Continuous Achievement Plan
The Continuous Achievement Plan & Process (CAP) is a systemic approach to effectively meet and exceed the Tacoma Public School’s four strategic plan goals and 36 benchmarks. The strategic plan serves as the foundation of the CAP and is a continuous process that compels all district stakeholders to identify and eliminate student achievement gaps across the system.
The aligned process is designed for every school and district department. The Continuous Achievement Planning Process (CAP) includes:
- A Continuous Achievement Plan (CAP) which includes six specific action plans; Leadership, Academic Excellence, Safety, Partnerships, Early Learning (elem only), Social/Emotional (elem only) developed quarterly by schools and departments;
- Deliberate unpacking and examination of student data to drive the development of laser focused, standards-based action steps;
- The leaders vision, systems, and actions that will ensure continuous improvement;
- A schedule of quarterly school and department data check-ins to monitor and adjust action plans;
- School visits to monitor, support and provide differentiated feedback on buildings’ action plans and student data;
- Deliberate alignment of district departments’ work to the building CAPs.
Continuous Achievement Process & Plan - 2026 Quarter 1
Browns Point staff believes in "Every Student Every Day." We are committed to using culturally responsive strategies and equitable practices to teach the state standards. We believe in teaching to the whole child and providing social/emotional learning as well as academic supports so that they can follow the Beluga Way (Be Respectful, Responsible, Safe and Kind). Our goal is that every child reaches their full potential in academic and social/emotional growth.
Our Vision
All students (100%) will meet or exceed standard.
Our Mission
Educate. Encourage. Empower. We believe in educating the Whole Child. We encourage collaboration between families, community, and school. Our mission is to empower all students equitably so they can meet their full potential.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By implementing student talk strategies, goal setting and various forms of feedback, we will increase from 6% to 36% of students in kindergarten meeting standard on all 33 letter sounds, including short and long vowels and hard and soft C and G, by the end of trimester one.
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
Student talk strategies, goal setting and various forms of feedback will be delivered during CORE TIER I instruction using Sawas. While implementing student talk strategies, the teacher will provide sentence stems when sharing sounds for each letter. We will provide sentence stems for students to identify beginning, middle and end sounds in CVC words. We will implement student talk moves for letter sounds and identifying beginning, middle, and end sounds in CVC words. Students will use the sentence stem to share the letter sounds. Students will use talk moves to demonstrate their knowledge of letter sounds. While implementing the goal setting strategy, the teacher will confer regularly with students and students will track their progress toward the goal using a personal tracker. While implementing various forms of feedback, the teacher will confer with students one on one and whole group to provide immediate constructive feedback regarding letter sound articulation.
Students will practice the correct articulation of each letter sound when they receive feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
8. Student talk strategies, goal setting and various forms of feedback will be delivered during Small Group TIER II using Sawas. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of letter sounds. Students will use AB partners to access and share their knowledge of letter sounds and beginning, middle, and end sounds in CVC words. While implementing goal setting strategies, the teacher will revisit the learning target and success criteria of articulating letter sounds at the end of each lesson. Students will self-reflect and determine whether they met the daily goal. While implementing feedback strategies, teacher will walk around asking probing questions as students work on the phonics pages of the Sawas workbooks. Students will use teacher feedback as they complete their workbook tasks.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students qualifying for LRC services will receive support reflected in their IEPs.
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 74% pass rate for the selected standard by the end of the quarter.
By implementing classroom discussion, goal setting, and feedback, we will increase from 59% to 74% those students in second grade meeting standard on RI 2.6. Identify the main purpose of a text including what the author wants to answer, explain, or describe.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Classroom discussion, goal setting, and feedback will be delivered during CORE TEIR I instruction using Sawas curriculum. While implementing classroom discussion, the teacher will model using read aloud of nonfiction selections and anchor charts to teach text structure along with facilitating discussion and reflection. Students will retell, and listen to others retell, informational text to confirm their understanding of important ideas and details. While implementing goal setting, the teacher will revisit the learning target and success criteria at the end of each lesson.
