Continuous Improvement Plan
Oak Tree LogoContinuous Improvement Plan (CIP)

2016 - 2017 CIP (downloadable/printable)

GPS K-6 Continuous Improvement Plan

Oak Tree Elementary School 2016-2017

Oak Tree Elementary Science SMART Goal:  By May of the 2016-2017 school year, Oak Tree Elementary School science proficiency rates will increase by 10% at grades 2-6 using the District assessment BOY/EOY test scores within the Arizona State Science Standards appropriate to the grade level strands; science proficiency rates will increase by 2% at grade 4 using the AIMS Science assessment. 

Oak Tree Elementary School ELA SMART Goal:  By May of 2016-2017, Oak Tree Elementary School reading proficiency will increase by 10% in grades 1-6 as measured by the BOY/EOY District assessment averages, focusing on reading literature and informational standards of AZCCRS.  Proficiency in Reading as measured by AzMERIT, grades 3-6 will increase by 3% by May of 2016-2017.

Oak Tree Elementary School Math  SMART Goal:  By May of 2016-2017, Oak Tree Elementary School math  proficiency will increase by 10% in grades 1-6 as measured by the BOY/EOY District assessment averages, focusing on major/supporting standards of grade appropriate math content  of AZCCRS.  Proficiency in math  as measured by AzMERIT, grades 3-6 will increase by 4% by May of 2016-2017.


STRATEGY 1 : School leadership

Action Step 1:  The Principal serves as the leader at the school and at related events. As the instructional leader, the Principal supports the District and school vision. The Principal collaborates with the school community to develop a culture of caring and respect. 

Action Step 2: The Principal requires standards-based instruction using research based best practices that embed scholarship, technology, innovation, personalization and student choice. The Principal collaborates with District Directors and other staff to maximize effective instructional practices that increase student success.  

Action Step 3: The Principal will oversee and assist with the Completion of the Arizona Education Foundation A+ School of Excellence application.

Action Step 4:  The principal will support weekly collaboration in Professional Learning Communities. The members of these PLC's will design common assessments, review data, write lesson plans and complete professional development assignments as given by the principal.

STRATEGY 2:  Strengthen instruction for all students

Action Step 1: All teachers develop and use daily lesson plans based on the Arizona Science Standards and Next Generation Science Standards (in science courses),  Arizona College and Career Ready Standards (AZCCRS) and student data. Lesson plans are developed using GPS adopted and grade level appropriate instructional materials. Lesson plans include three essential attributes: 1. Grade level learning targets; 2. Differentiated instructional strategies/learning activities to support high levels of student engagement; and 3. Assessments (formal, informal, to refine instruction). All teachers strategically imbed  reading, writing, speaking and listening activities within lessons to meet  AzCCRS.  Instruction is provided with multiple representations and explanations as well as multiple means of demonstrating learning. Teachers will focus on personalizing classroom activities and learning, high levels of student engagement and high-rigor questioning and activities.

Action Step 2: All teachers implement and maintain a systematic and continual data cycle of assessing students and analyzing multiple sources of data, to include DIBELS Next for primary and identified intermediate, District assessments in multiple subject areas, and weekly or bi-monthly assessments.  Through ongoing progress monitoring of individual student and class growth or regression in each subject area, teachers develop and implement learning activities to challenge, refine, or remediate based on student need. Throughout the cycle, teachers provide timely corrective and positive feedback to students. The MTSS team meets after benchmark testing to discuss student data and make tier groups. The MTSS team includes: Reading Specialists, Math Specialists, Reading Coach, ELL, Speech, Primary Resource teacher, School Psychologist, Social Worker and Principal.

Action Step 3: All students in grades K-6 participate in a 90 minute reading block and receive differentiated small group reading instruction every day from a Highly Qualified classroom teacher. Teachers integrate ELA standards-based instruction using expository print and writing instruction connecting reading with  science and social studies (specifically expository text). Students will learn concepts using text-based questions and text-based answers.

STRATEGY 3: Intervention programs for struggling students

Action Step 1:  Students in need receive interventions in fluid and flexible groups based on multiple sources of data, from a Highly Qualified teacher (small group) who monitors students by grade level, amount of weekly intervention time, identified standards/foundational skills focus, assessment dates and data, and intervention exit date based on validated criteria.  Students most in need of interventions will receive support from the Reading Specialists or via the Reading Coach and/or the Math Specialists.

Action Step 2: PLC time can include data analysis and instructional planning to increase the consistency of effective differentiation of instruction and interventions targeted to meet the learning needs of individual students and subgroups of students in varied subject areas.

Action Step 3: Curriculum, instruction and assessment of English Language Learners (ELL), Special Education, and 504 students will meet ADE requirements.

Action Step 4:  All students in grades K - 3 will be Dibels tested in August, December and May. Students in grades 4-6 who did not meet AzMerit proficiency or were not benchmark the year before. All new students will be Dibels tested in August, December, and May as well. Students receiving interventions in reading will be Progress Monitored every other week throughout the school year.

