Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Our professional agreements align to our student PRIDE expectations. 1) Positive Attitude: create & maintain a supportive & positive school climate. 2) Respect myself & others: create & maintain positive relationships wl peers & students. 3) I accept responsibility: monitor student learning by administering & using assessment information & use of data. 4) Do my best: partner with families to increase engagement & success. 5) Expect success: improve instruction/increase achievement.
Our Vision
We will involve students, staff, families & community to create a learning environment which is safe, academically challenging & positive for all; have high, consistent, expectations for success through collaboration and a commitment to support one another; foster use of written/oral language for communication, critical thinking & problem solving across the content areas; provide a culture that celebrates differences & diversity; provides students w/ a strong foundation for success.
Our Mission
To make a positive difference in the lives of children so that they will have the confidence and capability to achieve their highest academic and social potential. We will partner with families and the community members to provide and support an engaging and safe learning environment through standards-based instruction so our students build upon their academic and social foundation throughout their academic journey and beyond.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
By December 2024, Kindergarten students will increase proficiency in standard RFK3, by 50% as measured by classroom based assessments and classroom monitoring. Progress will be ensured through equitable strategies, including differentiated instruction, culturally relevant content, collaborative learning, regular progress monitoring, and targeted feedback to ensure that all students acheive this goal.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Using Sawas reading curriculum to provide students with daily practice with the alphabet. Teachers will use Sawas videos, games, centers and exit tickets to practice skills and assess learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Kindergarten students will receive small group instruction daily working on specific skills to support student learning on a differentiated level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who are identified as needing extra support will receive daily support to work on identifying letter names.
1st Grade
Goal: What are we trying to achieve
Achieve a 48% pass rate for the selected standard by the end of the quarter.
Using the fall iReady reading data, 8 out of 45 students are on grade level for High Frequency Words. Research shows knowing high frequency words has a high impact on fluency and reading comprehension. By implementing the Sawas phonics lessons in whole group sessions and working on ELA i-Ready lessons for 45 minutes per week passing with 80% accuracy or higher, students will improve their word recognition and decoding skills. Their fluency will improve leading to increasing their comprehension. (RF 1.4) Working with partners or small groups students will use Words Their Way sorts focusing on specific sounds and then students will work on their differentiated individual sound cards and complete sorts independently. Words Their Way assessments will be used to monitor progress. Students will meet with the teacher either 1:1 or in small groups to receive feedback and mark progress following these assessments. Research shows knowing high frequency words has a high impact on fluency and reading comprehension. By December 2025, first grade will improve by 30% to reach a total of 48% first graders at grade level for HFW.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will implement partner and small group practice with targeted activities such as online and analog games as well as independent reading time. Students will monitor their own progress when it comes to learning their 30 HFW by the end of the unit. Students will set goals for HFW using the sight word booklets and goal setting sheet.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will work on guided reading word work tied into a just right level book. Students will work on SAWAS generated sorts in a small group focusing on specific sounds and then students will work on their differentiated individual sound cards and complete sorts independently. SAWAS HFW and Phonics progress checks will be used to progress monitor and goal set. Students will be able to track their growth at completion of each week.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will be pulled out into a small group two-three times per week (ML) to five times per week (LRC, Title I, LAP) for 20-25 minutes with an interventionist focusing on phonemic awareness, phonics, fluency, vocabulary, comprehension, language development, mathematics, and social-emotional skills based on student needs. Teachers and students will track progress using screener tools.
2nd Grade
Goal: What are we trying to achieve
Achieve a 39% pass rate for the selected standard by the end of the quarter.
