Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 45% pass rate for the selected standard by the end of the quarter. 

There are 17 students unable to name all capital and lowercase letters. By February 7 of these students will be able to correctly name all capital and lowercase letters. The Culturally Responsive and Relevant Teaching practices of Authentic Relationships and High-Yield Strategies will be used to create inclusive and equitable practices. 

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words 

UNIT: ELA Unit 2 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Students will receive practice with Flashcards, phonics lessons with Sawas, templates, and curriculum letter lessons for 60 minutes, 5 times per week. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students will receive practice with One-on-One flashcards, extra template practice, peer to peer flashcards for 15 minutes 4 times per week. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

LRC 

Goal: What are we trying to achieve

NA: First grade uses the MTSS process in place of the CAP. 

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

NA: First grade uses the MTSS process in place of the CAP. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP. 

Goal: What are we trying to achieve

Achieve a 20% pass rate for the selected standard by the end of the quarter. 

By implementing Think/Pair/Share, on-going assessments, exit tickets, partner & small group discussions, teachers will use whole group, partner and small group instruction we will increase from 10% to 20% of students in 2nd grade meeting standard on 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 by the end of trimester three. 

CURRICULUM: The standards and units we are targeting

STANDARD: RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 

UNIT: ELA Unit 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing Think/Pair/Share, on-going assessments, exit tickets, partner & small group discussions, teachers will use whole group, partner and small group instruction to support students in the use of information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (RL.2.7) to ensure students are able to articulate character, setting or plot key details and text evidence through Sawas Reading lessons, literary passages, discussions about the stories, iReady Reading Diagnostics and lessons with a focus on characters, setting, or plot. Additionally, students will monitor their progress by reviewing iReady Reading lesson scores/progress monitoring, comparison of iReady Reading Diagnostic scores, Sawas lessons and assessment scores. Feedback will be given verbally by staff when students demonstrate progress with individual and group work daily and weekly. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Reinforcing the current standard reflected in the curriculum map and being taught in the classroom, students will participate in a small group up to 3 times a week for 15 minutes. During this time (outside of Core instruction), the teacher will select a text and model (using a think aloud) connections in the text. Teacher will record thinking on an anchor chart. Students will use graphic organizers and sentence frames to verbally provide evidence from the text. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students identified for Title I/Lap Support will receive intervention for 30 minutes up to 5 days a week using Phonics for Reading Curriculum. ML students will receive small group ELL instruction up to 5 days a week. Students with IEPs that specify specially designed instruction in reading will receive small-group instruction in foundational reading skills, including phonics and answering w-questions based on passages read in class. 

Goal: What are we trying to achieve

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

By implementing GLAD and student discourse strategies such as TPR, Sentence Frames, and small group instruction, we will increase student performance from 13 % to 50% of students in 3rd grade on priority standard 3.RL.2, retelling stories using details to understand the main idea by February 2026. 

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 

UNIT: ELA Unit 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing student discourse strategies, including Socratic Seminar, Philosophical Chairs, Think/Pair/Shair, sentence frames, TPR. anchor charts and graphic organizers, teachers will use whole group instruction to support students in understanding main idea and details in text to summarize and be able to discuss and write about main ideas. Students will need to organize their thoughts and information on graphic organizers. Additionally, students will monitor their progress by self-assessing their progress through reflection, using teacher/student created rubrics and peer editing and discussion in daily lessons. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students will participate in small group instruction five days a week for 20 minutes. This small group will focus on strategies using graphic organizers, text coding, cloze reading, and anchor charts to identify details of a text to retell and discuss details to understand main ideas. Teachers will model the use of sentence frames, anchor charts and graphic organizer to identify key concepts, main ideas and details. Students will illustrate and explain their thinking using sentence frames, graphic organizers, pictorial notes and quick writes. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will meet regularly with the LRC instructors for additional support according to their IEP. Classroom teachers will follow the IEP protocol with scaffolding and concrete level supports daily. In LRC, students will use graphic organizers to organize content for their writing, embedded technology tools (speech-to-text and text-to-speech) to commit their writing to the page, and peer review/editing to refine their work. 

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 Trimester 1, I will help 50% of my learners increase their ability to refer to details and examples in a text when explaining what the text says. I will do this by providing weekly, culturally responsive small-group lessons and peer to peer structured practice on comprehension strategies. The results will be measured by weekly quizzes and teacher observations, to address identified learning gaps. 

