Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Our goal in any community is that we educate in such a way that our students become leaders in their community; they have the passion, social-emotional intelligence, and academic rigor that propels them to do so. As educators, we get to know our community, create opportunities for student voice, and know the competencies students need to be successful and navigate opportunities.
Our Vision
We empower our students to become creative, curious, and compassionate community members and leaders.
Our Mission
We will create a school community where our students, families, and staff feel valued and inspired while developing a lifelong love of learning through the arts and dedication to community.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
By January 2026, (80% of students in Tier 2 or 3) will improve by 1 level on the mastery scale on (RFK.3) as measured by the kindergarten portfolio assessment. CRT practices and high yield strategies such as questioning and feedback, providing differentiation, explicitly modeling sound articulation, and formative assessments that allow for students to show their learning in various ways will help create an inclusive & equitable environment for all learners.
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
By implementing shared reading, turn & talks, explicitly modeling sound articulation, movement and sentence stems, teachers will use whole group, partner and small group instruction to support students in their knowledge of letter sounds (RF.K.3). Additionally, students will monitor their progress by using goal setting forms with teachers. Feedback will be given biweekly by the classroom teacher during small reading groups. Teacher practices will include intentionally using formative assessment, goal setting, modeling, movement activities, and letter sound games to drive the course of core instruction through real-time feedback with students, using goal setting, and utilizing rubrics.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing movement, modeling, and classroom discussion during core instruction, students will participate in small group instruction for 15 minutes, 3-4 times a week with a focus on RF.K.3 standard. Teachers will utilize decodable texts during small group instruction, alphabet picture sorts, and alliteration poems. Students will do letter sound sorting, practice phonemic awareness exercises, and utilize sound articulation cards to develop their knowledge of letter sounds and decode CVC words. Progress will be measured by exit tasks in small groups to match letter to sounds, consistent feedback, and data analysis at PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing movement, modeling, and classroom discussion during core instruction during core instruction, students receiving Title/LAP, EL, SPED services will participate in small group instruction for 15-20 minutes, 4-5 times a week with a focus on CCSS.ELA-LITERACY.RF.K.3 standard or skill with the support teacher. Support teachers will work daily on letter-sound correspondence and practice sight words in isolation and in text. Students will also practice these skills in the classroom setting and at home with families. Progress will be measured by exit slips, consistent feedback, progress monitoring and brought to PLC meetings to inform classroom teachers of progress.
1st Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By February, 46% will improve by 1 level on the mastery scale on RF 1.2 as measured by the iReady Winter 2026 ELA diagnostic. The CRT practice of high-yield strategies including student discourse and close reading will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In the ELA Core, we will be focusing on RF.1.2. Phonics. The teacher will emphasize the Learning Target and Success Criteria, provide visual supports (Anchor charts), use weekly formative assessment based on decoding and encoding, and use specific cues/motions during whole group instruction to support the learning. Phonics will scaffolded and tied to phonemic awareness based on known sounds. Within group instruction, teacher will utilize various discussion techniques such as think/pair/share, and use formative assessment techniques for in-the-moment adjustments (students write on whiteboards or use hand movements to indicate knowledge).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 20 minutes, two times a week with a focus on RF.1.2. Teachers will re-teach specific phonics patterns from Tier 1/Core and use engagement strategies such as picture sorts, Elkonin boxes, mouth pictures and manipulatives to support student understanding of specific phonemes. Progress will be measured by self-assessment, peer-assessment, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Strategies during core instruction, students receiving Title/LAP, ML, SPED services will participate in small group instruction for 20 minutes, 5 times a week with a focus on CCSS.ELA-LITERACY.RF.1.3 standard or skill with the support teacher. Support teachers will work daily on letter-sound correspondence and practice sight words in isolation and in text. Students will also practice these skills in the classroom setting and at home with families. Progress will be measured by exit slips, consistent feedback, progress monitoring and brought to PLC meetings to inform classroom teachers of progress.
