the educational equity of students. Teachers are also provided with opportunities for further coaching. | Students could be offered more opportunities to use their language of origin, such as in the classroom during instruction. To increase more diversity in planning of school events and assemblies, an outreach to parents from diverse backgrounds can be done to increase their involvement. The district has designated Math and Reading specialists that act as coaches for the teachers to help them increase their teaching abilities. |
Opportunities (These are areas in progress and may need improvement) | Evidence | What can be leveraged to move your school closer to your goals? |
Instruction and Curriculum Development Staff Professional Learning | Based on the School Equity Audit, there is a need for greater connections to counter bias through real life applications as well as in creating a list of resources from community and outside learning opportunities that connect to the work being done in the classroom. Based on the School Equity Audit, teachers could use more content training on multicultural print and human resources to enhance educational equity. | Learning can be focused on more real life applications that can also be connected to events, community resources and supporting resources outside of school. These resources can be compiled in a list that would be available for students and families. Teachers are receiving information from math coaches about research based materials, perhaps a need for more multicultural examples are needed to diversify learning. |
Weaknesses | Evidence | What are the causes? |
Assessment Family / Community Engagement FastBridge Math Achievement Scores | 1/4 questions were answered “yes” on the School Equity Audit. Areas for improvement include ensuring that assessment data is analyzed in regards to demographics and to look for any patterns in equity and allowing assessments to accommodate ESL students and those with special needs. 3/4 questions were answered as “needs improvement” on the School Equity Audit. Areas cited were providing opportunities to extend learning at home, providing engagement of parents in the classroom, and in providing opportunities for parents to volunteer time and talents to the school. FastBridge Math Scores for the previous school year demonstrate that the percentage of second grade students meeting their benchmarks for mathematical learning standards are lower than in the first and second grades. Second grade scored on the aMath FastBridge test at 31% high risk, 31% some risk, 20% low risk and 18% college pathway. When calculating the Early Math skills of the second grade classes, 33% of the students were on track for meeting benchmarks. First grade students scored 17% high risk, 17% some risk and 66% low risk on Early Math Skills and kindergarten students scored 19% high risk, 16% some risk and 65% low risk on Early Math Skills testing. First grades and kindergarten students do not take the aMath FastBridge assessment. | The FastBridge data has the capability to produce reports that allow for the teachers to access demographic data in relation to student test data. This option has not been utilized in years past. The district did not purchase the Spanish version of FastBridge. All special education and ESL students are expected to participate in the same FastBridge Assessments regardless of learning or language level. Few students are able to be exempt based on special needs and ability to complete the test. The teachers do not use many programs that can be both accessed at school and at home. Most programs are only accessible at school during school hours. Due to COVID protocols, parent involvement has been decreased for in person learning, and may need to explore ways to include parent involvement that is virtual or site based through zoom conferencing. Also, the Parent Teacher Organization is not in contact with classroom teachers to see how they can work together to support student learning.
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List 2 focus areas based on the School Equity Audit
III. Action Plan for Identified Priorities
Priority #1
Focus Area (what area from the Equity Plan you will focus on?): Assessment | |
Goal: Teachers will be coached and trained on how to interpret FastBridge Math Assessment data in regards to demographic patterns through use of the Demographic Options in FastBridge to ensure all students are being assessed and instructed in the most equitable way. | |
School’s Priority: (What issue needs to be addressed?) Teachers will need to be provided with coaching and training from our Math Coach in regards to how to adjust instruction and assessment in mathematics to meet the diverse needs of our learners as identified through the analysis of demographic data in relation to the FastBridge Math Assessment scores. |
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Desired Outcome: (What will be different if you are successful in addressing this priority?) Teachers will feel confident in analyzing demographic data and how to apply this knowledge to math instruction and assessment. As a result, student FastBridge Math Assessment scores will show significant growth in the Winter testing cycle. | |
Root Cause(s) to Address Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) Currently, teachers are not instructed or encouraged in how to specifically assess FastBridge data in regards to demographics. The Demographic Options in FastBridge are not utilized and can offer teachers more information in this field. Teachers need training in how to use this option as well as how to apply their findings to create equitable instruction and assessments for students, including advocating for the district’s purchase of the Spanish version of the FastBridge Assessments if the demographic data reveals it could be beneficial to students. | |
Action Steps | Progress Indicators/ Evidence of Action Taken | Timeline |
| Large group discussions during staff meetings to assess teachers' knowledge of the provided materials. Have students complete spreadsheets that help them to analyze their student populations. | 9/1/22-9/10/22 Completed by 9/15/22 |
| Student data will be available. Teachers will complete an exit slip on the effectiveness of the training. | Testing Window 9/15/22-9/28/22 Completed by 10/1/22 |
| Teachers will complete a basic analysis form online to be used in a discussion about educational equity. The secretary will record the discussion and results of our Teacher Inservice work and report the notes back to the staff. Principal meeting with the Math Coach to discuss suggestion ideas Supports will be provided to students Student data will be available. Data collection and analysis materials | Completed by 10/15/22 Inservice on 10/7/22 Notes and meeting summary completed by10/15/22 Completed by 10/20/22 Completed by 11/20/22 Testing Window 1/15/23-1/28/23 Completed by 2/1/22 |
