Disaggregated

Data
The Early Birds

Data

20102011

20112012

Reading
Scores (NonPoverty)

80.6%

69.4%

Reading
Scores
(Poverty)

29.5%

16.7%

Math Scores
(NonPoverty)

68.7%

43.6%

Math Scores
(Poverty)

42.9%

4.7%

Reading
Scores
(White)

81.8%

70.8%

Reading

63.6%

23.7%

Trace Crossings Data Analysis

The reading and math scores at Trace Crossings decreased.
The data also shows a gap between impoverished and non-impoverished
students, as well as between white and black students.
In 2010-2011, compared to Hoover City Schools, Trace scored lower in all
Math categories. However, they score above the school system average in
reading. During the 2011-2012 school year all categories were lower than
the school systems score.

Trace Crossings Observations

Professional Development
EdCamp

Math Instruction
Investigations
Hands-On Learning
Math Coach

Reading Instruction
Reading Coach

Initiatives

Trace Crossings Observations

Strength
STEAM

Weakness
Testing gap between impoverished/non-impoverished students
Testing gap between black and white students.
Students are pulled from the classroom
ELL Instruction

Parent Involvement
Good Parent Involvement and Communication

Research
Low test scores for impoverished students correlates to a lack of resources,
educational levels of their parents, and the students family and communitys
beliefs on education (Lacour,2011).

The test score gap between black and white students is linked with poverty and quality
of home-life (National Center of Statistics, 2009).

School Improvement Plan for

Trace
Crossings
Strengthening
the partnership with its parents and community
Use a variety of assessments within the classroom
Promote a positive school environment

Trace Crossings Parent Letter

A letter will be sent out to the parents explaining the data and plan of
action
They will be made aware of the need and concern for a plan of action
Parents will also be encouraged to promote a positive academic
environment and be prompted to get involved in the school.

Data

20102011

20112012

Reading
Scores
(NonPoverty)

No scores
available
Birmingham
city scores:
52.9%

No scores
available
Birmingham
city scores:
65.9%

Reading
Scores
(Poverty)

24.6%

36.4%

Math
Scores
(NonPoverty)

No scores
available
Birmingham
city scores:
62.4%

No scores
available
Birmingham
city scores:
68.2%

Math
Scores
(Poverty)

89.3%

49.1%

Reading
Scores

No scores
available

No scores
available

Avondale Data Analysis

The majority of students at Avondale did not meet the benchmark for
reading or math.
Improvement between 2010-2011 and 2011-2012 in 5 of the 8 categories.
Drastic decrease (40%) in the Math Scores Poverty category
Avondale scored lower than Birmingham City Schools score in all
categories.

Avondale Observations
Professional Development
Woodlawn Innovation Network

Math Instruction
GoMath
Curriculum not always aligned with tests

Reading Instruction
Reading Street - spelling and vocabulary tests

Initiatives

Avondale Observations
Strength
Technology

Weakness
Teacher Accountability
Classroom Environment/Behavior Management

Parent Involvement
Varied
Discipline Technique - Calling Parents

Research
There is a clear, detrimental relationship between growing up in a poor family and
childrens cognitive functioning and academic performance (Roy & Rover, 2014, p.
392).
Poverty affects academics is because living in poverty can lead to life stressors, such as
being unable to pay bills or worrying about a parent losing their job, which can
affect students academics negatively (Roy and Rover, 2014).
Greater proportions of African American (35%) and Latino (31%) children live in
poverty than White (11%) and Asian (15%) children (p. 392). Roy and Rover (2014)
also explain that 44% of African American families were characterized as being in
deep poverty and single, while only 16% of the Latino/White families fell into this
profile (Roy & Rover, 2014, p. 397).

School Improvement Plan for

Avondale
Increase parental involvement (Jesse, 1996)
More volunteer opportunities
Involve parents in the decision making process

Implement a positive school behavior (PBS) system (Lassen, Steele,& Sailor,

2006)
Clearly explain and teach schools expectations to the students
Positive reinforcements for students who follow expectations
Consequences for students who do not follow
PBS system will eliminate the number of school office referrals

Parent Letter
A letter will be sent out to the parents explaining the data and plan of
action
This will help begin our parent involvement initiative and avoid any
misconceptions that may be formed

References
Jesse, D. (1996). Increasing parental involvement: A key to student achievement. What's
Noteworthy on Learners, Learning, Schooling. Mid-Continent Regional Educational Lab., Aurora, 22.
Lassen, S. R., Steele, M. M. and Sailor, W. (2006), The relationship of school-wide Positive
Behavior Suppo
Roy, A. L., & Raver, C. C. (2014). Are all risks equal? Early experiences of poverty-related risk
and childrens functioning. Journal Of Family Psychology, 28(3), 391-400. Retrieved
from doi:10.1037/a0036683
Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7),
522-527.
Retrieved May 10, 2016.
National Center for Educational Statistics. (2009). Achievement Gaps: How Black and White Students in Public Schools Perform in