Goal Statement: To improve student academic achievement
Measurement Statements: As measured by reading and mathematics achievement, English language proficiency, attendance and graduation
rate.
Goal Area
Measurement Statements
Reading
In the spring of 2016, a minimum of 80% of students in 1st grade, 80% of 2nd grade students, 62% of 3rd grade
student, 70% of 4th grade students and 63% of 5th grade students will earn the Proficient or Highly Proficient
classification as measured by the SUSD Galileo post-test in Reading.
Math
In the spring of 2016, a minimum of 85% of students in 1st grade, 85% of 2nd grade students, 85% of 3rd grade
students, 85% of 4th grade students, and 80% of 5th grade students will earn the Proficient or Highly Proficient
classification as measured by the SUSD Galileo post-test in Math.
English Language
Learners
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Increase reclassification of ELL students by 3-5% as measured by the Spring 2015 AZELLA results.
Student Attendance
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Maintain 96.6% or above as measured by the 2015/2016 school attendance records.
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Section 5 School Improvement Plan
DIRECTIONS:
For your School CIP in ALEAT develop one SMART Goal that addresses how the school will improve student achievement as measured by reading and
mathematics achievement, English language proficiency, attendance and graduation rate. Arizona’s ESEA Flexibility Request identifies revised AMOs for
reading and mathematics that should be used along with other measures when writing the SMART goal.
FOR MULTI-SITE LEAS - EACH TITLE I SCHOOL MUST HAVE A SCHOOL CIP
Strategies to be addressed under the Goals include;
• School Leadership
• Strengthen instruction for all students
• Intervention program for struggling students
• Data-driven decision making
• Coordinated and comprehensive services
• Plan development, implementation, and evaluation
Underlined components listed in the Matrix must be included to meet the requirement of Sections 1114 (Schoolwide) and 1115 (Targeted Assistance)
School Continuous Improvement Plan Matrix
Goal – To improve student achievement as measured by reading and mathematics achievement, English language proficiency, attendance and
graduation rate. (Need to enter SMART components and AMOs.)
Schools that are not in School Improvement level plans have will only have this one goal! Underlined components are required!
School level needs assessment worksheet–– placed in school filing cabinet at the Goal level file cabinet icon
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Title 1 Schoolwide (SW)
1 – School Leadership
Strategy
Implement strong leadership to positively change our school by creating a sense of urgency while maintaining a strong moral compass focused
on a common vision for improving student achievement.
Action
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Create a shared vision and mission of learning supported by all stakeholders to include multiple perspectives of decision making by
focusing on relevant and meaningful data, creating a culture for improving student achievement.
Utilize the teacher and principal evaluation system to appropriately identify meaningful and timely job embedded professional
development.
Identify and participate in the planning and delivery of job embedded professional development opportunities.
Create an equitable, respectful, and supportive school environment to promote high student achievement for all students.
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Title 1 Schoolwide (SW)
2 - Strengthen instruction for all students
Strategy: Create a professional development model of whole school reform that will strengthen instruction for all students to ensure
academic success.
Actions:
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Continue to facilitate and provide training support College and Career Ready Standards across the grades
Maintain 6 key Scientifically Based Research (SBR) programs as a model of whole school reform by implementing with fidelity
and providing training for new teachers and follow up training for veteran teachers in RTI, Renaissance Learning Accelerated
Reader, My Math, Core Knowledge Language Arts (CKLA), Success Maker 6 and Thinking Maps.
Utilize Instructional Coach for PD needs, mentoring, and working with highly-qualified teachers to improve teaching strategies.
Facilitate a vertical articulation day by providing subs for grade level teachers to address readiness and grade level curriculum
alignment.
Provide opportunities for teachers to participate in Professional Learning Communities at each grade level focusing on
identification of essential learning objectives and outcomes, appropriately balanced assessment practices, data analysis and
implementation of intervention and/or enrichment by sharing lessons and ideas.
Utilize district and campus technology staff to design and integrate technology and Smart Board use into classroom lessons
Implement support and training for staff in Differentiated Instruction based on outcomes of common assessment data.
Use classroom walk-throughs to provide feedback for teachers. Teachers will post lesson objectives.
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Title 1 Schoolwide (SW)
3 - Intervention programs for struggling students
• Strategy: Implement school wide plan and before, during and after school scientifically research based enrichment and
intervention programs for struggling students.
Actions:
 Conduct a school wide universal Response to Intervention (RTI) math and reading screening tri-annually. Plan interventions and
monitor identified students.
 Continue Reading A-Z, Core Knowledge Language Arts, (CKLA) and Mountain Language as a part of our 90 minute reading
block
 Offer a Success Club and invite students to attend in the computer labs using Success Maker 6 before school daily and provide
before and after school intervention opportunities.
