6301 N. 23rd St.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Skyline Elementary is focused on providing an emotionally, socially, and intellectually safe environment that fosters a positive learning community. We have high expectations for all students and our goal is to provide students the support to meet those expectations. All staff are integral in working collaboratively to make a positive impact for all students at Skyline. As a staff, we build upon shared leadership with teacher leaders to maximize student achievement.
Our Vision
Skyline Skyhawks soar to success by being responsible, respectful, and safe.
Our Mission
Skyline Elementary School provides an education which respects each student's dignity and offers multiple opportunities for learning experiences. Working in partnership with caregivers and the community, Skyline promotes success for all students.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 31% pass rate for the selected standard by the end of the quarter.
By February 2, 2024, 31% will improve from tier 3 to tier 2 on K.W.2 informative writing as measured by a Writing CFA. The CRT practices of MODEL and GUIDING will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing MODELING and GUIDING during core instruction, students will build understanding in informative writing purpose/meaning and writing facts related to a singular topic. Students will demonstrate growth through practice assignments and feedback. Growth will be measured by bi-monthly CFAs using MyView 4-Point Informative Writing Rubric, The Writing Strategies Book by Jennifer Serravallo and TPS: Standards Based Rubies for Informational Writing.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing MODELING and GUIDING during core instruction, tier 2 students will receive additional support in informational writing purpose/meaning and telling details about a topic. Teachers will use small group strategies such as grouping students with similar needs in writing to provide additional supports such as strategies for adding detail and ensuring details are all related to a single topic.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing MODELING and GUIDING during core instruction, tier 3 students will receive additional support in informational writing purpose/meaning and telling details about a topic. Teachers will use small group strategies such as grouping students with similar needs in writing to provide additional supports such as strategies for adding detail and ensuring details are all related to a single topic.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
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.
2nd Grade
Goal: What are we trying to achieve
Achieve a 51% pass rate for the selected standard by the end of the quarter.
By implementing AIB partner think-pair share, one on one conferring, and flexible skill groups of 3-5 students we will increase from 30% to 50% will use RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
UNIT: ELA Unit 3
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
whole group (All students will take the standards mastery on iReady reading for RL29) whole group- All students will engage in their daily saavas reading lesson, iReady reading my path lessons, in whole group, partner work, group work, and individual reading Students will use graphic organizers to organize their ideas on the reading passages Students that need extra support reading the problems may struggle to complete the tasks from the curriculum. Additionally, teachers and students will monitor progress by weekly formative assessments and feedback will be given weekly to every student by teacher. Data brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
small group every student has a small group of 3-5 students based on their needs to focus on their DRA leveled text for comprehension and fluency with an emphasis on comparing and contrasting different fiction texts students in the green 13/48 will have an extension of 3rd grade standard to Compare and contrast the most important points and key details presented in two texts on the same topic-Students will include key details 1x week 15 min students in the red 33/39 will work on finding the basic similarities and comparisons between 2 texts including pictures as well as extra support 2x week 15min. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies (sharepoint.com) during core instruction, students receiving SPED services will participate in small group instruction for 30 minutes, 4 times weekly with a focus on RL 2.9 standard or skill with the support teacher. Support teachers will use feedback, sentence stems, graphic organizers, drawings, compare and contract activities, Think pair share. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. In addition to implementing High Yield Instructional Strategies (sharepoint.com) during core instruction, students receiving _EL_(Title/LAP, EL, SPED) services will participate in small group instruction for _25 minutes, _2 times a week with a focus on _RL 2.9_standard or skill with the support teacher. Support teachers will _use graphic organizers, visuals, singing songs, Think pair share, drawings, sight words, writing responses and sentence starters. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By implementing timely feedback, close reading, and annotation 40 third graders will increase their mastery of the Rl.3.2 priority standard from 7.5% meeting mastery to 30% meeting mastery as measured by the iReady diagnostic, progress checks and weekly CBA's. The CRT practice of activating students' prior knowledge and class discussions about the text will be used to create an inclusive & equitable environment.
