Disaggregated Data

PLC 5 Meerkats: Lindsay Donahoo, Mary Gates, Whitney Lock, & Karen Teel
Trace Crossings Elementary School

Grade 04
Reading ACT Aspire
Group
Percent Tested
Level I
Level II
Level III
Level IV
Percent in Group
All Students
(2014-2015)
95.12
28.21
20.51
23.08
28.21
100.00
All Students
(2013-2014)
95.00
31.58
17.54
34.21
16.67
100.00
General Education Students

(2014-2015)
85.37
20.00
22.86
25.71
31.43
89.74

(2013-2014)
No Data
25.00
19.23
37.50
18.27
N/A
Male
(2014-2015)
45.12
32.43
21.62
21.62
24.32
47.44
Male
(2013-2014)
45.83
32.73
23.64
27.27
16.36
48.25
Female
(2014-2015)
50.00
24.39
19.51
24.39
31.71
52.56
Female
(2013-2014)
No Data
30.51
11.86
40.68
16.95
N/A
Asian/Pacific Islander
(2014-2015)
6.10
6.41
(2013-2014)
9.17
18.18
18.18
36.36
27.27
9.65
Black
(2014-2015)
36.59
50.00
20.00
13.33
16.67
38.46
Black
(2013-2014)
35.83
39.53
20.93
34.88
4.65
37.72
Hispanic
(2014-2015)
12.20
60.00
30.00
10.00
<1%
12.82
Hispanic
(2013-2014)
No Data
75.00
8.33
16.67
<1%
N/A
White
(2014-2015)
36.39
<1%
23.33
33.33
43.33
38.46
White
(2013-2014)
35.83
16.28
18.60
34.88
30.23
37.72
Non-Migrant
(2014-2015)
95.12
28.21
20.51
23.08
28.21
100.00
Non-Migrant
(2013-2014)
95.00
31.58
17.54
34.21
16.67
100.00
Limited English Proficient

(2014-2015)
4.88
5.13

(2013-2014)
7.50
7.89
Non-Limited English Proficient

(2014-2015)
90.24
24.32
21.62
24.32
29.73
94.87

(2013-2014)
87.50
26.67
18.10
37.14
18.18
92.11
Free Lunch
(2014-2015)
No Data
N/A
Free Lunch
(2013-2014)
35.83
46.51
25.58
18.60
9.30
37.72
Reduced Lunch
(2014-2015)
No Data
N/A
Reduced Lunch
(2013-2014)
No Data
20.00
20.00
60.00
<1%
N/A
Poverty
(2014-2015)
42.68
57.14
20.00
14.29
8.57
44.87
Poverty
(2013-2014)
44.17
41.51
24.53
26.42
7.55
46.49
2 or More Races
(2014-2015)
3.66
3.85
2 or More Races
(2013-2014)
No Data
N/A
Achievement Levels
Level I - Does Not Meet Academic Content Standards
Level II - Partially Meets Academic Content Standards
Level III - Meets Academic Content Standards
Level IV - Exceeds Academic Content Standards
*Indicates less than ten students of a particular group tested

Grade 04
Math ACT Aspire
Group
Percent Tested
Level I
Level II
Level III
Level IV
Percent in Group
All Students
(2014-2015)
97.56
8.75
38.75
32.50
20.00
100.00
All Students
(2013-2014)
95.00
10.53
35.96
43.86
9.65
100.00

(2014-2015)
87.80
6.94
36.11
34.72
22.22
90.00

(2013-2014)
No Data
7.69
33.65
48.08
10.58
N/A
Male
(2014-2015)
45.12
2.70
37.84
40.54
18.92
46.25
Male
(2013-2014)
45.83
12.73
43.64
38.18
5.45
48.25
Female
(2014-2015)
52.44
13.95
39.53
25.58
20.93
53.75
Female
(2013-2014)
No Data
8.47
38.81
49.15
13.56
N/A
(2014-2015)
6.10
6.25
(2013-2014)
9.17
9.09
9.09
36.36
45.45
9.65
Black
(2014-2015)
36.59
6.67
50.00
40.00
3.33
37.50
Black
(2013-2014)
35.83
11.63
53.49
32.56
2.33
37.72
Hispanic
(2014-2015)
14.63
41.67
41.67
16.67
<1%
15.00
Hispanic
(2013-2014)
No Data
16.67
33.33
50.00
<1%
N/A
White
(2014-2015)
36.59
<1%
30.00
36.67
33.33
37.50
White
(2013-2014)
35.83
9.30
25.58
53.49
11.63
37.72
Non-Migrant
(2014-2015)
97.56
8.75
38.75
32.50
20.00
100.00
Non-Migrant
95.00
10.53
35.67
43.86
9.65
100.00
(2013-2014)
(2014-2015)
7.32
7.50

