Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 78% pass rate for the selected standard by the end of the quarter.

There are 19% of kindergarten students meeting the standard of knowing and applying grade level phonics and word analysis skills (R.FK.3). By January 30, the percent of students meeting the standard will increase to 78% as measured by Sawas Summative Baseline Unit 1 Assessment. One way we will accomplish this is through implementing whole group classroom discussion, movement, manipulatives, intentional multisensory direct instruction in phonics and phonics center rotations daily for 90 minutes.

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 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing intentional multisensory direct, explicit, and systematic phonics instruction during phonics and phonological awareness lessons teachers will use whole group, partner, and small group instruction in ELA lessons to support students understanding of RF.K.3 know and apply grade-level phonics and word analysis skills in decoding and encoding words to ensure students are able to decode and encode grade level texts in all content areas. Students will practice current and past skills taught by decoding and encoding daily in whole group, partner, one-on-one and small groups to practice taught phonics and phonological awareness skills in a variety of assignments. Teacher practices will include the model of I do, we do, they do, multisensory instruction, dictations and decodable texts with skills taught during direct instruction. Students will use skills taught to decode and encode during daily lessons and at home weekly for practice with their family.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing direct, explicit, systematic phonics instruction during whole group lessons, students will also participate in skills groups for 10 minutes a day 2 to 4 times a week with a focus on specific phonics and phonological awareness skills that have not mastered. Teachers and students will use multi sensory tools and strategies to practice phonics and phonological skills at a slower more specific pace. Progress will be monitored by quick checks at the end of each week on the skills that were practiced and daily feedback will be given to students at the end of each 10 minute lesson. Data will be brought to PLC to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Title 1 and LAP will support this ELA CAP goal by teaching phonics, phonemic awareness, and vocabulary to intervention students. This will aid students in decoding and encoding words, thus giving intervention students the tools to support their academic growth in the classroom. (CCSSRF.K-5.3)

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

Students need to decode and encode CVC words from phonics lessons with 90-100% accuracy using phonic skills taught.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing intentional multi-sensory direct, explicit, and systematic phonics instruction during phonics and phonological awareness lessons teachers will use whole group, partner, and small group instruction in ELA lessons to support students understanding of RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words to ensure students are able to decode and encode grade level in all content areas. Students will practice current and past skills taught by decoding and encoding daily in whole group, partner, one-on-one and small groups to practice taught phonics and phonological awareness skills in a variety of assignments. Teacher practices will include the model of I do, we do, they do, multisensory instruction, dictations and decodable texts with skills taught during direct instruction. Students will use skills taught to decode and encode during daily lessons and at home weekly for practice with their family.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing direct, explicit, systematic phonics instruction during whole group lessons, students will also participate in skills groups for 10 minutes a day 2 to 4 times a week with a focus on specific phonics and phonological awareness skills that have not mastered. Teachers and students will use multi sensory tools and strategies to practice phonics and phonological skills at a slower more specific pace. Progress will be monitored by quick checks at the end of each week on the skills that were practiced and daily feedback will be given to students at the end of each 1O minute lesson. Data will be brought to PLC to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Title 1 and LAP will support this ELA CAP goal by teaching phonics, phonemic awareness, and vocabulary to intervention students. This will aid students in decoding and encoding words, thus giving intervention students the tools to support their academic growth in the classroom. (CCSSRF.K-5.3) During small group pull out sheltered content-based instruction ML teacher will support students through working on segmenting and academic vocabulary necessary for the success in RF. 1.3.

Goal: What are we trying to achieve

Achieve a 58% pass rate for the selected standard by the end of the quarter.

Second grade students will focus on standard, RL.2. 7 to improve from 22% to 58% in the first trimester byJanuary 30, 2026, as measured by Sawas exit tickets, unit assessments, common formative assessments, and the Winter i-ready diagnostic assessment. We will accomplish this goal by establishing an inclusive and equitable reading culture that adheres to grade level content and shifts from remediation to support with scaffolding. We will collaborate with Title, LAP, LRC, Nest, ML, and support staff to set all students up for success. Students will participate in setting goals for themselves based on baseline unit pre-tests, focusing on where they'd like to end up towards meeting standard. Staff will communicate student progress to families with these goal sheets during conferences and via weekly newsletters.

