School-Wide Continuous Improvement Plan:

Framework for Learning

Framework for Engagement and Belonging

Comprehensive School Improvement Components     

1.   School Profile 

• Include school location, school population, free and reduced %  and demographics

Stiles Elementary School, 4700 Stiles Ave, Columbus, OH 43228, free and reduced lunch 91.3%, currently serves 459 students. Approximately 48% Hispanic, 29% African American, 15% White, and 6% multiracial/other

2.    Comprehensive Needs Assessment SUMMARY

•  Include root causes and prioritized needs

•  Include identified student groups with the significant achievement gaps identified and prioritized

•  Include additional data points such as attendance, universal screener data, surveys, discipline, district assessments, etc.

Stiles Elementary currently has an overall report card rating of 3 stars. The school's Achievement rating of 2 stars indicates that although students are making progress, a substantial number of students are not yet demonstrating proficiency at the level necessary to meet Ohio's challenging academic standards.

The school's 5-star Progress rating is a significant strength and should be leveraged as part of the improvement process. This indicates that students are demonstrating meaningful academic growth. The school will examine the instructional practices, intervention systems, teacher collaboration, and other factors contributing to this growth and determine how those practices can be replicated and strengthened across classrooms.

The 2 star Gap Closing rating indicates that additional attention is needed to ensure that historically underserved student groups have equitable opportunities to achieve at high levels.

The school's 1-star Early Literacy rating represents the most urgent academic need.

Because Stiles serves students from Pre-Kindergarten through Grade 4, strengthening foundational literacy is critical. The school will prioritize early identification and intervention in:

• Phonological awareness

• Phonemic awareness

• Phonics

• Decoding

• Fluency

• Vocabulary

• Oral language

• Reading comprehension

• Writing

Stiles currently has a 18.1% chronic absenteeism rate.

This represents a significant barrier to student achievement because students cannot benefit consistently from high-quality instruction when they are frequently absent.

The school will treat attendance as both an academic and student support issue, rather than solely a compliance issue.

Attendance goal

Stiles Elementary will reduce chronic absenteeism from 18.1% to 10% or below

Math

Math: Baseline diagnostic data reveals critical gaps across all major domain areas, specifically Numbers and Operations and Algebraic Thinking, driven by a lack of basic math fact fluency.

Key Data Findings for Math:

• Critical Baseline Need: 1.3% (about 14 students) are currently performing at or above grade level in math, indicating an urgent need for strengthened Tier 1 core math instruction across all grade levels.

• Tier 2 / Targeted Need (Yellow): 51.6% (235 students) have a 1-year gap and require targeted, grade-level foundational reinforcement and fluency building.

• Tier 3 / Intensive Need (Red + Dark Red): 47.0% (214 students) are two or more grade levels behind, requiring intensive math intervention, prerequisite concept remediation, and targeted small-group support.

Executive Narrative Summary (Math)

Baseline data from the initial i-Ready Mathematics Diagnostic indicates that out of 455 tested students (96.2% participation rate), 1.3% (about 6 students) scored On or Above Grade Level (Green), 51.6% (235 students) scored One Grade Level Below (Yellow), 33.8% (154 students) scored Two Grade Levels Below (Red), and 13.2% (60 students) scored Three or More Grade Levels Below (Dark Red). Overall, 98.7% of assessed students require targeted Tier 2 or intensive Tier 3 math support to achieve grade-level proficiency.

Reading: Baseline diagnostic results demonstrate that weaknesses in foundational sub skills, specifically Phonological Awareness and Vocabulary, are directly bottlenecking overall text comprehension, particularly within complex Informational Text.

Key Data Findings for Reading:

• Tier 1 (On Grade Level): 9.9% of assessed students are currently performing at or above grade level, establishing a critical baseline need for universal Tier 1 core reading instruction.

• Tier 2 / Targeted Need (Yellow): 47.3% require targeted, grade level foundational reinforcement to close a 1 year gap.

• Tier 3 / Intensive Intervention Need (Red + Dark Red): 42.9% (195 students) are two or more grade levels behind, requiring intensive, small group intervention and systematic phonics/decoding or comprehension strategies.