2nd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By January, 75% of students in Tier 2 or 3 will improve by 1 level on the mastery scale on 2.RL.2 as measured by iReady ELA, unit assessments, exit tickets, and observational assessment(assessment). The CRT practice of partner talk and feedback will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing modeling, providing consistent feedback including rubrics, and peer conferencing, teachers will use whole group, small group instruction, and conferring to support students in understanding RL.2.2 to ensure students are able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. This will include weekly lessons focusing on grade-level phonics and word analysis skills in decoding words to support comprehension. Additionally, students will monitor their progress by using individual goal sheets.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the ELA core, students will participate in a strategy group for 15 minutes, 3 times a week with a focus on (RL.2.2) to identify main idea fiction texts. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to recount main idea, theme, and supporting details. Students will read passages & determine the meaning of certain words by using context clues. Students will learn different figurative language to help them learn grade level vocabulary. Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Strategies during core instruction, students receiving Title/LAP, ML, SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on CCSS.ELA-LITERACY.RF.2.3 and CCSS.ELA-LITERACY.RF.2.4 standard or skill with the support teacher. Support teachers will work daily on letter-sound correspondence, practice sight words in isolation and in text and scaffold students in reading with accuracy and fluency to support comprehension. Students will also practice these skills in the classroom setting and at home with families. Progress will be measured by exit slips, consistent feedback, progress monitoring and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By February 9, 2026, students will improve by 20% or meet benchmark as measured by Sawas vocabulary baseline assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: L.3.4 Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Core instruction and flexible small group instruction (in core classroom led by the core teacher). By implementing the use of visuals, teachers will use whole group, partner and small group instruction to support students in understanding L.4 to ensure students are able to determine the meaning of unknown words through peer collaboration and explicit instruction. Teacher practices will include posted visuals, students will be actively engaged with each other during word study activities. Additionally, teachers and students will monitor progress by weekly exit tickets and feedback will be given weekly by returning exit tickets with comments and suggestions for growth. Teachers will pull small groups based on weekly assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group differentiated double dose instruction (in core classroom, led by the core teacher). In addition to implementing the use of visuals during core instruction, students will participate in small group instruction for 10 minutes, 4 times a week with a focus on the vocabulary standard. Teachers will scaffold learning through explicit instruction. Students will practice skills alongside the teacher and peers. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves. Ensure action step is focused on student groups that need a double dose of instruction based on data. Support is beyond the core & instructional moves are extra for identified students. Name learning gaps & differentiation/intervention strategies.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Strategies during core instruction, students receiving Title/LAP, ML, SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on CCSS.ELA-LITERACY.RF.3.3 and CCSS.ELA-LITERACY.RF.3.4 standard or skill with the support teacher. Support teachers will work daily on reading sight words and multisyllabic words in isolation and in text and scaffold students in reading with accuracy and fluency to support comprehension. Students will also practice these skills in the classroom setting and at home with families. Progress will be measured by exit slips, consistent feedback, progress monitoring and brought to PLC meetings to inform classroom teachers of progress.
4th Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By January 14, 2026, 75% of students will be able to successfully determine the meaning of unknown words and multiple meanings as measured by the Sawas Progress Check Ups.
CURRICULUM: The standards and units we are targeting
STANDARD: L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Explicitly teach academic vocabulary and word parts through direct instruction, followed by individual student practice using interactive learning games and Savvas workbook activities. We will also integrate new vocabulary words into writing.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will develop an understanding of new vocabulary through guided reading of informational texts and novel studies. They will engage in multiple vocabulary practice strategies such as using context clues, creating personal connections to new words, and applying vocabulary in writing and discussion.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students identified for Tier 3 support in Vocabulary Standard L.4.4, targeted small-group instruction will focus on explicit, multisensory teaching of word meanings using context clues, roots, prefixes, and suffixes. Instruction will include direct vocabulary teaching with visuals, examples, and guided practice in identifying types of context clues. Students will engage in hands-on activities such as word-building with affix cards, root word sorts, and maintaining interactive vocabulary journals to deepen understanding.
5th Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
By January, 80 (% of students in Tier 2 or 3) will improve by 1 level on the mastery scale on R.L.5. 1 as measured by CAP Pre/Post Assessment in Synergy. The CRT practice of real-world learning scenarios will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In the ELA Core, we will be focusing on RL.5.1. The teacher will emphasize the Learning Target and Success Criteria, provide visual supports (Anchor charts), scaffold the learning through think alouds, and close reading strategies. The teacher will use a chart to cue students towards a specific thinking strategy. Within group instruction, teacher will utilize various discussion techniques such as think/pair/share, and use formative assessment techniques for in-the-moment adjustments (students write on whiteboards or use hand movements to indicate knowledge).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the ELA core, students will participate in a strategy group for 15 minutes, 3 times a week with a focus on RL.5.1 making inferences. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to discuss the theme, and in a text, use note-taking strategies. Students will read passages & use close reading specific to keeping a close eye on comprehension. Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Strategies during core instruction, students receiving Title/LAP, ML, SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on CCSS.ELA-LITERACY.RF.5.3 and CCSS.ELA-LITERACY.RF.5.4 standard or skill with the support teacher. Support teachers will work daily on reading sight words and multisyllabic words in isolation and in text and scaffold students in reading with accuracy and fluency to support comprehension. Students will also practice these skills in the classroom setting and at home with families. Progress will be measured by exit slips, consistent feedback, progress monitoring and brought to PLC meetings to inform classroom teachers of progress.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
By the end of January 2026, 90 % of students in Tier 2 or 3 will improve by 1 level on the mastery scale on priority standard K.CC.B.4 as measured by the kindergarten portfolio and the Ready Math Unit 2 assessment. The CRT practice of providing differentiation, modeling counting explicitly, using manipulatives, movements, visuals, and formative assessments that allow students to demonstrate their learning in various ways and create a more inclusive & equitable environment.
