Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
We have high hopes for students and their futures. We aim to help cultivate respectful, responsible, caring learners through reflective practices and rigorous and culturally responsive teaching. Vision As panthers we aspire to meet the needs of the whole child through clear expectations and systems that support academic excellence, student safety, and social/emotional needs.
Our Vision
As panthers we aspire to meet the needs of the whole child through clear expectations and systems that support academic excellence, student safety, and social/emotional needs.
Our Mission
We have high hopes for students and their futures. We aim to help cultivate respectful, responsible, caring learners through reflective practices and rigorous and culturally responsive teaching.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
43% of kindergarten students meet the standard of R1.4 "ask and answer questions about unknown words in a text" according to assessments from Sawas vocabulary unit 1 scope and sequence. By the end of January, the percent of students meeting the standard will increase to 75% as measured by "Meeting" on the TPS single point rubric for Rl.4. We will accomplish this by establishing an equitable practices and tiered instruction with scaffolding for content specific vocabulary. Equity focus in scaffolded lessons will borrow from students' background knowledge in vocabulary across multiple academic domains (math, social studies, and science).
CURRICULUM: The standards and units we are targeting
STANDARD: RI.K.4 With prompting and support, ask and answer questions about unknown words in a text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will use whole group turn and talk procedures and the reading routines companion flipbook from the Sawas curriculum, with supplemental materials from other domains of instruction (math, social studies, science) to establish practices around developing a deeper understanding of academic vocabulary. We will use observations while conducting these practices to gauge students' knowledge and understanding of the standard being taught. We will meet with our MTSS groups during small group instruction to make sure they are getting the extra help with understanding of the material.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students struggling with academic vocabulary will be pulled for small group minigames to increase exposure to vocabulary in other domains. Assessments will guide student groupings around vocabulary inquiry.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC, LAP, and TITLE will provide additional support on academic vocabulary during pull-out sessions.
1st Grade
Goal: What are we trying to achieve
N/A
CURRICULUM: The standards and units we are targeting
STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 68% pass rate for the selected standard by the end of the quarter.
There are 50% of 2nd grade students meeting the standard of L.2.4. By January 30th, 2026, the percent of students meeting the standard will increase to 70% as measured by i-Ready lessons and the mid-year assessment from Sawas. We will accomplish this by establishing an inclusive and equitable ELA culture that adheres to grade level content and shifts from remediation to support and scaffolding.
CURRICULUM: The standards and units we are targeting
STANDARD: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Repeated opportunities for students to use and write new words in context -Visual aids -Vocabulary journals Whole group explicit instruction with exit tickets to inform further instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Work in small reading groups by continually checking for comprehension/understanding of new vocabulary meaning.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Intentional grouping Intentional Seating Additional time reading Accommodations aligned to IEP and/or 504 In class supports Multiple representations including visual Scaffolding of questioning
3rd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
There are 67% of 3rd grade students meeting the standard of RI.L.3.4 By January 30, 2026, the percent of students meeting the standard will increase to 75% as measured by standards mastery, diagnostic, and exit tickets. We will use students' real-life experiences to connect school learning to students' lives as a CRT strategy to create an inclusive & equitable environment.
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 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing vocabulary graphic organizers note taking, and classroom discussion teachers will use whole group, partner and small group instruction to support students in understanding L.3.4 to ensure students are able to determine and clarify the meaning of unknown and multiple meaning words and phrases in ELA, science, and social studies. Teacher practices will include facilitating discussion routines and providing graphic organizers that help students keep track of new vocabulary. Students will gather information using a variety of resources such as dictionaries, online texts, my view material, and other reference material. Additionally, teachers and students will monitor progress by weekly exit tickets, 1 :1 conferring, and daily feedback that will be brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing vocabulary graphic organizers, note taking, and classroom discussion during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on L3.4 standard. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to discuss vocabulary and meaning of words. Students will read multiple passages and will be able to identify unknown words and come up with a strategy to help identify said word. 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 graphic organizers, note taking, and classroom discussion during core instruction, students receiving SPED or Title services will participate in small group instruction for 30, minutes, 1-5 times a week with a focus on L.3.4 standard or skill with the support teacher. Support teachers will model strategies, support independent individual instruction. Students will practice strategies collaboratively and independently with support from the teacher. Progress will be measured by exit slips, consistent feedback, student self-assessments, and brought to PLC meetings to inform classroom teachers of progress.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 54% of 4th grade students meeting the standard of RI.L.4.4 By January 30, 2026, the percent of students meeting the standard will increase to 70% as measured by standards mastery, diagnostic, and exit tickets. We will use students' real-life experiences to connect school learning to students' lives as a CRT strategy to create an inclusive & equitable environment.