Students will self-reflect and determine whether or not they met their daily target. While implementing feedback, the teacher will walk around and ask probing questions, confer with students, and provide instructive feedback based on immediate student work. Students will put feedback into action.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Classroom discussion, goal setting and feedback will be delivered during Small Group TEIR 2 instruction 4 days per week for 30 minutes each session. While implementing classroom discussion, the teacher will facilitate close reading and discussion in a small group using on-level texts. Students will use graphic organizers to map their thinking prior to discussion and then share using their notes. By implementing goal setting, the teacher will provide a rubric that scaffolds how to find main ideas and supporting details in a nonfiction text. Students will use a rubric to measure proficiency in finding main ideas and supporting details. While implementing feedback, the teacher will use the rubric to confer with students. Students will act upon feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students with IEPS will receive SDI based on identified goals in their Individualized Education Plan.
3rd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By implementing classroom discussion, immediate/actionable feedback, and annotating/close-reading skills (specifically around inferences}, we will increase proficiency from 41% to 65% of students meeting this priority standard.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Classroom discussion, feedback, note-taking will be delivered during CORE TIER I instruction using Sawas myView. While implementing classroom discussion, the teacher will facilitate turn and talk discussions, strategic partnering, and sentence frames. Students will use sentence frames to discuss topics with their partner in turn and talk routines. While implementing student feedback, the teacher will provide timely and actionable feedback aligned to the learning targets. Students will implement feedback to revise their learning and be in a better position to reciprocally teach the same skills and understandings to their peers. While implementing note taking, the teacher will provide and model the use of graphic organizers in a way that encourages a gradual release of responsibility onto the students. Students will use provided models to display their thinking with increasingly more independence.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Goal-setting, feedback, and close reading will be delivered during Small Group TIER II instruction 3 times a week for 15 minutes. The teacher will co-create a goal with students based on data or classroom observations. Students will create goals with teacher support, then evaluate their progress and revise their learning as needed. The teacher will provide immediate and actionable feedback to students based on in-the-moment observations. Students will utilize this feedback in the moment and in future practice. The teacher will explain the purpose of close reading skills and provide a model. Students will use the model to organize and build on their understanding using the graphic organizer.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students qualifying for LRC services will receive support reflected in their IEPs.
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 student talk strategies, goal setting, and various forms of feedback, we will increase from 42% to 57% of students in 4TH meeting standard on RL.4.1 refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
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
Student talk strategies, goal setting, and various forms of feedback will be delivered during CORE TIER I instruction using the Sawas curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow partners/reading buddies and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self-reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during small group TIER II instruction using the Sawas Curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow/reading buddy partners and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self-reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students qualifying for LRC services will receive support reflected in their IEPs.
5th Grade
Goal: What are we trying to achieve
Achieve a 76% pass rate for the selected standard by the end of the quarter.
By implementing student talk strategies, goal setting, and various forms of feedback, we will increase from 55% to 70% of students in 5TH meeting standard on RL.5.1 refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during CORE TEIR I instruction using the Sawas curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow partners/reading buddies and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during small group TIER II instruction using the Sawas Curriculm. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow/reading buddy partners and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students with IEPS will receive SDI based on identified goals in their Individualized Education Plan.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 62% pass rate for the selected standard by the end of the quarter.
By implementing student talk strategies, goal setting and various forms of feedback, we will increase from 32% to 62% of students in kindergarten meeting standard on K.CC.B.4 by accurately reading the numbers 0-20.
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
7. Student talk strategies, goal setting, and various forms of feedback will be delivered during CORE TEIR I instruction using the Curriculum Associates ReadyMath curriculum. While implementing student talk strategies, the teacher will use number talks to promote understanding of the relationship between numbers and quantities. The students will participate in think pair share to gain understanding of the names of numbers 0-20. While implementing goal setting strategies, the teacher will use goal setting sheets for each student to record progress toward the standard. Students will regularly confer with the teacher about the numbers they know and the numbers they still need to master. While implementing feedback strategies, the teacher will confer with students one on one and whole group to provide immediate constructive feedback regarding number identification. Students will use teacher feedback as they continue with practicing number recognition.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during Small Group TIER II. While implementing student talk strategies, the teacher will show number cards and discuss different ways to represent a number and the name of each number. Students will turn and talk to discuss different ways to represent a number and the name of the number. While implementing goal setting, the teacher will use goal setting sheets for each student to record progress toward the standard. Students will regularly confer with the teacher about the numbers they know and the numbers they still need to master. While implementing feedback strategies, the teacher will confer with students one on one and whole group to provide immediate constructive feedback regarding number identification. Students will use teacher feedback as they continue with practicing number recognition.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students qualifying for LRC services will receive support reflected in their IEPs.
