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.

By February, we will increase from 30% of students at level 3 on the mastery scale to 70% on the mastery scale as measured by WAKIDS assessment. One way we will accomplish this is through implementing differentiated strategies that build an inclusive and equitable culture that represent a wide variety of learners. This goal will be monitored quarterly and will include input from diverse student groups to ensure inclusive and equitable improvements in our school climate.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.1 Demonstrate understanding of the organization and basic features of print

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing "Word Work" during core ELA whole group instruction and Guided Reading of decodable readers during flexible small group instruction, students will build understanding in RF.K1. By leveraging practice reading assignments and identifying letters, students will demonstrate growth as measured by WAKIDS.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing purposeful conferring, fluency practice, writing, and learning styles during our double dose small group instruction, students will build understanding in RF.K1. By leveraging practice reading assignments, and letter identification, students will demonstrate growth as measured by WAKIDS.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Using Countdown from RGR, students will meet in small groups for 15 to 30 minutes 4 to 5 days per week to acquire and practice foundational ELA skills, including phoneme to grapheme relationships, directionality, letters and sounds, and reading and writing simple words.

Goal: What are we trying to achieve

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

See MTSS

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 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

MTSS Plan

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

MTSS Plan

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Using Blast from RGR, students will meet in small groups for 15 to 30 minutes 4 to 5 days per week to acquire and practice foundational ELA skills, including phoneme to grapheme relationships, directionality, letters and sounds, and reading and writing simple words.

Goal: What are we trying to achieve

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

73% of 2nd grade students are meeting the standard of Reading Narrative Text (RL2.2)- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. We will focus on students two grade levels behind, 45% of our students. By January 30, 2026, we will increase the percent of students meeting the standard to 35% as measured by "Meeting" on the iReady Winter diagnostic. We will use a variety of strategies and a wide range of high quality, diverse and increasingly challenging narrative text that build an inclusive and equitable culture that represents a wide variety of learners.

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

We will use intentional planning with the lesson planning document from the K-5 Literacy Framework (page SD) as a guide. In all whole group and small group ELA lessons, we will increase student discussion using the Text Discussion Protocol, Sawas Units 1 What Are Peer Partnerships?. We will use the Sawas Narrative Retelling Chart from the Assessment Guide for formative assessment.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Using assessment data gathered during Action Step 1, we will identify common needs using the TPS single-point Priority Standards Rubric for RL.2.2 and provide instruction and feedback in flexible strategy and skills groups (K-5 Literacy Framework 23(G)).

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Using Blast or HD Word Foundations from RGR, students will meet in small groups for 30 minutes 4 or 5 days per week to acquire and practice foundational ELA skills, including phoneme to grapheme relationships, directionality, letters and sounds, and reading and writing simple words.

Goal: What are we trying to achieve

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

35% of third-grade students will score on grade level or above on comprehending literature on the Winter iReady Diagnostic. Our focus group will be male students who are performing one grade level below (yellow).

CURRICULUM: The standards and units we are targeting

STANDARD: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing shared reading and close reading opportunities and modeling the use of story maps and graphic organizers, teachers will use whole groups and small groups to support students in understanding important story elements in order to recount stories. Additionally, students will monitor their progress through CFA review and revision.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, target students will participate in individual and small group instruction for 10 minutes, 2-3 times a week, focusing on recounting using the important story elements. Teachers will confer with students using select literature text and graphic organizers. Progress will be measured by CFAs, graphic organizers, and consistent feedback.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students receiving EL support will participate in a language-focused small group 2-5 times a week for 30 minutes. Instruction will include building background knowledge, vocabulary development, learning the language function of explain, recount and sequence, and oral language fluency through guided reading and writing, with the use of sentence frames and stems during practice. Small group teachers will provide feedback on progress and discuss next steps with students through conferring.