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
By implementing vocabulary graphic organizers note taking, and classroom discussion teachers will use whole group, partner and small group instruction to support students in understanding L.4.4 to ensure students are able to determine and clarify the meaning of unknown and multiple meaning words and phrases in ELA, science, and social studies. Teacher practices will include facilitating discussion routines and providing graphic organizers that help students keep track of new vocabulary. Students will gather information using a variety of resources such as dictionaries, online texts, my view material, and other reference material. Additionally, teachers and students will monitor progress by weekly exit tickets, 1 :1 conferring, and daily feedback that will be brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing vocabulary graphic organizers, note taking, and classroom discussion during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on L4.4 standard. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to discuss vocabulary and meaning of words. Students will read multiple passages and will be able to identify unknown words and come up with a strategy to help identify said word. 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 graphic organizers, note taking, and classroom discussion during core instruction, students receiving SPED or Title services will participate in small group instruction for 30, minutes, 1-5 times a week with a focus on L.5.4 standard or skill with the support teacher. Support teachers will model strategies, support independent individual instruction. Students will practice strategies collaboratively and independently with support from the teacher. Progress will be measured by exit slips, consistent feedback, student self-assessments, and brought to PLC meetings to inform classroom teachers of progress.
5th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 21 % of 5th grade students meeting the standard of RI.L.5.4 By January 30, 2026, the percent of students meeting the standard will increase to 70% as measured by standards mastery, diagnostic, and exit tickets. We will use students' real-life experiences to connect school learning to students' lives as a CRT strategy 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
By implementing vocabulary graphic organizers note taking, and classroom discussion teachers will use whole group, partner and small group instruction to support students in understanding L.5.4 to ensure students are able to determine and clarify the meaning of unknown and multiple meaning words and phrases in ELA, science, and social studies. Teacher practices will include facilitating discussion routines and providing graphic organizers that help students keep track of new vocabulary. Students will gather information using a variety of resources such as dictionaries, online texts, my view material, and other reference material. Additionally, teachers and students will monitor progress by weekly exit tickets, 1 :1 conferring, and daily feedback that will be brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing vocabulary graphic organizers, note taking, and classroom discussion during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on L4.4 standard. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to discuss vocabulary and meaning of words. Students will read multiple passages and will be able to identify unknown words and come up with a strategy to help identify said word. 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 graphic organizers, note taking, and classroom discussion during core instruction, students receiving SPED or Title services will participate in small group instruction for 30, minutes, 1-5 times a week with a focus on L.5.4 standard or skill with the support teacher. Support teachers will model strategies, support independent individual instruction. Students will practice strategies collaboratively and independently with support from the teacher. Progress will be measured by exit slips, consistent feedback, student self-assessments, 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 80% pass rate for the selected standard by the end of the quarter.
50% of students meet the standard for K.CCB "Count to tell the number of objects" based off WAKIDS assessment. Students show strong sense of counting but need help connecting counting to cardinality. By January 80% of students will meet the standard as measured by Comprehension Checks and Ready Math unit assessment from Unit 2. The Culturally Responsive and Relevant Teaching practice of incorporating students' cultural knowledge and assets into the curriculum will be used to create inclusive and equitable practices.
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
We will use whole class direct instruction that include turn and talks and manipulative during our ready math instruction. Students will recognize the math target and whether they met it. The class will also engage in ready math interventions and activities that enhance the target while small groups are going on. In additions students will engage in producing exit tickets in order to determine the student's growth and understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will work on math games and activities using Ready Math resources such as Center time work-mats and skills practice work0mats. We will also include 1 0 frame templates with manipulatives such as counters and bears.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC, LAP, and TITLE will provide additional support on cardinality during pull-out sessions.
