Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter. 

ELA SMARTIE Goal (RF.K.2 - Phonological Awareness) By January 31, 2026, 53% of students in Tier 2 or 3 will improve by one level on the mastery scale on RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds {phonemes) as measured by district phonological-awareness assessments, Sawas unit checks, and classroom-based progress monitoring. The CRT practice of integrating culturally relevant songs, rhymes, and stories that reflect students' backgrounds to connect sounds and meaning will be used to create an inclusive and equitable environment. 

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.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

By implementing explicit modeling, guided practice, and collaborative learning routines during core ELA whole group instruction and targeted phonemic-awareness games, word-sorting activities, and sound-segmentation small groups during flexible small group instruction, students will build understanding in RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). By leveraging practice assignments, immediate oral feedback, and opportunities for retakes/revisions through sound-identification checks and teacher conferencing, students will demonstrate growth as measured by the TPS single-point rubric and district phonological-awareness assessment. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Instructional Focus Areas Phonological Awareness: Rhyming, segmenting, blending, isolating initial/medial/final sounds. Alphabet Knowledge: Automatic letter recognition and sound production. High-Frequency Words: Decoding and encoding words from current literacy units. Print Concepts: Tracking print, directionality, and one-to-one correspondence. Structure & Frequency Group Size: 3-5 students (homogeneous by skill need). Frequency: Minimum 3-4 times per week, 15-20 minutes per session. Location: Conducted within the core classroom (e.g., during center rotations, intervention block, or morning literacy time). Personnel: Classroom teacher and/or instructional paraeducator. Instructional Strategies Spiral Review & Preview: Begin with quick review of known skills before introducing the next sound or pattern. Elkonin Boxes and Sound Mapping: Students manipulate counters, letters, or tiles to visualize phoneme-grapheme connections. Phoneme Blending Routines: Oral blending games ("Guess My Word," "Sound Train"). Dictation Practice: Students write and 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

1. Targeted Data-Driven Instruction: Use diagnostic assessments (Early Literacy Checklist) to identify specific skill gaps in phonemic awareness, alphabet knowledge, and early comprehension. Collaborate weekly with the LRC/LAP/Title 1 interventionists to analyze progress-monitoring data and adjust instruction accordingly. 2. Individualized Support Plans: Develop and implement personalized learning goals for each Tier 3 student with measurable outcomes. Provide one-on-one or small group instruction focused on foundational literacy skills using multisensory and evidence-based approaches 3. Increased Instructional Time and Intensity: Deliver an additional 20-30 minutes of explicit literacy intervention daily, in addition to core instruction. Reinforce skills through repeated practice and scaffolded supports to ensure mastery before introducing new content. 4. Collaboration and Consistency: Align strategies with support staff (LRC, LAP, Title 1) for consistency across settings. Communicate progress and strategies with families to reinforce learning at home. 5. Ongoing Monitoring and Reflection: Track student progress weekly and adjust interventions as needed. Reflect on intervention effectiveness during PLC meetings and document changes in instructional response.

Goal: What are we trying to achieve

Achieve a 100% pass rate for the selected standard by the end of the quarter. 

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 

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter. 

27 students (80%) will improve their ability to identify the Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS RL2. 7). This is up from 9 students (20%) meeting standard on October 9, 2025, to 80% meeting standard on January 30, 2026, as measured by CFA. We will do this by incorporating practices to promote an inclusive and equitable learning experience for all students. 

