Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 21% pass rate for the selected standard by the end of the quarter. 

By January our tier 2 students will increase their knowledge by knowing 15 more letter sounds than at the beginning pushing them to proficient. 21 % of kindergarten students (1 0 students) will improve knowing letter sounds. This is up from 6% (3 students) meeting standard on 10113/2025 to 13 students meeting standard in January 2026 as measured by a monthly letter sounds assessment. Tier 3 students will increase their knowledge by knowing 1 0 letter sounds more than at the beginning pushing them into tier 2. 

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

Consistent, targeted, feedback: we are teaching letter names and sounds in whole group by doing the following: how to write the letter, words that begin with the letter sound, showing how to say the letter sound using our facial features to annunciate the letter, as well as students doing independent letter worksheet activities to support their learning of letter sounds. Teacher clarity: to explicitly teach students the correct formation their mouth should be to produce the sound and teach the structure of how to write the letter so they can recognize it in text. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

During small groups we will focus on the following strategies to support our tier 2 students. We will do this in our smaller groups 5 days a week for 30 minutes. During those 30 minutes we will do a small group lesson with the students present and then give them an individual task to complete to check their understanding. During this we will use the following strategies: Movement: we do a variety of songs that enforces letter names and sounds and words that begin with each sound. Questioning: we come up with high- yield questions for students about what words begin with what sounds, we will have picture cards in small groups for students to look through and separate into categories based off the letter names and sounds 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25-30 minutes. Instruction used is based on their needs 
(Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 4th and 5th grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 4th grade students are pulled out for 30 minutes of SEL. 5th graders are served their SEL minutes through the push in model. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. ML provides Tier 3 support for students at WIDA Level 1 (Entering English). Students identified at each grade level receive Tier 1 and Tier 2 language supports within the classroom through close collaboration between myself and classroom teachers. 

Goal: What are we trying to achieve

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

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

N/A 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

N/A 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

N/A 

Goal: What are we trying to achieve

Achieve a 25% pass rate for the selected standard by the end of the quarter. 

9 students will improve to "meeting standard" on 2nd grade vocabulary standard 2.L.4. This is an increase from 10 students (10%) meeting standard in September 2025, to 19 students (28 96) meeting standard in January 2026, as measured by our CFA on Sawas Academic and Selection Vocabulary units 1 and 2. This CFA is a compilation of Sawas questions on the Selection vocabulary and questions modeled after Sawas questions to probe Academic vocabulary acquisition. We will do this by incorporating best practices for teaching literacy as well as using strategies and practices that promote and inclusive and equitable learning experience for all students. 

CURRICULUM: The standards and units we are targeting

STANDARD: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 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

Teachers will use whole group, partner, and small group instruction to support students in their mastery of CCSS 2L4 to ensure that students are able to: 1. Context Clues (2.L.4a) •Use sentence context to figure out simple word meanings. •Recognize clues in nearby sentences for unfamiliar words. •Use context from the whole text to understand words, including multiple meanings. 2. Word Parts (2.L.4b) •Learn common 
prefixes/suffixes (e.g., un-, re-) and their meanings. •Apply knowledge of word parts to unfamiliar words. •Break down complex words into root words, prefixes, and suffixes. 3. Glossary/Dictionary/Thesaurus (2.L.4e) •Learn to use reference tools with guidance. •Independently use tools to find word meanings and synonyms. •Efficiently use tools for reading and writing tasks. 4. Compound Words (2.L.4c) •Understand compound words (e.g., sunlight, raincoat). •Apply knowledge to unfamiliar compounds. •Analyze and understand compound words confidently. By the end of second grade, students independently use these strategies to clarify word meanings. Teachers will do this by implementing the following high yield practices and strategies: •Graphic organizers in Sawas asking students to write synonyms/antonyms & definitions (there are several throughout units 1 and 2) •Provide immediate feedback and monitor progress using Sawas weekly vocabulary assessments and communicate performance to families. Students will reflect on these with connected Self Assessments. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the steps outlined in Action Step 1, small groups, requiring support with CCSS 2.L.4, will participate in small group instruction for 15 minutes, 3 times a week. During small groups, teachers will implement these strategies: •Oral use of the selection and academic vocabulary words using sentence stems. •Written use of the vocabulary words using sentence stems. •Frayer Model to support more difficult vocabulary acquisition. •Small group feedback and discussion on whole class quizzes, learning tasks, and error correction. Progress will be measured by exit tasks, conferring notes, and the TPS single-point rubric for 2L4, consistent feedback, and brought to PLC meetings to inform instructional moves. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Title/LAP: Title I/ LAP Intervention comment for CAP: Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25- 30 minutes. Instruction used is based on their needs (Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 2nd grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 2nd grade students are pulled out for 30 minutes of SEL. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. In math the foundational skills targeted are solving single- and double-digit addition, subtraction, and solving word problems. The curriculum used in these areas are iReady for math, Sonday for ELA, and Character Strong for SEL. Progress reports go out every trimester. 