 Protected blocks of instructional time with pull-out support from instructional assistants for small group remediation and
extension.
 Incorporate research-based reading strategies to provide reading intervention among students (K-5 grades) in the Title 1 Lab.
 Utilize Marilyn Burn’s “Do The Math” program to provide math intervention among students (3-5 grades) in the Title 1 Lab.
 Implement Read Naturally as a part of our tiered instruction for reading.
 Protected reading and math block with instructional assistant support for pull-out during reading and math blocks.
 Develop academic and behavior strategies and plans for students reviewed by the Intervention Planning Team (IPT) to be
implemented by teachers, parents and students. Team will meet weekly to assess student data and document meeting outcomes.
 Organize clubs (Math Club, Robot Science Club, Video Club, etc.) for re-teaching opportunities and intervention.
 Implement intervention programs (provided by the Title 1 Specialist) utilizing Scientifically Based Reading (SBR) strategies to
assist struggling students in both pull out and teacher resource support and continue English Immersion Studies to support
language acquisition.
 Provide additional personnel to support library services and monitor and track AR program use with fidelity.
 Sustain writing practice days and conferencing for students to increase writing performance.
 Offer summer school and invite students to attend district Title I summer programs if funds allow.
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Provide an instructional coach and Title I specialist to provide teacher and student support to positively impact teacher and
student learning and student achievement.
Utilize three Title 1 paraprofessionals to coordinate and deliver research based reading and math instruction
Implement Multi-Tiered Systems of Support for Behavior (MTSS-B) school wide and provide professional development through
classroom modeling.
Title 1 Schoolwide (SW)
4 - Data-driven decision making
Strategy: Continue to implement systematic data analysis from a variety of sources throughout the school year to identify
students’ needs, monitor programs implemented and plan enrichment and intervention support.
Actions:
 Utilize systematic assessment and data collection process to analyze RTI, Renaissance Learning Accelerated Reader data, STAR
Math and STAR Reading data, CFA data, and Galileo benchmark scores to identify students for interventions and/or enrichment.
The principal will review AR and Success Maker 6 reports with teachers on a regular basis and will meet with students to discuss
AR and AIMS goals and accomplishments. Monthly data meetings are held to go over CFA data and Galileo benchmarks.
 Conduct Universal Screeners and Galileo Reading and Math assessments with all students in grades K-5.
 Implement STAR tests each month to progress monitor students who are below benchmark.
 Review a variety of assessments (including students’ progress on Universal Screeners and STAR tests) and provide intervention
suggestions and support for struggling students.
 Maintain a Pima PLC (Pima Intervention Monitoring and Analysis) to review individual student data to make informed decisions
about academic and behavior interventions. Will act as PRT agent.
 Conduct Grade-level PLCs to analyze common assessments and make data-based instructional decisions.
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Title 1 Schoolwide (SW)
5 - Coordinated and comprehensive services
Strategy: Develop a comprehensive action plan to address parent involvement and school outreach opportunities to increase
academic achievement.
Actions:
 Update Title I parent informational documents and provide a legal meeting to review Title I’s purpose and benefits.
 Conduct an informative Kindergarten roundup for parents and schedule a Pre K to K transition event
 Implement and provide curricular support and resources for CKLA
 Implement fall Curriculum Night and bi-annual parent conferences to encourage parent engagement school wide
 Provide Open Thursday Morning Library. Provide technology training for parents featuring district and school web pages
and online library resources. Invite parents to academic support events.
 Organize parent and student academic events: Family Math Night in the fall and Ice Cream Social Literacy Night in the
spring.
 Provide instructional resources for classroom instruction and Title 1 Family Nights
 Provide updated parent information using bi- monthly newsletter (Panther Prints), school and staff websites, online
intermediate grades bi-weekly and phone blasts.
 Employ a Community Specialist to provide a variety of outreach services between the students, school and community
including parenting classes.
 Provide opportunities for 5th graders to visit and be visited by middle schools as a transition.
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Title 1 School wide (SW)
6 - Plan development, implementation, and evaluation
Strategy: Execute effective evaluation methods for a successful school wide plan with the help of LEA personnel.
Actions:
 Implement strong leadership at Pima by practicing reflective leadership in evaluating parent/staff feedback regarding
administration, by clearly communicating goals to staff, by providing operational flexibility scheduling in before, after and
during school language arts and math classes, and by receiving support from district personnel.
 Facilitate bi-annual Leadership Team (Site Council) meetings to review school wide plan.
 Facilitate bi-annual meetings with faculty to attain teacher input on implementation and effectiveness of plan.
 Attend Title I meetings and maintain an open dialogue with Title I director and coordinator who provides valuable assistance
and support.
 Coordinate the work of committees (including: grade level PLC teams, Leadership Team, PRT Team and RTI committee) to
review results of data collection process and plan accordingly with teachers
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