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Disaggregated Data PLC 1

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

Asian/ Pacific Islander

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

Two or More Ethnic


Groups

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

Trace Crossings Elementary 4th Grade


Reading (20132014)
ACT Aspire

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

Summary of School Programs


Trace Crossings

Oliver

Professional
Development

Faculty attends Professional


Teachers attend faculty meetings.
development opportunities at various Grades have team leaders to
points throughout the year, such as
mentor newer teachers.
TechBytes and EdCamp.
Teachers meet weekly to discuss new
strategies and share ideas and student
work, as well as discuss intervention.

Strategies in
Reading

Read for the record


Dr. Seuss week
Dr. Morrison
Uses the daily 5

Tiger Roar (school wide


vocabulary words)
Instructional Centers

Strategies in Math Math Night


Mrs. Puchta (Math Coach)
Investigations

Problem Based Learning


implemented as a focus for math
instruction.
GoMath relies heavily on
promethean board

School Initiatives Buddy Programs

Birmingham reads volunteers


work with fourth graders.Students
Helpers
read books and complete a project

Hoover and turn it into the volunteer.


High School students who Students earn points and win
are interested in teaching
books as prizes
come to the school and WIN Program- getting students
help the teacher once a
excited and ready for college.
month.
Oliver feeds into schools that
Read for the Records
prepare students for college.
S3R
Outside administrators observe
Finely Awards
Oliver teachers and keep them
accountable in following best
practices
The Church at Brook Hillsmentorship program
Church of the Highlands-members
of the church make photocopies
for teachers and help in the office

Parent Involvement Finley Award winner award


ceremony

Peer

Parents Chaperones (McWane


Science Center)

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

Accountability Math: Mrs. Puchta gives math

Resources
assessments to teachers for each
grade level, during grade level
meetings teachers compare results in
the classroom
Running Records

Support Personnel

Math Coach-Mrs. Puchta


Reading Coach-Mrs. Stubblefield
Dr. Morrison
Title I-Mrs. White
Special Education Teacher
ELL Teacher- Mr. Pitts

The test scores are displayed in


the art room, where the teachers
have their professional meetings.
AR points- Students take tests
based upon books they read to win
points.
STAR test progress monitoring
Special Education Teacher
Reading Coach
Math Coach
Farmer Allie-Science expert,
worked in all classrooms to teach
gardening and animal life

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

Significant drop in on-level and


above level students in test scores
for math and reading-could be a
result of the change in tests used.
Reading scores lower than math
scores
Majority of students are below
grade level
GoMath is not very manipulative,
hands-on, or engaging for students

Trace Crossings Elementary Data Analysis and Action Plan


Trace Crossings Elementary School experienced a change in testing between the 20122013 and 2013-2014 school years. They switched from the Alabama Reading and Math Test
(ARMT) to the ACT Aspire test. The data collected from the 2012-2013 school year represented
scores and percentages of proficiency based upon the ARMT. The data collected from the 20132014 school year represented scores and percentages of proficiency based upon the ACT Aspire
test. The amount of students on or above grade level, in fourth grade, declined significantly
between these two years for math and reading. In 2012-2013, 86.92% of students were on or
above level in math and 92.52% of students were on or above level in reading. In 2013-2014,
53.51% were on or above grade level in math and 50.88% were on or above grade level in
reading. This is a significant decline in proficiency. A large reason for the decline could be from
the test change. Students had to learn to answer different types of test questions and they took
their tests on computers. The ACT Aspire testing created an entirely new testing environment
which may resulted in a decline in performance.
Different culture groups scored differently in various subjects. Asian or Pacific Islander
students had the highest percentage of students on or above level in math. This can be a result of
their culture. Many Asians cultures put a greater emphasis on math skills than other cultures.
This cultural difference could be a major factor in the high percentage of students performing
proficiently in math. White students had the highest percentage of student on or above level in
reading. There are a variety of reasons for this data. Many white students at Trace speak English
as their first language and therefore may not need to worry about culture and language
differences creating barriers in language arts 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).

