Disaggregated Data PLC 1: Ks/edit?usp Sharing
Disaggregated Data PLC 1: Ks/edit?usp Sharing
Disaggregated Data PLC 1: Ks/edit?usp Sharing
Rachael Celia, Jess Petty, Hannah Revels, Ashley Lyon, Ciara Coker
Trace Crossings Elementary School 4th Grade
Oliver Elementary School 4th Grade
Presentation link:
https://docs.google.com/presentation/d/1Xahmah8xyzZriTA4qdcHj1dnWLnEpdT3Zy9T6SUXm
ks/edit?usp=sharing
KEY:
Level 1: Does not meet academic content standards
Level 2: Partially meets academic content standards
Level 3: Meets academic content standards
Level 4: Exceeds academic content standards
Oliver Elementary 4th Grade
Reading (20132014)
ACT Aspire
Math
(2013-2014)
ACT Aspire
Reading
(2012-2013)
Alabama Reading
and Math
Math
(2012-2013)
Alabama Reading
and Math
American
Indian/ Alaskan Native
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Black
61.67
28.33
6.67
3.33
28.33
41.67
30.00
0
1.75
22.81
50.88
24.56
3.51
21.05
33.33
42.11
Hispanic
n/a
n/a
n/a
n/a
White
n/a
n/a
n/a
n/a
Unknown
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Poverty
63.49
25.40
7.94
3.17
28.57
41.27
30.16
0
1.85
22.22
50.00
25.93
3.70
18.52
35.19
42.59
Non-Poverty
n/a
n/a
n/a
n/a
Male
63.64
24.24
6.06
6.06
33.33
39.39
27.27
0
3.70
25.93
44.44
25.93
7.14
14.81
33.33
44.44
Female
61.29
29.03
9.68
0
22.58
45.16
32.26
0
0.00
20.00
56.67
23.33
0.00
26.67
33.33
44.44
All
62.5
26.56
7.81
3.13
28.13
42.19
29.69
0
1.75
22.81
50.88
24.56
3.51
21.05
33.33
42.11
Math (20132014)
ACT Aspire
Reading (20122013)
Alabama Reading
and Math
Math (20122013)
Alabama
Reading and
Math
American
Indian/ Alaskan
Native
n/a
n/a
n/a
n/a
Asian/ Pacific
Islander
18.18
18.18
36.36
27.27
9.09
9.09
36.36
45.45
n/a
n/a
Black
39.53
20.93
34.88
4.65
11.63
53.49
32.56
2.33
0.00
12.12
45.45
42.42
6.06
15.15
54.55
24.24
Hispanic
75
8.33
16.67
0
16.67
33.33
50
0
0.00
16.67
61.11
22.22
5.56
16.67
33.33
44.44
White
16.28
18.6
34.88
30.23
9.3
25.58
53.49
11.63
0.00
2.04
14.29
83.67
0.00
6.12
18.37
75.51
Unknown
n/a
n/a
n/a
n/a
Two or More
Ethnic Groups
n/a
n/a
n/a
n/a
Poverty
41.51
24.53
26.42
7.55
9.43
47.17
41.51
1.89
0.00
11.76
50.93
37.25
5.88
17.65
45.10
31.37
Non-poverty
n/a
n/a
0.00
3.57
16.07
80.36
0.00
3.57
19.64
76.79
Male
32.73
23.64
27.27
16.36
12.73
43.64
38.18
5.45
0.00
7.84
29.41
62.75
3.92
7.84
29.41
58.82
Female
30.51
11.86
40.68
16.95
8.47
28.81
49.15
13.56
0.00
7.14
35.71
57.14
1.79
12.50
33.93
51.79
All
31.58
17.54
34.21
16.67
10.53
35.96
43.86
9.65
0.00
7.43
32.71
59.81
2.80
10.28
31.78
55.14
Oliver
Professional
Development
Strategies in
Reading
Peer
Talent Show
Teachers send home ASPIRE test
Parents Chaperone on the field trips.
results, AR data, and STAR tests.
PTO meetings
Parent/Teacher conferences
Math Night
Reading Night
Parent/Teacher conferences
Resources
assessments to teachers for each
grade level, during grade level
meetings teachers compare results in
the classroom
Running Records
Support Personnel
Teacher
Weekly grade level team meetings Team meeting with principal every
Collaboration
with various coaches and
week
administrators
Strengths based on Majority of females are on or above Females have greater percentages
data
grade level for reading and math
in on-level than males
Highest percentages of students on or
above grade level: white students,
asian/pacific islander
Weaknesses based on
Significant drop in on-level and
data
above level students in test scores for
math and reading-could be a result of
the change in the tests used.
Reading scores lower than math
scores
Majority of males are below grade
level in math and reading
Hispanic students had the lowest percentage of students on or above level grade in
reading. This statistic could be a result of language and cultural barriers. Students may not speak
English well which would impact their ability to communicate knowledge through a standardized
test. African American students had the lowest percentage of students on or above grade level in
math. This could be a result of a large portion of African American students not having a large
amount of experiences in math at home or at school.