Goal: What are we trying to achieve

Achieve a 25% pass rate for the selected standard by the end of

There are 64 students at level 1, 5 students at level 2, and O students at level 3. By November 11, 2025, 25% of third graders will reach meeting standard on the 3. W3 Narrative rubric on 3. W. 3 as measured by an on-demand narrative writing prompt given to all third-grade students. The Culturally Responsive and Relevant Teaching practices of individual writing conferences, visual writing rubrics, graphic organizers, peer collaboration and immediate feedback will be used to create inclusive and equitable practices. 

CURRICULUM: The standards and units we are targeting

STANDARD: W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

UNIT: ELA Unit 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole Group: Explicitly teaching content-specific vocabulary, structured peer discourse, immediate feedback on all assessments including exit tickets, sentence stems, paragraph frames, graphic organizers, shared writing opportunities, extended response practice on weekly progress check-ups through Sawas, and DOK 3 and 4 level questioning strategies. Small Group: Extension opportunities for HICAP/above grade level students, graphic organizers, phonics instruction, immediate feedback, filling gaps connected to grade-level content 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Explicitly teaching content-specific vocabulary, structured peer discourse, immediate feedback on all assessments including exit tickets, sentence stems, paragraph frames, graphic organizers, shared writing opportunities, extended response practice on weekly progress check-ups through Sawas, and DOK 3 and 4 level questioning strategies. We plan on meeting with the targeted students at least three days per week for 15 minutes per day. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25-30 minutes. Instruction used is based on their needs 
(Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 4th and 5th grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 4th grade students are pulled out for 30 minutes of SEL. 5th graders are served their SEL minutes through the push in model. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. ML provides Tier 3 support for students at WIDA Level 1 (Entering English). Students identified at each grade level receive Tier 1 and Tier 2 language supports within the classroom through close collaboration between myself and classroom teachers. 

Goal: What are we trying to achieve

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

All students will produce a clear concise explanation comparing and contrasting two or more informational texts. Students will be able to identify story elements. Students will use text evidence to accurately describe and document similarities and differences using graphic organizers and other resources. They will be able to accurately transfer information using text evidence into a 5 paragraph essay. The essay will include an introduction, 3 paragraph body identifying similarities and differences and a conclusion. Students who need additional support will receive access to audio, video, and additional one on one and small group support and instruction. All students will meet the standard by the end of 4th grade. All identified students will meet the standard and show proficiency by January. 

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 

UNIT: ELA Unit 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Text features informational text, 5 paragraph essay structure, how to cite text evidence, authors purpose, point of view. How to identify similarities and differences in a text using quotes, or examples, Using graphic organizers 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Based on our CFA data (which will be given on 10/20) we anticipate working with our tier 2 groups to use graphic organizers, identify similarities and differences. Student groups will meet for 15 minutes, three times per week. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Principal will complete based on intervention data. For students who do not receive services through Title or LRC, our team made determinations on groups from data. 