Oliver Elementary Analysis and Action Plan


Oliver Elementary school experienced a change in testing between the 2012-2013 and
2013-2014 school years. They switched from the Alabama Reading and Math Test (ARMT) to
the ACT Aspire test. The data collected from the 2012-2013 school year represented scores and
percentages of proficiency based upon the ARMT. The data collected from the 2013-2014
school year represented scores and percentages of proficiency based upon the ACT Aspire test.
The amount of students at or above grade level, in fourth grade, declined significantly between
these two years in math and reading. In 2012-2013, 75.44% of students were at or above grade
level in reading and in 2013-2014, only 10.94% of students were at or above grade level in
reading. This represents a significant decline in reading proficiency. A contributing factor for
the decline could be the change in the type of test used. Students had to learn how to answer
different types of test questions and how to take their tests on computers. The ACT Aspire test
created an entirely new testing atmosphere which may have contributed to the decline in
performance.
Oliver only published data on African American students but did break down scores for
between males and females and students in poverty. In 2012-2013 a higher percentage of
females were on or above grade level in reading, but in math both genders had 77.77% of
students on or above grade level. In 2013-2014 they swapped and males scored higher in
reading and females scored higher in math. In 2012-2013, 75.93% of students in poverty scored
at or above grade level in reading and 77.98% of students in poverty scored at or above grade
level in math. After switching from the Alabama Reading and Math Test to the ACT Aspire test,
only 11% of students in poverty scored at or above grade level in reading and 30.16% students in
poverty scored at or above grade level in math.

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.

Parent Letter: Trace Crossings


Dear Trace Crossings Parents or Guardians,
Recently, a team of teachers and faculty has been working diligently to collect data regarding the
scores from the ACT Aspire Test taken during the 2013-2014 school year. We have noticed a significant
decline in the amount of students demonstrating the appropriate knowledge for fourth grade. We believe
this decline may be a result from a change in format and delivery of the standardized testing. We will
work in future to help our students and faculty be completely prepared for the ACT Aspire test questions
to demonstrate their knowledge accurately. Despite this dramatic decline, a majority of our students are
still performing at a fourth grade level or above. Through increased practice with ACT style questions and
consistent computer work, we hope to improve the testing scores next year dramatically.
There is always room for improvement in math and reading scores, and therefore a team of
teachers has developed a plan to enhance the learning of all students in these areas. To improve our math
scores we are going to provide more hands on experiences in math for our students. We will provide
students with counters, blocks and other materials that can help explain mathematical concepts and
procedures. We will also work diligently in the younger grades to develop a strong understanding of
numbers and how they work. This number understanding will be achieved by providing our students with
a wide variety of experiences with numbers as well as hands on experiences. We will also host "Math
Nights" so that you as a parent or guardian may become involved in the teaching procedures at school in
order to support the learning of your child at home. We believe these steps will help improve our math
scores and help students become better mathematicians.
Along with improving our math scores, we plan to improve our students reading scores as well.
We believe that our students need many opportunities to read and write on a daily basis. We will; provide
our students with adequate time to read and write throughout the day. We will also include reading and
writing activities in all subject areas to help students become comfortable reading many genres and
writing about a variety of topics. To support the work of the teachers, you can provide your child with

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

Oliver Elementary Parent Letter:


Dear Oliver Parents or Guardians,
A team of teachers has been working diligently to collect all data concerning the scores from the
ACT Aspire Test taken during the 2013-2014 school year. We have noticed a significant decline in the
amount of students demonstrating the appropriate knowledge for fourth grade. We believe this decline
may be a result from a change in format and delivery of the standardized testing. We will work in future
to help our students and faculty be completely prepared for the ACT Aspire test questions to demonstrate
their knowledge accurately. In this testing change, a majority of our students tested below grade level . A
team of teachers have worked together to devise a plan to bring school wide success. Through practice
with ACT questions and consistent computer work, we hope to improve the testing scores next year
dramatically.

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

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