Disaggregated Data Analysis

PLC 4: Sarah Hambleton, Lauren Hughes, Catherine Keeter, Dabney Chitwood

Disaggregated data
2010-2011 Math Scores
4th grade Math Scores

White

Black

Poverty

Non Poverty

Trace Crossings
Elementary

School:
% in group = 57.9
% at level IV = 74.6
System:
% in group = 64.4
% at level IV = 74.7
State:
% at level IV = 65.1

School:
% in group =
34.7
% at level IV =
42.4
System:
% in group =
22.7
% at level IV =
46.6
State:
% at level IV =
42.7

School:
% in group =
29.5
% at level IV =
42.9
System:
% in group =
22.5
% at level IV =
43.5
State:
% at level IV =
47.2

School:
% in group =
70.5
% at level IV =
68.7
System:
% in group =
77.5
% at level IV =
74.5
State:
% at level IV =
71.8

Tarrant Intermediate

School:
% in group=N/A
% at level IV= N/A
System:
% in group = N/A
% at level IV=N/A
State: % at level IV
= 65.1

School:
% in group =
85.3
% at level IV =
31.2
System:
% in group=
85.3
% at level IV=
31.2
State:
% at level IV =
42.7

School:
% in group=98.2
% at level IV=
35.5
System:
% in group=98.2
% at level IV=
35.5
State:
% at level IV=
47.2

School:
% in group =
N/A
% at level
IV=N/A
System:
% in group =
N/A
% at level
IV=N/A
State:
% at level IV =
71.8

2010-2011 Reading Scores

4th grade Reading

Scores

White

Black

Poverty

Non Poverty

Trace Crossings
Elementary

School:
% in group = 57.9
% at level IV =
81.8
System:
% in group = 64.6
% at level IV =
78.4
State:
% at level IV =
65.3

School:
% in group =
34.7
% at level IV =
63.6
System:
% in group =
22.7
% at level IV =
46.2
State:
% at level IV =
35.9

School:
% in group =
29.5
% at level IV =
57.1
System:
% in group =
22.5
% at level IV =
43.1
State:
% at level IV =
41.7

School:
% in group = 70.5
% at level IV =
80.6
System:
% in group = 77.5
% at level IV =
77.3
State:
% at level IV =
72.6

Tarrant Intermediate

School: N/A
System: N/A
State: % at level
IV = 65.3

School:
% in group =
85.2
% at level IV =
18.5
System:
% in group=
85.2
% at level IV=
18.5
State:
% at level IV =
35.9

School:
% in
group=98.2
% at level IV=
21.7
System:
% in
group=98.2
% at level IV=
21.7
State:
% at level IV=
41.7

School: N/A
System: N/A
State:% at level
IV =30.9

2011-2012 Math Scores

4th grade Math

Scores

White

Black

Poverty

Non Poverty

Trace Crossings
Elementary

School:
% in group =
45.7
% at level IV =
45.8
System:
% in group =
62.4
% at level IV =
70.7
State:
% at level IV =
65.3

School:
% in group =
36.2
% at level IV =
7.9
System:
% in group =
23.2
% at level IV =
36.3
State:
% at level IV =
46.7

School:
% in group =
41.0
% at level IV =
4.7
System:
% in group =
24.6
% at level IV =
34.2
State:
% at level IV =
49.9

School:
% in group =
59.1
% at level IV =
46.3
System:
% in group =
75.4
% at level IV =
68.7
State:
% at level IV =
72.7

Tarrant Intermediate

School:
% in group =
13.6
% at level IV =
41.7
System:
% in group =
13.6
% at level IV =
41.7
State:
% at level IV =
65.3

School:
% in group =
67.1
% at level IV =
44.1
System:
% in group =
67.1
% at level IV =
44.1
State:
% at level IV =
46.7

School:
% in group =
96.6
% at level IV =
43.5
System:
% in group =
96.6
% at level IV =
43.5
State:
% at level IV =
49.9

School:
% in group =
N/A
% at level IV =
N/A
System:
% in group =
N/A
% at level IV =
N/A
State:
% at level IV =
75.3