By February 2025, 39% of 2nd graders will be able to identify fiction story elements by decoding and analyzing second grade level fiction text. We will provide scaffolds and culturally relevant text to ensure inclusion and CRT occurs. We plan to administer a mid-cycle and post cycle assessment to analyze progress.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In Whole Class group, teacher will introduce sight words each day and students also have opportunities to read the word wall as a resource and identify the words as they are reading in their small individualized groups. These sight word sessions will be targeted to support instruction in fiction text around story elements.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In small groups, students will be working on groups of sight words each day, so that they can become fluent in identifying the first 200 words.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will be pulled out into a small group two-three times per week (ML) to five times per week (LRC, Title I, LAP, MTSS) for 20-25 minutes with an interventionist focusing on phonemic awareness, phonics, fluency, academic vocabulary, comprehension, language development, mathematics, and social-emotional skills based on student needs. Teachers and students will track progress using screener tools.
3rd Grade
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, (40% of students in Tier 2 or 3) will improve by one level on the mastery scale on W3.3 as measured by formative assessment based on writing rubric. The CRT practice of 1:1 conferencing with the teacher will be used to create an inclusive & equitable environment. Culturally Responsive Practices (sharepoint.com) By implementing a variety of instructional strategies, such as access to reading of short texts, including a variety of cultural experiences, with story features needed in fictional narratives to use for highlighting, peer editing, dialogue and discourse about their piece of writing, we will increase from 0% to 40% of students in 3rd grade, by January 30, 2026, including 50% of students of color, to develop real or imagined experiences or events using effective technique, convention usage, descriptive details and clear event sequences utilizing the iReady narrative writing rubric and self-assessment tool.
CURRICULUM: The standards and units we are targeting
STANDARD: W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In teaching students to develop real or imagined experiences or events using effective techniques, convention usage, descriptive details and clear event sequences. (W3.3) Teachers will utilize pieces of text, and include texts from multiple cultures/languages, highlighting, peer editing based on the rubric, dialogue and discourse, during whole group instruction to find greater understanding of writing elements and technique. Students will receive pieces of text to discover proper use of writing elements and technique. Once they have a chance to work on their own, they will then get into pairs and do a peer editing protocol. Then the whole group will come together to summarize thoughts and ideas. Progress will be monitored using information gathered from class discourse and the summative assessment will be the piece of writing(narrative) itself. Students will check their progress by looking at the rubric for W3.3.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core, a small group of learners will meet 2 times a week for 20 minutes to use graphic organizers like a T-Chart and teacher questioning strategies (sentence stems, prompting as needed...) to scaffold their thinking leading students to develop real or imagined experiences or events using effective technique, convention usage, descriptive details and clear event sequences. Assessment will be summative and include teacher anecdotal records, based on the rubric, while conferring with students at each meeting. Students will track their progress by self-assessing using success criteria and established rubric.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core, the 1:1 conferring sessions will meet 4 times a week for 5 minutes and use graphic organizers like a T-chart and teacher questioning strategies (sentence stems, prompting as needed...) to to develop real or imagined experiences or events using effective technique, convention usage, descriptive details and clear event sequences. Assessment will be formative and include teacher anecdotal records while conferring with students, using the rubric, at each meeting. Students and the teacher will track their progress in collaboration by assessment using success criteria and established rubric.
4th Grade
Goal: What are we trying to achieve
Achieve a 58% pass rate for the selected standard by the end of the quarter.
Our goal is for 58% of 4th grade students to meet or exceed R/.4.1 standard by January 30, 2026, as measured by the iReady diagnostic and classroom-based assessments.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Sawas myView weekly lessons aligned to pacing guide. Close Reading activities and small group instruction with targeted lessons centered on the main idea, details, and making inferences.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Sawas myView weekly lessons aligned to pacing guide. Sawas Close Reading activities and small group instruction with targeted lessons centered on the main idea, details, and making inferences.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Sawas myView weekly lessons aligned to pacing guide. Sawas Close Reading activities and small group instruction with targeted lessons centered on the main idea, details, and making inferences. Pull-out/Push-in services including LRC, LAP, Title 1, and ML
5th Grade
Goal: What are we trying to achieve
Achieve a 51% pass rate for the selected standard by the end of the quarter.