Executive Narrative Summary

During the initial i-Ready Reading Diagnostic, 455 out of 473 enrolled students were assessed (96.2% participation rate). Data indicates significant instructional needs across all grade bands: 9.9% (45 students) placed On or Above Grade Level (Green), 47.3% (215 students) placed One Grade Level Below (Yellow), 28.6% (130 students) placed Two Grade Levels Below (Red), and 14.3% (65 students) placed Three or More Grade Levels Below (Dark Red). In total, 90.1% of tested students require supplemental Tier 2 or Tier 3 reading intervention to reach proficiency.

3. Evidence-based strategies to address school needs - (Effective Instruction)

• Collaborative Group Work

• Writing to Learn

• Scaffolding

• Questioning

• Classroom Talk

• Literacy Groups

• EL services

• 
  Attendance:

• Weekly attendance monitoring

• Identify students approaching chronic absenteeism

• Attendance intervention tiers

• Early family contact

• Attendance conferences

• Positive attendance recognition

• Student incentives

• Individual attendance plans

• Collaboration with district attendance/truancy personnel

• Identification of barriers to attendance

• Connection of families with appropriate school/community resources

Reading:

Actionable Strategies for Early Literacy

Foundational Skills Intervention (Tier 2/3): Implement explicit, systematic daily phonological awareness and phonics routines (15-20 mins) for the 195 students in Red and Dark Red tiers.

Explicit Tier 2 Vocabulary Instruction: Integrate daily academic and domain specific vocabulary routines (e.g., morphology, word mapping, context clue strategies) across all content areas.

Informational Text Comprehension Framework: close reading strategies, text structure analysis (cause/effect, problem/solution), and graphic organizers specifically designed for non-fiction/informational passages during core Tier 1 reading instruction.

    Daily Foundational Skill Block: Protect a dedicated daily 20-25 minute block specifically for systematic phonics (Structured Literacy/Foundational Skills) and word recognition.

    Family Literacy Connections: Provide families with simple reading materials and phonics activities for home practice.

 Classroom Teachers (Tier 1 Core & Tier 2 Small Group):

• HMH Foundations Block: Protect a daily 30-minute explicit structured literacy/foundational skills block using HMH (phonemic awareness, phonics, decoding, morphology). Utilize decodable texts during whole group shared reading and small group guided reading to reinforce phonics patterns.

Curriculum Coaches:

• HMH Implementation: Collaborate with building administration and participate together in quarterly learning walks that will help to see if teachers are pacing HMH modules while prioritizing explicit phonics instruction.

• Data Analysis Cycles: Collaborate with teachers during TBT meetings to analyze short cycle assessments and plan for student needs to adjust Tier 1 and Tier 2 instruction and plan for small groups.

• Coaching & Modeling: Provide side-by-side coaching, model lessons, and feedback on literacy routines 

• Progress Monitoring: Use progress monitoring assessments to check student understanding and growth of focused, grade level learning targets decided in TBTs

• Expert Coaching Support: Partner with classroom teachers to analyze student work.

• Language Support: Collaborate with classroom teachers to provide visual aids, sentence stems, and scaffolds for multilingual learners during daily literacy blocks.

Stiles serves numerous Students who receive Special Education and TESOL services. 

Teachers will:

• Provide explicit academic vocabulary instruction.

• Use visuals and models.

• Provide sentence frames and language supports.

• Incorporate structured student discussion.

• Check for understanding frequently.

• Provide opportunities for students to demonstrate understanding in multiple ways.

• Maintain high expectations for grade level learning.

• Collaborate with Special Education and ESL staff.

• Monitor both academic and English language development.

Math:

1. Daily Tier 1 Warm-Ups: Implement 10-15 minutes of daily, explicit math fluency practice (fact automaticity, number talks, and visual models) preceding core instruction.

2. Targeted Tier 2/3 Small Groups: Utilize i-Ready Reports to deliver targeted intervention in Numbers & Operations and Algebraic Thinking for the 449 students (98.7%) performing below grade level.