1st Grade
Goal: What are we trying to achieve
N/A
CURRICULUM: The standards and units we are targeting
STANDARD: 1.G.A Reason with shapes and their attributes
UNIT: Unit 6 Geometry and Measurement
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
There are 75% of 2nd grade students meeting the standard of 2. OA.2. By January 30th, 2026, the percent of students meeting the standard will increase to 90% as measured by Comprehension Checks and Unit Assessment from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support and scaffolding.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 2 Numbers Within 100: Addition, Subtraction, Time, and Money
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Visual Aids that provide clear support on steps and process for solving subtraction problems. Visuals will include words, pictures, and numbers. Strengthen the Try, Discuss, Connect Protocol from Ready Classroom by: - Presenting a rigorous, grade level task using the three reads protocol - Guide class conversation using a discussion protocol (sentence stems, turn-and-talk to a prompt, or start slide discussions) to enhance student discourse - Anticipate student thinking to be able to Select and Sequence student work to build
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
-Providing and allowing for multiple representations to demonstrate understanding. Engage a small group of students in the Try, Discuss, Connect Protocol (as stated above) with: - additional problems - using concrete representations/manipulatives to move from physical, to visual, to symbolic representation
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Intentional grouping Intentional Seating Additional time reading Accommodations aligned to IEP and/or 504 In class supports Multiple representations including visual or tactile
3rd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 22% of 3rd grade students meeting the standard of 3.NBT.A by January 2026, the percent of students meeting the standard will increase to 70% as measured by [Comprehension Checks and Unit Assessment from Ready Classroom]. As a school, we will learn together and be accountable for thinking and belonging routines which focus on questions worth asking and visible routines to elevate voice to ensure equitable student growth outcomes.
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
By implementing classroom discussion and reciprocal teaching teachers will use whole group, partner and small group instruction to support students in understanding of 3.NBT.A to perform the four operations with whole numbers, through a variety of models and mathematical structures (area model, place value charts, scaffolded structure outlines, partial products/quotients, standard algorithm). Teacher practices will include providing a variety of tools and discussions about similarities and differences across strategies such as area model, place value charts, scaffolded structure outlines, partial products/quotients, standard algorithm. Students will work on solving problems using the tools listed above with a focus on solving multiplication, addition, subtraction, and division problems in a variety of ways.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing classroom discourse and reciprocal teaching during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on 3.NBT.A standard. Teachers will use a variety of tools and strategies such as place value charts and area models. Students will solve addition, subtraction, multiplication, and division problems. 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 classroom discourse and reciprocal teaching during core instruction, students receiving SPED services will participate in small group instruction for 30, minutes, 5 times a week with a focus on __ standard or skill with the support teacher. Support teachers will _____ . Students will ______ . Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
"There are 32% of 4th grade students meeting the standard of 4.NBT.A by September 2024, the percent of students meeting the standard will increase to 70% as measured by [Comprehension Checks and Unit Assessment from Ready Classroom]. As a school, we will learn together and be accountable for thinking and belonging routines which focus on questions worth asking and visible routines to elevate voice to ensure equitable student growth outcomes.
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
By implementing classroom discussion and reciprocal teaching teachers will use whole group, partner and small group instruction to support students in understanding of 4.NBT.A to perform the four operations with whole numbers, through a variety of models and mathematical structures (area model, place value charts, scaffolded structure outlines, partial products/quotients, standard algorithm). Teacher practices will include providing a variety of tools and discussions about similarities and differences across strategies such as area model, place value charts, scaffolded structure outlines, partial products/quotients, standard algorithm. Students will work on solving problems using the tools listed above with a focus on solving multiplication, addition, subtraction, and division problems in a variety of ways.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing classroom discourse and reciprocal teaching during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on 4.NBT.A standard. Teachers will use a variety of tools and strategies such as place value charts and area models. Students will solve addition, subtraction, multiplication, and division problems. 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 classroom discourse and reciprocal teaching during core instruction, students receiving SPED services will participate in small group instruction for 30, minutes, 5 times a week with a focus on __ standard or skill with the support teacher. Support teachers will _____ . Students will ______ . Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
5th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 11 % of 5th grade students meeting the standard of 5.NBT.B. By January 30, 2026, the percent of students meeting the standard will increase to 70% as measured by comprehension checks, standards mastery, diagnostic, and exit tickets. The CRT practice of student collaboration and reciprocal teaching 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 classroom discussion and reciprocal teaching teachers will use whole group, partner and small group instruction to support students in understanding of 5.NBT.B to perform the four operations with whole numbers and decimals through a variety of models and mathematical structures (area model, place value charts, scaffolded structure outlines, partial products/quotients, standard algorithm). Teacher practices will include providing a variety of tools and discussions about similarities and differences across strategies such as area model, place value charts, scaffolded structure outlines, partial products/quotients, standard algorithm. Students will work on solving problems using the tools listed above with a focus on solving multiplication, addition, subtraction, and division problems in a variety of ways.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing classroom discourse and reciprocal teaching during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on 5.NBT.b standard. Teachers will use a variety of tools and strategies such as place value charts and area models. Students will solve addition, subtraction, multiplication, and division problems. 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 classroom discourse and reciprocal teaching during core instruction, students receiving SPED services will participate in small group instruction for 30, minutes, 5 times a week with a focus on 5.NBT.B standard or skill with the support teacher. Support teachers will model strategies, support independent individual instruction. Students will practice strategies collaboratively and independently with support from the teacher. Progress will be measured by exit slips, consistent feedback, student self-assessments, and brought to PLC meetings to inform classroom teachers of progress.