(2013-2014)
7.50
7.89

(2014-2015)
90.24
4.05
40.54
33.78
21.62
92.50

(2013-2014)
87.50
8.57
34.29
46.67
10.48
92.11
Free Lunch
(2014-2015)
No Data
N/A
Free Lunch
(2013-2014)
35.83
9.30
55.81
34.88
<1%
37.72
Reduced Lunch
(2014-2015)
No Data
N/A
Reduced Lunch
(2013-2014)
No Data
10.00
10.00
70.00
10.00
N/A
Poverty
(2014-2015)
45.12
18.92
54.05
27.03
<1%
46.25
Poverty
(2013-2014)
44.17
9.43
47.17
41.51
1.89
46.49
2 or More Races
(2014-2015)
3.66
3.75
2 or More Races
(2013-2014)
No Data
N/A
Achievement Levels
Tarrant Intermediate School

Grade 04
Reading ACT Aspire
Group
Percent
Tested
Level I
Level II
Level III
Level
IV
Percent in
Group
All Students
(2014-2015)
97.0
58.43
30.34
6.74
4.49
100.00
All Students
(2013-2014)
95.06
51.95
29.87
15.58
2.60
100.00

(2014-2015)
82.42
54.67
32.00
8.00
5.33
84.27

(2013-2014)
No Data
47.14
32.86
17.14
2.86
N/A
Male
(2014-2015)
48.35
68.18
27.27
2.27
2.27
49.44
Male
(2013-2014)
39.51
56.25
21.88
18.75
3.13
41.56
Female
(2014-2015)
49.45
48.89
33.33
11.11
6.67
50.56
Female
(2013-2014)
No Data
48.89
35.56
13.33
2.22
N/A
(2014-2015)
No Data
No
Data
No
Data
No
Data
No
Data
No Data
(2013-2014)
No Data
No
Data
No
Data
No
Data
No
Data
No Data
Black
(2014-2015)
62.64
59.65
29.82
5.26
5.26
64.04
Black
(2013-2014)
74.07
50.00
35.00
11.67
3.33
77.92
Hispanic
(2014-2015)
29.67
59.26
25.93
11.11
3.70
30.34
Hispanic
(2013-2014)
No Data
N/A
White (2014-2015)
2.20
2.25
White
(2013-2014)
3.70
3.90
Non-Migrant
97.80
58.43
30.34
6.74
4.49
100.0
(2014-2015)
Non-Migrant
(2013-2014)
95.06
51.95
29.87
15.58
2.60
100.0

(2014-2015)
3.30
3.37

(2013-2014)
No Data
N/A
Non-Limited English
Proficient
(2014-2015)
94.51
56.98
31.40
6.98
4.65
96.63
Non-Limited English
Proficient
(2013-2014)
93.83
51.32
30.26
15.79
2.63
98.70
Free Lunch
(2014-2015)
No Data
N/A
Free Lunch
(2013-2014)
91.36
51.35
31.08
16.22
1.35
96.10
Reduced Lunch
(2014-2015)
No Data
N/A
Reduced Lunch
(2013-2014)
No Data
N/A
Poverty
(2014-2015)
97.80
58.43
30.34
6.74
4.49
100.0
Poverty
(2013-2014)
92.59
50.67
30.67
16.00
2.67
97.40
2 or More Races
(2014-2015)
3.30
3.37
2 or More Races
(2013-2014)
No Data
N/A
Achievement Levels

Grade 04
Math ACT Aspire
Group
Percent
Tested
Level I
Level II
Level III
Level IV
Percent in
Group
All Students
(2014-2015)
97.80
15.73
51.69
32.58
< 1%
100.00
All Students
(2013-2014)
96.30
14.10
53.85
28.21
3.85
100.00