3. Integrated Vocabulary & Measurement/Data: Embed Measurement & Data and Geometry vocabulary and visual representations into daily problem-solving routines to rebuild spatial reasoning and data analysis skills.

Collaboration & Coaching:

• Collaborative Planning: Dedicate TBT and staff collaboration time to preview upcoming Amplify units, analyze student work samples, and address common misconceptions.

• iReady to Amplify Crosswalk: Guide teachers during coaching cycles to use iReady growth data to measure if Amplify Tier 1 instruction is effectively moving "yellow" students to "green." 

 4. Policies/Practices to strengthen the core academic subjects and address instructional School Improvement issues and students at risk of not meeting the 

       challenging State academic standards (Curriculum, Assessments, Effective Instruction, Leadership, and Systems of Support and Resources)

• Include curriculum content

• Include building assessments

• Include Effective Instruction - Collaborative Group Work, Writing to Learn, Scaffolding, Questioning, Classroom Talk, Literacy Groups, etc.

• Include Building Leadership Team work, RTI and plan for Title 1 funds

Early Literacy:

Stiles Elementary will improve early literacy outcomes by increasing the percentage of students demonstrating proficiency or adequate growth on the school's approved literacy assessments, with particular emphasis on Pre-K-Grade 3 students who are below grade-level expectations.

Measures

• Early literacy screening

• iReady and HMH

• OST

• Classroom assessments

• Progress monitoring

Adult Implementation Target

90% of classrooms will demonstrate consistent implementation of agreed upon evidence based literacy practices during walkthroughs and observations.

Student Achievement

Stiles Elementary will increase the percentage of students demonstrating proficiency in ELA and mathematics while maintaining the school's current strength in student growth.

Key question:

What practices are contributing to our 5-star Progress rating, and how can we use those practices to move more students from below proficiency to proficiency?

-Major TBT/SSC inquiry question.

Attendance

Stiles Elementary will decrease chronic absenteeism from 35.8% to 30% or below through early identification, family engagement, positive attendance practices, and individualized interventions.

Progress Monitoring

Attendance will be reviewed:

• Weekly at the student level

• Monthly at the grade level

• Quarterly schoolwide

The leadership team will specifically monitor whether attendance interventions are resulting in improved attendance.

 Improvement Strategy/Instructional Improvement Strategy:

-High Quality Tier 1 Instruction

- Data Analysis

-Targeted Small Groups

- MTSS Intervention

- Progress Monitoring

- TBT Data Cycles

- Instructional Coaching/Feedback

- Student Growth

-Increased Achievement

And alongside this:

Attendance + Language Access

-Increased Access to Instruction

- Increased Student Achievement

1. Curriculum Content & Tier 1 Rigor

To close achievement gaps, students must engage with complex, grade level content daily rather than receiving below-grade-level offerings

• Mathematics (Amplify Math): Support  implementation of Amplify’s problem-based, standard-aligned units.

  • Core Principle: Maintain grade-level exposure for all students during the core instruction block. Address prerequisite skill gaps within the lesson context using Amplify’s built-in "Support & Strengthen" scaffolds.

• Reading & Early Literacy (HMH Into Reading): Protect a daily 90 minute literacy block(K–3) grounded in Structured Literacy and the Science of Reading and Writing

  • Foundational Block (K–2): 20 minimum minutes of explicit, systematic phonemic awareness, phonics, and decoding work using resources that support the Science of Reading.

  • Comprehension & Language (Grades 3-4): Explicit instruction in foundational skills, text structure, academic vocabulary, and comprehension strategies for fiction and non-fiction reading

UMultilingual Learner (EL) & Special Education Integration: Teach key academic vocabulary and use visual anchor charts during Tier 1 lessons.

2. Building Assessments & Data Cycles

• Universal Screening & Diagnostics (iReady inform):

  • Administer iReady Diagnostic 3 times per year (Fall, Winter, Spring) in Reading and Math in grades kindergarten - 4th. 