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 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing timely feedback, close reading, and annotation, teachers will use whole group, partnerships, and small group instruction to support students in understanding how to determine the main idea of an informational text, recount key details, and explain how they support the main idea (Rl.3.2). Students will use evidence from the text to support the main idea with focus on comprehension of informational texts. Additionally, teachers and students will monitor progress by iReady diagnostic, progress checks, and weekly CBA's and feedback will be given daily in whole group, small group, and conferring.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing timely feedback, close reading, and annotation, students participate in flexible skill grouping for 20 minutes, 2 times per week with focus on Rl.3.2 priority standard. Teacher will provide direct instruction in using text features, prefixes and suffixes, and critical thinking through metacognition. Students will apply their knowledge of text features, prefixes and suffixes, and critical thinking through metacognition to summarize an informational text condensing key details that support the main idea. Progress will be measured by iReady diagnostic, progress checks, and weekly CBA's.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
3rd fall Cap In addition to implementing timely feedback, close reading, and annotation, students participate in flexible skill grouping for 25 minutes, 2-3 times per week with focus on Rl.3.2 priority standard. Teacher will provide direct instruction in using text features, prefixes and suffixes, and critical thinking through metacognition. Students will apply their knowledge of text features, prefixes and suffixes, and critical thinking through metacognition to summarize an informational text condensing key details that support the main idea. Progress will be measured by iReady diagnostic, unit project-based inquiry, and weekly CBA's.
4th Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
By implementing the strategies of Pre-teaching vocabulary, Think-Pair-Share, Flexible grouping, One-on-one conferring, and Reading Rotations, we will increase skills aligned to the standard (Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text) from 47% to 80% by the end of the unit. To ensure inclusive and equitable practices small group opportunities will be provided for students to receive instant feedback.
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 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the strategies of Pre-teaching vocabulary, Think-Pair-Share, Flexible grouping, One-on-one conferring and Reading Rotations, teachers will use whole group, partner and small group instruction to support students in understanding 4.Rl.1 to ensure students are able to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text through whole group instruction with a focus on. Additionally, students will monitor their progress by bi-weekly CFAs and feedback will be given verbally or in written form during whole group lessons and after every CFA.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing the strategies of Pre-teaching vocabulary, Think-Pair-Share, Flexible grouping, One-on-on conferring, and Reading Rotations, teachers will use small group instruction 20 minutes twice a week to support students in understanding 4.Rl.1 to ensure students are able to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing the strategies of Pre-teaching vocabulary, Think-Pair-Share, Flexible grouping, One-on-on conferring, and Reading Rotations, students receiving Special Education services will participate in small group instruction for 20 minutes, 4 times a week with a focus on standard 4.Rl.1 to ensure students can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Support teachers will provide graphic organizers, feedback, think-aloud, questioning, shared reading and writing in response, academic vocabulary, and turn and talk. Students will read leveled texts when making inferences and quoting the text directly.
5th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
There are 24 students at level 1Ired, 0 students at level 2/yellow, and 15 students at level 3/green on Fall iReady Diagnostic for informational text. By 01-30-26, increase students at a level 2/yellow to 14, and increase the students at a level 3/green to 44 as measured informational text on Winter iReady Diagnostic. The Culturally Responsive and Relevant Teaching practices of small groups, 1:1 conferring, feedback, and student discourse will be used to create inclusive and equitable practices
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 specific feedback, specific standards instruction, student discourse, and self-assessment during core ELA whole group instruction and targeted skills instruction during flexible small group instruction, students will build understanding in Rl.5.1. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by iReady Diagnostic, CFAs, and Sawas quizzes.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing targeted standards-based instruction, feedback, conferring, and student discourse during our double dose small group instruction, students will build understanding in Rl.5.1 by leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by (List measurement).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By implementing specific feedback, specific standards instruction, student discourse, and self-assessment during small group ELA and targeted skills instruction, students will build on understanding of Rl.5.1. learned in whole group setting and practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by iReady Diagnostic, CFAs, and Sawas quizzes, teacher collected data and assessments.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 45% pass rate for the selected standard by the end of the quarter.