2011-2012 Reading Scores

4th grade Reading

Scores

White

Black

Poverty

Non Poverty

Trace Crossings
Elementary

School:
% in group =
46.2
% at level IV =
70.8
System:
% in group =
62.6
% at level IV =
75.7
State:
% at level IV =
66.7

School:
% in group =
36.5
% at level IV =
23.7
System:
% in group =
23.3
% at level IV =
41.6
State:
% at level IV =
39.3

School:
% in group =
40.4
% at level IV =
16.7
System:
% in group =
24.5
% at level IV =
40.3
State:
% at level IV =
44.2

School:
% in group =
59.6
% at level IV =
69.4
System:
% in group =
75.5
% at level IV =
73.2
State:
% at level IV =
75.3

Tarrant Intermediate

School:
% in group =
13.6
% at level IV =
50.0
System:
% in group =
13.6
% at level IV =
50.0
State:
% at level IV =
66.7

School:
% in group =
67.1
% at level IV =
28.8
System:
% in group =
67.1
% at level IV =
28.8
State:
% at level IV =
39.3

School:
% in group =
96.6
% at level IV =
32.9
System:
% in group =
96.6
% at level IV =
32.9
State:
% at level IV =
44.2

School:
% in group =
N/A
% at level IV =
N/A
System:
% in group =
N/A
% at level IV =
N/A
State:
% at level IV =
72.7

Charts

School

Strengths

Weaknesses

Trace Crossings Elementary

Reading
Non Poverty
White

Math
Poverty
Black

Tarrant Intermediate

Math
Black

Reading
White

* * Non poverty = N/A for Tarrant Intermediate

School

Teacher Collaboration

Strategies/Professional
Development/Reading and Math
Programs

Trace Crossings
Elementary

Monthly grade level data

meetings
Title One teachers and
classroom teachers
collaboration

Reading Coach
Math Coach
Math Investigations
Title One Program

Tarrant
Intermediate

Monthly grade level data

meetings

Reading Coach
Math Coach
ACT aspire professional development

Parents Involvement

Support
Personnel

Resources
to track
students

Trace
Crossings
Elementary

Parents are informed through newsletters

and parent-teacher conferences.

Math Coach
Title One
Program

Title One
Program
Running
Records

Tarrant
Intermediate

Parents are informed through parent

letters sent home about upcoming ACT
Aspire tests. They try to have parentteacher conferences, but that it not always
the most effective way to inform parents
here.

Reading Coach
Math Coach
ACT aspire
professional
development

Anecdotal
Notes
Teacher
Binders

Data Analysis/Action Plan: Trace Crossings Elementary

Trace Crossing Elementary testing data shows that 2010-2011 math scores
were average to low and reading scores were average to high. In 2011-2012, the math
and reading scores were low. This means that our scores decreased. It is evident that
Trace Crossings has stronger readers, but they still need additional instruction and
practice in both math and reading. White students scored higher on the tests than black
students and students in poverty scored lower on the tests than students in non-poverty.
Based on Trace Crossing Elementary test score data we have created an action plan
that focuses on increasing parent involvement and reaching students in poverty.
On the Trace Crossings website parents will have access to reading and math
links which include different strategies the students will be learning in school. Its
important for teachers to establish effective communication mechanisms with the
parents. One article titled Sample Best Practices for Parents Involvement in Schools
said, Establishing partnerships and facilitating community and families relationships in
the school is the best way to ensure parents have the resources they need to be
involved in their childs education (2016). Teaching strategies are continuously
changing throughout the years, and as they change, the education of generations is
impacted. Parents of students today were most likely taught tradition algorithms in
mathematics; however, mathematics is now being taught based on inquiry. Meaning,
students learn more about the why behind what they are doing mathematically instead
of memorizing a number of facts. Therefore, educating parents with this action plan will
hopefully encourage parents to work with their students at home. If parents are
practicing with students and have access to the right resources, this will impact the

