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Disaggregated Data Analysis

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PLC Group 6
Taylor Biedermann
Hannah Cole
Abby Conner
Abby Diamond
Elizabeth Smith

Data Analysis

Trace Crossings
Elementary School

J.H. Phillips

Reading Scores

See Attached Charts

See Attached Charts

Math Scores

See Attached Charts

See Attached Charts

Strategies, Professional
Programs, Resources

Trace Cross Elementary

school is incredibly
explicit and
instructional with their
reading and math
programs. They have
both a math and
reading coach that
works with students
who seem to be
struggling in those

Trace uses the
Investigations math

Trace has a reading

coach and a math
Trace has several Title I
teachers to assist
students who are

struggling in reading
and math
In terms of technology,
Trace utilizes Smart

Boards, iPads,
chromebooks, and
computers in the

Phillips Academy is not

explicit in their reading
and math programs.
They do not currently
have a math coach and
their reading coach is
only there part time.
However, they do have
an emphasis on reading
throughout the school.
Phillips recently let go
of their math coach so
they do not have a
specific math coach.
They do have a reading
specialist; however, she
is spilt between two
schools so she is only at
Phillips Academy for
some of the week
The basal reading
series used at Phillips
was Scott Foresman
Reading Street
Phillips has a
Promethean board and
access to only one or
two computers in the
The reading block for
elementary K-5
students is protected
for 90 minutes to allow
teachers to focus on
reading skills and other
strategies to improve

Schools Strengths and Trace test scores
Phillips had low scores
decreased in all areas
in math
from 2010-2011 to
High reading scores
across elementary
Improvement Plans

State department of
education provides
training for school
personnel who train
remaining faculty and
staff in assessment
School has multiple
Title I teachers in an
effort to help with math
and reading
Title I teachers pull
students during small
group instruction time
in math

Philips strives to use

data to further
School personnel use
this information to
design, implement and
evaluate continuous
improvement plans
Data used in
professional learning
communities at faculty,
grade level, and
planning sessions- but
more data driven grade
and faculty level
planning should be
Faculty and support
staff members are
trained and assessed
under a professional
development program

Parents In Student

Informs parents in

conferences of schools
Assessment results are
communicated to

parents at PTA
Trace is always trying
to involve students in
the school
Dr. Seuss week
activities to promote
reading and motivate
kids to read

Written results of
disaggregated data is
provided to the faculty,
parents and community
Presented to parents at
PTA meetings,
conferences and written


progress monitoring
through a variety of

Role Support Personnel

ELL teachers
Math coach
Reading coach
Special Education

Phillips tracks student

progress test results
from the Common Core
State Standards
Phillips tracks progress
through STAR test
Reading coach that is
shared between two
Special Education
teachers and support

Data Sharing Between Trace Crossings

implements data
meetings for every
grade level once week
There are grade level
meetings with both the
reading and math
coach where the
teachers share and
analyze data

Teachers have weekly

grade level meetings,
but do not collaborate
with reading and math
Faculty consistently
analyze and evaluate

Data Conclusions and Reflection (Trace Crossings)

Trace Crossings Elementary has had a decrease in their test scores for
math and reading. Math scores dropped significantly at Trace Crossings,
especially in black and poverty areas, even to single digits. There is a current
pending lawsuit on the discrepancy around the sudden drop in Math scores
for the fourth grade in particular. The school board claims that it is due to the
teachers failing to adhere to the proper curriculum in preparation for the
test. However Former Principal Litaker claims that there was error in

administration. The Superintendent has reviewed the test scores and has
stated there there are no apparent irregularities. It has been taken into
account that they are going through some major intervention concerning
differentiated instructions across the board for every grade level. While math
scores decreased, reading scores also decreased. Reading scores decreased
over the two years in all categories of students, white, black, poverty and
non poverty. In 2010-2011, the reading scores for Trace were higher than the
system, but in 2011-2012 the systems scores were significantly higher than
Trace. Overall, 2011-2012 saw an increase in reading scores through Hoover
City System. Across the board, in both reading and math throughout the
system and in Trace Crossings, scores in reading and math score decreased
from 2010-2011 to 2011-2012. The scores for blacks and poverty students
were lower than scores for non blacks and non poverty. They are using a
Math and Reading coach that will pull students out need intervention time.
This strategy is highly effective and seems to benefit the school greatly.