By December 19, 2025, students will increase from 76% proficiency on standard Rl.5.1 to 51% proficiency on standard Rl.5.1 as measured by iReady standards mastery assessment Rl.5.1. The CRT high yield strategy of setting objectives and providing feedback will be used to create an inclusive and equitable environment. Instructional strategies will be used to support an inclusive and equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for all students, and implementing strategies to meet the needs of diverse learners. To accomplish this, the following instructional strategies will be used: -authentic relationships -positive and safe classroom environment -high yield strategies -student collaboration contextual learning (links to students' personal interests/backgrounds)
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By setting objectives and providing feedback, teachers will use whole group, partner, and small group instruction to improve students understanding of quoting explicitly from informational texts as well as drawing inferences from informational texts. Additionally, students will receive feedback daily from the teacher or student partner during small groups and demonstrate their knowledge through formative assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional small group support in finding explicit details and making inferences in informational texts. Classroom teachers will use mentor texts, graphic organizers, myView focus intervention lessons 28 and 29, and myView leveled readers. The intervention will take place 3 times per week for 20 minutes. Progress will be monitored using teacher created assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will be pulled out into a small group two-three times per week (ML) to five times per week (LRC, Title I, LAP, MTSS) for 20-25 minutes with an interventionist focusing on phonemic awareness, phonics, fluency, academic vocabulary, comprehension, language development, mathematics, and social-emotional skills based on student needs. Teachers and students will track progress using screener tools.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
By December 2025, 85% of kindergarten students will be meet standard by counting objects to 5. We will meet this goal through observational anecdotal notes, use of a variety of manipulatives, exit tickets and ongoing assessments. Progress will be ensured through equitable strategies including differentiated instruction, culturally relevant content, anecdotal notes, collaborative learning and targeted feedback.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 2 Numbers to 5, Shapes, and Weight
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Use iReady workbooks and digital curriculum to provide students with daily practice of counting objects to 10. Teachers will use videos, games, hands-on centers and exit tickets to practice skills and assess learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Kindergarten students will receive daily small group instruction working on specific skills to support student learning on a differentiated level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who are identified as needing extra support will receive daily support to work on counting objects to 5.
1st Grade
Goal: What are we trying to achieve
Achieve a 31% pass rate for the selected standard by the end of the quarter.
By the end of unit 1, 31% will improve by 1 level on the mastery scale on 1.0A.C.6 as measured by iReady lesson quizzes, Ready Math comprehension checks, and unit 1 assessment. The CRT practice of targeted, relevant feedback in small groups will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 1.OA.C Add and subtract within 20
UNIT: Unit 1 Relating Addition and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The students will make sense of problems using 3 reads language routines, call on whole group and your flexible small group instruction? students using equitable sticks to answer questions, independent think time and then students work with partners to solve problems while teacher rotates and asks probing questions. Discuss - Students will share their thinking with partners and share their strategies and prepare for whole class discussion. Connect - Students will make connections and explain their thinking to new problems and work independently. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who are needing more support, the teacher will make specific centers or activities geared toward their learning path. Kids will be grouped on their abilities to complete tasks from exit ticket slips. Based on student need, it will vary but they will meet a minimum of twice a week for 10 minutes per session. Students & teacher will track completion of center/activities and effort applied weekly with a goal of 80% accuracy.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will be pulled out into a small group two-three times per week (ML) to five times per week (LRC, Title I, LAP, MTSS) for 20-25 minutes with an interventionist focusing on phonemic awareness, phonics, fluency, academic vocabulary, comprehension, language development, mathematics, and social-emotional skills based on student needs. Teachers and students will track progress using screener tools.