Goal: What are we trying to achieve

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

By December 2025, the percentage of 4th-grade students meeting or exceeding grade-level expectations in Vocabulary (L.4.4) will increase from 28% to 35%, as measured by i-Ready diagnostics and classroom-based vocabulary assessments. To achieve this, identified students will meet in targeted small groups with a teacher for 15 minutes, twice per week, focusing on using context clues, affixes, and reference materials to determine word meaning. During these sessions, students will engage in guided vocabulary routines, word analysis practice, and short formative checks to monitor progress. Instruction will integrate visual supports, digital vocabulary tools, and cognate connections to promote equitable access for multilingual learners. Progress will be reviewed biweekly to ensure instructional adjustments and supports are effectively meeting student needs.

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 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

To maximize student growth, we will use explicit vocabulary instruction with direct modeling and guided practice during whole group lessons. Students will engage in academic talk routines such as turn-and-talks and sentence stems to build language confidence and comprehension. In flexible small groups, we will implement 15-minute targeted sessions twice weekly focused on using context clues, affixes, and root words to determine meaning. Formative checks like quick writes, exit slips, and digital quizzes will guide instructional adjustments. We will also integrate visual supports, interactive tools, and culturally relevant texts to ensure equitable access and engagement for all learners.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

During Additional Small Group Instruction (Double Dose), students performing below grade level in vocabulary will meet with the teacher for an extra 15-minute session twice a week focused on L.4.4 skills. These sessions will reinforce strategies for using context clues, prefixes, suffixes, and root words to determine word meanings. Instruction will include guided practice with immediate feedback, interactive word work, and short formative assessments to monitor progress. Lessons will be differentiated using visual supports, sentence frames, and digital practice tools to meet diverse learner needs. This double dose time will strengthen vocabulary understanding and support overall reading comprehension growth.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students identified as Tier 3 will receive intensive, small-group or one-on-one instruction focused on vocabulary development and word meaning strategies. Instruction will occur 3 times per week for 20 minutes in addition to core instruction, using research-based interventions such as i-Ready Vocabulary Lessons, 95% Group, or Heggerty Bridge to Vocabulary. Lessons will explicitly teach morphology (prefixes, suffixes, roots), context clue strategies, and high-utility academic vocabulary with scaffolded practice and visual supports. Students will receive frequent, targeted feedback and progress monitoring every two weeks through mini-assessments and i-Ready growth checks. Collaboration with the interventionist, ELL specialist, and classroom teacher will ensure consistent strategies and language support across all settings.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By the end of term 1, the amount of students scoring proficient on the standard of W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly will increase from 25% to 50%, with a focus on our Latinx students.

CURRICULUM: The standards and units we are targeting

STANDARD: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the use of the informational essay planning guide and informational writing rubric from Sawas Unit 2, teachers will use whole group and partner instruction to support students in introducing a topic, (W.5.2) and to ensure students are able to include facts, details, and elaboration to support their topic and key ideas as well as words and phrases that link their key ideas with facts and details. Additionally, students will monitor their progress by the use of exit slips and feedback will be given by the teacher 2-3 times a week.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, Hispanic/ Latin X students will participate in small group instruction for 15 minutes, 2-3 times a week with a focus on logically grouping their ideas, logically ordering their details, using linking words and phrases in their informational writing (W.5.2). Teachers will teach how to use strong, details and facts to support their topic, how to use linking words (ie: because, therefore, since, for example).

Students will create an organizational structure that groups ideas to support a topic. 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 receiving EL support will participate in a language-focused small group 2-4 times a week for 30 minutes. Instruction will include building background knowledge, vocabulary development, learning the language function of informational writing, and oral language fluency through guided reading and writing. Small group teachers will provide feedback on progress and discuss next-steps with students through conferring.

Goal: What are we trying to achieve

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

By February 2026 the percentage of students that are proficient at counting with a 1:1 correspondence and identify numbers and quantities from O - 5 will increase to 70% through the use of manipulatives and guided instruction by targeting students that have historically under-performed such as multicultural learners.