Data Analysis/Action Plan for Trace Crossings

Trace Crossings Elementary school is districted in an area that has a
very diverse population of students from all different socioeconomic and
cultural backgrounds. Trace Crossings serves students who come from all

backgrounds including Whites, Blacks, Asians, and Hispanics. In addition,

there is also a large population of ELL students at Trace Crossings. Because
of the rapidly growing diverse population at the school, there needs to be a
strong focus on providing students from culturally diverse backgrounds with
an equal opportunity to learn. There are specific methods and approaches to
teach students from culturally and linguistically diverse backgrounds that
have been proven to be effective. Meeting the needs of such a diverse group
of students is very challenging, but Trace Crossing provides students and
teachers with many resources and instruction to improve student
achievement. However, there are ways for the school to improve.
According to the test data, Trace Crossings has declined in student
achievement. Reading and math scores have decreased across all learners,
whether white or nonwhite, in poverty or not in poverty. However, there is
still a clear distinction between the achievement of learners from culturally
diverse backgrounds and students who come from English proficient
backgrounds. Calderon, Slavin, and Sanchez, in their article Effective
Instruction for English Learners, assert that the quality of education is what
matters most in educating students from diverse backgrounds (Calderon,
Slavin, and Sanchez, 2011). The article highlights some effective practices
for English learners which include school structures and leadership, language
and literacy instruction, integration of language, literacy and content
instruction, professional development, and parent and family teams, among
many others (Calderon, Slavin, and Sanchez, 2011). One of the most

important effective practices is school structure and leadership. Trace

Crossings already had many of these in place like constant collection and use
of ongoing formative data on learning and professional development
opportunities for teachers and administrators. For example, Trace had the
teachers and facilitators participate in a poverty simulation in an effort to
help the teachers understand where some of their students come from.
Implementing some of these effective strategies at Trace Crossings will not
only increase the achievement of ELL learners, but will directly benefit all
students. As the data shows, Trace Crossings could benefit from any
strategies and approaches to increase student achievement, especially in
reading or math.
Trace Crossings already does some of these methods and strategies
very well. According to an article about Title I School Improvement Plans by
J.C Isernhagen, the consistent use of data to drive instruction is key in
making sure the school is meeting the standards (Isernhagen, 2012).
Isernhagen states that without a good data collection and monitoring
system, schools lose track of students academic improvement and progress
in meeting the standards; they can also fail to develop a focus for their
school that is based on needs (Isernhagen, 2012). For one, Trace already
has in place a system of data collection and monitoring which include weekly
data meetings to discuss and track student achievement. Not only are areas
of improvement addressed, but also steps are established to move forward
to improve the issues addressed. Another thing that the article highlighted

was the importance of teachers and faculty at the school having a clear
understanding of their schools Title I Plan and goals. This is one area that
Trace could improve in. Communicating to teachers and ensuring that
teachers are aware of their schools improvement plan for all students is an
important aspect in increasing achievement for all students. One observation
from Trace is that the teachers are very conscious of how they are cultivating
an environment that is intentional of including diverse students, and
encouraging discussion and group work among the students. Test scores are
not always the best representative of student achievement, however they
can serve to identify areas that need to be addressed.
Due to the test scores decreasing between the past two years, it is
vital that a specific plan is made to improve reading and math achievement.
In order to improve math scores, a plan of action would be to have the math
coach more directly involved with students. This could look like Mrs. Puchta
coming to each grade level meeting once a month to inform teachers on how
to differentiate math instruction for all learners. With the help of the teacher,
the math coach would work one on one with students who are struggling. But
it is important that the math coach is addressing whole groups of students to
ensure that students are on the right track. The same approach should be
taken with the reading coach to ensure that all students are getting reading
instruction on their level. The reading coach can meet with the teachers at
each grade level on a consistent basis to identify students who are falling
behind in reading.

In conclusion, the data shows that Trace Crossings has seen a decrease
in both reading and math scores. With the diverse population of students and
the increase in students from culturally diverse backgrounds, Trace needs to
implement effective strategies and methods to increase achievement of
these students, some of which Trace is already doing and should continue to
do so. This is will in turn increase the achievement all students at Trace
Crossings. In order to increase the reading and math scores of all students,
Trace needs to take full advantage of the reading coach, math coach, and the
Title I teachers to identify the students who need extra instruction in reading
or math.

Parent Letter: Trace Crossings

Hello 4th Grade Parents and Guardians,

After the recent release of the newest test scores, we wanted to inform
you about the results regarding our school. Looking at the school wide
reading and math scores for the 4th grade, we are facing some challenges.
However, we are positive in our outlook and have developed a plan to
Upon reviewing the data, we have met as administration and grade
level teachers to put together a plan of action for the upcoming school year.
We are aware that are reading and math scores have decreased, and we
want you to know that we are looking out for the best interest of our
students and are striving to improve in both of these areas. We have outlined
a couple of key areas that we are going to work on improving in. For one,
Trace Crossings serves an increasingly diverse population of learners from
many different cultural backgrounds, so we plan to work towards
implementing instructional practices to promote learning and achievement
for all students. In addition, we are going to increase the presence of our
reading and math coaches in the classrooms. They will be active in meeting
with our grade level teachers and developing resources and lessons to
engage and improve our students learning. We have an abundance of
resources that we plan to utilize more in the coming year to hopefully
improve our test scores as a school.