Specialized Program Goals
Preschool Goal
Goal: What are we trying to achieve
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
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. --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 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.
PE Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
By the end of the instructional unit, 80% of first-grade students in Mr. Okeze's class will successfully complete one or more jumps with a long rope turned by the teacher or with the teacher's assistance, demonstrating emerging timing, coordination, and cooperation. This goal supports the development of locomotor skills, rhythm, and teamwork. It will be supported by differentiated instruction, scaffolding, peer modeling, and visual cues to ensure all students have opportunities to succeed, regardless of ability level.
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
Direct instruction, teacher modeling, and rhythm cues (clapping or music). Scaffolding skills from stationary jumps to timed jumps with the rope. Positive reinforcement and growth mindset language to promote persistence.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Peer modeling and guided small-group practice with slower rope turns. Additional scaffolding and teacher feedback to strengthen rhythm and confidence.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Individualized instruction with slower turns of the rope and a drag at the bottom of the turn. Alternative roles if necessary to ensure participation. One-on-one support will focus on coordination and success at a comfortable pace.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 80% of students have behaviors NOT resulting in suspension or expulsion.
To decrease exclusionary incidents by 5% from 7.5% in 2025 to 3.75% in 2026
Root Cause Analysis:
During the 24-25 school year, there was a focus on school wide systems to navigate disparities that were causing behavioral concerns. This year through heavier focus on what is being done within the classroom to support restoration of student groups, SEL learning, family connections and overall, culturally responsiveness will take place. The climate survey data suggests students' level of engagement was low consistently from the year prior. Basecamp data shows that incidents occur mostly in class
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
We will discuss our tier 1 systems and reiterate the importance of our school wide routines. We will commit to our MTSS meetings once a month with a team of staff that are helping disaggregate our basecamp, Synergy and PBIS rewards data so that we understand where and why behavior incidents are occurring. We will strengthen our TWCI and our themes for the school year as well as our Character Strong unit of study.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Monthly MTSS meetings to discuss SEL and behavioral concerns -Continuing with PBIS rewards school store -Establishing our SIT process to provide students with what they need
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Continuing with our TWCI themes and morning announcements to improve morale of students -Expectation stations monthly to review routines and keep those consistent and clear
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.
To support adult SEL our goal is to increase 5% positive from 90% to 95% on our climate survey "I feel supported at work" and maintain 100% on "My school is a safe place".
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
-intentional professional development tailored to needs of students and teacher learning needs -intentional committees and focuses for each committee that serve the greater good of our school environment -MTSS team formation and tiered supports and efforts to train staff on how to utilize them in the classroom -staff meetings and good communication through newsletters -Paid grade level planning to offer supports -Vertically aligned cap planning and smart goals to help lift the load and streamline our efforts
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 53% positive rating on the selected Climate Survey item.
To increase % of positive from 68% to 73% "I feel safe at school" and 49% to 54% on "I enjoy coming to school".
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
-Monthly MTSS meetings to discuss SEL and behavioral concerns -Continuing with PBIS rewards school store -Establishing our SIT process to provide students with what they need -Continuing with our TWCI themes and morning announcements to improve morale of students - Expectation stations monthly to review routines and keep those consistent and clear