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text 

UNIT: ELA Unit 2 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group strategies for reading comprehension include using think-alouds, activating background knowledge, and focusing on specific comprehension strategies like predicting, questioning, and summarizing. Other effective strategies are previewing the text, posing thought­provoking questions before reading, and using engaging techniques like choral reading and reciprocal teaching to build fluency and comprehension together. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

The students with identified learning gaps will be provided an extra dose of small group instruction for 20 minutes two times a week to address skill deficits. Specific high-yield strategies include teacher questioning, collaborative learning and timely feedback for students on their work. Students will be provided recognition and reinforcing effort put in their work. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will meet with a teacher one on one to verbally relay their ideas of details and examples from the text and to draw inferences. Students will also have an audio version of the text to listen to while reading. 

Goal: What are we trying to achieve

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

Using Sawas' 5th grade comprehension and fluency passages, we've identified 42 students who are unable to independently read texts and quote it accurately when explaining what the text says and supporting a main idea and/or inference. By implementing graphic organizers, modeling annotation, and providing consistent feedback, we will increase proficiency from 0% to 40% in 5th grade. By focusing on priority standard Rl.5.1, our grade level will move 18 students out of below standard to approaching and/or meeting standard according to the elementary 4-point grading scale for Rl.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 2 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing graphic organizers, modeling annotation, and providing consistent feedback, teachers will use whole group, partner and small group instruction to support students in understanding Rl.5.1 to ensure students are able to independently read texts and quote it accurately when explaining what the text says and supporting a main idea and/or inference through annotating, note taking, and explicit practice around citing sources and/or page numbers with a focus on quoting the text to support inferences. Additionally, students will monitor their progress by receiving personalized feedback from teacher on a weekly basis. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, students will participate in small group instruction for 20 - 30 minutes, 2-5 times a week with a focus on Rl.5.1 standard. Teachers will lead guided reading groups around finding text evidence and other supporting skills. Students will participate in these reading groups through verbal and written communication. 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

LRC/LAP/Title will complete. 

Goal: What are we trying to achieve

Achieve a 8% pass rate for the selected standard by the end of the quarter. 

There are 13 students able to consistently count objects and write how many up to 10. By February 3 more students will meet this goal. The Culturally Responsive and Relevant Teaching practices of High-Yield strategies, Authentic Relationships, and Contextual learning 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 4 Numbers to 1 0 and Shapes 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Ready math curriculum, calendar routines, counting practice 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

One-on-One practice, extra practice with workbook pages

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

LRC 

Goal: What are we trying to achieve

NA: First grade uses the MTSS process in place of the CAP. 

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

NA: First grade uses the MTSS process in place of the CAP.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP.

Goal: What are we trying to achieve

Achieve a 15% pass rate for the selected standard by the end of the quarter. 

By implementing Think/Pair/Share, on-going assessments, exit tickets, and partner math games we will increase from 0% to 15% of students in 2nd grade meeting standards on 2. GA.A. 1 Fluently add and subtract 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 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 by the end of trimester one. 

CURRICULUM: The standards and units we are targeting

STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction 

UNIT: Unit 1 Numbers Within 20: Addition, Subtraction, and Data 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing Think/Pair/Share, on-going assessments, exit tickets, partner math games teachers will use whole group, partner and small group instruction to support students in understanding adding and subtracting whole numbers within 100 (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), iReady Math Diagnostics and lessons with a focus on adding and subtracting within 100. Additionally, students will monitor their progress by reviewing iReady Math lesson scores/progress monitoring, comparison of iReady Math Diagnostic scores, Lesson and Unit assessment scores. Feedback will be given verbally by staff when students demonstrate progress with individual and group work daily and weekly. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Reinforcing the current standard reflected in the curriculum map and being taught in the classroom, students will participate in a small group up to 3 times a week for 15 minutes. During this time (outside of Core instruction), the teacher will provide manipulative such as place value charts, bundling sticks, place value blocks for students to model addition with sums to 100. Students will demonstrate using concrete materials and explain to the group (or partner) verbally. Students will model addition using manipulatives, then on white boards for pictures and numbers. Students will also use open number lines practice adding and subtracting. Students will explain their thinking to the group (or partner). Students will critique the thinking of others by agreeing or disagreeing and explaining why. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

ML students will receive small group ELL instruction up to 5 days a week. Students with IEPs specifying services in mathematics will participate in small group and individualized instruction. focusing on foundational math skills including counting objects within 20, adding and subtracting within 20, and other skills in accordance with their IEP goals 

Goal: What are we trying to achieve

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

By implementing high yield math strategies, we will increase student performance in the area of interpreting the product of whole numbers from 0% proficiency to at least 40% proficiency by February 2026 using the math standard 3. O.A.A. 