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 non-linguistic representations teachers will use whole group, partner, and small group instruction to support students in understanding K.CC. B.4 understand the relationship between numbers and quantities connect counting with cardinality to ensure students are able to represent numerical quantities through pictorial representation, numeral writing, counting with accuracy. Additionally, students will monitor their progress by self-assessing themselves with the rubric of pictorial representation, numeral writing, counting with accuracy and feedback will be given daily.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, students will participate in small group instruction for 15 minutes, 2 times a week with a focus on K.CC.B.4 standard. Teachers will reinforce the rubric and check for accuracy as students explain their thinking. Students will check for completion, review the rubric and recount for accuracy. 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

Title I, LAP, ML Math Scaffolds Small group and Individual instruction Use of manipulatives, modeling strategies

Goal: What are we trying to achieve

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

See MTSS

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

See MTSS Plan

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

See MTSS Plan

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

See MTSS Plan

Goal: What are we trying to achieve

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

12% of 2nd grade students are meeting the standard of 2.NBT.B.5 (using place value understanding and properties of operations to add and subtract). We will focus on students who are two or more grade levels behind and by January 30, 2025, we will increase the percentage of students meeting the standard to 35% as measured by Comprehension Checks, Unit Assessment from Ready Classroom, and the iReady winter diagnostic. We will establish an inclusive and equitable math culture by adhering to grade level content that shifts from remediation to support and scaffolding, using math discourse with academic math vocabulary, and differentiating with small groups. Lastly, we will work closely with our building math interventionist to continue creating math best practices and support.

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

-Strengthen the Try, Discuss, Connect Protocol from Ready Classroom by: -Presenting and using base ten manipulatives - Presenting a rigorous, grade level task using the three reads protocol - Guide class conversation using a discussion protocol (consensus board, four corners, talk moves, sentence stems, numbered heads, turn-and-talk to a prompt) to enhance student discourse - Anticipate student thinking to be able to Select and Sequence student work to build conceptual understanding and connect representation -We will do this 5 days a week for 15-20 minutes.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Engage a small group of students 3 days week for 15 minutes 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 - providing sentence stems for conversation

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, Student receiving Math special education services, will participate in small group instruction for 30 minutes 3 times a week with a focus of 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Support teachers will model how to identify the important numbers in the problem, identify the question(s), and set up the problem(s) using math vocabulary. The teacher will also model how to check for understanding using reverse operations. The students will have access to manipulatives (counters, base 10 blocks, ten frames, visuals). Focus will be on process. Progress will be measured by exit slips, consistent feedback (teacher guided prompts and fact families) brought to PLC meeting to inform classroom teachers of progress.

Goal: What are we trying to achieve

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

As measured by the algebra strand on the winter iReady diagnostic, 30% of third-grade students will be able to represent and solve multiplication and division problems by the end of quarter 1. Our focus group is male students currently performing one grade level below in the target strand.

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

-Practice and reinforcement of strategies learned for multiplication and division. - Teacher will use whole group, partner, and small group instruction to support students in understanding how to solve multiplication and division. - use Try-Discuss-Connect routine with focus on repetitive addition/subtraction, skip counting, arrays and equal groups - students will monitor their progress by reviewing strategies and feedback will be given when exit slips, CFAs and quizzes are complete. -Students will have items read to them and access to manipulatives as needed.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, students will participate in small group instruction for 10 minutes, 2-3 times a week with focus on multiplication and division strategies. Teacher will review strategies for repetitive addition/subtraction, count bys, arrays, equal group drawings and skip counting. Students will use manipulatives to review strategies. Progress will be measured by exit slips, quizzes and consistent feedback.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, Student receiving Math special education services, will participate in small group instruction for 30 minutes 3 times a week with a focus of 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Support teachers will model how to identify the important numbers in the problem, identify the question, and set up the problem using math vocabulary. The teacher will also model how to check for understanding using reverse operations. The students will have access to manipulatives (counters, examples of arrays-equal groups, and visuals). Focus will be on process. Progress will be measured by exit slips, consistent feedback (teacher guided prompts and fact families) brought to PLC meeting to inform classroom teachers of progress.