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
By implementing number talks, turn & talks, movement and modeling, teachers will use whole group, partner, and small group instruction to support students in understanding 1 to 1 correspondence when counting quantities of objects. Teachers will explicitly design performance tasks to have students use the "Try, discuss and connect" routine daily. Additionally, students will monitor their progress by using iReady lessons, quizzes and goal setting and feedback will be given biweekly by the classroom teacher during math centers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing manipulatives and student discourse during core instruction, students will participate in small group instruction for 1O minutes, 3-4 times a week with a focus on K.CC.B.4. Teachers will support students with 1-1 correspondence, provide repetition, and ask questions to clarify thinking. Students will do counting games, explain their thinking, and use manipulatives to practice counting skills.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing student to student discourse and manipulative use during core instruction, students receiving SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus KC.B.4 with the support teacher. Support teachers will provide focused instruction and modified instruction. Students will work in small groups. Progress will be measured by exit slips, consistent feedback and brought to PLC meetings to inform classroom teachers of progress during core instruction. Students will also practice these skills in the classroom setting and at home with families. Progress will be measured by exit slips, consistent feedback, progress monitoring and brought to PLC meetings to inform classroom teachers of progress.
1st Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By February 2026, 59% will improve by 1 level on the mastery scale on 1.OA.C.6 as measured by the Winter 2026 iReady Math diagnostic. The CRT practice of student collaboration 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 2 Addition and Subtraction Within 20
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In the Math Core, we will be focusing on 1.OA.C.6. The teacher will emphasize the Learning Target and Success Criteria, provide visual supports (Anchor charts) that scaffold the steps and provide key vocabulary within the unit, teacher will engage students with manipulatives for concrete understandings and move to abstract, and prompt students with high DOK questions (SMP6). Students will solve problems using the anchor charts, A/B partner talk, and student discourse using the 3 Reads (SMP 1) in the Try/Discuss/Connect routine. We will progress monitoring weekly using ReadyMath formative assessments and daily formative assessments during/after each lesson. Students will also goal set at the beginning of the unit, considering feedback from the teacher after their pre-assessment data, and monitor progress through teacher feedback after each assessment check point within the unit, and then finally again at the end (Unit test).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the core instruction, focusing on 1.OA.C.6 (adding and subtracting within 20), teachers will confer with students in small strategy groups 2 - 3 times a week for 15 minutes. Manipulatives will be utilized to build conceptual understanding and tasks will be provided to make explicit connections between concrete objects and quantities with operations & algebraic thinking (SMP1). Students will use number bonds, 10-frames, movement, and math manipulatives to represent and explain their thinking. Progressing monitoring will happen daily using teacher created assessments and at the end of each lesson using ReadyMath formative assessments. Students will access differentiated, independent and partner tasks that build conceptual understanding toward the goal that week which is based on the learning target. Teacher will provide feedback based on the success criteria.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing student discourse and math manipulatives during core instruction, students receiving SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on 1.OA.C.6 standard or skill with the support teacher. Support teachers will provide focused instruction and modified instruction. Students will work in small groups. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
2nd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By Spring of 2025, 75% of students in Tier 2 or 3 will improve by one level on the mastery scale on 2.NBT Bas measured by Unit 2 Assessment, iReady Math. The CRT practice of access to manipulatives, co-created anchor charts with strategy choices, number sense talks, incorporating movement and music into math, small group, partner work, sentence stems will be used to create an inclusive & equitable environment
CURRICULUM: The standards and units we are targeting
STANDARD: 2.NBT.B Use place value understanding and properties of operations to add and subtract
UNIT: Unit 3 Numbers Within 1,000: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In the Math Core, we will be focusing on place value within 100. The teacher will emphasize the Learning Target and Success Criteria, provide visual supports (Anchor charts) that scaffold the steps and provide key vocabulary within the unit, teacher will engage students with manipulatives for concrete understandings and move to abstract, and prompt students with high DOK questions (SMP6). Students will solve problems using the anchor charts, A/B partner talk, and student discourse using the 3 Reads (SMP 1) in the Try/Discuss/Connect routine. We will progress monitoring weekly using ReadyMath formative assessments and daily formative assessments during/after each lesson. Students will also goal set at the beginning of the unit, considering feedback from the teacher after their pre-assessment data, and monitor progress through teacher feedback after each assessment check point within the unit, and then finally again at the end (Unit test).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the core instruction, focusing on 2.NBT.A.1, understanding place value within 100 teachers will confer with students in small strategy groups 2 - 3 times a week for 15 minutes. Manipulatives will be utilized to build conceptual understanding and tasks will be provided to make explicit connections between Model with mathematics (SMP4). Students will use models to show their math thinking (specific strategy for standard). Progressing monitoring will happen daily using teacher created assessments and at the end of each lesson using ReadyMath formative assessments. Students will access differentiated, independent and partner tasks that build conceptual understanding toward the goal that week which is based on the learning target. Teacher will provide feedback based on the success criteria.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students receive 20-30 minutes 4x a week of Math services. We are working on number identification, one-to-one correspondence, addition with and without regrouping. We use scaffolding strategies, hands-on activities and games to enrich learning.