Females at Trace Crossings Elementary School had a higher percentage of students on or
above grade level than males in both reading and math for the ACT Aspire test. However the
opposite is true the previous year for the ARMT test. The differences were not large for the
ARMT scores from 2012-2013. Males had a higher percentage by only 2-3% in both reading and
math. However, in 2013-2014, females had a much higher percentage of students on or above
level than males in math. They had almost 20% more students. The percentages were very close
between males and females in reading.
According to research done by the United States Department of Education on what
effective strategies high-performing schools are using, there are many strategies that Trace
Crossings Elementary School can implement to improve test scores and academic achievement.
Some of these strategies include increasing teacher collaboration to review and evaluate student
work, therefore providing as much insight into student achievement and understanding. Teacher
training was also influential in the student performance, as well as teacher collaboration to
ensure that grade level content is aligned through the years. These schools also found that
parental involvement was effective in improving their students scores. One way that schools
were able to involve parents in student academics was through the implementation of a Math
Curriculum Night where parents could learn more about the math curriculum, what and how
math was being taught. It is also important for parents to be kept informed of their students
progress. While the use of math curriculum is important, it is also important that teachers have
supplementary materials, such as manipulatives, in addition to the standard curriculum
(Improving Math Performance, n.d.).
Trace Crossings Elementary School also needs to focus on improving their reading
scores. Some of the strategies that can be implemented are increasing the time in the classroom
dedicated to reading and writing, using high quality literature, and improving teacher training.
Evidence shows that effective teachers utilize about half of their classroom time to teach reading
and writing, as opposed to many classrooms where reading and writing instruction can take up
only ten percent of the classroom time. Reading and writing can also be incorporated into
multiple subjects to make most out of limited instructional time. The use of high quality
literature is essential to instruction and motivating students, as well as making the learning
meaningful. Better teacher training also plays a large role in improving student performance.
When teachers are better equipped to effectively teach, their students perform better
academically (The Six Ts of Effective Elementary Literacy Instruction, 2013).
Research shows that Oliver Elementary School could improve their students math scores
by implementing new evidence based strategies. The first recommendation is that teachers
increase the students engagement in mathematics. Engaging students can promote higher
thinking, constructive math environment and result in increased test scores. It is also important
that the classrooms are designed with high expectations for all students (Leone, 2010). Teachers
should also incorporate culturally relevant examples and experiences into math instruction.
Games and constructive activities can also serve as an energetic review and motivate students to
think about the material. Teachers can improve students scores by encouraging them to relate
to math and see its relevance to everyday life. Teacher can increase their engagement in their
class by adding manipulative, real life relations, and emphasizing number sense. Screening and
diagnostic testing before beginning math instruction can also allow students to achieve higher on
mathematics testing (Leone, 2010).
Research shows that Oliver Elementary could also greatly improve students reading test
scores by increasing the amount of time students spend reading daily. According to The Six Ts of
Effective Elementary Literacy Instruction, about 10 to 15 minutes a day is spent actually reading.
The 90 minute reading block generally consists of activities that are not reading-based. Research
shows that students need to spend more time actually reading. There are many ways that
teachers can accomplish this. Students should be provided with a wide variety of high quality
literature that spans reading levels and genres so that they are able to find texts that interest them
and make reading more enjoyable. Reading more frequently will also increase the reading test
scores for Oliver Elementary. Another effective strategy is to Stop Everything and Read, when
the students will not have to be working on other materials, but can just read to themselves for
enjoyment. This is just one of the ways that the school can increase the time spent reading in the
classroom.
opportunities to read and write at home. Read books with your children, set goals for them and help them
learn to love reading. Maintain a positive attitude about reading and writing and you will be able to help
your child succeed.
We look forward to implementing these activities and goals into our school to help Trace
Crossings Elementary School become the best that it can be. We are confident these strategies will
improve our test scores and benefit our school.
Sincerely,
Trace Crossings Teachers
We want to work diligently to help improve the math scores of our students. The best way
to improve math scores is to provide our student opportunities to engage with the math
procedures. Research has shown that students need meaningful experiences with math in order to
develop a deep understanding. Meaningful experiences include real life situations, hands-on
activities and group work. These strategies will help students better understand math and
improve their test scores in the future.
Along with improving math scores, we are going to develop goals to enhance reading
scores as well. Research shows that students need plenty of time throughout the day to read. We
are going to encourage all teachers to allow their students time throughout the day to pause and
read. We will also provide opportunities for students to read in other subject areas. Students need
to be constantly reading in order to develop strong reading skills and test well on the ACT Aspire
in the future. In order to support the work of teachers in school, you can help your child by
providing opportunities to read at home. You can find books for them to read and read with them.
The more exposure to reading the students encounter the better reader the will become.
We are very excited to implement these new goals and strategies into our classroom. We
believe that these new goals will help Oliver become the best school that it can be and score
highly in standardized testing.
Sincerely,
Oliver Teachers
References
Improving Math Performance. (n.d.). Retrieved May 5, 2015, from www.ed.gov
Leone, P., Wilson, M. & Mulcahy, C. (2010). Making it Count: Strategies for Improving
Mathematics Instruction for Students in Short-Term Facilities. Washington, DC: National
Evaluation and Technical Assistance Center for Children and Youth Who Are Neglected,
Delinquent, or At Risk (NDTAC)
The Six Ts of Effective Elementary Literacy Instruction. (2013, April 24). Retrieved May 5,
2015, from http://www.readingrockets.org