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

Whole group instruction occurs daily on the umbrella standard of standard RL.2.7. Students will use grade level reading passages as provided through Sawas myView. Students will participate in choral reading and close reading strategies that support literary comprehension. Student discourse strategies, such as "heads together", provide students the opportunity for students to discuss characters and the sequence of events in various entry points. Students can share ideas as well as hearing others' ideas to spark new understanding or help confirm previous thoughts.

Students use graphic organizers, including page numbers and paragraphs when referring to the text to cite evidence that supporting their reasoning. Students receive feedback through peer discussions, exit tickets, and unit assessments to deepen their understanding.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the ELA core, students will participate in a strategy group for 15 minutes, 3 times a week with a focus on (RL.2.7) to identify characters, setting, and plot, using illustrations to aid their understanding. Teachers will use student discourse strategies such as "heads together", to encourage & provide opportunities to discuss the characters' traits and their effect on the story. Students will read fictional passages with the support of graphic organizers to list character, setting, and plot events. Students will learn different descriptive vocabulary that helps readers visualize the text to support the progression of the sequence events based on character moves. Supplemental instruction through iReady reading lessons supports the development of this goal. Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Title 1 and LAP will support this ELA CAP goal by teaching phonics, phonemic awareness, and vocabulary to intervention students. This will aid students in decoding and encoding words, thus giving intervention students the tools to support their academic growth in the classroom. (CCSSRF.K-5.3). During small group pull out sheltered content-based instruction ML teacher will support students through working on academic vocabulary, sentence stems, graphic organizers, and concepts necessary for the success in RL.2.7.

Goal: What are we trying to achieve

Achieve a 60% pass rate for the selected standard by the end of the quarter.

Through a variety of high yield strategies, small group work, 1:1 conferring, weekly exit tickets, our students performing at standard will increase from 10% to 60% by January 2026, We will present information using a variety of modalities to accommodate different learning styles. We will provide a variety of ways for students to display their knowledge, (ex. allow students to orally respond to questions, use of illustrations). We will ensure that language isn't a barrier for our diverse population, by defining unfamiliar words and helping them describe illustrations, reading the stories out loud, and utilizing recorded versions of Sawas material during independent work time. Students will practice the targeted comprehension skills in small group at their instructional reading level.

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

Students will participate in whole group reading lessons using the Sawas MyView curriculum. Students will engage in literacy discourse daily to make sense of informational text and to discuss how text features support comprehension. Students will engage in turn and talk opportunities and whole-group discussions.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students will meet in small groups 2-3 times a week for 15 minutes to practice with main idea and supporting details. Classroom teacher will lead guided reading groups at the student's instructional reading level. Students will receive teacher and peer feedback on efforts to identify main idea and key details. Title and LAP support: Title 1 and LAP will support this ELA CAP goal by teaching phonics, phonemic awareness, and vocabulary to intervention students. This will aid students in decoding and encoding words, thus giving intervention students the tools to support their academic growth in the classroom. (CCSSRF.K-5.3)

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Action 3. LRC will support this ELA CAP goal by providing targeted instruction in phonics, phonemic awareness, high-frequency word recognition, fluency, comprehension, and written expression. This instruction will include opportunities for students to identify and blend sounds, decode and encode words, build fluency with instructional level texts, and strengthen comprehension through responding to text. Students will also receive targeted instruction in writing skills, including spelling, capitalization, punctuation, grammar, and sentence/paragraph development. This support will give LRC student the tools to improve their reading accuracy, fluency, and written communication in the classroom.

Goal: What are we trying to achieve

Achieve a 51% pass rate for the selected standard by the end of the quarter.

4th graders will improve from 7% of students meeting the end of year standard of L4.4 (determine & clarify meaning of vocabulary words) based on Grade 4 reading and content to 51% meeting by Winter as measured by the iReady Diagnostic Assessment, Sawas Word Study Quizzes, and other intervention based formative and summative assessments, in collaboration with students, parents, grade level team, and support staff by collaborating on goal setting through meetings and home-to-school communications.

