Supplemental Educational Services A school system was delivering remedial reading instruction to all students who received free lunch. This was to satisfy a No Child Left Behind sanction for not making adequate yearly progress with all subgroups. The goal of the intervention was to bring the students to grade level proficiency. All of the curricula being used was remedial. The majority of the students receiving services received free or reduced-price lunch but read at or above grade level. When we pointed this out, the school system thought we were accusing them of serving kids who were not poor. The outside tutoring companies that were providing the services had no academic data on the students. Of the four agencies, one had tested the students before tutoring them, but reported to us that although many of the students’ pre-test scores were very high, they only had remedial curriculum so they used it for everyone. Which beliefs are influencing their Equity Lens? Click to check your answer. B.1 Cause and Effect B.2 Expert vs. Evidence B.3 What At-Risk Means B.4 Desired Outcomes and Goals B.5 What is STEM and Why We Need to Fill STEM Pipeline Which skills are influencing their Equity Lens? Click to check your answer. S.1 Knowing What Can Be Known S.2 How to Identify Kids to Align Services S.3 How to Classify Things S.4 Working With Data S.5 Understanding Data Details S.6 Understanding Federal Data-Handling Laws BeliefsB.1 Cause and Effect They did think that the remedial reading interventions would raise students to grade level proficiency. They just did not realize most of the students served were already at or above grade level proficiency. B.2 Expert vs. Evidence NA B3. What At-Risk Means Not only did the school staff and the Data and Accountability office think academically at-risk meant low-income, but the No Child Left Behind policy that required them to provide these services treated the two as synonymous. The Supplemental Educational Services policy said that they had to serve any student who was at-risk of failure, and could only serve low-income students and had to offer the service to all low-income students. B.4 Desired Outcomes and Goals Their desired outcomes were related to reading, rather than general quality of life experiences. However, their desired outcome of reading at grade level proficiency was not appropriate for students who were already doing so. B.5 Which of the assumptions in the "What is STEM and Why We Need to Fill STEM Pipeline" belief category aligns with this example NA SkillsS.1 Knowing What Can Be Known NA S.2 How to Identify Kids to Align Services The four outside agencies that were providing the reading tutoring had given the students pre-tests. They reported to us that although many of the students scored very high, they only had remedial curriculum and they used the same curriculum with everyone regardless of their pre-score. S.3 Which skill was reflected from the "How to Classify Things" category? NA S.4 Skill Set Required for Working With Data The school system did not provide the standardized reading test scores to the tutoring firms. The Title 1 office head told Edstar that only her administrative assistant knew how to get them off the computer system and she had been on vacation. S.5 Which skill was reflected from the "Understanding Data Details" category? Knows the relevant details for interpreting data, such as that scales differ for every grade on standardize tests, course codes change, graduation requirements differ across school districts, etc. or knows to ask someone. Does not know what is relevant to interpreting data, and misinterprets data. Thinks data is data, and any data is as good as any other. There is nothing to know about it. Just get some because we are supposed to use it. S.6 Which skill was reflected from the "Understanding Federal DATA-Handling Laws" category? Understand that laws that govern student data are the FERPA laws. They are concrete and federally regulated. Gets advice before sharing any data. Believes that those in high places in the local schools can create the requirements for data use and sharing, and they may or may not follow FERPA laws. Believes in local control. Has never heard of FERPA. Sends any data requested to anyone, and with no concern.