  • Tier 2/3 Progress Monitoring: Use progress monitoring assessments based off of TBT grade level goals/interventions. This could be a daily lesson level Show What You Know to check for understanding in grades 2nd - 4th grade(k-1st optional), exit slips, checklists or grade level developed assessments.  

  • Unit Formative Assessments: In math, we will use pre check unit assessments to check student understanding on grade level standards and Amplify end-of-unit assessments to measure standard mastery directly after instruction. In literacy, grades 2-4 will utilize the reading test prep scaffold using weekly module assessments to determine instructional understandings with the I do, We do, You do model.

  • Data Transparency: TBTs and Staff meetings maintain physical or digital "Data Walls" tracking student movement across risk tiers (Red → Yellow → Green) based on TBT short cycles and iReady Inform data. 

3. High-Leverage Instructional Strategies

Every classroom will consistently execute research-backed instructional routines:

• Collaborative Group Work: Utilize structured group roles during Amplify Math tasks and reading activities so that yellow/red tier students learn alongside proficient peers.

• Writing to Learn: Implement daily short writing tasks (e.g., Math Explanations, HMH Response to Literature, Exit Tickets) to solidify conceptual understanding.

• Scaffolding vs. Down-Leveling: Apply temporary supports, graphic organizers, visual anchors, sentence frames, sentence starters- while keeping the task focused on the grade-level standard.

• Rigorous Questioning & Accountable Classroom Talk: Shift classroom discourse from teacher-dominated lecture to student-to-student discourse

• Intervention Groups: Conduct daily 20-30 minute teacher-led small groups driven by recent iReady/Amplify, HMH skill data or structured literacy/foundational skill needs.

4. Subgroup Gap Audits: Evaluate iReady growth data specifically for Special Education, English Learners, and Economically Disadvantaged subgroups to prevent widening disparities.

• Tier 1 (Core): 100% of students receive grade-level HMH and Amplify instruction with embedded scaffolding.

• Tier 2 (Targeted Intervention): 20-25 minutes daily of skill-specific small group instruction based on iReady domain scores, led by classroom teachers and interventionists.

• Tier 3 (Intensive Intervention): 45-60 (after school program) minutes of specialized, evidence-based intervention (explicit Orton-Gillingham-based reading programs or intensive math skill-building) .

5. Strategic Title I Fund Allocation

Title I resources must be explicitly tied to root causes identified in the report card data.

5.   Properly licensed teachers and Qualified Instructional Paraprofessionals (Human Resources, Staff and Professional Development)

• Include collaboration with the Human Resource Department

• Include professional development opportunities

Stiles Elementary recognizes that highly effective, appropriately licensed teachers and qualified instructional paraprofessionals are essential to improving student achievement, particularly in a school serving a high percentage of economically disadvantaged students, students performing below grade level, students receiving intervention services, and English learners.

The school will collaborate with Human Resources to ensure that instructional positions are filled with appropriately licensed and qualified personnel and that staff assignments are aligned with student needs and state and district requirements.

1. Review Staff Qualifications

The principal will collaborate with Human Resources to review staff licensure, endorsements, certifications, and assignments to ensure that teachers are appropriately licensed for their assigned positions.

2. Monitor Staffing Needs

The principal and HR will regularly review:

• Current vacancies

• Anticipated vacancies

• Student enrollment

• Class sizes

• Intervention needs

• Special education needs

• English learner needs

• Grade level/content area needs

This information will be used to proactively identify staffing needs rather than waiting until vacancies occur.

New teachers and paraprofessionals will receive structured and building level support.

New staff will be provided with:

• Building expectations

• Curriculum/instructional expectations

• MTSS procedures

• Behavior expectations

• Student support procedures

• Data systems

• Family communication expectations

• Opportunities to collaborate with grade-level teams

• Mentoring/coaching when available

5. Paraprofessional Qualifications

Paraprofessionals will receive ongoing training in:

• Supporting Tier 1 instruction

• Small-group instruction

• Student engagement

• Scaffolding

• Data collection

• Intervention implementation

• Supporting students with disabilities

• Supporting multilingual learners

• Behavior and classroom management

• Maintaining student independence

6. Define Paraprofessional Roles

Stiles will establish clear expectations that paraprofessionals are an extension of the instructional team and work under the direction of appropriately licensed educators.