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 70% pass rate for the selected standard by the end of the quarter.
By implementing classroom discussion, goal setting and feedback, we will increase from 35% to 50% of students in 2nd grade meeting standard on 2.OA.A Represent and solve problems involving addition and subtraction.
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
Classroom discussion, goal setting and feedback will be delivered during CORE TEIR I instruction using Ready Math curriculum. While implementing classroom discussion, the teacher will use Ready Math discussion routines such as provide feedback to a partner. Students will turn and talk to share strategies for solving the problem. While implementing goal setting, the teacher will confer with each student. Students will articulate their perceptions of themselves as mathematicians and evaluate their progress toward meeting their goal. While implementing feedback, the teacher will provide timely and meaningful constructs for students. While implementing feedback strategies, teachers will walk around and ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group tasks.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Classroom discussion, goal setting and feedback will be delivered during Small Group TEIR 11, 4 days per week for 30 minutes each session. While implementing classroom discussion, the teacher will provide concrete and visual models along with sentence stems to provide examples for student discussion. Students will use manipulatives to clarify and/or explain their thinking with partners, small groups and/or whole group. While implementing goal setting, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will track their progress toward successfully applying and understanding a variety of addition and subtraction strategies. While implementing feedback, the teacher will conduct formative assessments by asking probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group tasks. Students will explain and show their strategy/understanding to the teacher.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students with IEPS will receive SDI based on identified goals in their Individualized Education Plan.
3rd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By implementing classroom discussion, feedback, and goal setting, we will increase from 0% of students in 3rd grade meeting standard on 3.NBTA.2 to 50% of students in 3rd grade meeting this standard.
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
Classroom discussion, feedback, and goal-setting will be delivered during CORE TIER I instruction using i-Ready Math. While implementing classroom discussion, the teacher will facilitate structured conversations using sentence stems and following established discourse routines. Students will participate in conversations aligned with the learning targets. While implementing feedback, students will be given opportunities to use visuals to share and explain their thinking. While implementing goal setting, the teacher will revisit learning targets and success criteria.
Students will self-assess their mastery of the learning targets according to the success criteria.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group discussion, feedback, and goal-setting will be delivered during Small Group TIER II for 15-minute sessions occurring three times each week. While implementing small group discussion, the teacher will facilitate structured conversations using sentence stems and open-ended questions. Students will have access to a variety of manipulatives from tactile to more abstract to demonstrate their thinking. While implementing feedback, the teacher will ask probing questions to identify misconceptions. Students will use this feedback to confirm or revise their thinking.
While implementing goal-setting, the teacher will revisit learning targets and success criteria. Students will self-assess their mastery of the learning targets according to the success criteria.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students qualifying for LRC services will receive support reflected in their IEPs.
4th Grade
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
By implementing student talk strategies, goal setting, and various forms of feedback we will increase from 23% to 38% of students in 4th meeting standard on 4.NBT.B.5 multiply whole number of up to 4 digits by a 1 digit whole number, and multiply 2 2-digit numbers using strategies based on place value and the properties of operations.
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 3 Multi-Digit Operations and Measurement: Multiplication, Division, Perimeter and Area
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during CORE TIER I instruction using the Curriculum Associates ReadyMath curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow partners/math buddies and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self-reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during small group TIER II instruction using the Curriculum Associates ReadyMath curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow partners and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self-reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around and ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students qualifying for LRC services will receive support reflected in their IEPs.
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 student talk strategies, goal setting, and various forms of feedback we will increase from 29% to 44% of students in 5th meeting standard on 5.NBT.B.5. Perform operations with multi-digit whole numbers and with decimals to hundredths.
