Disaggregateddata Write Up

PLC 3: The BAES
Achievement in Schools
Areas of Focus
Trace Crossings
Irondale
Scores
Level 1: Does not meet

academic content standards
Level 2: Partially meets
Level 3: Meets academic content
standards
Level 4: Exceeds academic
content standards
Level 1: Does not meet

Level 2: Partially meets
Level 3: Meets academic content
standards
Level 4: Exceeds academic
content standards
Reading
All Students (2014-2015)
Percent Tested: 95.12%
Level I: 28.21
Level II: 20.51
Level III: 23.08
Level IV: 28.21
Reading
Level I: 34.65
Level II: 30.71
Level III: 24.41
Level IV: 10.24

Level I: 31.58
Level II: 17.54
Level III: 34.21
Level IV: 16.67

Level I: 43.09
Level II: 37.40
Level III: 8.94
Level IV: 10.57
Black (2014-2015)
Level I: 50.00
Level II: 20.00
Level III: 13.33
Level IV: 16.67
Percent in Group: 38.46%
Black (2014-2015)
Level I: 36.11
Level II: 33.33
Level III: 18.06
Level IV: 12.50
Black (2013-2014)
Level I: 39.53
Level II: 20.93
Level III: 34.88
Level IV: 4.65
Black (2013-2014)
Level I: 39.56
Level II: 38.46
Level III: 9.89
Level IV: 12.09
Hispanic (2014-2015)
Level I: 60.00
Level II: 30.00
Level III: 10.00
Level IV: <1
Level I: 44.83
Level II: 20.69
Level III: 24.14
Level IV: 10.34
Percent Tested: No Data
Level I: 75.00
Level II: 8.33
Level III: 16.67
Level IV: <1
Percent in Group: N/A
Level I: 75.00
Level II: 25.00
Level III: <1
Level IV: <1
White (2014-2015)
Level I: <1
Level II: 23.33
Level III: 33.33
Level IV: 43.33
White (2014-2015)
Level I: 20.00
Level II: 35.00
Level III: 40.00
Level IV: 5.00
White (2013-2014)
Level I: 16.28
Level II: 18.60
Level III: 34.88
Level IV: 30.23
White (2013-2014)
Level I: 35.71
Level II: 42.86
Level III: 14.29
Level IV: 7.14
Poverty (2014-2015)
Level I: 57.14
Level II: 20.00
Level III: 14.29
Level IV: 8.57
Poverty (2014-2015)
Level I: 35.11
Level II: 30.85
Level III: 26.60
Level IV: 7.45
Poverty (2013-2014)
Level I: 41.51
Poverty (2013-2014)
Level I: 46.67
Level II: 24.53

Level III: 26.42
Level IV: 7.55
Level II: 39.05

Level III: 5.71
Level IV: 8.57
Math
Level I: 8.75
Level II: 38.75
Level III: 32.50
Level IV: 20.00
Math
Level I: 11.02
Level II: 51.97
Level III: 33.07
Level IV: 3.94