3rd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By February 9, 2026 70% of students will improve by demonstrating proficiency on multiplication and division word problems from Ready Math quizzes and classroom assessments. The CRT practice of student collaboration will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.OA.A Represent and solve problems involving multiplication and division
UNIT: Unit 2 Multiplication and Division: Concepts, Relationships, and Patterns
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In the math core and flexible small group instruction, we will be focusing 3.OA.A Represent and solve problems involving multiplication and division. Teachers will emphasize the learning target and success criteria with the rubric, use of songs, provide visual supports (Anchor charts) that scaffold the steps required to multiply or divide, and prompt students with high DOK questions (SMP6). Students will solve problems using anchor charts, partner talk, and student discourse using the 3 Reads (SMP 1) in the Try/Discuss/Connect routine. We will progress monitor using comprehension checks. Students will also goal set at the beginning of the unit, consider feedback from the teacher after their pre-assessment data, monitor progress through teacher feedback, and then finally again at the end (post assessment).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the core instruction, focusing on 3.OA.A (Represent and solve problems involving multiplication and division), teachers will confer with students in small strategy groups 2 - 3 times a week for 15 minutes. Manipulatives will be utilized to build conceptual understanding and tasks will be provided to make explicit connections in multiplication and division. Students will create drawings, relate models to written equations, and solve problems in multiplication to develop an understanding of the relationship. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will meet for a double-dose of math support related to fluency and/or problem solving with multi-digit numbers.
4th Grade
Goal: What are we trying to achieve
Achieve a 25% pass rate for the selected standard by the end of the quarter.
By January 14, 2026, 25% of students will demonstrate improved understanding of place value, multi-digit addition and subtraction (4.NBTB) as measured by iReady comprehension checks.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
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
Teachers will explicitly teach strategies that help students solve problems involving place value, addition, and subtraction. Through targeted practice and one-on-one support, students will build confidence and achieve mastery of key skills.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teachers provide targeted support during student practice to prevent misunderstandings and reteach skills as needed. Small-group instruction is guided by exit ticket data, and students are strategically partnered to promote collaboration and peer learning.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students identified for Tier 3 support will receive targeted small-group instruction with both the classroom teacher and interventionist. Instruction will focus on reteaching foundational place value concepts through the use of concrete manipulatives (such as base-ten blocks and place value charts) before progressing to pictorial and abstract representations. Lessons will emphasize step-by-step modeling, guided practice with immediate corrective feedback, and multiple opportunities for repetition and skill application.
5th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By January, 60(% of students in Tier 2 or 3) will improve by one level on the mastery scale on NBT.B (priority standard) as measured by Lesson 3 CFA, Lesson 4 CFA (CAP Pre-assessment), Lesson 4 CFA (CAP Post-Assessment) (in Synergy) (assessment). The CRT practice of small group instruction, math partner work, and student self-assessment 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 3 More Decimals and Fractions: Multiplication and Division
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing flexible small group instruction, use of manipulatives, intentional instruction and comparison of different strategies, math partner work we will use whole group, partner and small group instruction to support students in understanding NBT.B to ensure students are able to multiply multi-digit numbers so that they can apply this to decimals through math partners, intentional math talk with sentence stems, comparison of strategies. Teacher practices will include analysis of student strategies to identify areas of growth. Students will use exit tickets with a focus on self-assessment and growth.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing intentional strategy instruction during core instruction, students will participate in small group instruction for 15-20 minutes, three times a week with a focus on NBT.B standard. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 20 minutes, 2-3 times a week with a focus on NBT.B standard or skill with the teacher. Support teachers will use number sense strategies and front loading to build students math confidence. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to collaborate with support teachers on what next steps students need.
