Disaggregated Data

#CALM
Chelsea Bowden
Alyson Mcdonald
Lindsey Hancock
Michelle Lawless

Data Analysis: Trace Crossings

Non-Poverty and Poverty

We realized that their math scores are significantly higher than their reading scores. We believe this
could be from their STEAM initiatives and their desire to promote math and science for all students.
The difference between poverty and non poverty test scores can point back to Traces need for
individualized attention to the students who fall in this poverty category.

Data Analysis: Trace Crossings

Caucasian and Minorities

Data Analysis: Irondale

Non-Poverty and Poverty

We feel the students living in poverty scored lower because they might not have the proper
resources at home as well as their involvement with their parents are minimal.

Data Analysis: Irondale

Non-Poverty and Poverty

Conclusions from Schools

Trace Crossings

Teachers often gave

excuses for students/didn't
set high expectations for
all.
We never saw parental
involvement except for
special events.

Irondale

Students spent large amounts of

time out of class due to poor
behavior in class.
There was not a good, consistent
discipline program in place right
now.
There was a lack of support staff in
the school due to funding; they
could enlist the help of parents to
make up for this.

Strengths
Trace Crossings

They have support

clubs such as the
reading club.
They have several
aids such as the Math,
Reading, Title 1 and
STEAM coach.
They obtain many
resources through
Hoover City Schools.

Irondale

They promote character

development through their
motto; Intentional,
Considerate, Successful.
They have a strong
community.
They are in a secure and
encouraging environment.

Weaknesses
Trace Crossings

Students are often

pulled from the
classroom, therefore
they miss class time.
They have a lack of
ELL teachers for the
amount of ELL
students in the
school.

Irondale

Students behavior often

hinders classroom learning.
The school did not have a
lot of support staff apart
from teachers and
administration.

Improvement Plan: Trace Crossings

1.

Better analyze student work

a.
b.
c.

2.

Set high expectations for all

a.
b.
c.

3.

Many teachers do not differentiation in their lessons; one size does not fit all in teaching
Teachers should learn to better analyze student work so they can better differentiate in their clasrooms
through the use of stations, groupings, problem based learning, etc.
According to the Association for Supervision and Curriculum Development, teachers should modify their
instruction to meet students' varying readiness levels, learning preferences, and interests (Willis & Mann,
2000).
Teachers often made excuses for students.
Students should all be expected to reach the same goals no matter their disabilities or needs.
In Teach Like a Champion, the entire first chapter gives us ways to do this. Once is No Opt Out, which causes
every student to at least try no matter what.

Parental Involvement
a.
b.
c.

Parents were never in the classroom; only at the school for special events.
They could have parents come in and organize their classrooms, make copies, read to students, play math
games, etc.
According to the National Education Association, ...students with involved parents earn higher grades and
test scores, and enroll in higher-level programs, be promoted, pass their classes, and earn credits, attend
school regularly, and have better social skills, show improved behavior, and adapt well to school (2002)

Improvement Plan: Irondale

Behavior incentives
Lead to a lot of distraction from academic progress in
the classroom
Many teachers had trouble being consistent with their
students
Students would get in trouble and receive a consequence in
one classroom, but when they would act out in another
classroom, for example specials like Art or Music, they would
not receive the same form of discipline.
It can be very confusing for a student who is receiving a
consequence from one teacher and being ignored by the other
teacher.
Getting all teachers on the same page will help improve
behavior in all subject areas, thus improving test scores
overall.

Parent Communication: Trace Crossings

The schools will effectively communicate to the parents their

childs individual scores on the ACT Aspire.
The schools will communicate scores for subcategories of
students (caucasian, minority, non-poverty, and poverty) in
reading/math, to show growth in student achievement in
those subcategories.
The schools will give parents ways of getting involved in their
childs learning process and helping achieve success on ACT
Aspire tests.
The school will set high expectations for all students,
regardless of differing academic abilities (there will be
differentiation).

Parent Communication: Irondale

The school will communicate the scores of the ACT

Aspire Test to the parents of the individual student
Communication among parents can be improved
through sending home positive letters along with
disciplinary letters
This will encourage parents for students good behavior
By increasing parent-teacher communication a trusting
relationship can be established while keeping the
student the center focus

References

Blazar, D. (2015, December). Teacher and Teaching Effects on Students' Academic Behaviors and Mindsets
[PDF]. Harvard Graduate School of Education.

Differentiating Instruction. (n.d.). Retrieved May 07, 2016, from http://www.ascd.

org/publications/curriculum-update/winter2000/Differentiating-Instruction.aspx

Ferguson, H., Bovaird, S., & Mueller, M. (n.d.). The impact of poverty on educational outcomes for children.
Retrieved May 07, 2016, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528798/

Research Spotlight on Parental Involvement in Education. (n.d.). Retrieved May 07, 2016, from http://www.
nea.org/tools/17360.htm