Level I: 10.53
Level II: 35.96
Level III: 43.86
Level IV: 9.65

Level I: 29.84
Level II: 57.26
Level III: 8.06
Level IV: 4.84
Black (2014-2015)
Level I: 6.67
Level II: 50.00
Level III: 40.00
Level IV: 3.33
Black (2014-2015)
Level I: 12.50
Level II: 48.61
Level III: 36.11
Level IV: 2.78
Percent in Group: 56.69
Black (2013-2014)
Level I: 11.63
Level II: 53.49
Level III: 32.56
Level IV: 2.33
Black (2013-2014)
Level I: 30.00
Level II: 57.78
Level III: 8.89
Level IV: 3.33
Percent in Group: 72.58
Level I: 41.67
Level II: 41.67
Level III: 16.67
Level IV: <1
Level I: 10.34
Level II: 62.07
Level III: 27.59
Level IV: <1
Observations
Level I: 16.67
Level II: 33.33
Level III: 50.00
Level IV: <1
Level I: 33.33
Level II: 58.33
Level III: 8.33
Level IV: <1
White (2014-2015)
Level I: <1
Level II: 30.00
Level III: 36.67
Level IV: 33.33
White (2014-2015)
Level I: 5.00
Level II: 55.00
Level III: 30.00
Level IV: 10.00
White (2013-2014)
Level I: 9.30
Level II: 25.58
Level III: 53.49
Level IV: 11.63
White (2013-2014)
Level I: 21.43
Level II: 57.14
Level III: 7.14
Level IV: 14.29
Poverty (2014-2015)
Level I: 18.92
Level II: 54.05
Level III: 27.03
Level IV: <1
Poverty (2014-2015)
Level I: 14.89
Level II: 51.06
Level III: 31.91
Level IV: 2.13
Poverty (2013-2014)
Level I: 9.43
Level II: 47.17
Level III: 41.51
Level IV: 1.89
Poverty (2013-2014)
Level I: 31.13
Level II: 60.38
Level III: 6.60
Level IV: 1.89
The teachers do not give

standardized tests until the ACT
Aspire. The teachers are not
Irondale placed a heavy

emphasis on testing, but this
could have been due to us
informed of the students ability

on standardized tests until they
give this assessment. There is a
heavy focus on math in the
fourth grade, but there is not a
heavy focus on reading. Due to
this, the students might fall
behind on reading scores. Oddly
enough, the scores on were
lower than reading. The teachers
do not collaborate as much in
the fourth grade team, so the
students vary in their subject
knowledge.
attending during the test time.

The teachers were focused on
preparing the students, but they
did not want to teach the test.
The teachers struggled with
math, because the ACT aspire is
completely different than their
math curriculum. The teachers
used reading textbooks to teach
reading. The teachers use AR to
track their reading level.
Strengths:
Improved the overall reading
scores. There is a large
percentage of students exceeding
the academic content standards.
Focus on testing this year and
started using iStation for more
accurate assessment.
Strengths:
Encouraging atmosphere of the
school. They prepared their
students for tests, due to their
heavy influence on testing. The
white student populations test
scores have greatly improved to
a larger percent meeting the
academic content standards in
math and reading.
Weaknesses:
No standardized tests before the
ACT aspire, so the teachers are
not sure about the students
preparation for the test. The
math scores have lowered to
partially meeting the academic
content standards.
Weaknesses:
The ACT Aspire did not match
the curriculum. The students
were on much lower levels, so
they did not do well on the math
standardized tests.
Initiatives for Achievement
The fourth grade does practice

questions for the ACT Aspire
Positive Reinforcement and

Encouragement
Parent Involvement
Parent Visitation Sign-Ups for

new parents to come and visit
Their mission: In partnership

with our parents and our
community, our mission is to
provide meaningful educational
experiences within a safe,
disciplined, and caring
environment.
Strengths/ Weaknesses
There is a section on their

website devoted to parents
called Parent Information that
includes things like information
on PTO, the school year
calendar, and Contact Us It
doesnt have anything about
Highlights on website include

helpful articles such as
parents learning the curriculum

though like the new math, etc.
There is an LEA Parental
Involvement Plan on their
website. It has General
Expectations for Hoover City
Schools. Some of those
expectations include:
1. Invite parents to attend
planning meetings to solicit
parent ideas and suggestions for
improving student academic
achievement and school
performance.
2. Survey parents annually to
gather data to improve the LEA
plan
3. The school district will have
the attitude that parents play an
integral role in assisting their
childs learning, are actively
involved in their childs
education at school, etc.
4. Schools will host a variety of
parent meetings throughout the
school year including Parent
Conferences, Math Night,
Reading Night, Technology
Night, etc.
Accountability Resources
The school uses Global Scholar

to test the students. The
intervention team uses the
resource to help check the
students growth and learning.
The school also has incorporated
iStation this past semester. This
is a math program to monitor the
students progress. The
intervention team and teachers
use this to check the growth of
the students.
Title I Team has noticed that the
middle ground students
scores were going down. They
were so focused on upper and
lower level students over the
years, that the middle students
had less attention. Their
Common Core Math is Not