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 2 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Teachers will use whole group, partner, and small group instruction to support students in their mastery of CCSS RL2.7 to ensure that students are able to use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Teachers will do this by implementing the following high-yield practices and strategies: • Graphic organizers• Think pair share• Immediate feedback Based on the criterion for standard mastery, students will participate and complete the following types of tasks: model characters, setting, and plot from the weekly story and/or another text, scaffold practice with reading and answering questions with text and cold reads. Progress will be monitored using weekly CFA, exit tickets. They will also monitor their own progress and set goals by stating the characters, setting, and plot during independent reading texts. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the steps outlined in Action Step 1, small groups, requiring support CCSS RL2.7, will participate in small group instruction for 15 minutes, 5 times a week. During small groups, teachers will implement these additional strategies: Use leveled readers to practice identify characters, setting and plot. Give immediate feedback Individual conferring Students will complete tasks, like advanced organizers, exit tickets, and identifying characters, setting and plot with leveled texts as a small group. Progress will be measured by CFAs feedback and brought to PLC meetings to inform classroom teacher of progress. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In conjunction to learning provided for all students and groups of students in the classroom, specialists will work with identified students needing additional support on (Title/LAP) Phonics for Reading - Foundational Skills, (EL) English language development standards, Narrating/retelling, inform, explain, argue Key details, character, major events, input/output constructing language behaviors with oral/written language, intake - Comprehension, academic vocabulary (math). (LRCL(Math and ELA)_Foundational skills (SDI) which supports development around the CCSS.(CIS) by implementing Think-pair-share - partner shares other partners thinking, Sentence stems, sentence paragraph, frames, graphic organizers Venn, Inquiry chart (KWL), T-charts, wait time/think time, preloading vocab and concepts - CCD charts, opportunities with alternative ways to demonstrate their understanding (ex. can they show (draw, point, act out, explain in their primary language and translate) their learning instead of just writing, Use of concrete manipulatives, 5 times a week in 30 minute sessions. Students will self- assess during each session with instructors sharing progress with students every 2-4 weeks and quick student self-assessments in learning sessions *(fist of five, thumbs up, thumbs side, thumbs down). Student progress will be assessed weekly/bi-weekly and summatively every 4 weeks and assessment plans will include a Pre/post with mid exit ticket type assessments, and summative assessment.

Goal: What are we trying to achieve

Achieve a 40% pass rate for the selected standard by the end of the quarter. 

25 students, (19%) will improve their skills in identifying character traits, and comprehension overall in literature texts (R. L.3.3) This is up from 13 students (21 %) who are meeting standard on October 1st, 2025, to 25 students (40%) by January 30th, 2026, as measured by the iReady diagnostic comprehension literature domain and specific quizzes and observations over the course of small group instructions. We will achieve this goal by incorporating best practice for teaching literacy, as well as using strategies and practices that promote an inclusive and equitable learning environment. 

CURRICULUM: The standards and units we are targeting

STANDARD: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events 

UNIT: ELA Unit 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing shared reading (teachers will scaffold readings and model strategies to find character traits, details, and sequencings stories), think aloud (teachers will model graphic organizers and allow for students to discuss details in their groups), and close readings (students will dive deeper into stories through guided close readings with specific performance goals) during core reading whole group instruction and using differentiated levels of text, intentionally modeled instruction, and additional scaffolding as needed or observed through the lessons in whole group instruction during flexible small group instruction, students will build understanding in RL.3.3. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by assessments provided in the myView literacy curriculum, as well as other standards-based assessments supplemented in the classroom. They will also monitor their own progress by setting goals in small groups, informal check ins, and impromptu student self-assessments (thumbs up/thumbs down, smiley face self-assessments, and discussions with peers). 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the steps outlined in Action Step 1, small groups requiring support in CCSS R.L3.3 will participate in small group instruction for 15 minutes, 4 times a week. During small groups, teachers will implement these additional strategies: - Differentiated levels of text - Intentionally modeled instruction - Additional scaffolding as needed or observed through the lessons in whole group instruction Students will complete tasks such as small group readings, comprehension questions, quick writes about characters, and discussions in small group settings. Progress will be measured by formative assessments given in group times, teacher observations of students, and progress towards standard mastery in whole class assessments - as well as consistent feedback. Data will be brought to PLC meetings to inform classroom teachers and stakeholders of progress towards mastery and our overall goal. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to learning provided for all students and groups of students in the classroom, teachers will work with identified students needing additional support on RL.3.3 by narrating/retelling, inform, explain, argue key details, character, major events, input/output. We will be implementing Think-pair-share - partner shares other partners thinking, Sentence stems, sentence paragraph, frames, graphic organizers- Venn, Inquiry chart (KWL), T-charts, wait time/think time, preloading vocab and concepts - CCD charts, opportunities with alternative ways to demonstrate their understanding (ex. can they show (draw, point, act out, explain in their primary language and translate) their learning instead of just writing, Use of concrete manipulatives, 5 times a week in 30 minute sessions. Students will self- assess during each session with instructors sharing progress with students every 2-4 weeks and quick student self-assessments in learning sessions *(fist of five, thumbs up, thumbs side, thumbs down). Student progress will be assessed weekly/bi-weekly and summatively every 4 weeks and assessment plans will include a Pre/post with mid exit ticket type assessments, and summative assessment. 

