Planning for School Improvement

Tommie Barfield Elementary School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA trended downward in all areas except L25 gains, which only had a 3 point gain. Fifth grade ELA is what brought down the average by a few points.
Math also took hits in each graded category. Out of 31 ESE students in math, only 11 scored proficiently. Out of ESE students making a gain, only 9/21 succeeded.
Science declined 3 points from the prior year. ESE subgroup took an 18 point drop.
Which data component showed the most improvement? What new actions did your school take in this area?
ELA L25 gains was the only area that showed improvement, going from 46% to 49%. Fourth grade did well on its own, with both overall and all subgroup areas increasing significantly even compared to district.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Both ELA and Math L25 gains were at least 20 points lower than any other graded category. Priorities listed below should help to address this issue. In all grades levels other than KG and 4th, ESE performance dropped.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Third grade ELA went down by 7 points from the prior year. ESE subgroup has substantially declined and is now in ATSI with a federal index of 35. Our hypothesis is that inadequate/ inefficient scheduling as well as teacher need for strategies to infuse in Tier 1 instruction for these learners may have contributed to the drop. In addition to making adjustments with PD, lesson planning, and MTSS, we would also like to support our ESE teachers through monitoring what and how they are teaching and with whom at what times.
Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trends. State data can be found here.
On the whole, TBE scored significantly higher than the state at each content area and grade level by about the same margins in all areas. What we would like to focus on increasing is our state ranking, because there is tremendous potential to grow in that area.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Highest Academic Priorities: * Increase overall gains for both ELA and math, which will also allow for an additional lens on L25 gains. * Laser focus on proficient students and maintaining/growing that proficiency (Eyes on which students are in danger of falling out of their current levels) * Increase science proficiency *Enhancing instruction for ESE students through Tier 1 instruction by the classroom teacher- provide PD to support (Helping students process new content and related strategies) and follow through with observations and data checks *Refine the MTSS process and maximize DI time for every classroom and grade level to allow for small group instruction with lower performing students to grow and high performing students to enhance.

