WGU D019 Task 2 |Latest Update with Complete
Solution
Amanda Mathews
WGU
D019 Task 2
12/5/24
Restating..Elements..from..Task..1
Problem..Statement
Economically..disadvantaged..students..(EDS)..at..Whitman..Post..Elementary..School..underperfor
m..in..math..compared..to..their..peers,..as..evidenced..by..disparities..in..Illinois..Assessment..of..Re
adiness..(IAR)..scores..across..grades..and..subcategories.
Participant..Group..and..Subgroups
● Participant..Group:..All..3rd–
5th..grade..students..at..Whitman..Post..Elementary..School..(approximately..450..stud
ents).
● Participant..Subgroups:
○ Economically..Disadvantaged..Students..(EDS):..Students..qualifying..for..free..
or..reduced-price..lunch.
○ Non-Economically..Disadvantaged..Students..(Non-
EDS):..Students..not..qualifying..for..free..or..reduced-price..lunch.
Sources..of..Data
The..data..source..includes..IAR..math..scores..for..3rd–
, 5th..grade..students..during..the..2023..academic..year...These..scores..measure..math..proficiency..
and..identify..performance..disparities.
Data..Analysis
The..analysis..revealed..a..14-
point..achievement..gap..in..mean..IAR..math..scores..between..EDS..and..Non-
EDS..students...Performance..trends..show..the..gap..widens..as..students..advance..through..grad
es...Subcategory..analysis..indicates..EDS..students..score..lowest..in..algebraic..reasoning..and..d
ata..analysis.
Inferences
● Inference..1:..Resource..limitations..may..hinder..EDS..students’..mastery..of..algebr
aic..reasoning..and..data..analysis..concepts.
● Actionable..Step:..Implement..after-
school..math..programs..targeting..these..subcategories.
● Inference..2:..Instructional..inequities..may..cause..gaps..to..widen..as..students..progress.
● Actionable..Step:..Provide..professional..development..for..teachers..on..differentiat
ed..instruction.
Action..Plan
Actions..or..Changes..Needed
1. Establish..after-
school..math..programs..focusing..on..algebraic..reasoning..and..data..analysis..for..EDS..stu
dents.
2. Provide..professional..development..on..differentiated..instruction..for..teachers..in..grad
es..3–5.
Stakeholders
● School..Leadership:..Facilitate..program..implementation..and..teacher..training.
● Teachers:..Participate..in..professional..development..and..lead..after-school..programs.
● Parents:..Encourage..student..participation..in..programs.
● Community..Organizations:..Provide..additional..resources..or..funding.
Solution
Amanda Mathews
WGU
D019 Task 2
12/5/24
Restating..Elements..from..Task..1
Problem..Statement
Economically..disadvantaged..students..(EDS)..at..Whitman..Post..Elementary..School..underperfor
m..in..math..compared..to..their..peers,..as..evidenced..by..disparities..in..Illinois..Assessment..of..Re
adiness..(IAR)..scores..across..grades..and..subcategories.
Participant..Group..and..Subgroups
● Participant..Group:..All..3rd–
5th..grade..students..at..Whitman..Post..Elementary..School..(approximately..450..stud
ents).
● Participant..Subgroups:
○ Economically..Disadvantaged..Students..(EDS):..Students..qualifying..for..free..
or..reduced-price..lunch.
○ Non-Economically..Disadvantaged..Students..(Non-
EDS):..Students..not..qualifying..for..free..or..reduced-price..lunch.
Sources..of..Data
The..data..source..includes..IAR..math..scores..for..3rd–
, 5th..grade..students..during..the..2023..academic..year...These..scores..measure..math..proficiency..
and..identify..performance..disparities.
Data..Analysis
The..analysis..revealed..a..14-
point..achievement..gap..in..mean..IAR..math..scores..between..EDS..and..Non-
EDS..students...Performance..trends..show..the..gap..widens..as..students..advance..through..grad
es...Subcategory..analysis..indicates..EDS..students..score..lowest..in..algebraic..reasoning..and..d
ata..analysis.
Inferences
● Inference..1:..Resource..limitations..may..hinder..EDS..students’..mastery..of..algebr
aic..reasoning..and..data..analysis..concepts.
● Actionable..Step:..Implement..after-
school..math..programs..targeting..these..subcategories.
● Inference..2:..Instructional..inequities..may..cause..gaps..to..widen..as..students..progress.
● Actionable..Step:..Provide..professional..development..for..teachers..on..differentiat
ed..instruction.
Action..Plan
Actions..or..Changes..Needed
1. Establish..after-
school..math..programs..focusing..on..algebraic..reasoning..and..data..analysis..for..EDS..stu
dents.
2. Provide..professional..development..on..differentiated..instruction..for..teachers..in..grad
es..3–5.
Stakeholders
● School..Leadership:..Facilitate..program..implementation..and..teacher..training.
● Teachers:..Participate..in..professional..development..and..lead..after-school..programs.
● Parents:..Encourage..student..participation..in..programs.
● Community..Organizations:..Provide..additional..resources..or..funding.