By February 2, 2025 45% of students will improve from tier 3 to tier 2 on counting 10 objects accurately with and indicate the last number said is the number of objects as measured by WA Kids assessment and iReady assessments. The CRT practices of Modeling and Providing 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 2 Numbers to 5, Shapes, and Weight
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing MODELING and PROVIDING whole group instruction daily for 10 minutes using counting strategies with manipulatives and Ready Classroom materials using core instruction, students will build understanding in counting and cardinality. Students will engage in peer to peer discourse. Students will demonstrate growth through practice assignments and feedback. Growth will be measured by iReady Classroom Mathematics Lesson Quiz and iReady Classroom Mathematics Unit Assessment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing MODELING and PROVIDING during core instruction, tier 2 students will receive additional support in counting and one to one correspondence. Teachers will use differentiated small group instruction strategies using manipulatives such as ten frames and counters to provide additional support and feedback to tier 2 students. This will occur once a week for 1O minutes. Student progress will be measured by iReady Classroom 1ematics Lesson Quiz and iReady Classroom Mathematics Unit Assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing MODELING and PROVIDING during core instruction, tier 3 students will receive additional support in counting and one to one correspondence. Teachers will use differentiated small group instruction strategies using manipulatives such as ten frames and counters to provide additional support and feedback to tier 3 students. Student progress will be measured by iReady Classroom direct focused Lessons Quiz and iReady teacher collected data.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
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.
2nd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By implementing reason abstractly and quantitatively, construct viable arguments, and model mathematics, we will increase from 13% to 30% By allowing students to make sense of concepts that are taught by using their own words and thoughts with each other, positive recognition and authentic feedback, using diverse examples with the variety of background knowledge students have will use 2.QA.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. Students will partner pair share their understanding during each whole group and small group lesson to show how they solved the problem
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
whole group- all students will engage in their daily iReady math lesson using the try, discuss, connect method Students that need extra support reading the problems may struggle to complete the tasks from the curriculum support staff has pulled students to work on fact fluency 0-20 families are able to see student progress over Schoology as well as end of lesson home connection pages, past lesson workbook pages, and quizzes going home weekly Students will add and subtract within 100 with 80% accuracy or more. Students may use manipulatives to show their understanding. Additionally, teachers and students will monitor progress by weekly formative assessments and feedback will be given weekly to every student by teacher. Data brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
small group (EVERYONE will have a small group) students will be grouped based on their needs students that show competency 7/39 will have extension groups using numbers 0-1000 adding and subtracting 1x week 15 min students that show fluency in adding and subtracting to 20 as well as base 1O knowledge will be in groups to engage in different strategies for how to solve add and subtract numbers 0-100 2x week 15min students that show in the red will be pulled in groups to work on what base 1O means as well as practice their fluency from 0-20 +/- with manipulatives 3x week 15 min. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
in addition to implementing High Yield Instructional Strategies (sharepoint.com) during core instruction, students receiving SPED services will participate in small group instruction for 30 minutes, 4 times a week with a focus on 2.OA.A.1 standard or skill with the support teacher. Support teachers will use place value blocks, place value drawings, manipulatives, touch math, number line, math vocabulary words. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By Dec. 4, 2025 30% of students will improve by one level on the mastery scale of the 3.OA.A.3 standard as measured by iReady Diagnostic and iReady comprehension checks. The CRT practices of student discourse, scaffolding, and partner think-pair-share will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.OA.A Represent and solve problems involving multiplication and division
UNIT: Unit 2 Multiplication and Division: Concepts, Relationships, and Patterns
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing student discourse, scaffolding, partner think-pair-share, teachers will use whole group, partner, and small group instruction to provide opportunities to model and solve a variety of equal group multiplication situations allowing to students be able to identify the factor that represents the group and the factor that represents the number in a group in a multiplication problem. Additionally, students will make connections between written symbols and pictorial representations/models so as to identify the missing factor in a multiplication equation. To accomplish this, students will collaboratively use manipulatives, represent problem situation using mathematical symbols such as multiplication notation, explain their reasoning for each problem situation, and discuss their thinking and representations. Teacher practice will include meaningful student discourse, use of manipulatives, and exit tickets to measure understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing student discourse during core instruction, students will participate in flexible small group 20 mins four times a week with a focus on 3.OA.A.3 standard. Teachers will provide direct instruction with math manipulatives modeling equal group situations where students identify the factor that represents the groups and the factor that represents the amount in the groups. Students will make connections between the models and written equations so they can identify the missing factor whether it be number of groups, number in groups, or total. Our progress will be measured by exit tickets, specific feedback, and brought to PLC meetings to inform future instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing student discourse during core instruction, students will participate in flexible small group 20 mins four times a week with a focus on 3.OA.A.3 standard. Teachers will provide direct instruction with math manipulatives modeling equal group situations where students identify the factor that represents the groups and the factor that represents the amount in the groups. Students will make connections between the models and written equations so they can identify the missing factor whether it be number of groups, number in groups, or total. Our progress will be measured by exit tickets, specific feedback, and brought to PLC meetings to inform future instructional moves.