(2014-2015)
82.42
10.67
53.33
36.00
< 1%
84.27

(2013-2014)
No Data
11.27
53.52
30.99
4.23
N/A
Male
(2014-2015)
48.35
22.73
54.55
22.73
< 1%
49.44
Male
(2013-2014)
39.51
21.88
59.38
15.63
3.13
41.03
Female
(2014-2015)
49.45
8.89
48.89
42.22
< 1%
50.56
Female
(2013-2014)
No Data
8.70
50.00
36.96
4.35
N/A
(2014-2015)
No Data
No
Data
No
Data
No
Data
No
Data
No Data
(2013-2014)
No Data
No
Data
No
Data
No
Data
No
Data
No Data
Black
(2014-2015)
62.64
22.81
52.63
24.56
< 1%
64.04
Black
(2013-2014)
74.07
11.67
56.67
28.33
3.33
76.92
Hispanic
(2014-2015)
29.67
3.70
51.85
44.44
< 1%
30.34
Hispanic
(2013-2014)
No Data
20.00
50.00
20.00
10.00
N/A
White
(2014-2015)
2.20
2.25
White
(2013-2014)
3.70
3.85
Non-Migrant
(2014-2015)
97.80
15.73
51.69
32.58
< 1%
100.00
Non-Migrant
(2013-2014)
96.30
14.10
53.85
28.21
3.85
100.00

(2014-2015)
3.30
3.37

(2013-2014)
No Data
N/A
Non-Limited English
Proficient
(2014-2015)
94.51
15.12
51.16
33.72
< 1%
96.63
Non-Limited English
Proficient
(2013-2014)
93.83
13.16
53.95
28.95
3.95
97.44
Free Lunch
(2014-2015)
No Data
N/A
Free Lunch
(2013-2014)
91.36
13.51
54.05
29.73
2.70
94.87
Reduced Lunch
(2014-2015)
No Data
N/A
Reduced Lunch
(2013-2014)
No Data
N/A
Poverty
(2014-2015)
97.80
15.73
51.69
32.58
< 1%
100.00
Poverty
(2013-2014)
93.83
14.47
52.63
28.95
3.95
97.44
2 or More Races
(2014-2015)
3.30
3.37
2 or More Races
(2013-2014)
No Data
N/A
Achievement Levels

Grade 04
Observations
Trace Crossings Elementary
School
Strategies
and Resources
Reading/Math
Programs
Strengths:
Reading and
Math
-ELL Support
-Scholastic Book Room
-Title I Team: Tier 2 intervention
-Maker Studio
-Imagination Playground
- Intervention
- Social Work: Family Counselor
- ELL Support
-Title I
- Teacher Resource/Workshop
- Computer Lab
Reading:
-Reading Coach
-iStation
Reading:
Harcourt
Math:
-IXL
-Investigations
-iStation
Math:
Envisions
Weaknesses:
Reading and
Math
Initiatives
Sub-Groups
Tarrant Intermediate
School
High percentage of white

students met or exceeded content
standards
Even distribution among the
levels of achievement for male
and female students
Hispanic students tested highest
in Level I. <1% exceeded content
standards
Majority of African American
students scored within Level I
-STEAM Initiative
-Partnership with Samford
High percentage of white

students met or exceeded content
standards
Even distribution among the
levels of achievement for male
and female students
The majority of students in
poverty scored in Level II and
partially met content standards in
math
Even distribution among

the levels of achievement
for male and female
students
Majority of subgroups
were below 6% of Level IV
-21st Century After School Care

-The Leader In Me
-Cyber Bullying Hotline
No significant subgroup
stood out in Levels III & IV
percentages
Hispanics higher
percentage in 2013-2014
Parent
Involvement
Accountability
Resources
Support
Personnel
Collaboration
The majority of students in

poverty scored in Level I and did
not meet content standards in
reading
The majority of African American
students did not meet content
standards in reading. This
number has increased since 2013
-Monthly PTO meetings

-Parent Conferences
-Orientation and Open House
- Orientation and Open House

- Parent Conferences
-Talent Showcase
-Field Day
-PTO
-Global Scholar
-ACT Aspire
-iStation
-ACT Aspire
-Reading Coach
-Math Coach
-Title I Team
-ELL Teacher
-Special Education Resource Teacher
- ELL Teacher
- Special Education Resource
Teacher
- Social Work: Family Counselor
- Guidance Counselor
-Reading coach
-Math coach
-Monthly Grade Level PST meetings