Goal: What are we trying to achieve

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

By December 2025, the percentage of 4th-grade students meeting or exceeding grade-level expectations in Operations and Algebraic Thinking (4.GA.A) will increase from 25% to 35%, as measured by i-Ready diagnostic data and classroom problem-solving assessments. Identified students will receive 15-minute targeted small-group instruction twice per week focused on solving multi-step problems using all four operations. Instruction will include visual models, number talks, and guided problem-solving routines to strengthen conceptual understanding. All students, including multilingual learners and those needing additional support, will have equitable access through scaffolds, manipulatives, and digital practice tools to promote success.

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

All students will engage in daily core instruction focused on solving multi-step problems using all four operations through whole-group lessons and guided practice. Lessons will follow the TPS Instructional Framework using the Gradual Release Model (I Do, We Do, You Do) to ensure clarity and scaffolded support. Teachers will incorporate visual models, number talks, manipulatives, and real-world problem contexts to build conceptual understanding. Formative assessments such as exit tickets and quick checks will guide instructional adjustments and differentiation. Equity and engagement will be prioritized through collaborative problem solving, academic discourse, and culturally relevant examples that make math meaningful and accessible for all learners.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students performing below grade level will receive targeted small-group instruction in addition to Tier 1 core lessons. These 15-minute sessions twice per week will focus on strengthening multi-step problem-solving skills, fact fluency, and understanding of multiplication and division relationships. Instruction will use visual supports, manipulatives, and structured problem-solving routines to reinforce core concepts. Teachers will provide immediate feedback and track growth through exit tickets and progress checks every two weeks. Lessons will be differentiated to ensure equitable access and language support for multilingual learners and students needing additional scaffolds.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students identified for Tier 3 support will receive intensive, small-group or one-on-one instruction three times per week for 20 minutes in addition to Tier 1 and Tier 2 lessons. Instruction will target foundational skill gaps in fact fluency, number sense, and multi-step problem-solving using research-based interventions such as Do the Math or i-Ready Toolbox lessons. Teachers will use hands-on manipulatives, step-by-step modeling, and repeated guided practice to build accuracy and confidence. Progress monitoring will occur biweekly through quick checks and i-Ready data to adjust instruction as needed. Collaboration between the classroom teacher, interventionist, and support staff will ensure consistent strategies and equitable support across learning settings.

Goal: What are we trying to achieve

Achieve a 39% pass rate for the selected standard by the end of the quarter.

By the end of term 1, the amount of students scoring proficient on the standard of 5.NBTB. 7 -Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used, will increase from 14% to 39%. Our focus group is Latinx students.

Currently 18% of our Latinx students are proficient in this standard.

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 the use of base ten blocks, graph paper and a place value chart, teachers will use whole group and partner instruction to support students in understanding decimal numbers to the hundredths (5.NBT.B.7) to ensure students are able to add and subtract decimals through a variety of problem situations with a focus on representing work with a model. Additionally, students will monitor their progress by the use of exit slips and feedback will be given by the teacher 2-3 times a week.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, Hispanic/Latin X students will participate in small group instruction for 15 minutes, 2 times a week with a focus on solving addition and subtraction problems involving decimals (5.NBT.B.7). Teachers will give a variety of addition and subtraction problems involving decimal numbers. Students will explain their reasoning using concrete models, pictures, words, and numbers. 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 core instruction, Student receiving Math special education services, will participate in small group instruction for 30 minutes 3 times a week with a focus of 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Support teachers will model how to set up the problem using the proper placement of the decimal (addition/subtraction), model how to solve the problems using the proper process (addition, subtraction). The teacher will also model the proper process to solve multiplication problems. The support teacher will also model how to check the work using a calculator. Students may have access to a multiplication chart if fact knowledge is a concern. Focus will be on process. Progress will be measured by exit slips, consistent feedback (teacher guided set up and by number sense) brought to PLC meeting to inform classroom teachers of progress.