Planning for School Improvement

Tommie Barfield Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
*Overall high proficiency and growth with on grade level students. *ESE/ELL and L25 subgroups had low gains compared to overall gains made. *2nd grade overall low proficiency and growth.
*Overall high proficiency and growth with higher performing students. *13 point increase in overall making gains in math. *ESE/ELL and L25 subgroups had low gains compared to overall gains. *2nd grade overall low proficiency and growth. *Notable growth in 5th grade in math proficiency.
*Increase in overall proficiency (5 percentage points) *Ranked 2nd in the district
Which data component showed the most improvement? What new actions did your school take in this area?
This year we saw great growth in overall proficiency in the area of science. Our 5th graders proficiency increased by 5 percentage points, and has increased 12 percentage points over the past 3 years. We believe one factor in this is the consistency of our departmentalized teachers. Our DP element of cognitive complexity aligned perfectly with science instruction and aided in students engagement, understanding, and retention of information. We also saw a 13 point increase in the number of students making gains in the area of math. This year, we hired a new 5th grade math teacher, which helped to promote consistent instruction and planning in the grade level.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Our biggest opportunity for growth is within the learning gains of our students in the L25. Consistently, these reporting areas have been low, however both decreased from FY22. Overall, making gains in L25 in the area of reading is the data component we are most concerned and focused on for the upcoming school year. Several factors we believe contribute to this decline- one factor being these students performance on PM1 and PM2. What we noticed was that many of these students (60% in 4th grade and 77% in 5th grade) either did not make growth from PM1 to PM2, decreased in their overall scale score, or made minimal growth (10 percentage points or below). This was a trend that we found in both ELA and Math for both grade levels.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Similar to the question above, the data component that showed the greatest decline from the prior year was in L25 Making Gains in the area of math. Factors listed above (lack of growth from PM1 to PM2) was notated as well in this category.
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.
3rd Grade ELA Proficiency had a positive gap of 29 percentage points compared to the state.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Gains for students in L25 (reading and math 4th and 5th grade) 2. ESE/ELL Subgroup gains K-5 in reading 3. Targeted support (in and outside of school) for growing ELL population 4. Build reading stamina 5. Purposeful planning to close the achievement gap

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.
The percent of students in the L25 that will make gains in the area of reading will increase from 46% to 50% by May 2025.
(View Marzano Model)
Helping students revise knowledge.
Action #1
Action Steps to implement evidence-based strategy:
Conduct weekly structured activities that require students to make additions/deletions and clarifications/revisions to previous taught content to deepen understanding.
Person Responsible:
ELA Teachers and Literacy Coach
Progress Monitoring Evidence:
Student work samples and assessment data/results.
Action #2
Action Steps to implement evidence-based strategy:
Teachers and support staff will participate in monthly data/MTSS meetings that focus on L25 students
Person Responsible:
School Leadership Team and Teachers
Progress Monitoring Evidence:
Monthly Formative assessments, such as, FAST and/or Unit Assessments; SSP data
Action #3
Action Steps to implement evidence-based strategy:
Weekly student data tracking and reflection in leadership notebooks will take place on Friday during LEAD time.
Person Responsible:
School Leadership Team, Classroom Teachers, and Students
Progress Monitoring Evidence:
Student data notebooks with ELA unit assessment and FAST trackers. Weekly student led data meetings with school leadership.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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The percent of students in the L25 that will make gains in the area of math will increase from 54% to 57% by May 2025.
(View Marzano Model)
Planning to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Conduct weekly collaborative planning meetings where teachers modify instruction to respond to preconceptions or misconceptions and identify gaps in students’ subject matter knowledge
Person Responsible:
Teachers; school leadership
Progress Monitoring Evidence:
Lesson plans include potential instructional adjustments that will or could be made based on student evidence/data
Action #2
Action Steps to implement evidence-based strategy:
Monthly professional learning sessions will be held to focus on executive functioning element of working memory.
Person Responsible:
School ESE team
Progress Monitoring Evidence:
Completed student assignments/work reflect accommodations and/or adaptations for individual or groups of students at the appropriate grade level targets
Action #3
Action Steps to implement evidence-based strategy:
Weekly student data tracking and reflection in leadership notebooks will take place on Friday during LEAD time.
Person Responsible:
School Leadership Team
Progress Monitoring Evidence:
Student data notebooks with Math unit assessment and FAST trackers. Weekly student led data meetings with school leadership.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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ESE subgroup will increase proficiency in science from 56% to 59% by May 2025.
(View Marzano Model)
Helping students revise knowledge.
Action #1
Action Steps to implement evidence-based strategy:
Conduct weekly structured activities that require students to make additions/deletions and clarifications/revisions to previous taught content to deepen understanding.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Student work samples and assessment data/results.
Action #2
Action Steps to implement evidence-based strategy:
Monthly professional learning sessions will take place to focus on executive functioning element of working memory.
Person Responsible:
School ESE Team
Progress Monitoring Evidence:
Completed student assignments/work reflect accommodations and/or adaptations for individual or groups of students at the appropriate grade level targets
Action #3
Action Steps to implement evidence-based strategy:
Weekly student data tracking and reflection in leadership notebooks will take place on Friday during LEAD time.
Person Responsible:
School Leadership
Progress Monitoring Evidence:
Student data notebooks with Math unit assessment and FAST trackers. Weekly student led data meetings with school leadership.
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 clich the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Students being able to develop a trusting relationship with an adult will increase from 81% to 84% by May 2025.
(View Marzano Model)
Establishing and maintaining effective relationships in a student-centered classroom.
Action #1
Action Steps to implement evidence-based strategy:
Implementing daily plus/delta chart for reflection and class culture building.
Person Responsible:
Classroom teacher/students
Progress Monitoring Evidence:
Incorporate plus/delta chart into daily LEAD time. Classroom walk-throughs during this reflection time.
Action #2
Action Steps to implement evidence-based strategy:
Modeling LIM bucket fillers (positive referrals) at monthly staff meetings.
Person Responsible:
Lighthouse Team/Teachers/Students
Progress Monitoring Evidence:
All students and staff will receive a positive referral each quarter.
Action #3
Action Steps to implement evidence-based strategy:
Plan weekly data chats with L25 students in 4th and 5th grade.
Person Responsible:
Leadership Team/Students
Progress Monitoring Evidence:
Weekly assessment/grade results of students in L25.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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.

Budget Document Uploads

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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 2024-2025 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 2023−2024 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 2023−2024 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.