Fuzzy -interesting article on
our new math
They ask parents to complete a
survey to determine how well
Irondale is meeting with their
childrens needs at school. The
school will send a copy in
another language if needed, so
reaching out to ALL parents.
On their website, they have an
entire section for parents called
Parent Resources that includes
Common Core Flipbooks.
The students do Accelerated

Reading testing throughout the
year. This keeps the teacher
knowledgeable of the student
reading levels. The students also
had summative reading tests.
The teachers used workbooks to
formatively assess the math.
initiative is to focus back on the

middle students learning and
skills.
Support Personnel
Principal
Vice Principal
STEAM coordinator
Principal
Teacher Collaboration
Weekly grade team meetings
Problem solving teams monthly
Problem solving meetings once

a month to discuss intervention
Irondale Data Analysis and Action Plan

The majority of the students at Irondale Community School do not meet the academic
content standards or partially meet the content standards in both reading and math. There is a
small percentage of students who meet or exceed the standards. Over the past two years, Irondale
Community School has seen some growth in levels of reading and math; however, the majority
of the students do not meet the content standards. There has been significant growth of students
in poverty in their reading and math levels. The largest percentage of students fall below the
standards in reading and partially meet the standards in math. This only gives a small insight to
the school, and one must examine the breakdown of the years and levels to better understand the
data.
The data shows a drastic improvement in reading levels of Hispanic students, white
students, and students in poverty to meet the content standards. This reveals progress and growth
of the school and the education. There is a large improvement of math levels as well of black
students, white students, and students in poverty. While the majority of students still fall below
the academic standards, the data shows growth and improvement. The most drastic improvement
in reading levels occurred in the white students moving from partially meeting the content
standards to meeting the standards. In math levels, a large group of both black and white students
moved from partially meeting the standards to meeting the standards. Hispanic students
experienced the smallest amount of growth, but they still moved from not meeting the standards
to partially meeting the standards. Although the students are still below the standards, the data
shows great growth in all areas of students.
We have developed an action plan for both reading and math at Irondale. This action plan
should be implemented over the next three years to eventually have the majority of the students
meeting the content standards. We specifically will target the Hispanic population in both reading
and math and the black population in reading. We believe this action plan will succeed, because
there is a supportive administration that upholds a positive school environment that is conducive
to learning.
In math, we will incorporate more standardized test practice throughout the year. We will
require the teachers to progress monitor the students once a month to check for problem areas.
These standardized test practice problems will help the students become more aware with the
wording of ACT Aspire tests. We will not encourage the teachers to teach for the test, but the
practice tests will reduce anxiety of the students as well as help them know what to expect on the
test. Specifically in the Hispanic population, we will focus on teaching the necessary vocabulary
for the test. Many of the Hispanic students are in ELL services, so we will give these sample
problems to the ELL teacher to practice with the students. If the students understand the
vocabulary and how to address these problems, we believe that they will achieve on the math
test. The students come to third grade with low math scores. If we can encourage teachers to
focus on the key concepts necessary for fractions by the end of third grade, we believe the
students will experience greater success in math in fourth and fifth grade. The third grade
teachers should incorporate more math daily in the classroom to help the students develop the
necessary math skills.
In reading, we will target the black and Hispanic population. The students do sample
problems throughout the year to prepare them for the test. The students who struggle do not
know the necessary background information for these tests or the terms. Many students are ELL
students who do not have the vocabulary necessary for the reading tests. We encourage the
teachers to focus on one skill weekly in small group mini-lessons with the students. If the teacher
will explicitly teach skills each week to the students, then the students will have some
understanding of the skill. We also will require the teachers to do monthly progress monitoring
over reading passages and questions with the students. Each month, the passage and questions
will reflect the skills taught in the mini lessons during the month. This will give the teacher a
better understanding of what skills she needs to reteach and to which students. This small group
work will benefit the students as well. For the ELL students, the teacher will explicitly teach the
necessary vocabulary for testing. The classroom teachers and ELL teacher will meet monthly
after the progress monitoring to discuss how to best address the students needs in vocabulary
and reading.
We believe this action plan will help the reading and math scores. By intensely focusing
on specific skills and progress monitoring monthly, the teachers will have a greater
understanding of the students progress and areas that need improvement. This plan will be
implemented for three years, and after the third year will be reassessed. If there is no growth,
then we will discuss another action plan. In three years and with specifically targeted groups, the
students should be able to meet the academic content standards.
Trace Crossings Elementary School Data Analysis and Action Plan