Goal: What are we trying to achieve

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

S: All identified students will meet the standard on or before January 30, 2026 M: Comprehension checks, unit assessments, CFA, exit tickets A: Use the single point rubric for 5.Rl.1 throughout the entire goal window to provide feedback for each student R: Every 5th grade student will show growth in their understanding of the standard 5.R/.1 on the single point rubric. T: October 2025-january 30, 20261: Intentionally invite students to engage in ELA instruction personalized by their needs/data. E: Use whole group, small group and 1:1 instruction based on student centered strategies 

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

Whole group assessment to determine level of proficiency the standard. Students will complete the pre- assessment. We will analyze student scores using a rubric with levels 1-4 based on report card rubrics, SBAC standards, CCSS. All students will receive modeled instruction connected to the skills. During small group instruction we may recognize additional student needs that may have impacted student ability to show proficiency. These may be connected to vocabulary/context clues, organization, note taking and use of resources. Students identified for small group instruction will confer with teacher one on one to identify learning goals, receive repeated instruction of the task, and additional examples or explanation to facilitate understanding & completion of the task. All students will have access to teacher/student created resources. Based on pre- assessment data, whole group instruction, and one on one conferring we will determine which students need support & to what extent. All students will receive modeled instruction targeting foundational skills & strategies connected to 5.Rl.1. During whole group instruction students will have the opportunity to ask clarifying questions of the standard 5.Rl.1. Conferring will offer additional insight into student needs that impacted the ability to complete the task with proficiency. Students in the small group will confer with teacher to identify learning goals and receive a clear explanation of the entire task. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students in the small group setting with meet with the teacher 2 times per week for 15 minutes for a 2 week period to read, re-read, analyze texts connected to S.Rl.1 Students will collaborate with the teacher to identify quality text-based information suitable for responses. Students will receive modeled instruction accurately responding to a text-based question. Students will have access to one-on-one conferring based on their specific needs. The additional needs will be determined during the small group, from assessments including student led discussion, exit tickets, and CFA. After the 2 week period students in the small group will be re-assessed. Students who show proficiency will exit the group and new students who scored a 1 or 2 will enter to work on specific tasks to reach proficiency in the standard. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25-30 minutes. Instruction used is based on their needs 
(Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 4th and 5th grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 4th grade students are pulled out for 30 minutes of SEL. 5th graders are served their SEL minutes through the push in model. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. In math the foundational skills targeted are solving single- and double-digit addition, subtraction, multiplication, and division problems and solving word problems. The curriculum used in these areas are iReady for math, Sonday for ELA, and Zones of Regulation for SEL. ML provides Tier 3 support for students at WIDA Level 1. 

Goal: What are we trying to achieve

Achieve a 25% pass rate for the selected standard by the end of the quarter. 

25% of kindergarten students (12 students) will improve counting 1-30 (KCC.B). This is up from 4 students (8%) meeting standard on 10/13/2025 to 20 students meeting standard in January 2026 as measured by a monthly counting assessment. We will do this by incorporating repetition of counting strategies as well as using strategies and practices to promote an inclusive and equitable learning environment for all students. 

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

Consistent, targeted, feedback: we are teaching the count sequence up to 30, while being able to show the number to the object using manipulatives. We are teaching names of the number in whole group by doing the following: how to write the number, groups of each number, the count sequence activities to show a number to a picture, counting games and videos, ordering numbers in their sequence 1-10, as well as students doing independent number worksheet activities to support their learning of numbers. In ready math there is a 10-minute number sense activity that we do daily as a warmup to our core lesson. Teacher clarity: to teach students the correct formation in writing the numbers and using number poems for how to write the number, also teaching the count sequence and cardinality for having a 1-1 correspondence for each number 1-30. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