(Math & Reading)
-Teacher and Class collaboration on
Problem Based Learning Project
-Weekly Grade Level Meetings
Data Analysis and Action Plan

Trace Crossings Elementary
We collected data from Trace Crossings Elementary School over a two-year
span based on the scores from the ACT Aspire. The scores in both reading and math
were collected and assessed for the years 2013-2014 and 2014-2015. The data is
divided among four different levels which are Level 1, Level 2, Level 3, and Level 4. The
levels show different areas of achievement among the students. Level 1 includes
students who did not meet grade level standards, and Level 4 contains students who
exceeded grade level standards. From the data provided, we are able to determine
many of the strengths and weaknesses within the reading and math programs.
In reading the scores were relatively high and showed the most students met
grade level standards. When the scores of all of the students were averaged together, it
revealed that the students were evenly spread among the four levels. All four levels
averaged about 20% of the students in each level. This showed us that the scores
overall were balanced throughout all of the scores.
The areas of weakness within reading surrounded the minority students,
specifically African American and Hispanic students. From 2013-2014, 4.65% of African
American students exceeded academic standards, while 39.53% did not meet academic
standards. Whereas, from 2014 to 2015, 16.67% of African American students
exceeded academic content standards, and and 50% of students did not meet
academic standards. This shows an increase in both Level 4 and Level 1. This change
can be found by looking at Level 3 for the two years. From 2013 to 2014, 34.88% of
African American students scored in Level 3. However, from 2014-2015, only 13.33% of
African American students scored in Level 3. This is a dramatic decrease in the number
of students who met content standards.
Another area of weakness was in the reading scores of the Hispanic students.
From 2013 to 2014, less than 1% of the Hispanic students exceeded academic
standards and 75% of Hispanic students scored below academic standards. This is a
very large percentage of Hispanic students who did not meet the academic standards in
the area of reading. From 2014-2015, the same percentage of students exceeded
academic standards and 60% of Hispanic students scored below academic standards.
This is an improvement from the previous year, but it is still a very large percentage of
Hispanic students who did not meet academic standards in the area of reading.
In math, the scores look relatively the same when looking at the overall scores of
all of the students. The scores are balanced among the four levels, with around the
same percentage scoring in each level. The areas of weakness are the same in math as
they are in reading. Both the African American and Hispanic students scored low in
reading as well as in math.
From 2013-2014, 2.33% of the African American students exceeded content
standards, and only 11.63% scored below content standards. The majority of the
students scored within Level 2; 53.49% of students scored within Level 2 which means
they partially met academic standards. From 2014-2015, 3.33% of students exceeded
academic standards, and 6.67% scored below academic standards which is an
improvement from the previous year. During this year, 50% of the students scored in
Level 2, and Level 3 improved by having 40% of African American students meet
academic standards. Overall this is an improvement from the previous year, but this is a
large percentage of students who are still below content standards.
From 2013-2014, less than 1% of the Hispanic students exceeded content
standards, and 16.67% of students scored below content standards. From 2014-2015,
there was no change in the percentage of students who exceeded content standards,
and 41.67% of students scored below content standards. This is a drastic change in the
number of students who did not meet standards. This change is evident in the
percentage of students who scored in Levels 2 or 3. In 2013, 50% of Hispanic students
scored in Level 3 and 33.33% of students scored in Level 2. However, in 2014, 16.67%
of students scored in Level 3 which is a drastic decrease in the number of students who
met academic standards. It seems that the scores shifted downwards dramatically the
following year.
Action Plan
Since we noticed such low scores for African American and Hispanic students
compared to the rest of the students in the school, we created a plan of action in order
to help the school better serve these students. Based on an article by John A. Murphy
which outlines how to help minority students achieve in school, we have four areas that
we can work on to help these students succeed. The first area is by raising expectations
for these students. By raising expectations, students will rise to them and scores can
improve. When teachers set expectations for students, they are more likely to help them
succeed than if they expect them to continue on their current path. Secondly, having
support programs for these students can help raise scores. By planning purposeful
programs for minority students in the areas of reading and math, they are able to
receive individualized attention to meet their needs. There also should be a core
curriculum in place to support student achievement. The curriculum should be rigorous
and should challenge all learners. Lastly, there should be equal opportunities for all
students. The minority students should be given equal opportunities as everyone else to
learn and succeed. They should be given help and instruction when needed.
Data Analysis and Action Plan

