TL 330 Equity Audit Name: Natalie Walker

Section: 2 Date: 10/13/14

ace/Et!nicity "#$ WA State Di%trict Sc!ool Teac!er Admin
Am &n / Ala%kan
Nati'e
1()# )(0# 3(*# (+1# (,)#
A%ian +(1# 4()# 3(0# 2(30# 1(,,#
-aci.ic &%lander ,# /(*# /(*# (13# (23#
0lack 4()# 1()# 1(1# 1(2*# 3(24#
1i%2anic 20(4# 1*(*# 14(2# 3(3+# 3(*2#
W!ite /,(1# /+(,# )4(4# **(4+# */(+)#
T3o or 4ore ace% )(3# 10(/# 12(1# 3(43# 3(+,#
5ree or educed
Lunc! #
4)(1# 4+(/# /4(4#
S2ecial Education # 13# 1/(4# 40(2#
0ilin6ual # ,(0# )()# 4()#
4i6rant # 1(+# 0(0# 0(0#
5o%ter 7are # (2# (3# 0(0#
4ale # /1()# /1(3# /4(/#
5emale# 4*(4# 4+(*# 4/(/#
Total Enrollment 1804+83,0 11842) 3+3
Equity Audit 9ue%tion%
1( W!at doe% t!e data tell you 3!en com2arin6 et!nicity # o. t!e di%trict and/or :uildin6 in relation to t!e %tate;
When comparing the ethnicity of my school district and building to the state the data shows that my district is more
diverse than the state as a whole. One data point that illustrates this is that in the state the percentage of Native
American students was 1.6% while the percentage of Native American students in my district is 6%, and in my building
TL 330 Equity Audit Name: Natalie Walker
Section: 2 Date: 10/13/14
at .6%. !he diversity in my school district and my building is much more diverse than the diversity in the state of
Washington.
2( W!at doe% t!e data tell you 3!en com2arin6 t!e demo6ra2!ic% o. t!e teac!er to t!e demo6ra2!ic makeu2 o. t!e
%tudent%;
!he demographic of the teachers are not as diverse as that of their students. ""% of teachers are white and only #$% of
the students are white. !he other %1% of non white students have a very small chance of having a teacher that
represents their ethnicity. & was not surprised that ""% of Washington teachers were white because, as we discussed in
class on !hursday, $'% of all teachers are white. & wish that the data on the teachers and administrators also included a
brea(down of the male to female ratio.
3( e'ie3 t!e Adequate <early -ro6re%% "A<-$ Data( W!at doe% t!e data tell you a:out !o3 3ell t!e 'ariou% 6rou2% o.
%tudent% are doin6 in readin6 and mat! "num:er o. ye%8 num:er o. no8 # o. ye%/total$;
&n the Annual )early *rogress data tells about how the various student groups are doing in reading and writing. !he
first is that all student groups, aside from the white, special education, and low income student groups, were not
re+uired. Not re+uired means that there were not enough students in these groups. !he white, special education, and
low income student groups did not meet the proficiency goal in reading or math. !his tells me that all students need
some wor( on both their reading and math s(ills in order to meet the proficiency goal.
4( W!at ot!er demo6ra2!ic%/data do you t!ink 3ould :e u%e.ul to kno3 o. your %tudent%; Any ot!er comment%
"limitation%$ 2re%ent in t!e cate6orie% 2re%ented a:o'e; Anyt!in6 in 2articular =%tand>out? .or you 3!en re'ie3in6 t!i%
data;
& thin( that it is important that foster care data was included into this data but & also thin( it would be good to (now if a
student is living with someone other than their parents or living in two separate homes with divorced parents. !hese
TL 330 Equity Audit Name: Natalie Walker
Section: 2 Date: 10/13/14
family situations have an impact on our students and therefore, should have an impact on us, as their teachers. & have
students with these bac(grounds in my classroom and & thin( that it is important that we address their needs as students.
/( W!at are one or t3o item% t!at really cau6!t your eye;
One item that really caught my eye was the percentage of American &ndian students in my school district. ,y school
district and school are on the boarder of the !ulalip tribe reservation. & was surprised to see the discrepancy between the
state percentage and the district percentage. !he state percentage is at 1.6% and the district percentage 6%. & (new that
the percentage would be high in my district but & did not reali-e that the percentage would be that high and #% higher
than the state percentage.
)( W!at que%tion% do you !a'e a:out t!i% data;
One +uestion that & have about this data is what is the brea(down of students receiving special education services. &t
would be interesting to see which students are in self contained classrooms, students in a pullout program, and those
students in the general education classroom. Not only would this information be interesting for teachers and parents to
loo( at but it would also benefit the teacher/s differentiation in their classroom.
+( 1o3 may t!i% data im2act your cla%%room@% teac!in6 and learnin6;
!his data impacts my classroom/s teaching and learning showing me the types of students in my district and my school.
While each student will have their own uni+ue e0periences, it is important to get a basic understanding of where they
are coming from and what (nowledge they may be coming in with. 1nowing your students is the first step in meeting
their needs as people and as learners. 2y (nowing your students you are better able to create a community of learners.
!he community of a safe learning environment is the best for teaching and the best learning.
*( Ai'en 3!at you !a'e already learned a:out 7ulturally e%2on%i'e Teac!in68 !o3 mi6!t t!i% data :e u%e.ul in your
cla%%room community;
!his data would be useful to ensure that all of my students no matter their bac(ground and are safe and e0cited to come
to school. &t is important that all my students see themselves as learners and see themselves in the classroom. !here
needs to be representations of all the cultures and stories in the classroom, not 3ust the white 4uropean story. !his data
TL 330 Equity Audit Name: Natalie Walker
Section: 2 Date: 10/13/14
tells me what ethnicities and cultures may possibly be present in my classroom. !a(ing time to get to (now and
understand your students is the foundation of a healthy school relationship which leads to more success in school.
,( 0a%ed on que%tion% 3a and 3: on t!e accom2anyin6 a%%i6nment %!eet8 a.ter locatin6 t!e %c!ool@% nei6!:orin6 tri:al
nei6!:or"%$ and .indin6 t!e contact in.ormation .or t!em .rom t!e Since Time &mmemorial 3e:%ite8 %!are 3!o your
neare%t %c!ool@% Tri:al Nei6!:or% are:
!he school/s neighboring tribe is the !ulalip !ribe. !heir contact information can be found below.
!56A6&* !7&248
!ulalip 2oard of 9irectors
6%'6 ,arine 9rive
!ulalip, WA $":;1
*hone< =6'> ;16?%'''
@a0< =6'> ;16?'6'6
Website< www.tulaliptribes?nsn.gov
Aounty< 8nohomish