overall academic achievement at Trace Crossings. Another part of the action plan for
Trace Crossings is to invite parents to an open house math and reading workshop night.
In the article titled 68 Parent Involvement Ideas That Really Work it discussed that
inviting parents to a program helps the teachers set appropriate goals for their students
and gets the parents on their team (1996). Many studies have shown that parentteacher relationships should support one another and strive for a common goal.
Ultimately, this how is how the action plan will impact parental involvement at Trace
Crossings Elementary.
For students in poverty Trace will work on strategies and programs that would
help support the families of these students both inside and outside of the classroom.
One of these strategies could be to facilitate a mentor program for these students.
Implementing this type of program would uplift students as they build relationships with
an adult. These adults should believe in the student's ability to get out of poverty as they
get older, believe that the student has strengths, and talents (n.d.). Adults who are
mentoring these students should know the assets that are critical to success and how
you are able to build them up. We believe that incorporating a type of system for
students in poverty, where they are paired with an adult mentor will give them an outlet
before, during, and after school as well as a piece of encouragement and self-esteem
builder as they walk through their academic years.
Overall, we believe that the goal of our action plan was to incorporate more
parent involvement while at the same time, looking at ways to encourage and support
our students who come from impoverished areas in Hoover. We think that after
analyzing our schools data, we realized that our reading scores were significantly low

across the board. We wanted to look more into reaching all our different types of
students and not just those that are completing assignments and tests at the average
level, but also students who are performing at a low and high level as well. We want to
work on improving the instructional strategies and the extra work we put in to support
our ELL students, and especially those that are living through poverty everyday. We do
know that these different areas impact a student's learning, and most likely because of
that, their test scores. We hope that through intervention and these strategies, well be
able to reach out to these specific students.

Works Cited
C. (n.d.). Educating Students who Live in Poverty. Retrieved from
https://www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf
Sample Best Practices for Parent Involvement in Schools. (n.d.). Retrieved May 06, 2016,
from http://education.ohio.gov/Topics/Other-Resources/Family-and-CommunityEngagement/Getting-Parents-Involved/Sample-Best-Practices-for-ParentInvolvement-in-Sc
T. (1996). 68 Parent Involvement Ideas that Really Work. Retrieved from
http://www.schoolmentalhealth.org/Resources/Clin/Parent Involvement
IdeasClin[.pdf
What You Can Do for Students Living in Poverty. (n.d.). Retrieved May 06, 2016, from
http://teaching.monster.com/benefits/articles/2597-what-you-can-do-for-studentsliving-in-poverty

Data Analysis/ Action Plan-Tarrant Intermediate

Tarrant Intermediate Test scores in reading and in math were low in 2010-2011
and 2011-2012. Scores for each subject decreased compared to the prior year. It is
evident from the scores that Tarrant performs higher in math, but they still need further
instruction in both subject areas. Black students and students in poverty performed
better on the tests than white students and students in non-poverty but the vast majority
of Tarrant Intermediate is made up of black students and students in poverty. Based on
Tarrant Intermediate test score data we have created an action plan that will increase
parent involvement and reach students in poverty.
In a low poverty school such as Tarrant Intermediate the article titled 68 Parent
Involvement Ideas That Really Work discusses how some parents need to be
encouraged to get involved more than others (1996). The action plan created for
Tarrant involves inviting parents into the school for a program on math and reading. Its
important that parents understand students effort is more significant to school success,
not just their ability. Focusing on the strengths of a family and improve parents
background on what their students are learning will impact their childs attitude at school
and at home. The second part of the action involves giving parents access to a link that
provides them with math and reading strategies the students are learning in school.
Proving such resources will encourage parents to stay up to date on what their child is
learning and the students will have a resource at home as well (2016).
To reach students in poverty, Tarrant will re-budget their funds to provide students
with resources and opportunities that they may not have elsewhere. The article What
You Can Do for Students Living in Poverty, discusses that students from areas of

poverty may only have access to computers, magazines, books, and school may be the
only place that students have access to printed material. Tarrant will re-budget to cover
any fees students would have to pay for field trips and other learning experiences.
Students will benefit from interacting with educational material that they may not have at
home. An exposure to greater resources and opportunities will provide students from
impoverished areas with greater background knowledge on a variety of topics.
Overall, the goal of our action plan is to impact student achievement to raise test
scores. Tarrant Intermediate test score data was low and a plan for improvement is
necessary. We believe that parent involvement has a strong effect on a students
performance in school. Our action plan educates parents with information they may not
be familiar with. Parents are invited into the school for a math and reading workshops.
This opportunity allows the parents to get familiar with the school and teacher and the
parents become more familiar with the content their children are learning. Parents can
take the information gained in the workshop to encourage and assist their children at
home. The action plan also has a heavy emphasis on providing students in poverty with
resources and opportunities that they may not receive at home. An exposure to
technology, books, field trips, and other learning experiences will help the students to
grow their background knowledge, which will impact how they perform on test.