We collected data from Tarrant Intermediate School over a two-year span based
on the scores from the ACT Aspire. The scores in both reading and math were collected
and assessed for the years 2013-2014 and 2014-2015. The data is divided among four
different levels, which are Level 1, Level 2, Level 3, and Level 4 and each show different
areas of achievement among the students. Level 1 includes students who did not meet
grade level standards, and Level 4 contains students who exceeded grade level
standards. Based on the data, we are able to see various strengths and weaknesses in
both the reading and math programs.
The first area of weakness is evident through the significant decrease in math
scores from 3.85 in Level IV for the 2013-2014 year to <1% in Level IV for the following
year. Already with less than 5 percentage of all of our students exceeding grade level,
math seems to be a weak area for the school. Along with this lower-achieving subject
area, the school also struggles to meet attendance requirements of 10 or more students
tested in each subgroup. Nine of the subject groups in math do not have data because
of this lack of presence during testing.
Though this attendance issue is also true in regards to the reading test scores,
reading score percentages for the whole school did increase from only 2.60 in Level IV
to 4.49 in the following year. This significant increase could be reflective of more class
time working on reading strategies and elements of a story rather than the other subject
areas. In multiply classrooms at the school, it was clear on the schedule that most of the
morning is spent reading and writing rather than math, science, or social studies.
Seeing that the majority of score percentages in Levels III and IV are below 50%,
it is clear that both of the areas where data was collected show needs for improvement
across grade levels, race and gender. Through observations, it has been pointed that
behavioral issues and moral character of the students could be a barrier for students
reaching their highest potential on these assessments as they are distracted and
preoccupied with the hostile environment. Because their was no significant subgroup
with differentiated scores, we see that the whole school is in need of improvement,
which supports that it could be holistic environmental factors impacting testing
outcomes.
Action Plan
The initial approach that we would like to take in regards to whole school
improvement for testing areas in reading and math includes the utilization of Individual
Improvement Plans, especially for students frequently faced with disciplinary issues.
Currently in the school, students are often sent out of the classroom when they get in
trouble, which causes them to miss instruction and become isolated from the classroom
community. With individualized plans, students can receive the disciplinary support that
they need while remaining in class and learning. Research has shown direct
correlations between schoolwide Positive Behavior Support (PBS) such as

individualized disciplinary plans, and student achievement scores (Lassen, Steele, &
Sailor, 2006). As the Individual Improvement Plans will encourage students to make
good choices, the goal is for each and every student at TIS to be equipped to fully
participate in the classroom to learn what they need to understand to grow.
Another initiative that we would like to implement within our school is the use of
The Learning Earnings Program. Unfortunately there is an extreme lack of motivation
within our school and this leads to students falling behind in their academics. We want
our students to set high goals for themselves and have the motivation that they can
reach those goals. After vast research we have come to the conclusion that having a
rewards system would be the best way to completely revamp the negative ideas about
school that these students have and turn those into positive reinforcements. We think
that our student body would benefit the most from The Learning Earnings Program. Its
important that teachers keep in mind that there is a difference between student
motivation and classroom incentives. Student motivation refers to their interest in
their academic work and learning academic material. On the other hand, classroom
incentives refers to the methods such as rewards, which the teachers use to motivate
their students to do their academic work and learn academic material (Slavin, R.
E.). Together, our staff has come to the conclusion that our students need incentives to
help them achieve the motivation that they need instilled in them.
WORKS CITED
Lassen, S. R., Steele, M., Sailor, W. (2006) The relationship of school-wide Positive
Behavior Support to academic achievement in an urban middle school.
Psychology in the Schools. 43:6, 701-712.
Murphy, J. A. (1988). Improving the Achievement of Minority Students. Association for
Supervision and Curriculum Development.
Slavin, R. E. (n.d.). Students Motivating Students to Excel: Cooperative Incentives,
Cooperative Tasks, and Student Achievement. Chicago, IL: The University of
Chicago Press. Retrieved from
http://www.jstor.org/stable/1001618?seq=1#page_scan_tab_contents
Dear Trace Crossings Elementary Parents,