Goal: What are we trying to achieve

Achieve a 30% pass rate for the selected standard by the end of the quarter. 

By the end of Unit 1, 30% of students in Tier 2 and 3 will improve by one grade level on the skills outlined in Rl.4.3. This will be measured using the comprehension checks provided in myView curriculum and iReady Winter Diagnostic Testing. 

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 

UNIT: ELA Unit 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing meaningful feedback, classroom discussions, and reciprocal dialogue, teachers will use whole group, partner and small group instruction to support students in understanding the standard R.1.4.3. This will ensure students are able to read and analyze important information in an informational text. Students will be expected to show understanding of annotating key details, writing responses that are grade level appropriate, and being able to ask and answer questions. Students will show understanding by using text details in to answer questions and explain why events happened using discussions and written responses. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing meaningful feedback, classroom discussion, and reciprocal teaching during core instruction, students will participate in small group instruction for 30 minutes, 2 times a week with a focus on the standard R.1.4.3, with a focus on skills for general comprehension Teachers will use small group discussion and modeled instruction to grow these skills. Students will read passages aloud as a group and work to scan the text and analyze details to support our questions to answers. Progress will be measured by comprehension checks, consistent feedback, and PLC meetings to inform instructional strategies and next steps. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In conjunction with providing for all students and groups of students in the classroom, students will receive additional support on Phonics for Reading - Foundational Skills, Narrating/retelling, inform, explain, argue Key details, character, major events, input/output constructing language behaviors with oral/written language, intake - Comprehension, academic vocabulary. Implementing Think-pair-share - partner shares and other partners thinking strategies, Sentence stems, sentence paragraph, frames, graphic organizers- Venn, Inquiry chart (KWL), T-charts, wait time/think time, preloading vocab and concepts, and opportunities with alternative ways to demonstrate their understanding (ex. can they show draw, point, act out). Use of concrete manipulatives, 5 times a week in 30-minute sessions. Students will self- assess during each session with instructors sharing progress with students every 2-4 weeks and quick student self-assessments in learning sessions *(fist of five, thumbs up, thumbs side, thumbs down). 

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter. 

By November 1, 2025 the percent of students meeting the standard will increase to 80% as measured by "Meeting" on the TPS single-point rubric for R/.5. 1.

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

We will do this by implementing a variety of supportive instructional practices, such as Think-Pair-Share, Summarizing & Notetaking, and Identifying Similarities & Differences with Literary text, fifth graders will build their understanding in the chosen standard (Rl.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.) To ensure students become proficient in the standard, students will use graphic organizers, quick writes, compare & contrast organizers, and QAR (Questions/Answer/Relationship) strategies. Specifically, students will need to read and comprehend a text. Students will need to identify their answers to comprehension questions. Students will need to use evidence from the text to support their answers and clearly explain their understanding through the RACE format. Additionally, students will monitor their progress by sharing their work with partners and receiving feedback from their peers and their teacher. Feedback will be given during 1 on 1 conferring and in writing on work they have completed. Students will get targeted instruction at their level through small group work with peers, leveled text, and teacher interactions. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By the end of the trimester, Tier 2 students will improve their ability to quote accurately and make inferences from literary texts (Rl.5.1) by participating in small group instruction 3 times per week. During these sessions, students will use leveled texts, graphic organizers, and structured strategies such as Think-Pair-Share, QAR, and Compare & Contrast to build comprehension. They will respond to text-based questions using the RACE format and receive targeted feedback through peer sharing and teacher conferring. Progress will be measured through weekly written responses and teacher rubrics, with the goal of 80% of students demonstrating growth in citing evidence and explaining their thinking in writing. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Interventionists will provide daily, individualized instruction using decodable or highly scaffolded texts that align with the student's reading level. During these sessions, students will engage in guided reading and structured text discussions focused on identifying explicit information and making simple inferences. To support comprehension and evidence-based thinking, interventionists will use visual supports such as sentence frames, simplified RACE templates, and oral rehearsal strategies. Students will practice responding to questions verbally before transitioning to written responses, and interventionists will give immediate feedback using a simplified rubric. Progress will be monitored weekly through oral retells, supported writing samples, and student reflections using visual self-assessment tools. 