CURRICULUM: The standards and units we are targeting

STANDARD: L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

During Whole group instruction, we will focus on academic vocabulary, word work, and developing strategies to decode and understand any domain specific vocabulary. We will be teaching specific word instruction using context clues, definitions, and creating memory images to help students retain the new vocabulary. We will use graphic organizers and journaling to support student understanding. We will teach specific strategies for reading, understanding, and retaining new domain-specific vocabulary in variety of texts.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In class, teachers will pull small groups as needed, based on formative assessments and summative assessments to relearn or do additional lessons around new vocabulary related to the core curriculum's text. The focus in these groups will vary based on the data from the daily or weekly tickets and other assessments. We will teach these students to use a variety of strategies to help them such as journaling and using graphic organizers.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Title 1 and LAP will support this ELA CAP goal by teaching phonics, phonemic awareness, and vocabulary to intervention students. This will aid students in decoding and encoding words, thus giving intervention students the tools to support their academic growth in the classroom. (CCSSRF.K-5.3) LRC will support this ELA CAP goal by providing targeted instruction in phonics, phonemic awareness, high-frequency word recognition, fluency, comprehension, and written expression. This instruction will include opportunities for students to identify and blend sounds, decode and encode words, build fluency with instructional level texts, and strengthen comprehension through responding to text. Students will also receive targeted instruction in writing skills, including spelling, capitalization, punctuation, grammar, and sentence/paragraph development. This support will give LRC student the tools to improve their reading accuracy, fluency, and written communication in the classroom. During small group pull out sheltered content-based instruction ML teacher will support students through working on academic vocabulary, sentence stems, graphic organizers, and concepts necessary for the success in (insert a standard you are focusing on). Special Education Teachers are working with students on IEP goals based on their individual needs. These IEP goals are individualized and work toward the grade level standard in that area.

Goal: What are we trying to achieve

Achieve a 60% pass rate for the selected standard by the end of the quarter.

Our goal is to increase vocabulary skills (L.5.4 A and BJ specifically with multiple meaning words and using context clues to understand new words. We chose this because we have low scores in this area and several ML students in our classes. In our grade level, there are 33 students at level 1, 19 students at level 2, and 4 students at level 3. By February, 60% of students will meet standard on L. 5.4 A and Bas measured by the vocabulary posttest and iReady scores. The Culturally Responsive and Relevant Teaching practices will be used to create inclusive and equitable practices.

CURRICULUM: The standards and units we are targeting

STANDARD: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Using the academic vocabulary words from Unit 1:Journeys along with the domain specific vocabulary words of each story, we will use the lesson in the curriculum whole group to practice the words (Class discussions, practice pages, journal writing, looking for base words, utilizing prefix and suffix knowledge, synonyms and antonyms). In small groups, we will review words in a variety of ways using similar strategies along with other word work skills as dictated by the lesson and gaps in learning. We will also encourage our reluctant "sharers" to "be brave" and use their voice--that having our thoughts and feelings and ideas validated and heard is important!

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Intervention Block is before our CORE teaching block, so we can use this time to pre-teach skills for the upcoming lesson as well as review previous lessons focusing on vocabulary skills. During small group pull out sheltered content-based instruction ML teacher will support students' academic vocabulary acquisition and development through using sentence stems and frames, graphic organizers (CCD - cognitive concept dictionary, pictorial input charts, mind maps), and visual aids (videos, pictures, realia, Nearpod lessons).

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Title 1 and LAP will support this ELA CAP goal by teaching phonics, phonemic awareness, and vocabulary to intervention students. This will aid students in decoding and encoding words, thus giving intervention students the tools to support their academic growth in the classroom. (CCSSRF.K-5.3) During small group pull out sheltered content-based instruction ML teacher will support students' academic vocabulary acquisition and development through using sentence stems and rames, graphic organizers (CCD - cognitive concept dictionary, pictorial input charts, mind maps), and visual aids (videos, pictures, realia, Nearpod lessons). LRC will support this ELA CAP goal by providing targeted instruction in phonics, phonemic awareness, high-frequency word recognition, fluency, comprehension, and written expression. This instruction will include opportunities for students to identify and blend sounds, decode and encode words, build fluency with instructional level texts, and strengthen comprehension through responding to text. Students will also receive targeted instruction in writing skills, including spelling, capitalization, punctuation, grammar, and sentence/paragraph development. This support will give LRC student the tools to improve their reading accuracy, fluency, and written communication in the classroom. LRC will support this ELA CAP goal by providing targeted instruction in phonics, phonemic awareness, high-frequency word recognition, fluency, comprehension, and written exp

Goal: What are we trying to achieve

Achieve a 89% pass rate for the selected standard by the end of the quarter.