Priority #2
Focus Area (what area from the Equity Plan you will focus on?): Family / Community Engagement | |
Goal: All teachers will increase their parental and community engagement in the students’ learning in mathematics through outreach efforts that involve the Parent Teacher Organization (PTO), real world examples, engaging at home activities and the remote involvement of experts in the field of mathematics from diverse backgrounds. | |
School’s Priority: (What problem needs to be addressed?) Teachers will need the allotted time and support in place to work with members of the community, parents and the PTO. Teachers will also need access to resources that inform them about at home learning opportunities, local events or experts in the field of mathematics. |
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Desired Outcome: (What will be different if you are successful in addressing this priority?) Student engagement and excitement for learning mathematics will increase when students can make connections between real world examples, family involvement, meaningful home learning connections and community or school wide events that promote mathematics. This can be measured through qualitative student reflections on their enjoyment of math learning. | |
Root Cause(s) to Address Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) Due to the recent COVID restrictions and protocols, not many school wide events have taken place and we are not currently able to have parents work with in person student learning. Students are also apathetic towards using the same style of remote learning materials at home after a year of remote learning. Teachers need to create real world applications to mathematics that students can make when outside of school that can include math projects to be completed at home or engaging math programs that can be accessed digitally. Teachers also need the time during the school day to be able to work on these connections to home, family, the PTO and community. Much of the time spent during planning time is used preparing lessons or in meetings with other teachers. | |
Action Steps | Progress Indicators/ Evidence of Action Taken | Timeline |
| A team will be assembled. A schedule will be created An action plan will be created by the Family and Community Engagement Team | 9/1/22 Done by 9/10/22 October Meeting 2022 |
| A list of resources will be created for both at home activities and digital programs as well as the Monthly Choice Boards. Students return Choice Boards Teachers invite community members and parents and hold virtual presentations for students An organizational plan will be created to implement the event to be held in January prior to the Winter 2023 Testing Window Students return Choice Boards Reflection of how the event went and suggestions for improvement for the following year. | Inservice on 10/9/22 11/1/22 11/1/22-11/25/22 November Meeting 12/1/22 January 2023. |
What are further resources needed for the School Equity Entry Plan? Discuss (1) human resources, (2) financial resources, (3) physical resources, and (4) information resources
Priority #1:
The human resources we will need to complete the first priority plan will be virtual training from the Illuminate Education Company in regards to how to access and understand the Demographics Option in FastBridge as well as the work of the Math Coach. Teachers will need time to complete the demographic analysis which can be done during their planning times as well as at the October 7, 2022 Teacher Inservice Day (AM portion of the day). We will need the financial resources of purchasing the suggested supports and/or the Spanish Language version of the FastBridge Assessment if needed. The physical resources we will need include all students having their 1:1 devices updated and ready to take the FastBridge Math Assessments. Finally, the information resources we will need are the research based sources I will be providing to teachers at the start of the school year that help them to learn more about analyzing data in regards to school demographics.
Priority #2:
The human resources we will need to complete the second priority include allowing teachers the time to meet with the PTO, the Math Coach and myself once a month. We will also need parent or community volunteers to assist the school with both the virtual presentations and the Math Night. The financial resources we will need will be those identified by the Family and Community Relations Team at the November meeting that will be needed to host the Math Night in January. Financial resources may also be needed if there are materials, prizes and manipulatives that will be needed to implement that at home work that students will complete. The physical resources we will need include the list of at home activities and digital resources that teachers will assemble at the October 7, 2022 Teacher Inservice Day (PM portion of the day). The physical resources we would need will include any math manipulatives, rewards or prizes, as well as, the Monthly Choice Boards for students. The informational resources that will be needed include the expertise of the Math Coach relating to engaging at home activities and digital math programs. We will also need assistance from our PTO volunteers to help our teachers connect with family and community members who could give virtual presentations on real world applications of mathematics.
V. Professional Growth and Leadership
As a new building leader, I would introduce this plan as one that could assist our students with increasing their engagement and achievement in the field of mathematics. I would encourage a school wide effort by allowing all subject area teachers (including specialists) to contribute to this work. I would reassure teachers that the work done with these plans will not interfere with their normal teaching duties and should be limited to Teacher Inservices and Plan Times/Available Times during the school day, with the exception of the teacher volunteers needed to help out at the evening Math Night event. I would encourage teacher leadership through accessing the expertise of the Math Coach in addition to the formulation of the Family and Community Engagement Team.
I would support the professional growth of all staff members by providing them at the start of the year with research based materials that help to better inform our analysis of data in relation to our school demographics. These resources would also include the Illuminate Education training provided specifically on the Demographic Options in FastBridge. Additionally, the Math Coach will be providing coaching to teachers in the field of mathematical instruction to students of at risk populations and varied Tier levels.