Goal: What are we trying to achieve

Achieve a 72% pass rate for the selected standard by the end of the quarter. 

Math SMARTIE Goal (K.CC.1-5 - Counting & Cardinality) By January 31, 2026, 77% of students in Tier 2 or 3 will improve by one level on the mastery scale on K.CC.1-5: Knowing number names and the count sequence; counting to tell the number of objects as measured by weekly small-group data trackers and a single-point math rubric. The CRT practice of incorporating real-world counting activities and culturally familiar objects (such as food, games, and patterns from students' backgrounds) will be used to create an inclusive and equitable environment. 

CURRICULUM: The standards and units we are targeting

STANDARD: K.CC.B Count to tell the number of objects 

UNIT: Unit 5 Numbers to 100 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing number talks, use of manipulatives, and visual math modeling during core math whole group instruction and hands-on small group math centers focused on counting, sorting, and comparing quantities during flexible small group instruction, students will build understanding in K.CC.1-5: Knowing number names and the count sequence; counting to tell the number of objects. By leveraging practice assignments, verbal and written feedback, and opportunities for item corrections or retakes on math exit tickets and small-group assessments, students will demonstrate growth as measured by the TPS single-point math rubric and unit-based assessments. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Action Step Template: By implementing targeted phonemic-awareness intervention groups, multisensory sound-segmentation activities, and teacher-led corrective feedback sessions during our double-dose small group instruction, students will build understanding in RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). By leveraging practice assignments, real-time feedback, and opportunities for retakes, revisions, and sound-identification item corrections, students will demonstrate growth as measured by weekly progress-monitoring checks and the district phonological-awareness assessment. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Goal: Provide intensive, individualized instruction for students who require additional support to develop foundational counting and number recognition skills. How We Will Reach These Goals: Collaborate with LRC/LAP interventionists to implement one-on-one or very small-group lessons focusing on basic counting concepts and number formation. Use manipulatives and real-life counting tasks (snack sorting, toy counting) for concrete understanding. Provide daily repeated practice in short, structured intervals with immediate teacher feedback. Maintain progress monitoring logs with weekly data points to inform next instructional steps. Communicate with families and support staff to reinforce counting strategies at home and across settings. 

Goal: What are we trying to achieve

Achieve a 100% pass rate for the selected standard by the end of the quarter.

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

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter. 

36 students (80%) will improve Use of Addition and Subtraction Within 100 to solve problems involving situations of adding to, taking from, putting together, taking apart, comparing, within unknowns in all positions. (CCSS OA.1) this is up from S students (11 %) meeting standard on Monday, October 1, 2025, to 80% meeting standard on January 31, 2026, as measured by the math two-digit addition and subtraction assessment and the accompanying rubric. We will do this by incorporating best practice for teaching math as well as using strategies and practices that promote and inclusive and equitable learning experience for all students. 