There are 21% of Kindergarten students meeting the standard of K CC.B Count and tell the number of objects. By January 30, 2026 the percent of students meeting the standard will increase to 89% as measured by Ready Math Unit 1 and Unit 2 Summative Assessments. One way we will accomplish this is by strengthening the try, discuss and connect protocol from Ready Math during whole group instruction with an emphasis on promoting student discourse.

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 the Try, Discuss, Connect Protocol teachers will use whole group, partner and small group instruction to support students in understanding K.CC.B Count to tell the number of objects to ensure students are able to identify numbers 0-5, count a group of objects 0-5 accurately, compose and decompose numbers 0-5 with manipulatives and/or pictures to solve addition and subtraction problems within 5.

Teachers' practices will include I do, we do, they do, use of manipulatives, anchor charts, sentences stems, and turn and talk strategies. Students will show their thinking using pictures, words, conceptual models and manipulatives and be able to share their thinking and explain how they arrived at their answer. Teacher and students will use number talks daily as a whole group number sense practice tool. Students will participate in counting collection activities to practice one to one correspondence. Progress monitoring will be tracked through lesson observations, exit tickets and quizzes.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing the Try, Discuss, Connect Protocol during core whole group instruction, students will participate in small group instruction for 10 minutes, 2-4 times a week with a focus on K.CC.B Count to tell the number of objects. Teachers will use the I do, We do, They do model to help students in understanding what a number is, how a number can me made using objects, pictures, written numeral form and can be composed and decomposed. Students will show their understanding through the use of manipulatives, drawings, and explaining their thinking to the group and/or partner. Teacher and students will use counting collection activities to work on one to one correspondence with counting. Progress will be measured by lesson observations, exit tickets and brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

No students are currently receiving support services.

Goal: What are we trying to achieve

Achieve a 61% pass rate for the selected standard by the end of the quarter.

Students need to solve word problems by adding and subtracting within 10 using pictures and/or manipulatives, an equation to show their thinking of how they solved the word problem to get their answer.

CURRICULUM: The standards and units we are targeting

STANDARD: 1.OA.A Represent and solve problems involving addition and subtraction

UNIT: Unit 1 Relating Addition and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the Try, Discuss, Connect Protocol teachers will use whole group, partner and small group instruction to support students in understanding 1.OA.A Represent and solve problems involving addition and subtraction, and understanding subtraction as taking apart and taking from to ensure students are able to identify numbers 0-10, count a group of objects 0-1O accurately, compose and decompose numbers 0-10 with manipulatives and/or pictures to solve addition and subtraction problems within 10. Teachers' practices will include I do, we do, they do, use of manipulatives, anchor charts, sentences stems, and turn and talk strategies. Students will show their thinking using pictures, words, conceptual models and manipulatives and be able to share their thinking and explain how they arrived at their answer. Teacher and students will use number talks daily as a whole group number sense practice tool. Students will participate in daily equation practice using whiteboards to draw a picture to solve the equation on index card that the teacher displays and show the answer. Progress monitoring will be tracked through lesson observations, exit tickets and quizzes.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing the Try, Discuss, Connect Protocol during core whole group instruction, students will participate in small group instruction for 10 minutes, 2-4 times a week with a focus on 1.OA.A Represent and solves problems involving addition and subtraction and understanding subtraction as taking apart and taking from to ensure students are able to identify numbers 0-10, count a group of objects 0-10 accurately, compose and decompose numbers 0-10 with manipulatives and/or pictures to solve addition and subtraction problems within 10. Teachers will use the I do, We do, They do model to help students in understanding how numbers within 10 can be composed and decomposed. Students will show their understanding through the use of manipulatives, drawings, and explaining their thinking to the group and/or partner. Teacher and students will use pictures and manipulatives to show understanding of problems within 10. Progress will be measured by lesson observations, exit tickets and brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will be supported by IEP

Goal: What are we trying to achieve

Achieve a 65% pass rate for the selected standard by the end of the quarter.

