Continuous Improvement Plan
Quartz Hill Logo  Continuous Improvement Plan
This 2016-17  Quartz Hill Elementary Continuous Improvement Plan (CIP) guides and engages our school 
in continuous improvement work to improve outcomes for students and support them in their elementary journey.
 The CIP discusses  the process of achieving and measuring improvements in the school's  performance. 
 
Joan  Henry

 

Principal

Quartz Hill Elementary


   

GPS K-6 Continuous Improvement Plan

Quartz Hill Elementary

2016-2017


Quartz Hill Elementary Science SMART Goal:  In comparison with May of the 2015-2016 school year and May of this 2016-2017 school year, Quartz Hill Elementary Science proficiency rates will increase by 2% at grades 2-6 using the District assessment pre/post test scores within the Arizona State Science Standards appropriate to the grade level strands. In comparison with May of the 2015-2016 school year and May of the 2016-2017 school year, Science proficiency rates will increase by 2% at grade 4 using the AIMS Science assessment.  This proficiency rate will increase from 82% to 84%.


Quartz Hill Elementary ELA SMART Goal:  In comparison with May of the 2015-2016 school year and May of this 2016-2017 school year, Quartz Hill Elementary reading proficiency will increase by 2% in grades 1-6 as measured by the End of Year 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 2% in comparison with May of the 2015-2016 school year and May of this 2016-2017 school year. The proficiency rate for grade 3 will increase from 68% to 79%, grade 4 will increase from 65% to 67%,  grade 5 will increase from 71% to 73% and grade 6 will increase from 54% to 56%.


Quartz Hill Elementary Math  SMART Goal:  In comparison with May of the 2015-2016 school year and May of this 2016-2017 school year, Quartz Hill Elementary math  proficiency will increase by 2% in grades 1-6 as measured by the End of Year 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 2% in comparison with May of the 2015-2016 school year and May of this 2016-2017 school year. . The proficiency rate for grade 3 will increase from 76% to 78%, grade 4 will increase from 66% to 68%, grade 5 will increase from 79% to 81% and grade 6 will increase from 54% to 56%.


Quartz Hill Elementary Kindergarten Math SMART Goal: By May of 2016-2017, Quartz Hill Elementary Kindergarten math proficiency will be at 70%  or better on the HMH Unit Tests.  Quartz Hill Elementary Kindergarten Writing SMART Goal: By May of 2016-2017, Quartz Hill Elementary Kindergarten writing proficiency will be at 70% or better using the Write From the Beginning rubrics.

Quartz Hill Elementary Kindergarten Reading SMART Goal: By May of 2016-2017, Quartz Hill Elementary Kindergarten students will make a year's worth of growth using the DIBELS test.  The gap between the bottom 25% and the rest of the class will be lowered.


An Additional goal for grade 1 is  to have each child pass the ELA and Math Post test benchmark score with a 70% or higher.


An additional goal for grade 2 is to increase ATI test scores by 10% in the areas of Reading, Math and Science in comparison with May of the 2015-2016 school year and May of this 2016-2017 school year.  We will decrease the gap between the lowest 10% and the grade level average on the DIBELS scores. All students will make at least a year’s worth of growth as measured by DIBELS scores, STAR test, and the HMH end of the year test.


An additional goal for grade 3 is to increase the overall STAR reading level, demonstrating one year’s worth of growth from their baseline score take in August. Reading will impact math as well as ELA because students must be able to read and understand what the questions are asking of the students.


An additional goal  for grade 4 is to score at least 70% on the end of the year Reading  and  Math ATI’s.


The collective SMART Goal for resource students will be to master or show near mastery of goals in their IEPs while showing improvement in their general education settings.



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.  The Principal will promote the rebranding and new tag line of “Imagination, Innovation, and Inspiration: Blazing a Trail to the Future...What will your footprint on the trail be?”


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.   


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. Use of small/whole group instruction in Math, Reading, and Writing.


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.


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. Teachers will increase writing concepts and work cooperatively as teams to share best strategies.


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 Specialist or via the Reading Coach.


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 Learner (ELL) and Special Education, and 504 students will meet ADE requirements.


Action Step 4: Use of the newly created TRAIL (Team review all intervention leads) team that collaboratively reviews all child find candidates and operates similarly to a child study team. It consists of the school psychologist, social worker, SPED teachers, nurse, general education teachers, reading specialist, and principal. This is in conjunction with PBIS to be proactive in response to our children’s academic, emotional, and social needs.


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,  teachers, reading coach, social worker, and reading specialist meet at least three times during the school year for MTSS (Multi-tiered System of Support) meetings 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 specialist (if available). 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.


STRATEGY 5:  Additional resources


Action Step 1: The Principal, teachers, social worker, community partners, feeder schools, and other staff recruit volunteers to provide assistance at the school in various roles from making copies, supervising independent work in the classroom, teaching coding or listening to students read during small group instruction. We are enlisting a diverse group of partnerships including businesses, universities, and feeder schools that are providing innovation tools, instruction, supplies, and volunteers. For example, CVHS has its Bio-Med classes teaching coding/robotics to kindergarteners, its Corporate Academy creating a marketing plan for Quartz, and its community service class assisting us with various social activities. ASU Poly Engineering is having its students create Innovation Tools for each grade level based on teacher needs and grade level standards and holding its Innovation Showcase on our campus in addition to their students judging our grade level team STEM projects.


Action Step 2: Parent/community engagement activities include: (Fall-new this year) “A Night of Imagination, Innovation and Inspiration” and (Spring) “An Evening of the Arts”.  Both events provide parent/community involvement with project-based learning and the Arts. The first night includes a showcase of Innovative Tools built for us by ASU Poly Engineering students complimented by  Quartz STEM team  projects that have been family STEM projects. They have received instructions, STEM information, and rubrics. That fall program also includes parent/teachers teaching and directing Singcronicity, our show choir. The spring night showcases our student art and a production of student ballroom dancing directed and taught by parent/teachers. These activities extend learning beyond the school day and to support parents as partners in assisting students achieve academic goals.


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, EBlasts, Tweets, and newsletters. Implementation of PBIS (TRAIL program) 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. Quartz Hill Elementary prides itself in developing strong relationships among stakeholders and celebrates accomplishments by class, by grade level, and as a school. The BHT team will meet regularly to support students most at risk with intentional supports and implementation of plans that increase student success. BHT is an extension of the TRAIL team.



STRATEGY 6:  Program development,  implementation and evaluation


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. Submit the CIP to the Executive Director of Elementary Schools by October 7, 2017. 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 strengthen the school community.


Action Step 3: In  April, 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 can 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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