The majority of the students at Trace Crossings Elementary also do not meet the
academic content standards or partially meet the content standards in both reading and math.
While there is a small percentage of students who meet or exceed the standards, most students
test into Level I or Level II. In the past two years, Trace Crossings has made significant
improvements in their test scores. However, the majority of the students still are not meeting the
the content standards. As a whole, the white population has a higher percentage of those who
meet the academic content standards or exceed them. However, the Black, Hispanic, and poverty
groups show significant improvement between this school year and last, in both reading and
math. The largest percentage of students fall below the standards in reading and partially meet
the standards in math. Once again, this only gives a small insight to the school and their scores,
so one must examine the breakdown of the years and levels to better understand the data.
The data shows significant improvement in test scores from 2013 to 2015. Overall, less
students fall into the does not meet content standards category, and more students fall into the
exceeds content standard category. While there is still much room for growth and success, the
data shows progress and improvement. There is a large improvement in math and reading levels
of black students and Hispanic students. The most drastic improvement in reading levels
occurred in the black students moving from partially meeting the content standards to meeting
the standards. The students made incredible improvements from level III to level IV. The same is
true for math, except that the Hispanic group showed a major improvement in this area. Overall,
however, the Hispanic students experienced the smallest amount of growth, but they still moved
from not meeting the standards to partially meeting the standards. Although the students are still
below the standards, the data shows greats amount of improvement and progress in their
education system.
In order to improve the test scores, we have developed a plan of action for both reading
and math at Trace Crossings Elementary. Over the next three years, this action plan will help
students move from partially meeting the standards to completely meeting the standards. We will
specifically target the Hispanic and Black population in both reading and math. We believe this
action plan will succeed, because there is a supportive administration who is committed to the
continued success of their students and there are plentiful resources to be utilized.
For math, the students will begin every grade with a standardized pre-assessment of what
they know and should know coming into that grade. Because math builds on basic concepts and
requires a strong foundation and number sense, it is important to target trouble areas from the
very start. Once the teachers know what areas to review and reteach from the year before or to
focus on for that year, they can better help their students succeed and improve test scores. This
can include review games and review activities. Second, the students weekly math tests will be
in the format of the ACT Aspire, so that they are familiar with the format and wording of the test.
Their concepts that they are learning will be applied to the ACT Aspire test, so that they are not
surprised by what they encounter on test day. Being familiar with the formatting and the wording
of the sentence will allow the students more opportunity for success during the real test. The
students will also start an ACT Aspire Word Wall, where they review math vocabulary that is
likely to be on the test. The vocabulary will help them review content, as well as give them an
advantage when testing. Students will also use iStation as an additional support for their math
skills. For Hispanic students, specifically ELL students, they will focus mainly on vocabulary
and applying that vocabulary to math problems. The ELL teacher will work with the students on
vocabulary and application. The classroom teacher and ELL teacher will meet at the beginning of
every week to discuss lessons and vocabulary for the week. These strategies will help students to
improve their test scores.
For reading, the students will focus on comprehension. The teacher will spend time
highlighting different comprehension strategies in various mini-lessons. These mini-lessons will
cover strategies such as visualization, inferences, summarizing, and determining importance,
among other strategies, and they will include formative assessments. These different strategies
will give the students multiple ways to comprehend the material, and they can choose which
strategy works best for them, or use a variety of strategies while reading. Comprehension skills
and practice will help the students improve their reading test scores. The teacher will also work
with the students on their overall reading skills. There will be monthly progress monitoring
where the students will read to the teacher, and the teacher will assess their reading and their rate.
They will move up in difficulty according to level and skill. This will be similar to a running
record. For students who are struggling, they will spend time in small groups working with the
teacher. For ELL students, they need background knowledge and practice with vocabulary. In
order to accommodate ELL students, the teacher will collaborate with the ELL teacher to provide
background knowledge for the students and discuss the vocabulary they should know. The ELL
teacher and classroom teacher will work together to create simulations for the students where
they learn to use common vocabulary, like a grocery store, a bank, a shopping mall, a cafe, a post
office, a farm, and a house. The ELL students will also review academic vocabulary that they
will need to know when taking the test. This action plan for reading will help to improve the
students reading scores on the ACT Aspire.
In general, issues such attendance and tardiness play a role in student success, as well. In
order to assure that students are coming to school and are on time or not leaving early, there will
be monthly awards. These awards will be distributed by class and grade level. The class in each
grade level with the least amount of absences and the least amount of check ins/check outs at the
end of every month will receive a pizza or sundae party. One way we will encourage parental
involvement, which is another key aspect of student success, is to invite the parents of the
winning class to attend these parties. This encourages parental involvement and tells the parents
that we care about their students and about them. These simple tasks will help to show the
students that their attendance is important, as well as their parents attendance.
We believe this action plan will help the reading and math scores. By intensely focusing
on skills such as vocabulary, basic skills, and comprehension, as well as consistently monitoring
progress, the teachers will have a greater understanding of the students progress and areas that
need improvement. The students will be more prepared for the test, and they will know what to
expect. This plan will be implemented for three years, and after the third year will be reevaluated. If there is no growth, then we will discuss another action plan. If there is improvement
in the test scores, then we will add to the action plan to ensure that growth still occurs. In three
years and with specifically targeted groups, the students should be able to meet the academic
content standards.
Dear parents of Irondale Community School,

