Section 5: Developing your School’s Continuous Improvement Plan
Guiding Question: How are we going to get to where we want to be?
LEA Goal -To improve student achievement
Reading - In the spring of 2016, a minimum of 50% of students in 5th grade, 70% of students in 4th grade, 59% of students in 3rd grade, 48%
of students in 2nd grade, and 84% of students in 1st grade will earn Proficient classification as measured by the SUSD Galileo post-test in
reading.
Math- In the spring of 2016, a minimum of 57% of students in 5th grade, 74% of students in 4th grade, 54% of students in 3rd grade, 70% of
students in 2nd grade, and 51% of students in 1st grade will earn Proficient classification as measured by the SUSD Galileo post-test in math.
ELL - Reclassify a minimum of 30% of the ELL population as measured by the spring 2016 AZELLA results.
Attendance - Increase attendance by 4.5% in the 2015/2016 school year as measured by the 100th
attendance/membership report to the ADE.
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Strategy-School Leadership
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 Steps
 Create a vision and mission of learning supported and shared 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.
Strategy-Strengthen Instruction for all students
Choose a model of whole-school reform
Develop a professional development model of whole school reform that will be implemented throughout the 2015/2016 school year in order
to increase achievement for all students.
Action steps
 Provide time for and utilize Professional Learning Communities to analyze data, collaborate in planning lessons and assessments, and
target interventions through our RtI model of reform.
 Early release days utilized to meet the rigor of Arizona College and Career Readiness Standards Implementation and standards based
grading.
 Organize one day at the beginning of the school year to review data and create student achievement plans.
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 Provide substitutes for teachers to meet for vertical articulation and for teachers to have time for one on one assessment and allow
grade level representatives to attend, observe, and participate in KIDS team meetings to better understand, support, and
communicate the RtI/PLC connection.
 Utilize our reading specialist and academic coach, to mentor teachers and provide support with Arizona College and Career Readiness
Standards, differentiated instruction, and intervention. Utilize available funds to hire an instructional support para-educator.
 Develop meaningful professional development that will offer continuing support for implementing Arizona College and Career
Readiness Standards, measuring student learning, and using technology as a teaching tool to provide differentiated instruction,
engagement opportunities, research-based interventions and Synergy Gradebook implementation.
 Continue to examine the effectiveness of our adopted math curriculum.
 Support district hiring procedures and utilize classroom walkthrough data to effectively distribute highly qualified teachers on the
campus.
Strategy – Intervention Programs for Struggling Students
Implement scientifically based research programs integrated with regular classrooms’ Arizona College and Career Readiness Standards based
curriculum for students who are identified as needing added academic support.
Action steps
 Utilize our KIDS (Keeping Interventions Diagnostically Significant) Team PLC to monitor tier 2 and 3 interventions and student
placement to ensure “Move On When Reading” students have proper support.
 Provide tier 2 and 3 instruction in the area of reading for students identified as needing added support. Materials utilized include,
SOAR to Success, leveled literacy library, Wilson Reading, CKLA, Successmaker, Guided Reading, fluency phrases, Sight Word practice.
 Utilize specific screeners to target student’s individual needs in math.
 Continue a lunchtime Math Masters class giving students added practice utilizing Successmaker Math.
 Utilize available funds to hire a math interventionist for tier 2 math support in grades 3-5.
 Provide support materials in order to strengthen Tier 1 instruction in reading to include: Accelerated Reader, National Geographic
Magazine, iXL for math, and books to support Arizona College and Career Readiness Standards.
 Utilize a Reading Specialist to work with students in the bottom 25% needing support with reading.
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 Provide biweekly progress monitoring of fluency along with teacher and interventionist input to determine when students are ready
to exit or move on to a different tier. All tiered students reviewed at trimester according to school’s RtI flow map.
Strategy – Data-Driven decision making
Execute systematic data collection and analysis throughout the 2015/2016 school year in order to provide interventions and enrichment.
Action steps
 Institute systematic assessment measures (i.e. district benchmarks, Universal fluency screening, summative and formative classroom
assessments, and AZMerit) across the campus to identify and progress monitor students in reading.
 Identify and progress monitor students who are in tier 2 Math intervention.
 Identify and progress monitor students who are at risk in the area of math.
 Review results of benchmarks and create focus groups for students to target skills not mastered.
 Provide ongoing training for staff on data analysis by utilizing our academic coach, campus technology liaison, PLC collaborative team
time, and district early release days.
 Institute a permanent data analysis PLC agenda item focusing on struggling students.
Strategy – Coordinated and Comprehensive Services
Implement coordinated and comprehensive services for students, parents and community in order to increase academic achievement.
Action steps
 Facilitate communication between teachers and interventionists through our KIDS team referral and follow up process guided by our
behavioral and academic flow maps.
 Facilitate the annual Title 1 meeting in order for parents to be informed of the school’s comprehensive program for increasing
achievement as well as how they can be involved in the planning process.
 Increase communication opportunities between school and home through the use of technology, formal meetings, Coffee with the
Principal, providing agenda books and classroom activities.
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 Survey Parents in order to provide parent engagement/child workshops presented by our teachers that focus on supporting their
student’s literacy, math achievement, and technology through information and materials they can use at home.
 Invite families to participate in our Parent Partnership Academy program to extend learning outside the classroom. Fund a stipend for
participating teachers.
 Provide transition opportunities for incoming kindergarten students and outgoing fifth graders (Kindergarten Round Up, fifth graders
to visit middle school, Parent Middle School Information Night, sequential collaboration between Coronado Learning Community
instructional coaches and principals). Additionally, Pre K teachers will meet with Kindergarten teachers to provide a smooth transition
for these students.
 Create a model of program integration between 21st Century and Title 1 services for families and students.
Strategy – Plan Development, Implementation, and Evaluation
Create an effective process for ongoing and annual evaluation of the plan to monitor progress toward school goals.
Action steps
 Involve the Title 1 director and coordinator to provide assistance and support.
 Initiate and implement trimester meetings to review school-wide plan with our Site Committee in order to evaluate the effectiveness
of the School Improvement Plan action steps.
 Implement strong leadership on campus by practicing reflective leadership in evaluating parent/staff surveys regarding
administration, by clearly communicating goals to staff, by offering operational flexibility through before, during, and after school
intervention classes, and by receiving support from district personnel.
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Section 6 Evaluation of Implementation
Guiding: How do we know we achieved our goals?

What results do we want to get by implementing our plan? What are the benchmarks (monthly, quarterly) that need to be
achieved to indicate our success? What will our timeline be for evaluation? Who will be responsible for evaluation?
We expect to see increased achievement in reading and math by utilizing the strategies and actions in our comprehensive Title I Plan. The
Title I Plan will be evaluated once each trimester by the Hohokam Site Council and bi-annually with the teaching staff. Benchmarks will be
established by teachers using formative and common assessments. Individual student benchmark results will be analyzed by PLCs and the
intervention team in order to provide enrichment and remediation for all students on campus. The timeline for our evaluation is on-going. All
staff members, appropriate Title I district personnel and the school community will be responsible for supporting and evaluating the
Hohokam Title I Plan.

What will the school leadership team do if the benchmarks are not achieved?
It is expected that benchmarks will be achieved. However, if it is determined that benchmark progress is not adequate; action steps will be
revised in order to improve instruction and student outcomes. If necessary, we can re-evaluate intervention and enrichment programs to
meet the needs of all learners.
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