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By implementing the strategies of pre-teaching vocabulary, collect and display, turn and talk, and questioning math stems, we will increase skills aligned to the standard (Fluently add multi-digit whole numbers using the standard algorithm) from 26% to 70% by the end of the unit. To ensure inclusive and equitable practices small group opportunities will be provided for students to share personal reasoning and strategies and receive instant feedback.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Collect and Display, Turn and Talk, Questioning Math Stems, and Math Rotations, teachers will use whole group, partner and small group instruction to support students in understanding 4.NBT.B4 to ensure students are able to fluently add multi-digit whole numbers using the standard algorithm through whole group instruction with a focus on reasoning abstractly and quantitatively, constructing viable arguments and critique the reasoning of others, Use appropriate tools strategically, looking for and make use of structure, and looking for and expressing regularity in repeated reasoning. Additionally, students will monitor their progress by weekly CFAs (exit tickets, comp checks) and feedback will be given verbally or in written form during whole group lessons and after every CFA
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing Collect and Display, Turn and Talk, Questioning Math Stems, and Math Rotations, teachers will use small group instruction 20 minutes twice a week to support students in understanding 4.NBT.B4 to ensure students are able to Fluently add multi-digit whole numbers using the standard algorithm through whole group instruction with a focus on reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, using appropriate tools strategically, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning. Additionally, students will monitor their progress by weekly CFAs (exit tickets, comp checks) and feedback will be given verbally or in written form during whole group lessons and after every CFA
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core Math instruction, students receiving Special Education services will participate in small group instruction for 20 minutes, 4 times a week with a focus on standard 4NBT.B with the support teacher to ensure students can use place value understanding and properties of operations to perform multi-digit arithmetic. Support teachers will provide graphic organizers, feedback, think-aloud, questioning, shared math reasoning diagrams and concept charts for student support and response, academic vocabulary, and turn and talk. Additional focus on reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, looking for and expressing regularity in repeated reasoning. Additionally, students will monitor their progress by weekly Conferencing (exit tickets, comp checks) and feedback will be given verbally or in written form during support group lessons.
5th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By implementing the strategies of pre-teaching math vocabulary, collect and display, tum and talk, and questioning math stems, we will increase from 7% to 60% on the skills aligned to priority standard 5.MD.C.5. 60% of students will get an 80% or above on their Unit 1 test.
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
By implementing Try, Discuss, Connect Routines, teachers will use whole group, partner, and small group instruction to improve students understanding of 5.NBT.B.5 and 5.MD.C.5 to ensure students are able to fluently multiply multi-digit numbers and relate volume to the operations of multiplication though Number Talk, and Notice/Wonder Charts. Additionally, students will receive feedback daily on their math pages, weekly on exit tickets, and biweekly quizzes. Staff will implement the SMPs by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking in small and whole groups. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to solve the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulates such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions as teacher-guided student discourse through purposeful questioning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing timely feedback in small group and conferring, regularly referring to anchor charts, and consistent A/B partner talk, teachers will use whole group, partner and small group instruction to support students in understanding 5.MD.C.5. and .NBT.B.5. Students will focus on solving word problems involving multiplication. The teacher will prompt students to use sentence starters & discuss it questions as students are working with partners & small groups. Students will use the discuss it questions with their partner (SMP3) and will explain and defend their solution strategies verbally & using representations (SMP2). The teacher will facilitate discussion around problem solving strategies identifying how the approaches are the same or different. Additionally, students will monitor their progress by comprehension checks, CFAs, and exit tickets, and feedback will be given daily in whole group, small group, and conferring. High Yield Strategies: Student Discussions & Providing Feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Continued practices of Try, Discuss, Connect Routines, teachers will use small group setting, to improve students understanding of 5.NBT.B.5 and 5.MD.C.5 to ensure students are able to access skills and build on their ability to fluently multiply multi-digit numbers and relate volume to the operations of multiplication though Number Talk, and Notice/Wonder Charts. Students will receive feedback daily on their math pages, weekly on exit tickets, and biweekly quizzes. Staff will implement the SMPs by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking from whole group to small groups settings. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to solve the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulates such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions as teacher-guided student discourse through purposeful questioning, student self-assessment and teacher collected data.