We are writing you this letter to inform you of our recently collected school data from
2014-2015. We have examined the data in reading and math and have developed an action plan
to implement over the next three years. This action plan will help teachers assess and check for
students growth in reading and math and better prepare them for the ACT Aspire.
Irondale Community School is a school full of hardworking teachers, students, and

administration. We are proud of who we are and the work our students and teachers do every day.
Knowing this, we want to continue to improve our school. By targeting reading and math and
developing an action plan, we believe we can achieve a higher percentage of students who are
meeting the academic standards of their grades. We are so proud of the students progress over
just one year. The percentage of students who met the math standards from the academic year
2013-2014 was below ten percent. However, the percentage of students who met the math
standards from the academic year 2014-2015 was around 30 percent! We are so pleased to share
this data. We see similar percentages for reading scores. The percentage of students who met the
reading standards from 2013-2014 was below 10 percent. However, the percentage of students
who met the reading standards from the academic year 2014-2015 was around 20 percent. We
know that these percentages are still below what we strive for, but we are pleased with the
growth in just one year.
We wanted to share the strengths and weaknesses that we have seen. So far, our greatest
strength is our vast improvement in reading and math scores. We have seen tremendous growth
in some specific populations. However, we have seen some growth in all student populations
towards meeting the standards. Our administration has been very positive and encouraging with
the students, and we believe that the students know that the teachers and administration believe
in them. We have noticed that we still need to work with students whose primary language is not
English, and we are working with our English Language teachers to see how to best serve these
students. We have developed a three year action plan to address the areas of weakness to
improve.
As parents of our students, we have some specific requests of you. Reading and math are
important in all areas of life. We ask that you would spend time weekly simply reading books
they bring from school with your child. We also ask that you involve your students in daily math
such as calculating the bill or even solving mental math problems. By incorporating these two
subjects into your lives, we believe that the students will understand the importance of it and
practice the skills necessary for these subjects.
Thank you in advance for your partnership in helping your children,
Irondale Community School
Dear parents of Trace Crossings Elementary School students,
We are writing you this letter to inform you of our recently collected school data from
2014-2015. We have examined the data in reading and math and have developed an action plan
to implement over the next three years. This action plan will help teachers assess and check for
students growth in reading and math and better prepare them for the ACT Aspire.
Trace Crossings Elementary School is incredibly proud of its students and teachers. We
are so proud of our teachers and the work that they do with your children. We also are so pleased
with our students successes over the past two years. Over the past two years, we have seen an
overall improvement in the students test scores. Although we still have areas of improvement,
we are very pleased to see the growth in reading and math. We have decided to target specifically
reading and math over the next three years to help students meet the academic standards in both
