Building Continuous Improvement Plan (CIP)
Building: Fairfield Elementary
Building Strengths:
•All reported student subgroups in the area of math met their Annual Measurable Objective.
•Overall our students made at least one year of growth as measured by value added.
•Overall achievement increased
-3rd grade math
-4th grade reading
-Economically disadvantaged
•TBTs - gathering data and more focused interventions
•Staff - Hard working/great attitude/flexible
• Building relationships with students (motivating/high expectations)
• Parents - PTO is amazing. We also work hard to keep parents educated about standards
and curriculum
•Students in the lowest 20% earned a B on our state report card up from a C the previous
year.
Building Areas of Challenge:
• Gifted students received a C and students (C= one year’s growth)
• LEP (as well as hispanic), students on IEP and African American students did not meet
AMO in reading and math.
• Scheduling- time is a challenge
• Effective use of E/I time
• Differentiating to meet the needs of a diverse student population
• Spec ed balance between inclusion and pull out resource room
Focus: (Goals)
• All reported subgroups will meet their proficiency goals of 84.9% in reading and 80.5%
math with the exception of students with an IEP which will increase by 5% or more on the
annual measurable objectives.
• On average, our gifted students, students with disabilities students, and students in the
lowest 20% will show a growth index greater than or equal to 1.0 as measured value added
(or at least a grade of a B on our building report card grade).
Actions:
Mid Year Check:
•After School Intervention in reading and math
offered to all student - Starting mid January beginning of April. Students targeted are
students with IEPs, LEP students, and
students who did not pass the reading OAA.
•KLIP (Kindergarten Literacy Intervention
Program) - Students were identified using the
KRA-L (students scoring < 13 were offered the
•Progress Monitoring using STAR and
STAR EL
•Track pre and post assessments in math
modules
•Track subgroups through STAR growth
measures
•DRA - mid year check
• At grade 3 and 4 we will monitor the state
program)
•Differentiated teacher professional
development as determined by the building
leadership team and teacher based teams. For
the differentiated PD, teachers will pick an
area of focus (math - more Eureka support and
deepening math knowledge, ELA - Lucy
Calkins work and guided reading)
•Guided Reading - building focus for the year.
(Minimum expectations set for K-2,
Continued training and support for 3-4)
•Parent Communication
-curriculum night - Parents rotate through
sessions about technology, ELA, math,
assessment
-PTO Meetings- educate parents about our
standards and curriculum though monthly
PTO meetings
•ST Math - Teachers began implementing in
October. Refocused efforts in January.
Building goal is to make 2% progress each
week.
•TBTs - Track whole group and subgroup data.
Work on more specific action plans. Use E/I
time to implement these plans effectively.
•PBIS initiative - improve school culture and
behavior to assist in improving student
achievement and reduce loss of instructional
time. Begin by tracking some recess behavior
and provide school wide initiatives.
Track bus behavior and provide incentives to
improve behavior.
performance report in STAR reading and
math for students in the reported AMO
subgroups.
• We will use the SGP report in STAR math
and reading to track growth of students in
all reported subgroups at all grade levels.
•We will compare fall screener results with
winter screener results to ensure that the
number of students at/above benchmark is
increasing and the numbers in all other
achievement groups are decreasing.
•Monitor Vocabulary practice in AR
Results we expect:
Mid Year Check:
Students will make gains as outlined by our
building goals.
•All reported subgroups will meet their
proficiency goals.
•Students with IEPs, Students in the lowest
20% and gifted students will make a growth
index of at least 1.0.
• Students in all reported subgroups at all
grade levels will meet or exceed the SGP
target of 40.
• The number of students at/above
benchmark will increasing and the
numbers in all other leveled achievement
groups will decrease (based on fall
screener results compared to winter
screener results.
•Each teacher’s AR vocabulary diagnostic
report will show will show at least 20
words mastered
Link to District CIP
Our goals, link the the district CIP goals below. Our goals states that we will meet our AMO
goal of 84.9 in reading and 80.9 in math. Our goal for our students with IEPs which will
increase by 5%.
● All subgroups, on average, will meet their proficiency goals of 84.9% in Reading and
80.5% in Mathematics, except IEP in Reading and Math and LEP in Math, which will
increase by 10% on the annual measurable objectives as shown on the 2014 district
report card.