Works Cited
C. (n.d.). Educating Students who Live in Poverty. Retrieved from
https://www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf
Sample Best Practices for Parent Involvement in Schools. (n.d.). Retrieved May 06, 2016,
from http://education.ohio.gov/Topics/Other-Resources/Family-and-CommunityEngagement/Getting-Parents-Involved/Sample-Best-Practices-for-ParentInvolvement-in-Sc
T. (1996). 68 Parent Involvement Ideas that Really Work. Retrieved from
http://www.schoolmentalhealth.org/Resources/Clin/Parent Involvement
IdeasClin[.pdf
What You Can Do for Students Living in Poverty. (n.d.). Retrieved May 06, 2016, from
http://teaching.monster.com/benefits/articles/2597-what-you-can-do-for-studentsliving-in-poverty

Dear Parents and Guardians,

I hope that you and your students have had a relaxing summer and are ready for
another academic year at Tarrant Intermediate School. This letter is to inform you
on our school wide data in the areas of mathematics and reading.
Our testing scores are separated into two categories: math and reading. In this
letter, we will inform you on data from the 2010-2011 and 2011-2012 academic
school years in general terms. At the end of the letter, there is a link where you
can access the data in entirety. In both academic years, our reading and math
scores were low, and unfortunately both decreased further compared to the prior
year. It is evident from the scores that we are higher in math, but we still need
additional instruction and practice in both subject areas.
Due to the above results, it is important that we continue to partner with you in
order to ensure the best learning experiences for your students. After looking at
our schools data weve brainstormed a few solutions and ideas in which we would love
your partnership and support. On Tarrant Intermediates website, well be adding
links that can be visited to practice different math and reading strategies that your
student is learning in school. Along with the links, parents and families can read up
on what their students are working on. Another idea we brainstormed is inviting
parents and families to a math and reading workshop night where we will
collaboratively learn together the same ways our students are learning. Lastly, we
would just like to ask for your investment and support in your students learning and
in this school as always.
You can be involved in your students learning by taking part in any of these ideas
that we mentioned, but also by taking these ideas home as well, asking your students
questions, and supporting the learning process along the way.

Thank you again for your continued support.

Your Tarrant Intermediate Principal

Dear Parents and Guardians,

I hope that you and your students have had a relaxing summer and are ready for another
academic year at Trace Crossings Elementary School. This letter is to inform you on our
school wide data in the areas of mathematics and reading.
Our testing scores are separated into two categories: math and reading. In this letter, we
will inform you on data from the 2010-2011 and 2011-2012 academic school years in general
terms. At the end of the letter, there is a link where you can access the data in entirety. In
2010-2011, our math scores were average to low while our reading scores were average to
high. In 2011-2012, our math and reading scores were low. This means that our scores
decreased. It is evident that we are stronger readers, but we still need additional
instruction and practice in both math and reading.

Due to the above results, it is important that we continue to partner with you in order to
ensure the best learning experiences for your students. After looking at our schools data
weve brainstormed a few solutions and ideas in which we would love your partnership and
support. On Trace Crossings website, well be adding links that can be visited to practice
different math and reading strategies that your student is learning in school. Along with the
links, parents and families can read up on what their students are working on. Another idea
we brainstormed is inviting parents and families to a math and reading workshop night where
we will collaboratively learn together the same ways our students are learning. Lastly, we
would just like to ask for your investment and support in your students learning and in this
school as always.

You can be involved in your students learning by taking part in any of these ideas that we
mentioned, but also by taking these ideas home as well, asking your students questions, and
supporting the learning process along the way.

Thank you again for your continued support.

Your Trace Crossings Principal