SIP - Areas of Focus

TBE will foster academic excellence, nurture personal integrity, and encourage a commitment to lifelong learning in a diverse society.
Recognize individual genius, build confidence, create leaders.
if we help students Process New Content using high yield strategies, then the percentage of students making a gain in ELA will go from 65% to 70% as measured by FAST PM3 in Spring of 2026.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Professional learning: Ese strategies for tier 1 instruction Review how to find IEPs, 504s and Eps as well and review accommodations (8/7/25) Speech vs. language eligibility (8/7/25) Swirl & Scaffolding for ESE/ELL (8/7/25) Dyslexia (TBD) Executive Functioning (TBD) Reciprocal teaching (.74 haddie’s effect size) (10/31/25) Concept mapping/ summarizing (.64 and .79 haddie’s effect size) (tbd)
Person Responsible:
Literacy Coach / School Psychologist / Speech pathologist / ESE Program Specialist
Progress Monitoring Evidence:
Survey results from PD sessions Evidence of instructional practices in observations
Action #2
Action Steps to implement evidence-based strategy:
Planning: Review of our school’s ESE Resources AS WELL AS District available Resources (8/7/25) Focus on two main priorities for content: 1. Incorporating swirl (8/5/25, 8/7/25) - Sentence Stems, Story Champs, Kinesthetics, Whole Body Listening, Flashlight Strategy, etc. 2. Helping students process content (10/13/25) Alignment of rigor in Goals> Tasks> Assessments HMH Module Assessments ELL Schedules Question Stems
Person Responsible:
Literacy coach / Teachers
Progress Monitoring Evidence:
Lesson plans Student work Collaborative Planning Weekly Reading motivation: -BEST Text Tracker -iReady "WIG Walkway"- goal setting and tracking wall -iReady "Lessons Lane "- celebration of students and lessons passed -CCPS Classics -Accelerated Reader points -Media Circulation
Action #3
Action Steps to implement evidence-based strategy:
Implementation of evidence-based strategy: "Look Fors Protocol": Used during instructional rounds, and serves as a transparent way to let teachers know what admin should be seeing occur in class at any give time. (8/28 Staff Meeting) Utilize Question Stems to mirror the language of the FAST Assessments
Person Responsible:
Teachers / Admin
Progress Monitoring Evidence:
IObservation Handwritten glows/ grows left for teachers after walkthrough observations PM1 AND PM2
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact: Monthly MTSS meetings will show which students are moving, and will enable us to address deficiencies immediately through interventions. As data becomes available throughout the year, review schedules and make adjustments to target areas of need and move students fluidly. PM1 and PM2 Performance
Person Responsible:
teachers
Progress Monitoring Evidence:
PM1 AND PM2 MTSS Meeting Excel Notes with action steps ELL schedules ESE Schedules
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
if we help students Process New Content using high yield strategies, then the percentage of students making a gain in MATH will rise from 71% to 76% as measured by FAST PM3 in Spring of 2026.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Professional learning: ESE strategies for tier 1 instruction (8/7/25) Helping Students Process New Content FTEM Training (10/13/25) ELL Strategies (10/31/25) Supporting ELL Parents (10/31/25)
Person Responsible:
Admin / Coach
Progress Monitoring Evidence:
Survey results from PD sessions Evidence of instructional practices in observations
Action #2
Action Steps to implement evidence-based strategy:
Planning: Focus on two main priorities for content 1. Incorporating swirl 2. Helping students process content Alignment of rigor in goals> tasks> assessments
Person Responsible:
Literacy Coach / Teachers
Progress Monitoring Evidence:
Lesson Plans / Student Work
Action #3
Action Steps to implement evidence-based strategy:
Implementation of evidence-based strategy: 1. "Look Fors Protocol": Used during instructional rounds, and serves as a transparent way to let teachers know what admin should be seeing occur in class at any give time. (8/28 Staff Meeting)
Person Responsible:
Teachers / Admin
Progress Monitoring Evidence:
iObservation / Handwritten Glows & Grows
Action #4
Action Steps to implement evidence-based strategy:
Measuring impact: Monthly MTSS meetings will show which students are moving, and will enable us to address deficiencies immediately through interventions.
Person Responsible:
Teachers
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If we help L25 ELA students Process New Content using high yield strategies, then the percentage of L25 students making a gain in ELA will rise from 49% to 52% as measured by FAST PM3 in spring of 2026.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning: ESE Strategies for Tier 1 Instruction (8/7/25) Helping Students Process New Content FTEM Training (10/13/25) ELL Strategies (10/31/25) ELL Parent Support and Communication (10/31/25)
Person Responsible:
ELL Contact/ ESE Program Specialist
Progress Monitoring Evidence:
Survey results from all PD Sessions / Evidence of instructional practices in observations
Action #2
Action Steps to implement evidence-based strategy:
Planning: Focus on two main priorities for content 1. Incorporating swirl 2. Helping students process content Alignment of rigor in goals> tasks> assessments
Person Responsible:
Teachers / Literacy Coach
Progress Monitoring Evidence:
Lesson Plans / Student Work
Action #3
Action Steps to implement evidence-based strategy:
Implementation of Evidence-Based Strategy: Classroom walkthroughs/ Rigor Walks with custom-designed protocol of Look-fors including elements of Classroom Discussion (Haddie's Effect Size 0.84)
Person Responsible:
Teachers / Admin
Progress Monitoring Evidence:
iObservation / Handwritten Glows & Grows
Action #4
Action Steps to implement evidence-based strategy:
Measuring: Monthly MTSS Meetings will show which students are moving and will enable us to address deficiencies immediately through interventions iReady Data PM Results
Person Responsible:
Teachers
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
The number of students who report to have trusting relationships with an adult will increase from 80% to 83% on the Leader in Me MRA by May 2026.
(View Marzano Model)
Establishing and maintaining effective relationships in a student-centered classroom.
Action #1
Action Steps to implement evidence-based strategy:
School-wide Positive Referrals: -Student Leaders will display positive referral badges in the hallways for all to see progress. -Data will be displayed in the hallway to track how close we are to 100% of students and staff receiving a positive referral -Teachers will review what makes a good positive referral during lead time.
Person Responsible:
Janet Incelli- Tracks results All STAFF- Encourages the use of positive referrals AND MONITORS FOR MISSING REFERRALS
Progress Monitoring Evidence:
100% of Students and Staff will receive a positive referral each semester.
Action #2
Action Steps to implement evidence-based strategy:
Weekly-Monthly Data Chats with L25 Students in 4th and 5th grade: -4TH AND 5TH GRADE STUDENTS ARE ENCOURAGED TO ENTER THEIR CLASSROOMS AS EARLY AS 7:45AM BEFORE THE 8:20 TARDY BELL. This allows students extra instructional time with their teacher as well as time to complete iReady minutes, take AR Tests, Complete progress learning and ask questions. -ALL STUDENTS HAVE ACCOUNTABILITY BUDDIES IN THE CLASSROOM WITH WHICH THEY MEET WEEKLY. -WE HAVE AN L25 SPREADSHEET in which we monitor weekly programs (iReady pass rates, progress learning progress, ALEKS progress, and AR points). When weaknesses or celebrations are found, students are invited to talk to an adult (principal, ap, coach, media specialist, counselor) to review with a data chat. These conversations are used to clarify and motivate students in a one on one supportive setting.
Person Responsible:
Principal / Assistant Principal / Coach / Media Specialist / Counselor / ESE Resource Teachers
Progress Monitoring Evidence:
Students will work to maintain an 80% pass rate on all academic programs (iReady, accelerated reader, progress learning, aleks) and stay on track with goals set. Teachers will assist by checking in to ensure goals are on track and help suggest adjustments when they are not. When we implemented this monitoring system *last year (SY25), we grew 3 points in ELA L25 gains.
Action #3
Action Steps to implement evidence-based strategy:
Trust & Safety -Safety Patrols ensure our students arrive and depart from school safely. -Officer Mark Ensures that students and staff are safe throughout the school day. -Allow time for building relationships: School buddies K-5
Person Responsible:
Georgina Dolan: Safety Patrol Director / Officer Mark Bradley MIPD / Classroom Teachers coordinate School Buddies
Progress Monitoring Evidence:
Students will answer "true" to the following questions on the MRA Survey in May 2026: -I can be myself around my teacher.  -I can talk to my teacher when I have a problem.  -My teacher is easy to talk to.  -My teacher understands me as a person.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.

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1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
No response.
2.

Describe how the school plans to build positive relationships with parents, families and other community stakeholders to fulfill the school’s mission, support the needs of students and keep parents informed of their child’s progress.

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.
No response.
3.

Describe how the school plans to strengthen the academic program in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum. Include the Area of Focus if addressed in Part II of the SIP. (ESSA 1114(b)(7)ii))
No response.
4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))
No response.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2025-2026 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:

  • The percentage of students below Level 3 on the 2024−2025 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
  • The percentage of students in kindergarten through grade 3, based on 2024−2025 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
  • Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
1.

Grades K-2: Instructional Practice specifically relating to Reading/ELA

No reponse.
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

No reponse.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 00.0
Non-District Employee 00.0
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black00.00.9
Hispanic00.024.7
Others00.09.7
White00.064.7
Date

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