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Link to presentation:
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icvEJW6EPtTJg/edit#slide=id.g3126844e5_4_6
PLC Group 6
Taylor Biedermann
Hannah Cole
Abby Conner
Abby Diamond
Elizabeth Smith
Data Analysis
Category
Trace Crossings
Elementary School
J.H. Phillips
Reading Scores
Math Scores
Strategies, Professional
Development,
Programs, Resources
classroom
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 reading
Schools Strengths and
Weaknesses
Trace test
scores decreased
in all areas from
2010-2011 to
2011-2012
Phillips had
low scores in
math
High
reading scores
across
elementary
grades
Initiatives/School
Improvement Plans
State
department of
education
provides training
for school
personnel who
train remaining
faculty and staff
in assessment
practices
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
instruction.
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 used
Faculty and
support staff
members are
trained and
assessed under a
professional
development
program
Informing/Involving
Parents In Student
Achievement
Informs
parents in parentteachers
conferences of
schools
Assessment
results are
communicated to
parents at PTA
meetings
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,
parent/teacher
conferences and
written reports
Accountability
Resources
progress
monitoring
through a variety
of assessments
Phillips
tracks student
progress test
results from the
Common Core
State Standards
Phillips
tracks progress
through STAR test
scores
ELL
teachers
Math coach
Reading
coach that is
shared between
Reading
coach
Special
Education
teachers
two schools
Special
Education
teachers and
support
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 coaches
Faculty
consistently
analyze and
evaluate data
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.
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.
Sincerely,
Taylor Biedermann, Hannah Cole, Abby Conner, Abby Diamond, Elizabeth
Smith
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,
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!
References
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
http://www.nassp.org/school-improvement.
Calderon, M., Slavin, R., and Sanchez, M. (2011). Effective Instruction
for English Learners. Future of Children, 21(1), 103-127.