2nd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By implementing a variety of supportive instructional strategies such as use of manipulatives {place value materials, ten frames, pictorial representations}, 1:1 or small group check-ins, AIB partner think/pair shares, choral reading of the Try It problem and additional story problems for students struggling with reading comprehension, we will increase from 0.06% to 30% of students in 2nd grade, will use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 1 Numbers Within 20: Addition, Subtraction, and Data
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The class will use the Try It, Discuss It, Connect It presented in Ready Math using number talk sentence frames. Students will practice these sentence frames and they will be posted in the classroom for reference. We will begin with addition, move to subtraction and then teach both together within story problems. Exit tickets and observation will be used as well as weekly lesson quizzes to check for understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction where students used number talk sentence frames, those who show that they are having difficulty with the general concepts of addition/subtraction to 20 will receive small group instruction twice weekly for 10-15 minutes. During this instruction, we will work on deeper understanding of using mental math strategies, such as make a ten, counting on, and using number lines. Students will be asked to end each session by completing an exit ticket with further intervention and feedback if needed.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will be pulled out into a small group two-three times per week (ML) to five times per week (LRC, Title I, LAP, MTSS) for 20-25 minutes with an interventionist focusing on phonemic awareness, phonics, fluency, academic vocabulary, comprehension, language development, mathematics, and social-emotional skills based on student needs. Teachers and students will track progress using screener tools.
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By January 30, 2025, 50% of students in Tier 2 or 3 will improve by 1 level on the mastery scale on 3.NBTA as measured by iReady Comprehension Checks and formative assessments. The Culturally Responsive Teaching practice use of Math Talks, small group instruction, modeling, and manipulatives will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.NBT.A Use place value understanding and properties of operations to perform multidigit arithmetic
UNIT: Unit 1 Three-Digit Numbers: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS By implementing student talk protocols teachers will use whole group, partner and small group instruction to support students in understanding 3.NBT.A.1 to ensure students are able to explain the use of place value understanding to round whole numbers to the nearest 10 or 100 with an explanation, through whole and small group instruction, IReady support lessons, Math Talks and Exit Tickets.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teacher practices will include monitoring student progress toward the standard through formative assessments, 1:1 conferring and Math Talks. Students will compute and manipulate numbers to better understand the concept of place value in rounding whole numbers to the nearest 10 or 100, with a focus on explaining their thinking using numbers and words. Additionally teachers and students will monitor progress by completing formative assessments and feedback will be given daily. Additionally, teachers and students will monitor progress by completing formative assessments and feedback will be given daily.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing student talk protocols during core instruction, students will participate in small group instruction for 10 minutes, 2 times a week with a focus on 3.NBT.A.1. Teachers will monitor with formative assessments and a summative exam at the end of study. Students will learn by engaging in interactive and collaborative math talks and learning communities. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
4th Grade
Goal: What are we trying to achieve
Achieve a 53% pass rate for the selected standard by the end of the quarter.
Our goal is for 55% of 4th grade students to meet or exceed 4.NBT.A standard by January 30, 2026, as measured by the iReady diagnostic and classroom-based assessments.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.A Generalize place value understanding for multi-digit whole numbers
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Ready Math weekly lessons along with small group instruction with targeted lessons centered on Place Value, expanded form, comparisons, and rounding. We will utilize formative assessments (exit tickets) and quizzes to tailor learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Ready Math weekly lessons along with small group instruction with targeted lessons centered on Place Value, expanded form, comparisons, and rounding. We will utilize formative assessments (exit tickets) and quizzes to tailor learning targets within small group. Students will receive scaffolded material if needed (based on formative assessments and observations).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Ready Math weekly lessons along with small group instruction with targeted lessons centered on Place Value, expanded form, comparisons, and rounding. We will utilize formative assessments (exit tickets) and quizzes to tailor learning targets within small group. Students will receive scaffolded material if needed (based on formative assessments and observations). Students will continue their Intervention programs with clear communication between interventionists and classroom teachers.
5th Grade
Goal: What are we trying to achieve
Achieve a 25% pass rate for the selected standard by the end of the quarter.