Specialized Program Goals
Preschool Goal
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
Note: TK does not participate in Fall CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: Cognitive: 11) Demonstrates positive approaches to learning: a) Attends and engages
UNIT: [Unit name]
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
Music Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Find SMARTIE examples and example templates. (See CAP SMARTIE Goal section.) By January 30, 2026, 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
Tier 1: Whole Group and Flexible Small Group Instruction (Core Classroom) What specific high-impact strategies will you leverage to maximize student growth during your whole group and your flexible small group instruction? (See CAP Action Step 1 or Tier 1 section for example template.) 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 60% pass rate for the selected standard by the end of the quarter.
In Ms. Worden's 3rd grade class only 48% were able to score a "2''. "3" or "4" on the P.A.C.E.R. standard according to the rubric. Meaning 52% scored a "1" according to the rubric. 10 scored a "1" 5 scored a "2" 1 scored a "3" 3 scored a "4" By the end of this quarter my goal is that 50% will move from a score of "1" to a score of "2" which would be five students out of the 10. My goal for the final P.A.C.E.R. test in May is that 70% of the students that started the year as a score of "1" will move to a score of "2" and that 60% of the students who initially scored a "2" will move to a score of "3"
CURRICULUM: The standards and units we are targeting
STANDARD: Health-6 Student will demonstrate the ability to use goal setting skills to enhance health
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Our warm-up routine is called a TABATA workout, It is accompanied with music and a timer horn that signals the transition to a different activity. This has proven to be more engaging, more interactive and much more physically rigorous. In addition, the sequencing of my P.E. lessons includes large amounts of movement that help with cardio.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
I have created a second warmup routine that is called Four Wall Warmup. This is also much more fun and interactive and physically rigorous. I created this because I wanted something different and when you change things up, I find the engagement stays higher. The students selected below are the student's who scored a "1" on our initial test.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELL students I will model the activity before they attempt the assessment. For children with sensory needs I will provide headphones to reduce the noise overstimulation in PE. For ADD/ADHD students I will provide a "break area" where kids can spend some time without disrupting class. I also do recess support and coordinate soccer and football games that will help kids improve their P.A.C.E.R. scores.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 98% of students have behaviors NOT resulting in suspension or expulsion.
By implementing weekly GAT/Character Strong lessons, daily Mindfulness practice, building wide Zones strategies and Restorative Practice, we will focus on improving student enjoyment of being at school which is not only connected to Student SEL CAP Goal, but should help decrease the number of behavior incidents overall by the end of Q1 (or by the next cycle of Climate Surveys). We will also couple this with utilizing MTSS strategies to target individual access.
Root Cause Analysis:
To address equity in the classroom: we've established culturally relevant instructional practices that include student voice and collaboration, diversifying of and access to learning materials and establishing authentic relationships with students and their families.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
School baseline at the end of Q2 of last year showed a total of 53 students had at least one behavior incident. 24.7 o/o of those incidents were by students with an IEP. 73 o/o of the incidents were by male students. Our goal is to put interventions in place to decrease our overall number of behavior incidents by at least 3% by the end of Q2 of this year.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Implement Character Strong and/or Getting Along Together Curriculum (building wide) with weekly classroom lessons. Create a "reset" space within the classroom, with calming strategies/tools available and/or posted. Utilize MTSS strategies to support all students.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Mindfulness practices implemented in the classroom at least 2 times a day. We will also continue to use Zones of Regulation building wide and more frequent use of Restorative Practice. (Common language) (Teachers will also focus on Tier 1 and 2 strategies in the classroom for behavior to strengthen foundation for those needing Tier 3 support). MTSS implementation.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 90% positive rating on the selected Climate Survey item.
90% of staff will respond positively to the Climate Survey that they believe that their school is an environment that supports their mental/emotional well-being by the end of Q7 (or at the time of the next cycle of Climate Surveys).
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
In-building survey completed last Spring showed that 80.8% of staff felt that always, often or sometimes their school environment supports their mental/emotional well-being. We will continue to incorporate staff supports and PD and will conduct another staff survey this Fall to monitor growth. Our overall goal is 90%. Continue to establish clear expectations and boundaries for students, families and staff. Create opportunities to foster a sense of "belonging" among staff. Possibly hold Character Strong staff PD and do an "Onward" book study to help bring staff together.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.
80% of students will share that they "enjoy coming to school" by then end of Q1 of this year (or at the time of the next cycle of Climate Surveys).
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Staff will continue to utilize strategies to encourage student voice and be intentional about getting to know each of their students. Staff will create a safe environment for students to promote student success.