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, 2025, 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. " Got The Beat! Beat! Beat!" with body percussion) • 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.
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 will be effective because students will be 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.
PE Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
1st CYCLE: By February 60% of students will score a 3 or 4 on the rubric (4-6 points) on the questions about cardiorespiratory endurance.
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
I will utilize differentiated instruction, active engagement, modified activities, self-assessment, and self-monitoring to support students in understanding Standard 3: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. This will ensure students are able to correctly identify the skills and concepts that will help them become physically literate. Teacher practices will include strategies from: Appropriate Instructional Practice Guidelines, K-12: A Side-by-Side Comparison Appropriate Instructional Practices for K-12 Physical Education (shapeamerica.org) Additionally, teacher and students will monitor progress by reviewing learning targets and concepts during and at the end of class daily and utilize student feedback and discussions to check for understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
The teacher allows students guided choices in matters such as equipment, rule modification or type of skill practice (e.g., completing individual task sheets or small-group instruction). The teacher will adapt their lessons for different classes and to meet the needs of students needing more support. The teacher selects, designs, sequences and modifies games and activities to maximize specific learning, fitness/skill enhancement and enjoyment. Teacher and students will monitor progress by reviewing learning targets and concepts during and at the end of class daily and utilize student feedback and discussions to check for understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing Tier 2 strategies during core instruction, students receiving Title/LAP, EL, SPED etc. services will be provided extra support during class time or for extra instruction outside of class time as needed. Teachers and students will monitor progress by reviewing learning targets and concepts during and at the end of class daily and utilize student feedback and discussions to check for understanding.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 95% of students have behaviors NOT resulting in suspension or expulsion.
SEL MTSS will be implemented to support students who need to develop strategies to self-regulate and express emotions. SEL MTSS will happen weekly with Counselor with development of daily check in/check out to monitor growth.
Root Cause Analysis:
Understanding ACES in combination with IEP goals and/or diagnoses- learning about how ACES play a part in a student that has special needs.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
The subgroup that we are identifying is our students with IEPs. The majority of exclusionary data shows that students on IEPs experience more exclusions that students not on IEPs.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Using MTSS Processes: By refining and monitoring our SST/SRT processes, we will better be able to identify interventions, connect with families, and support the IEP. Stafford SST will calibrate MTSS processes, knowledge and language for consistency and transparency.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Track incidents and interventions using PBIS rewards. This will give us data on time of day, supports, and root cause. By analyzing this data regularly (every other week), we can anticipate and coordinate supports
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 95% positive rating on the selected Climate Survey item.
Stafford Staff will continue to use CCDEI to build trust with practices to increase the "I" vs. "They" by 10%.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
By using staff teambuilding, courageous conversations, norms, and pictures of change happening throughout newsletters, etc., we can increase the I vs. They amount by 10%. We will highlight practices across the school to build trust cross-grade level. Use Learning Labs to strengthen trust across classrooms.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 82% positive rating on the selected Climate Survey item.
S - Focus on improving student safety perception through SEL and relationship-building strategies. M - Monitor progress using fall and spring universal screener data. A - Reinforce school-wide systems around procedures and rules, continue Tier 1 SEL instruction using Purposeful People, and strengthen formal and informal staff-student connections (e.g., Check-In/Check-Out). R -A stronger sense of safety supports emotional well-being and academic success. T - The target is to increase student safety perception to a minimum of 82% by June 2026, with a mid-year evaluation in February 2026 to assess progress and adjust strategies as needed. I - Ensure strategies reflect diverse student needs through culturally responsive practices and inclusive communication. E - Provide personalized support for students who report feeling unsafe by implementing targeted adult check-ins and ensuring access to designated safe spaces for emotional regulation and connection.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Tier 1 SEL instruction will continue through the implementation of Purposeful People lessons. Staff will also engage in regular student check-ins-whether through structured systems such as Check-In/Check-Out (CICO), morning meetings, or informal interactions. These consistent moments of connection contribute to a safe and inclusive school climate where students feel seen, supported, and emotionally safe. Review universal screener results to identify students who may need extra care. Reinforce school-wide expectations, maintain calming spaces, and ensure our practices reflect the diverse needs of our students.