50% of students in Tier 2 or 3 will improve by 1 level on the mastery scale on 5.NBT.B as measured by iReady Standards Mastery Quiz. The Culturally Responsive Teaching practice use of Math Talks, small group instruction, modeling, and manipulatives will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths
UNIT: Unit 2 Decimals and Fractions: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing student talk protocols teachers will use whole group, partner and small group instruction to support students in understanding 5.NBT.B to ensure students are able to explain the concept around adding, subtracting, multiplying and dividing decimals, through whole and small group instruction, iReady support lessons, Math Talks and exit tickets. Teacher practices will include monitoring student progress toward the standard through formative assessments, 1:1 conferring, Math Talks and exit tickets. Students will compute and manipulate numbers to better understand the concept of decimals when comparing them and explaining how and why they fit in a place value chart with a focus on explaining their thinking using numbers and words. Additionally, teachers and students will monitor progress by completing formative assessments and feedback will be given daily.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing student talk protocols during core instruction, students will participate in small group instruction for 10 minutes, 2 times a week with a focus on 5.NBT.B. Teachers will monitor with formative assessments and a summative exam at the end of study. Students will learn by engaging in interactive and collaborative math talks and learning communities. Progress will be measured by exit slips and consistent feedback
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will be pulled out into a small group two-three times per week and in-class small groups for 15 minutes with classroom teacher focusing on basic number sense, the four operations using 2-digit whole numbers, then 2-digit decimal numbers. Good habits in solving problems, practicing and building confidence will increase social-emotional skills based on student needs. Teachers and students will track progress using exit tickets and short classroom assessments. Teachers and students will track progress using screener tools.
Specialized Program Goals
Preschool Goal
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
Note: TK does not participate in Fall CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: Cognitive: 11) Demonstrates positive approaches to learning: a) Attends and engages
UNIT: [Unit name]
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
Music Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 60% of Kindergartners will be able to demonstrate a steady beat to music, without teacher modeling, based on the rubric.
CURRICULUM: The standards and units we are targeting
STANDARD: Music 9 Respond- Apply criteria to evaluate artistic work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
1. Review Learning Target 2. Review success criteria - give examples Strategies may include:· Practice steady beat as a class with a recording. (ex. • One student at a time demonstrates steady beat using body percussion for four measures while class sings along. • Students will move around room matching the steady beat the teacher is playing on the drum. • Students may play beat on a percussion instrument or rhythm sticks).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two instruction to be used to impact the learning goal of steady beat are individualized games that provide opportunities for students to show individual growth with the goal, and songs demonstrate the beat that directly tie to the goal that can be sung anywhere, not just in the music classroom. I know these strategies were effective because students were observed showing the skill, assessment scores from individualized games, and observable assessments from class time.· Observable formative and summative assessments from class time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier three strategies will be provided for all students as extra support by the music teacher. Due to time constraints and focus on improving reading, writing and math scores, there is no additional time to meet individually with students outside of their already scheduled music instruction time. All students are given class time with a specialist with extensive knowledge in music and all are monitored for individual growth based off of their starting base of zero. Strategies will be repeated often as needed, and multiple modality activities will be used to support all learning styles for all tier level students. Students will be pulled out into a small group two-three times per week (ML) to five times per week (LRC, Title I, LAP, MTSS) for 20-25 minutes with an interventionist focusing on phonemic awareness, phonics, fluency, academic vocabulary, comprehension, language development, mathematics, and social-emotional skills based on student needs. Classroom teachers and students will track progress using screener tools.
PE Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
By January 30th, 2026, the percent of students meeting the standard will increase to 85% as measured by visual skill assessments using the overhand throwing rubric as guidance. I will accomplish this by establishing an inclusive and equitable PE culture that adheres to grade-level standards. This includes providing a safe space for learning and trying new things and maximizing participation time for students.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
During whole group instruction, I will use modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movement markers necessary to perform the skill correctly. Additionally, I will provide games and station activities that emphasize the skill of the overhand throw
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During stations and small group instruction, I will reteach the skill. I will provide a visual maker of the stepping foot for those who need extra assistance. I also will offer a variety of throwing implements for learners to choose from.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELL students I will provide pictures and videos to demonstrate the skills and appropriate steps to performing it. For children with sensory needs I will provide headphones to reduce the noise overstimulation in PE. For ADD/ADHD students I will provide a listening space during instruction where they can move and fidget without disrupting class.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 92% of students have behaviors NOT resulting in suspension or expulsion.