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
Student talk strategies, goal setting, and various forms of feedback will be delivered during CORE TEIR I instruction using the Curriculum Associates ReadyMath curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow partners and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Student talk strategies, goal setting, and various forms of feedback will be delivered during small group TIER II instruction using the Curriculum Associates ReadyMath curriculum. While implementing student talk strategies, the teacher will ask open ended questions to gain student understanding of learning target and content. Students will use elbow partners and access sentence frames if needed to discuss teacher prompt. While implementing goal setting strategies, teacher will revisit the learning target and success criteria at the end of each lesson. Students will self reflect and determine whether they met the daily criteria. While implementing feedback strategies, teacher will walk around ask probing questions as students work in collaborative groups. Students will use teacher feedback as they continue with group task.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students with IEPS will receive SDI based on identified goals in their Individualized Education Plan.
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.
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
Review Learning Target 2. Review success criteria - give examples Strategies may include: • Practice steady beat as a class with a recording. (ex. Ants Go Marching, Move To The Beat, We Are The Dinosaurs)• 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 85% pass rate for the selected standard by the end of the quarter.
There are currently_% of 4th grade students meeting standard 1.E14.5a. By January 30th, 2026, the percent of students meeting the standard will increase to 80% as measured by visual skill assessments using the overhand throwing rubric as guidance. I will accomplish this by establishing an inclusive and equitable PE culture that adheres to grade-level standards. This includes providing a safe space for learning and trying new things and maximizing participation time for students.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole Group and Flexible Small Group Instruction (Core Classroom) During whole group instruction, I will use overt instruction, modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movement markers necessary to perform the skill correctly. Additionally, I will utilize games and station activities that emphasize the skill of the overhand throw. Games will be small sided to increase throwing opportunities for each student.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During stations and small group instruction, I will reteach the skill. I will provide a visual maker of the stepping foot for those who need extra assistance. I will create opportunities for students to have opportunities to throw in both blocked and dynamic environments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELL students I will provide pictures and videos to demonstrate the skills and appropriate steps to performing it. For children with sensory sensitivities. I will provide headphones to reduce the noise overstimulation in PE. For students with attention challenges I will provide a listening space during instruction where they can move and fidget without disrupting class.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 99% of students have behaviors NOT resulting in suspension or expulsion.
By implementing daily morning meetings that include GAT lessons, zones check ins, and Character Strong, exclusionary rate will drop from .7% to .5%.
Root Cause Analysis:
Students: sense of belonging (relationships with peers and adults), conflict resolution skills Staff: culturally responsive practices (both for relational capacity and instruction/assessment), skill in de-escalation, restorative practices
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Classroom teachers will implement TIER I using the GAT and/or Character Strong curriculum, classroom meetings, and greetings at the door. Classroom teachers will implement targeted focused TIER II SEL group.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
SEL GAT lessons, 2x1Os, small group Tier 2 instruction taught by the Counselor, Check and Connect with individual students, Check In/Check out with individual students. (Tier 2) Utilize perception survey to identify students for 2X1Os and other Tier 2 menu options. Inform staff about Tier 2 team and supports available. Reinforcing the CORE SEL curriculum, identified students (based on the universal screener) will receive additional small group instruction (as needed) to support in understanding how to identify, express, and regulate their emotions. Students will respond to situations and problem solve through role playing, using I-messages, sentence frames, read aloud, and small group/individual discussion.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Steps to increase Adult SEL include adult restorative circles, PD on Restorative Practices, De-escalation, and Culturally Responsive Teaching Practices, brain research. PD will be followed by systems of progress monitoring (implementation) and support (accountability). Staff will model practices, observe practices in classrooms, and regularly share success of new practices, analyze data, and add additional action steps. New TIER II committee will meet to analyze data, create action steps, and support staff with interventions for students
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 80% positive rating on the selected Climate Survey item.
80% of staff will feel proficient in using self-regulation de-escalation strategies in supporting students.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Staff will engage in PD to increase their knowledge of brain research and learn strategies for self-regulation and de-escalation.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 75% positive rating on the selected Climate Survey item.
By implementing Peace Path/Restorative Circles using "I" statements, role playing/modeling, and explicit Zones/Social thinking lessons about Big Problem and Small problems, 75% of students will report an increase in their ability to solve conflict with others.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Staff will create a safe and inclusive environment. Staff will teach problem solving steps. Student 'conflict managers' will be trained to mediate student conflict. Staff training to identify when students are at baseline and ready to engage.