Second grade students will focus on standard, 2.GA.A to improve from 17.3% to 65% in the first trimester byJanuary 30, 2025, as measured by comprehension checks, exit tickets from Ready Classroom, and the Winter i-ready diagnostic assessment. We will accomplish this goal by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support with scaffolding. We will collaborate with the LRC, Nest, and support staff to set all students up for success. Students will participate in setting goals for themselves based on pre-tests, focusing on where they'd like to end up towards meeting standard. Staff will communicate student progress to families with these goal sheets during conferences and via weekly newsletters.

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 timely feedback in small group and conferring, regularly referring to anchor charts, and consistent "think, pair, share" partner talks, teachers will use whole group, partner and small group instruction to support students in understanding 2.OA.A as students will focus on fluently adding and subtracting 2 and 3-digit numbers. Student will focus on solving using strategies such as "make a ten", "count on" and use visual models to aid understanding. The teacher will support student thinking with the use of the "3 reads protocol" as well as "notice and wonder" to spark student thinking. The teacher will facilitate discussion by using "think, pair, share" and select and sequencing student work to prompt students to see the differences in ways to solve a problem. Additionally, students will monitor their progress by comprehension checks, common formative assessments, exit tickets, and feedback will be given daily in whole group, small group, and conferring. High Yield Strategies: Student Discussions & Teaching Strategies, and Providing Feedback.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the Math core, students will participate in an instructional group at their level for 20-25 minutes, 4 times a week in class, or with MTSS, with an emphasis on 2.OA.A to identify strategies that support their understanding of adding and subtracting 2 and 3-digit numbers.

Teachers will use student discourse strategies such as think-pair-share, to encourage & provide opportunities for students to explain their thinking with manipulatives and models. Students will also participate in individual ready math lessons tailored to their need based on i-ready fall diagnostic. Student progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

LRC and Nest will support this goal by providing individualized support in foundational skills that help support this standard, based on current student IEP goals.

Goal: What are we trying to achieve

Achieve a 60% pass rate for the selected standard by the end of the quarter.

Third grade students will focus on standard, 3.NBTA to improve from 20% to 60% in the second trimester by January 2026, as measured by comprehension checks, exit tickets from Ready Classroom, and the Winter i-ready diagnostic assessment. We will accomplish this goal by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support with scaffolding. We will collaborate with the LRC and support staff to set all students up for success. Students will participate in setting goals for themselves based on pre-tests, focusing on where they'd like to end up towards meeting standard. Staff will communicate student progress to families with these goal sheets during conferences and via weekly newsletters.

CURRICULUM: The standards and units we are targeting

STANDARD: 3.NBT.A Use place value understanding and properties of operations to perform multidigit arithmetic

UNIT: Unit 1 Three-Digit Numbers: Place Value, Addition, and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing timely feedback in small group and conferring, regularly referring to anchor charts, and consistent "think, pair, share" partner talks, teachers will use whole group, partner and small group instruction to support students in understanding 3.NBT.A as students will focus on fluently adding and subtracting 3-digit numbers. Student will focus on solving with equal groups, arrays, measurement quantities, and equations that represent an unknown. The teacher will support student thinking with the use of the "3 reads protocol" as well as "notice and wonder" to spark student thinking. The teacher will facilitate discussion by using "think, pair, share" and select and sequencing student work to prompt students to see the differences in ways to solve a problem. Additionally, students will monitor their progress by comprehension checks, common formative assessments, exit tickets, and feedback will be given daily in whole group, small group, and conferring. High Yield Strategies: Student Discussions & Teaching Strategies and Providing Feedback.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the Math core, students will participate in a instructional groups at their level for 20 minutes, 4 times a week with a focus on (3.NBT.A) to identify strategies that support their understanding of adding and subtracting 3-digit numbers. Teachers will use student discourse strategies such as think-pair-share, to encourage & provide opportunities for students to explain their thinking with manipulatives and models. Students will also participate in individual ready math lessons tailored to their need based on i-ready fall diagnostic. Student progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Math: LRC will support this Math CAP goal by providing targeted instruction in computation skills, including addition, subtraction, multiplication, and number sense. This instruction will build students' fluency and accuracy with facts and applied problems at their instructional level, giving them the tools to support their mathematical growth in the classroom.