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

Teachers will use whole group, partner, and small group instruction to support students in the mastery of: 2.OA.A.1 to ensure students are able use place value models to add and subtract two-digit numbers, using add up to subtract on a number line, use counting back on a number line, use expanded notation to add and subtract within 100. Teacher will do this by implementing the following high yield practices and strategies: • Classroom discussion: Math Talk (Same and different, what doesn't belong?) Subitizing, Sentence Stems• Feedback• One on one conferring using a single point rubric• Use of culturally relevant story problems Based on the criterion for standard mastery, students will participate and complete the following types of tasks: decompose numbers, demonstrate reciprocal relationship between adding and subtracting, fluently add and subtract within 20. Progress will be monitored using Ready quizzes and unit assessments. They will also monitor their progress and set goals by conferring with their teacher and partners using single point rubric. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the steps outlined in Action Step 1, small groups requiring support CCSS 2.OA.A.1 will participate in small group instruction for 15 minutes 5 times a week. During small groups, teachers will implement the additional strategies: • Build procedural fluency from conceptual understanding. • Use and connect mathematical representations. Students will complete tasks, like using manipulatives such as base ten blocks to represent the process of adding and subtract two-digit numbers and using a number line to count on to add and subtract two-digit numbers. Progress will be measured by anecdotal notes, exit slips and quizzes, consistent feedback, and brought to PLC meetings to inform classroom teacher of progress. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

To support students with IEP goals in math or are intensive, we use a focused intervention to meet goals. The individualized goals will be supported with small group instruction; frontloading skills necessary for the Gen Ed setting; reteach concepts after whole group instruction; model and practice strategies for success. Some of the teaching tools used for individualization are graph paper; number lines; manipulatives; visuals such as multiplication charts and procedure reminders; tools for instruction on and below grade level. Groups will meet 5 times a week for 30 minutes. The push in model may be used as well to support students in the classroom. 

Goal: What are we trying to achieve

Achieve a 33% pass rate for the selected standard by the end of the quarter. 

Achieve a 33% pass rate for the selected standard by the end of the quarter. 
By implementing a variety of supportive instructional strategies such as number talks rough draft protocol, Three Reads, Gradual Release, Try it, Model it, Connect it, Apply it, Think-Pair-Share, and Popsicle stick questioning, guided practices, and ongoing assessments, we will increase student standard achievement from 5% to 33%. Third graders will use multiplication to accurately solve word problems related to standard 3. OA.A.3 including mixed numbers, in 5-6/6 correct answers in assessment computation problems by the end of Unit 2; January 30th, 2026. 

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

Using core iReady Math instruction, third grade teachers, will explicitly teach all students the connection between quick addition and multiplication using repeated addition visual models and using charts to show the different ways of multiplication. This will be taught as a full group lesson following curriculum mapping to support connecting place value strategies (Expanded form) to the multiplication algorithm (tables). Third grade team will use ongoing formative assessment data from weekly sessions to guide instruction and move to small group action step 2. SMP 2 Reason abstractly and quantitatively SMP 3 Construct viable arguments. Exit slips will be utilized to check for understanding. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to Action step 1, the third-grade team will utilize place value charts to connect with expanded form of multiplication, manipulatives, and/or place value visual representational strategies 2 times a week for 15 minutes in a small group setting in order to achieve abstract understanding of multiplication. Team will use ongoing formative assessment data from weekly sessions to guide instruction. Supports to utilize are: SMP 2 Reason abstractly and quantitatively SMP 3 Construct viable arguments. Exit slips and commonly agreed upon rubric will be utilized to check for understanding. SMP 5 Use appropriate tools strategically (Manipulatives, charts) SMP 8 Look for and express regularity in repeated reasoning (student work analysis during PLC). 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to whole group teaching and small group instruction, the identified Tier 3 group will also receive extra supports in small group instruction, frontloading skills necessary for the lesson, reteach concepts after whole group instruction, and model and practice strategies for success. Some of the teaching tools used for individualization are graph paper, number lines, manipulatives, skip counting, visuals such as multiplication charts and procedure reminders, and tools for instruction on and below grade level. Groups will meet 4 times a week for 25 minutes. 

Goal: What are we trying to achieve

Achieve a 35% pass rate for the selected standard by the end of the quarter. 