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

By implementing discourse strategies, including rough draft math, number talk, and turn and talk, in every math lesson, teachers will use whole group instruction to support students in understanding and representing the product of whole numbers (3rd grade priority standard 3.O.A.A). We will also utilize a "catch and release" style of teaching and use peer tutoring to help give struggling students small group instruction and one on one help. Through discussion, students will share their thinking with their peers and respond appropriately with math talk. Additionally, they will use other strategies such as CUBES, the use of manipulatives, and partner talk each day in class to help develop a deep understanding of the math concept and promote critical thinking skills related to the standard. Students will monitor their progress through reflection and self-assessment using student/teacher created rubrics, and feedback from peers and teacher in each lesson. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students will participate in small group instruction 3 days a week for 20 minutes. This small group will focus on using strategies based on place value, basic addition, repeated addition, equal groups, and arrays. Teacher will model patterns in numbers, the use of anchor charts and problem solving. Students will illustrate and explain using sentence stems, manipulatives, and peer to peer tutoring. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Student will meet regularly with the LRC instructors for additional support according to their IEP. Classroom teachers will follow the IEP protocol with scaffolding and concrete level supports daily. In LRC, students will engage with math manipulatives and multi-sensory learning to support the classification of two-dimensional figures. 

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 trimester 1 50% of students will meet mastery in Unit 1 - Generalizing place value understanding for multi-digit whole numbers. 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. The CRT practice of Experimenting with Peer Teaching will be used where in addition to teachers leading instruction, students will be encouraged and allowed to participate in peer-to-peer teaching. Using this practice, students are able to use their own vocabulary and cultural references to teach each other about their understanding of the task. 

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 multiple exposures and asking questions, teachers will use whole group, partner and small group instruction to support students in understanding the vocabulary and all parts of place value, adding and subtracting multiple digit numbers. Students will use multiple strategies and manipulatives to show their understanding of the standard. Teacher practices will include I do, We do, You do, looking for students to independently relay their ideas and strategies to identify place value and use their understanding to add/subtract multidigit. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

The students with identified learning gaps will be provided with an extra dose of small group instruction 20 min/two times a week to address skill deficits. Specific high-yield strategies include teacher questioning, collaborative learning and timely feedback for students on their work. Students will be provided positive reinforcement and recognition for their efforts. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will meet with a teacher one on one to show their understanding/strategies of solving multidigit numbers using place value. They will have many opportunities to practice and use alternative methods and manipulatives. 

Goal: What are we trying to achieve

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

Using a classroom-based assessment from Ready Math unit 2, we've identified 46 students who are unable to add, subtract, and compare decimals. By implementing explicit modeling, nonlinguistic representations, and opportunities for student discourse around strategies, we will increase proficiency from Oto 40 in 5th grade. By focusing on 5.NBT.B.7, we will move 1 B students from below standard to approaching and/or meeting grade level standard on our 4-point elementary rubric by January 2026. 

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 non-linguistic representations, explicit modeling, and opportunities for student discourse around strategies, teachers will use whole group, partner, and small group instruction to support students in understanding 5.NBT.B.7 to ensure students are able to add, subtract, and compare decimal numbers through engaging in the Try, Discuss, Connect protocol, co-construction of anchor charts, and use of math manipulatives. We will focus on place value and addition and subtraction strategies. Additionally, students will monitor their progress by receiving personalized feedback from teacher on a weekly basis. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, students will participate in small group instruction for 20 - 30 minutes, 2-3 times a week with a focus on 5.NBT.B.7 standard. Teachers will provide end of lesson exit tickets, in addition to weekly quizzes, to determine mastery. Students will participate in small groups around particular math skills. 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

LRC/LAP /TITLE