STRATEGY 4:  Data driven decision-making

Action Step 1:  Systematic assessment and data collection processes ensures data-driven decision-making within a continuous data cycle, including establishing aggressive goals for student growth prior to each District assessment; administering District assessments according to the published assessment calendar; analyzing results and adjusting instruction accordingly; reassessing and monitoring key schoolwide and grade level goals at least monthly.

Action Step 2: The Principal and teachers meet at the beginning of the school year to review  any diagnostic, District, and AzMERIT assessment data in order to identify trends and areas of  strength and weakness by grade level. Grade level teachers meet for a deeper analysis of scores. Grade level teams share findings with the whole faculty and/or in vertical grade level teams in order to group students and plan lessons that met the needs of individual students and subgroups of students.

Action Step 3: Assessment data in reading/math is collected by teachers and maintained by the Principal and reading/math specialists. Accurate data records include specifying Tier II students by grade, amount of weekly intervention time, assessment dates and data, and program exit date based on data-validated criteria. Data results determine student movement/exit or continued services at the current Tier.

Action Step 4:  A rank order in reading and math will be created for each grade level to identify the students who will receive Title I services. The specific data points used in determining the rank order depend on the grade level and are established at the district level.

STRATEGY 5:  Additional resources (preK, social work/guidance counselor and resources, parent engagement, volunteering, transition from K-1, 6-7, 8-9, 12-college/career readiness)

Action Step 1: The Principal, teachers, social worker, and other staff recruit parent volunteers to provide assistance at the school in various roles from making copies, supervising independent work in the classroom, or listening to students read during small group instruction.

Action Step 2: Title 1 will host a combined Math and Reading Family Night to provide family engagement strategies focused on student achievement in math and extend learning beyond the school day and to support parents as partners in assisting students achieve academic goals. Oak Tree will host a Title I Annual Parent Meeting to share the purpose of Title I, how children are identified for Title services, introduce the Title I teachers and explain the curriculum and materials used with students. Parents will be invited to become more involved at Oak Tree.  In an effort to increase communication with parents and teachers, Math Connection and Reading Connection Newsletters will be sent home monthly with students who are on the Title I math or reading service rosters. A minimum of two progress reports will be sent home to parents of students receiving Title I services in math or reading. Teachers will be notified when students are ready to transition from Title I services back into the classroom. Social worker will provide regular communication to families through a monthly newsletter. Social worker will also send an introduction letter to explain the role of the social worker as well as social work services with students who are on the Title I roster.

Action Step 3: The school environment is driven by a clear plan for school safety and codes of conduct for staff and students that we communicate to parents in the Parent/Student Handbook and newsletters. Implementation of PBIS by staff and students require both share a common language in regards to high expectations and behaviors, and data will be collected to reflect a reduction in the number of disciplinary referrals as compared to the previous school year. Oak Tree Elementary School prides itself in developing strong relationships among stakeholders and celebrates accomplishments by class, by grade level, and as a school. BHT teams will meet regularly to support students most at risk with intentional supports and implementation of plans that increase student success.

Action Step 4: Reading intervention groups based on our school rank order will meet 5 days per week for 30 minutes each day with a Reading Specialist. During this time, teachers will offer student interventions either within their grade level or in their own classroom based on common assessment data. Title 1 reading/language arts interventions will utilize the use of laptop computers.

Action Step 5:  Math intervention groups based on our school rank order will meet a minimum of 4 days per week for 30-35 minutes each day with a Math Specialist. Classroom teachers will offer student interventions within their own classrooms based on common assessment data.

STRATEGY 6:  Program development (who was involved in the CIP development), implementation (responsible parties and how was implementation achieved), and evaluation (what is the site evaluation process)

Action Step 1: The CIP is developed as a collaborative plan including input from teachers, parents, students, support staff, school council and the Principal.  By October, a plan will be in place based on analysis of State, District and school data, survey information, disciplinary trend data, and research-based best practices. School level CIPs will be posted on the school’s website and/or the District website for public viewing.

Action Step 2: Responsible parties are teachers, parents, students, support staff and the Principal.  Collaborating vertically and horizontally, parties assess students and analyze multiple data points to refocus instruction, behavior, and meet student and parent needs to increase student achievement and strength of the school community.

Action Step 3: In May 2017, the staff  will participate in Strategic Planning as they  reflect on and provide input based on accomplishments, action steps needing updating, and introducing new areas of focus.  School councils will follow the same steps in reviewing the school’s progress.  Based on the feedback of staff and school council, areas of growth or need will be identified and will be reviewed by the team in July to inform the development of the upcoming year’s CIP. 

Action Step 4:  Use of the site Instructional Improvement Fund is directly tied to the CIP.  The Principal will identify the need for substitutes or professional development related to the CIP when making a written request for approval by the Executive Director of Elementary Schools.  Only upon approval of the request, will the IIF be accessible for site use in these two categories. 




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