We want to acknowledge that student learning does not stop when

students leave the building. We feel that parental involvement is vital to
Trace Crossings and we want to keep this up. Your motivation helps to
motivate us! Thank you for all you do. We are working hard to ensure your
children are getting the instruction that they need. Please let us know if you
have any questions or comments and if we can be of any assistance to you
and your student! We will continue to keep you updated as we move forward
in these endeavors to increase student achievement.

Taylor Biedermann, Hannah Cole, Abby Conner, Abby Diamond, Elizabeth

Trace Crossing Elementary School

Data Analysis/Action Plan for John Herbert Phillips Academy

John H. Phillips Academy is a Pre-K through eighth grade International
Baccalaureate school located in downtown Birmingham. Phillips Academy
encourages students across the world to become active, compassionate, and
lifelong learners through challenging programs of international education and
rigorous assessment. Approximately 720 students attend Phillips Academy;
students who are zoned for the school are not required to apply. Students in
grades K-5 outside the Phillips Academy school zone may apply for available
slots through placement testing. Placement tests at Phillips Academy is
highly competitive with a lengthy wait list for admission. J. H. Phillips
Academy is recognized throughout the district and state for excellence in
Students at Phillips Academy come from many different communities
across the city. There is a vast amount of diversity in the socio-economic
status of the students at Phillips. Some students come from middle class
families while others live in subsidized housing in single parent homes. The
diversity of the student population is one of the main causes for the
achievement differences in elementary grades.
Phillips Academy believes that students should be actively engaged in
reading and writing in every classroom. This is one reason that the reading
scores at Phillips Academy were fairly high. A school-wide effort is also made
to assist students with mastering fractions and using basic mathematical
skills. Overall, Phillips Academys test scores in 2010 - 2011 were higher for

both reading and math tests than that of Birmingham City. Read and Math
scores were, on average, more than twelve percent higher than Birmingham
City as a whole. The exception being the population of white students due to
the fact that Phillips does not have enough white students enrolled in the
school to gather sufficient data.
Phillips Academy test scores in 2011 - 2012 were significantly higher
than they were in the 2010 - 2011 school year. In each demographic, the
students rose at least five or more percent than the previous year. Once
again, Phillips did not have enough white students enrolled to provide
sufficient data for comparison.
The African-American students at Phillips Academy improved two
percent in their reading scores overall. When compared to the rest of the
students whose test scores increased by four to five percent, this area
shows the least amount of improvement. The plan for improvement at
Phillips Academy is to continue with the current plan and supplemental
reading instruction with strategies to improve reading comprehension and
retention. Teachers will undergo professional development via webinars in
reading instruction. Professional Learning Communities will also be
established across grade levels to ensure that the reading expectations are
communicated and cohesive across all grade levels.
Parent involvement will be increased through a weekly school wide
newsletter written by a different class each week. Through the newsletter,
parents and students will be informed of different school events and

opportunities to get involved in the school. The newsletter will also include a
comment-box email address where parents may email any praises,
concerns, or observations they may have.

Parent Letter: Trace Crossings

Dear Parents and/or Guardians of Fourth Grade students,

Phillips Academy recently completed the Alabama Reading and Math

Test (ARMT). After analyzing the data we have discovered our schools
strengths and weaknesses. We find it necessary and beneficial to share our
findings with the parents and guardians of our students. The Phillips students
are doing well in math and reading.
We discovered that we need to focus on improving our scores in
reading. We have developed a plan to raise the reading scores for next year.
This summer we will be providing professional development to our teachers
to demonstrate and educate the teacher on research based strategies.
Education is a constantly growing field and we are always learning new ways
to best teach our students. Then starting in the fall we plan on enacting the
new and refreshed skills that our teachers worked on in the summer in order
to enhance student achievement with supplemental curriculum. Another
change Phillips Academy will be making is the implementation of a weekly,
school-wide parent newsletter. This newsletter will be written by one class
each week, highlighting the events of our great school. On the bottom of the
newsletter will be a comment/concerns email for all parents to send any
comments, concerns, praises, or questions they may have to the school.

We are excited to continue working with you during this transitional

process. We will keep you informed on upcoming changes and
implementations. If you have questions feel free to contact us!

Thank you for your support of Phillips Academy,

Taylor Biedermann, Hannah Cole, Abby Conner, Abby Diamond,

Elizabeth Smith
John H. Phillips Academy

Isernhagen, J. C. (2012). A Portrait of Administrator, Teacher, and
Parent Perceptions of Title I School Improvement Plans. Journal Of At-Risk
Issues, 17(1), 1-7.
School Improvement. (n.d.). Retrieved May 5, 2015, from
Calderon, M., Slavin, R., and Sanchez, M. (2011). Effective Instruction
for English Learners. Future of Children, 21(1), 103-127.