By the end of unit two, 30% of 52 students in Tiers 1 and 2 will improve numbers and operations (4.), which is to solve word problems using all four operations. This will be measured by the weekly comprehension checks, Unit 2 Summative Assessment, and iReady Diagnostic test scores, and formative assessments. We will do this by incorporating think pair share, small group interventions, and one-on-one conferring with feedback. We will also use strategies and practices to promote an inclusive and equitable learning experience for all students. 

CURRICULUM: The standards and units we are targeting

STANDARD: 4.OA.A Use the four operations with whole numbers to solve problems 

UNIT: Unit 2 Operations: Multiplication, Division, and Algebraic Thinking 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Teachers will engage in grade level plan focused towards rigorous differentiation instruction and tiered-small groups that highlight student centered learning, use of, scaffolding, anchor charts, and manipulatives. Teachers will use whole group, partner, and small group instruction to support students in their mastery of 4.OA.A to ensure that students are able to solve word problems using the four operations. Teachers will do this by implementing the following high-yield practices and strategies: • Think - Pair - Share • One on One conferring with Feedback• Small group intervention 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the steps outlined in Action Step 1, small groups, requiring support 4.OA.A will participate in small group instruction for 30 minutes, two times a week. During small groups, teachers will implement these additional strategies: • Tiered intervention • Tailored scaffolding• Manipulatives and other differentiation strategies Students will complete tasks, like breaking down word problems with formulaic procedures, and working with a partner to represent problems as a couple. Progress will be measured by data tracking based on work completed in the group consistent feedback and brought to PLC meetings to inform classroom teacher of progress. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

To support students with IEP goals in math, we use a focused intervention to meet goals. The individualized goals will be supported with small group instruction; frontloading skills necessary for the Gen Ed setting; reteach concepts after whole group instruction; model and practice strategies for success. Some of the teaching tools used for individualization are graph paper; number lines; manipulatives; visuals such as multiplication charts and procedure reminders; tools for instruction on and below grade level. Groups will meet 4 times a week for 25 minutes. The push in model may be used as well to support students in the classroom. 

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter. 

By February 13th 80% of 5th grade students will meet standard 5.MD.CS Mas measured by a Single Point 5.MD.C.5 standard rubric, formative lesson quizzes, and math exit slips at the end of every instructional lesson. 

CURRICULUM: The standards and units we are targeting

STANDARD: 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition 

UNIT: Unit 1 Whole Number Operations: Volume, Multiplication, and Division 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

SEL CAP Action Steps & Strategies Elementary CAP Action Steps & Strategies Middle School CAP Action Steps & Strategies High School CAP Action Steps & Strategies. Provide consistent feedback.  Acknowledge positive behavior.  Provide differentiated instruction.  Use metacognition.  Use collaborative learning: Students work in groups to explore and discuss a topic. Explicit instruction Instructional flexibility guided by formative and summative data. Progress monitoring method  Instructional support. Academic praise and feedback. • Provide major concept summaries.  Enforce structure, rules, and routines: Offer attention and praise when appropriate. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Goal Setting. Setting goals: Use assessments to identify learning gaps. Monitoring progress: Use criteria to track student progress and identify when to adjust goals or strategies. (Rubric) Providing instruction using research-based strategies to teach skills. Tier 2 specific lessons. (5 times per week for 25-30 minutes. Increased supervision to identify gaps in instruction and learning. Use of positive reinforcement. Provide more opportunities for positive behavior supports such as: -Behavior-specific praise -Immediate verbal feedback for a desired behavior. -Clear classroom expectations -Clear rules and expectations for the classroom to encourage cooperation, communication, and positivity.  Quiet corrections Tangible reinforcers Physical or monetary rewards (Arli bucks) Focus on behavior's function. Provide differentiated academic supports. Important for ELL students Visual representations of content and progress 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Provide personalized support. Extremely individualized interventions catering specific needs of individual students. • Provide tailored instruction addressing individual students challenges preventing them from academic progress. • Maximize learning potential. Provide extra scaffolding needed to gain an understanding of complex concepts. • Heavy data driven flexible groups addressing behavior and academic development as a unity. • Intense collaboration between interventionalist, specialist, and educational leaders, and families. • Focused approach on both the academic and emotional needs of student