Goal: What are we trying to achieve

Achieve a 51% pass rate for the selected standard by the end of the quarter.

4th graders will improve from 0% of students meeting the end of year standard of 4NBT.A (Generalize place value understanding for multi-digit whole numbers) based on Grade 4 math concepts to 51% meeting by Winter as measured by the iReady Diagnostic Assessment, iReady Comprehension Checks, iReady Quizzes, and other intervention based formative and summative assessments, in collaboration with students, parents, grade level team, and support staff by collaborating on goal setting through meetings and home-to-school communications.

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

Our instructional goal is 4.NBT.A. We will focus our Tier 1 core lessons so all students are exposed to, and have the opportunity to learn grade-level content, even if they are not fully accessing it yet. We will use visual representations such as manipulatives, models, and place value strategies to support understanding. Vocabulary is emphasized and journaled with visuals. We've implemented the iReady Math Fluency Flight program to build fluency in addition, subtraction, multiplication, and division. During core lessons, flexible groupings are used for independent practice based on observations or exit ticket data. During whole group instruction, students will use Levels of Understanding (1-4) on exit tickets to rate their understanding of the content. The teacher will review and record competency, then go over the question as a class to address challenges and clarify understanding. The class will review the question, note where they struggled, and what they now understand on their exit ticket, promoting student reflection and growth.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the steps outlined in Action Step 1. During flexible small group instruction, teachers will reteach concepts, reinforce foundational skills, and provide targeted support based on individual student needs and exit ticket reviews. Students requiring additional support, as identified by exit tickets and formative assessments, will participate in small-group instruction to build foundational knowledge and confidence in the content. These will allow for differentiation and will be supported by assigned iReady lessons based on exit tickets and daily work to support effective small-group instruction. During small groups, teachers will implement these additional strategies: Manipulatives to play number sense games, using manipulatives, and graphic organizers. Based on skill level, small groups will run 3 times a week for 20 minutes.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

LRC will support this Math CAP goal by providing targeted instruction in computation skills, including addition, subtraction, multiplication, and number sense. This instruction will build students' fluency and accuracy with facts and applied problems at their instructional level, giving them the tools to support their mathematical growth in the classroom. Special Education Teachers are working with students on IEP goals based on their individual needs. These IEP goals are individualized and work toward the grade level standard in that area.

Goal: What are we trying to achieve

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

5th graders will improve from 0% of students meeting the end of year standard of 5.NFA (adding and subtracting fractions with unlike denominators using equivalent fractions) based on Grade 5 math concepts to 50% meeting by Winter as measured by the iReady Diagnostic Assessment, iReady Comprehension Checks, iReady Quizzes, and other intervention based formative and summative assessments, in collaboration with students, parents, grade level team, and support staff by collaborating on goal setting through meetings and home-to-school communications.

CURRICULUM: The standards and units we are targeting

STANDARD: 5.NF.A Use equivalent fractions as a strategy to add and subtract fractions

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

During whole group, we will use Ready Math to teach math lessons that focus on the pacing guide and deliver all the lessons to ensure we teach all the standards related to adding and subtracting both fractions and decimals and teaching how they are related. Using data from those lessons, we will pull small flexible groups daily with students who need reteaching of the concept in order to understand and apply it independently.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students who are showing that they are not understanding math concepts, even with extra support in daily small groups will be placed into a consistent small intervention math group, in order to make progress towards grade level standards. This group may focus on current standards being taught or may be focusing on past standards that students are missing and need in order to build on those newer concepts. During small group pull out sheltered content-based instruction ML teacher will support students' academic vocabulary acquisition and development through using sentence stems and frames, graphic organizers (CCD - cognitive concept dictionary, pictorial input charts, mind maps), and visual aids (videos, pictures, realia, Nearpod lessons).

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

LRC will support this Math CAP goal by providing targeted instruction in computation skills, including addition, subtraction, multiplication, and number sense. This instruction will build students' fluency and accuracy with facts and applied problems at their instructional level, giving them the tools to support their mathematical growth in the classroom.