After looking at Q1 discipline data, we must continue to implement a variety of strategies for calming oneself by using tapping routines, the GAT curriculum, Character Strong curriculum, using 2nd Step lessons, check and connect and counselor lessons/support, community circles. By doing so, we will decrease exclusionary discipline specifically for our boys. Additionally, any student who receives out of school discipline resulting from unsafe behaviors on the playground/classroom, will not exceed 5% of the student body.
Root Cause Analysis:
Disparities may still exist because of the need to increase restorative practices, use of community circles and improving students' sense of belonging. We need to address self-management and calming skills in the classroom/on the playground. We will continue to use calming strategies schoolwide with all students & adults. Staff will also implement community circles daily if possible.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
After looking at discipline data, we must continue to implement a variety of strategies for calming oneself by using tapping routines, the GAT/CS curriculum, doing the Schoolwide Cooperative Challenge, using 2nd Step lessons, check and connect and counselor lessons/support. By doing so, we will decrease exclusionary discipline specifically for boys of color.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Teachers will in participate in classroom/community circles/meetings and reinforce the strategies by using the resources and materials provided in the GAT/CS curriculum, Schoolwide Cooperative Challenge and tapping routines. Teachers will commit to doing circles and teaching the weekly strategy and define what it looks like/sounds like. They will discuss issues that impact a student/sand practice the schoolwide strategies with students. Strategies are defined by the music teacher (tapping) and the GAT/CS curriculum and will improve calming oneself in order to self-manage. On the playground, we will use student conflict mangers to help resolve conflict and increase a sense of belonging. In class, we will work on calming strategies like tapping, breathing exercises and working with others.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will strengthen student and adult SEL capacity by modeling different conflict resolution strategies from the GAT/CS curriculum and the STEP model from the 2nd Step SEL curriculum. We will also participate in a variety of daily/weekly tapping opportunities to help with calming oneself when stressed. We will provide support materials to help implement these steps school wide. Additionally, we will continue to use tiered support systems to meet the variety of needs for all students especially those who need differentiated supports in self-management, calming strategies and resolving conflicts.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 100% positive rating on the selected Climate Survey item.
Based on the last climate survey, we see that 13% of staff feel our school environment does not support them. We strive for everyone to feel our school family supports them, so we wanted this specific data piece to be a goal for us.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
We will survey staff through the District Climate Survey. We believe that ideas have been generated in the past, but that individuals need to also take an active role in participating/collaborating/talking with others. We have offered staff lunch days twice this year and will plan for 1-2 more, as well as our social committee providing staff lunch days 1 per month. Everyone has the opportunity to participate. After school get togethers will be offered as well.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 65% positive rating on the selected Climate Survey item.
CASEL states: students with strong self-awareness skills can identify their emotions and recognize their strengths and weaknesses. Self-awareness is an import skill for building self-confidence, self-direction and empathy for others and solving conflicts. According to the student survey 57% of the 1st-5th grade students meet this goal. ByJune 15, the percentage of the students meeting this goal will increase to 65% as measured by the student survey. I will accomplish this goal by classroom lessons on empathy and cognitive awareness. We will increase our equity and inclusion by incorporating community circles and emotional check ins, in our classrooms: 4.2 and 4.3 on the whole child fidelity inventory. We will have cognitive behavioral groups for students who need extra support with anxiety and social interaction. We will add additional training for the conflict managers for 5th grade and work on cross grade mutual student support.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Augment the Character Strong curriculum by utilizing second step lessons, community circles, emotional check ins and tier two cognitive behavioral small groups. Train the conflict manager in the school wide use of "I statements" and felling words to describe how one feels working toward a "Win-Win" solutions defined by the GAT curriculum. Have the conflict managers invite marginalized students to play games with other students at recess. Increase a sense of inclusiveness and belonging by helping students become more aware of each other's cultural backgrounds which creates a lens through which students see and interpret the world and how certain biases might exist because of this lens.