We are so proud of all of the hard work you and your students
put into making this past school year a success! The students
accomplished so much throughout the course of the year
including STEAM Night, Dr. Seuss Day, and Maker Week. We know
that all of this would not be possible without your help and
encouragement along the way.
I am sure you are aware that third and fourth grade completed
standardized testing at the end of the year using ACT Aspire. The
students prepared very hard for this test throughout the course
of the year. We are pleased with the results of the test,
however, there are some areas that we can improve upon. A high
percentage of students met or exceeded academic standards in
the areas of reading and math. This is an excellent achievement
and we are very pleased! However, a number of our minority
students, including African American and Hispanic students, scored
lower overall than the other students in our school. This is an
area that we want to improve upon and are working better serve
these students.
Over the summer, we will be working on a plan of action to help
improve the academic achievement of these students. This plan of
action will include raising expectations, creating a variety of
support programs, having a strong core program, and making sure
all students have equal opportunities for success.
We appreciate all of your hard work over the course of the year,
and look forward to the year to come. Enjoy your summer!
Sincerely,
Trace Crossings Administration
Dear Tarrant Interm ediate Fam ilies,

As we welcom e all of our W ildcats back from a relaxing sum m er
vacation, we hope that you and your fam ilies are ready to start back
strong for this academ ic school year at TIS! This letter is to inform
you of our Reading and M athem atics school-wide data from the
previous years.
Looking at our test scores from the ACT Aspire assessm ent, we want
to specifically focus on the data from the 2013-2014 and 2014-2015
academ ic school years in bo th areas of m athem atics and reading,
separately. Below, we have provided a link for you to access the data in
its entirety. In both academ ic years, the scores for m athem atics and
reading were low. Though there was a decrease in m ath scores in
com parison to the previous year, there was a noticeable increase in
reading from 2013-2014 to 2014-2015. This supports that our scores were
higher in reading. However, we see that it is necessary to strive for
im provem ent in both areas through additional instruction and practice.
Because of the above results, it is critical that we are joined in
partnership with you to provide your students with the best learning
experiences possible. After thorough evaluation of the data, we have
determ ined two approaches to increase student success in these areas
of reading and m ath. Im plem enting individualized behavior im provem ent
plans should keep students in class to learn what they need to grow,
along with increasing the positivity of the environm ent at our school.
This will provide our students with the best opportunity to learn and
grow around their peers. Additionally, the Learning Earnings program will
be in action in each of our classroom s to m otivate students to reach
their fullest potential in both of our focus areas. W ith your help, we
know that your students will increasingly excel in all that they do, even
beyond TIS. Through consistent contact with individual teachers, we
value the insight that only you can provide to ensure that your child has
what they need succeed.
You can be involved in your students learning by taking part in any of
the opportunities m entioned above, as well as asking your students
questions and supporting the learning process along the way. Thank you
for your continued support!
Sincerely,
Tarrant Interm ediate Adm inistration

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PLC 5 Meerkats: Lindsay Donahoo, Mary Gates, Whitney Lock, & Karen Teel

Trace Crossings Elementary School

General Education Students

General Education Students

Limited English Proficient

Limited English Proficient

Non-Limited English Proficient

Non-Limited English Proficient

Trace Crossings Elementary School

General Education Students

General Education Students

Limited English Proficient

Non-Limited English Proficient

Non-Limited English Proficient

Tarrant Intermediate School

General Education Students

General Education Students

Limited English Proficient

Limited English Proficient

Tarrant Intermediate School

General Education Students

General Education Students

Limited English Proficient

Limited English Proficient

Trace Crossings Elementary School

High percentage of white

High percentage of white

Even distribution among

-21st Century After School Care

The majority of students in

-Monthly PTO meetings

- Orientation and Open House

-Monthly Grade Level PST meetings

-Weekly Grade Level Meetings

Data Analysis and Action Plan

Data Analysis and Action Plan

correlations between schoolwide Positive Behavior Support (PBS) such as

Dear Trace Crossings Elementary Parents,

Dear Tarrant Interm ediate Fam ilies,

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