Paraprofessionals will be intentionally assigned to support students and instructional priorities rather than being used primarily for clerical or non-instructional tasks.

7. Retention and Staff Support

The principal and HR will monitor staffing stability and identify factors that may contribute to teacher and paraprofessional retention.

School leadership will support retention through:

• Recognition of staff accomplishments

• Opportunities for teacher leadership

• Mentoring

• Instructional coaching

• Collaborative planning

• Meaningful professional development

• Regular communication with staff

• Opportunities for staff voice and feedback

Collaboration With Human Resources

Principal Responsibilities

The principal will:

• Identify current and anticipated staffing needs.

• Communicate vacancies to HR in a timely manner.

• Monitor licensure and assignment concerns.

• Participate in candidate interviews and selection.

• Identify staffing needs based on student data.

• Communicate concerns regarding staff support or performance.

• Ensure new employees receive building level onboarding.

• Monitor staff retention and vacancies.

Human Resources Responsibilities

6. High quality and continuous professional development for teachers and staff (Human Resources, Staff and Professional Development)

• K-8 - Include Literacy and Math coach focus of work

• Include professional development opportunities

• High Schools - Enter a timeline for staff development initiatives that will support building goals and target the identified area in need of improvement) [CHART BELOW IS REQUIRED FOR HIGH SCHOOLS.]

Math Coach will continue to be trained in Amplify and will use that training to conduct building level professional developments.

Literacy Coach will continue to conduct building level professional developments.

Coaches will continue to lead meaningful and intentional TBT discussions. 

SSC will focus on data. 

Professional development opportunities in the areas of: 

• Making content comprehensible

• Academic vocabulary

• Scaffolding without reducing rigor

• Sentence frames

• Visual supports

• Student discourse

• Culturally responsive instruction

• Language objectives

• Collaboration and co teaching models between classroom, Intervention Specialist, Reading Specialist, and TESOL teachers

7. Teacher Mentoring (Human Resources, Staff and Professional Development)Include RESA information

• Include building level initiatives for new teachers

• Include professional development opportunities

8.  Plans for assisting  students in the successful transition for students from grade bands (Leadership, Systems of Support and Resources)

• Include plans for incoming and exiting students in your building

9.  Meaningful Parental Engagement

• Include how parents will be involved in the development of the school parental involvement plan

• Include how the school will make the school parent involvement plan available to the local community

• Include how the school will ensure that the plan is written in an understandable and uniform format, to the extent practicable, provided in a language the parents can understand

• Include how the school will offer meetings at various times (such as in the morning and evening)

• Include how the school will offer meetings in different formats (such as offered online and in-person group meetings as well as home visits or other types of individual meetings)

• Include how parents will be involved with decisions regarding how reserved Title 1 funds are allotted for parental involvement activities

10. School reform that supports and is supported by teachers, principals, administrators, and other staff (Curriculum, Assessments, Effective Instruction, Leadership, and Systems of Support and Resources)

Grades K-12 (To be completed by SSC three times per year)

District Academic Goal: By the end of the 2027-2028 school year, we will improve the district performance index score

from 76.368 to 84. Scores from the 2021-2022 school year will serve as a baseline for benchmark progress.

Grades K - 12 CIP Goal (Literacy): FOCUS - Fluency and Decoding 

In kindergarten during the 2026-2027 school year, 70% of Kindergarteners will be proficient with both CVC word sections as measured by the phonics decoding assessment.

In grades 1st and 2nd during the 2026-2027 school year, 70% will move 4 levels on the phonics progression to show a year’s worth of growth in the phonics decoding assessment.

In grades 3rd and 4th during the 2026-2027 school year, 70% of students will make a year’s worth of growth in reading fluency using the Passage Reading Fluency WCPM Ranges from iReady (which meet the Reading Foundational Standards for WCPM) or increase their WCPM by 30+.