reading and math. In 2013-2014, 15 percent of the overall students exceeded the academic
content standards in reading. In 2014-2015, 28 percent of the overall students exceeded the
academic content standards in reading. We are very pleased with this growth; however, we want
to target the students who are below the content standards to help them meet them. In 2013-2014,
around 40 percent of the overall students met the academic content standards in math. In 20142015, around 30 percent of the overall students met the academic content standards in math. Due
to this difference, we are heavily focusing on math over the next three years. While our action
plan includes reading with some student populations, we believe that we should focus on math
for all students. We want the majority of our students to meet the academic content standards in
math by the end of the next three years.
We wanted to share our strengths and weaknesses with you to keep you updated on our
progress. We are a STEAM powered school, and we have begun to incorporate more of the
maker movement in the classrooms. We believe this will also help the students in their math
skills. The administration is encouraging the teachers to incorporate technology and engineering
frequently in the classroom. We are also pleased with the improvement of our reading programs.
The students have really thrived on the intervention we have been able to incorporate with the
Title 1 team. This team has helped us reach all students and push them further in their education.
Our action plan will address the areas of weakness that we have seen in math and encourage
practice tests and preparation more for these standardized tests. We are working together as a
school faculty to address the needs of your children.
As parents of Trace Crossings Elementary School students, we need your help as well.
Our biggest request is that you will work with your student on math. Work specifically on multistep problems and mental math. Our students have been learning these skills at school, but they
continue their learning at home. Involve your children in solving math problems. We also ask
that you check that your student is completing the math homework. By doing this, we believe
that your children will be more motivated in math.
Thank you in advance for your partnership for helping our students,
Trace Crossings Elementary School
References
ALSDE Home. (n.d.). Retrieved May 09, 2016, from https://www.alsde.edu/#
Irondale Community. (n.d.). Retrieved May 09, 2016, from http://irondalecom.jefcoed.com/
Trace Crossings Elementary School. (n.d.). Retrieved May 09, 2016, from
http://tracecrossingselem.al.hce.schoolinsites.com/

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PLC 3: The BAES

Level 1: Does not meet

Level 1: Does not meet

All Students (2013-2014)

All Students (2013-2014)

Level II: 24.53

Level II: 39.05

All Students (2013-2014)

All Students (2013-2014)

The teachers do not give

Irondale placed a heavy

informed of the students ability

attending during the test time.

Initiatives for Achievement

The fourth grade does practice

Positive Reinforcement and

Parent Visitation Sign-Ups for

Their mission: In partnership

There is a section on their

Highlights on website include

parents learning the curriculum

The school uses Global Scholar

Common Core Math is Not

The students do Accelerated

initiative is to focus back on the

Weekly grade team meetings

Problem solving teams monthly

Problem solving meetings once

Irondale Data Analysis and Action Plan

Trace Crossings Elementary School Data Analysis and Action Plan

Dear parents of Irondale Community School,

Irondale Community School is a school full of hardworking teachers, students, and

Dear parents of Trace Crossings Elementary School students,

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