During small groups we will focus on the following strategies to support our tier 2 students. We will do this in our smaller groups 5 days a week for 20 minutes. During those 20 minutes we will do a small group lesson with the students present and then give them an individual task to complete to check their understanding. During this we will use the following strategies: Movement: we do a variety of songs that enforces the count sequence. While they are moving while counting they are using the repetition and continued practice to memorize counting. Questioning: We will come up with high-yield questions for students such as having them draw objects for a number to show they know the number as well as how many the number is. We will also have them count objects using manipulatives to show the number as well. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25-30 minutes. Instruction used is based on their needs 
(Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 4th and 5th grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 4th grade students are pulled out for 30 minutes of SEL. 5th graders are served their SEL minutes through the push in model. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. ML provides Tier 3 support for students at WIDA Level 1 (Entering English). Students identified at each grade level receive Tier 1 and Tier 2 language supports within the classroom through close collaboration between myself and classroom teachers. 

Goal: What are we trying to achieve

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

N/A

CURRICULUM: The standards and units we are targeting

STANDARD: N/A

UNIT: N/A

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

N/A

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

N/A

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

N/A

Goal: What are we trying to achieve

Achieve a 22% pass rate for the selected standard by the end of the quarter. 

10 students (15%) will improve to meet standard on addition and subtraction within 100 (CCSS 2NBT7). This is up from 5 students (7%) meeting standard in September 2025, to 15 students (22%) meeting standard in January 2026, as measured by I-ready CCSS report. We will do this by incorporating best practices for teaching mathematics as well as using strategies and practices to promote an inclusive and equitable learning experience for all students. 

CURRICULUM: The standards and units we are targeting

STANDARD: 2.NBT.B Use place value understanding and properties of operations to add and subtract 

UNIT: Unit 3 Numbers Within 1,000: Place Value, Addition, and Subtraction 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

During whole group instruction, model, student discourse, rigorous questioning, 3 Reads strategy, Try, Discuss, Connect strategy, Ask deeper level questions (how did you get your answer?) (Can someone explain the mistake they made?) Build conceptual understanding while also building procedural fluency (this frees available brain power for deeper level problem solving). Make connections between math ideas. Connect math concepts to real situations. Teach problem solving and integrate problems into daily lessons. Use of manipulatives and visual aids. Use multiple visual representations of mathematics. Encourage student talk and writing. Use classroom discussions and sentence stems to facilitate discourse. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Teachers will use small group instruction to support students in their mastery of CCSS 2NBT7 to ensure that students are able to add with and without regrouping within 100, subtract with and without regrouping within 100. Teachers will do this by implementing the following high-yield practices and strategies: Students will be encouraged to show their thinking concretely and pictorially using 1 ODs charts, a Place Value Chart Graphic Organizer, base ten blocks, number lines, and base ten drawings that show regrouping. Students will orally explain when they need to regroup and when they do not, and how they know that. Based on the criterion for standard mastery, students will participate and complete the following types of tasks:_3-digit addition and subtraction problems with and without regrouping. Progress will be monitored using our common assessment. They will also monitor their own progress and set goals when they use our student self-assessment connected to the common assessment. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Support students still working to meet academic standards from previous grade levels. 

Goal: What are we trying to achieve

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

There are 62 students at level 1, O students at level 2, and 7 students at level 3. By November 11, 2025, 62 of the students at a level 1, O of the students at a level 2, and 7 of the students at a level 3 will improve by 25% on the TPS One-Point Rubric on 3. OA. A as measured by the Lesson 12 Quiz post-assessment. The Culturally Responsive and Relevant Teaching practices of using visual models to make concrete connections, math manipulatives, and multi-media learning will be used to create inclusive and equitable practices. 

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

Whole Group: Explicitly teaching math vocabulary, structured math discourse, immediate feedback on all assessments including exit tickets, hands-on manipulatives, questioning, 3 reads protocol, same/different slides for number talks. Small Group: Extension opportunities for 
HICAP/above grade level students, graphic organizers, Hands-On manipulatives, immediate feedback, filling gaps connected to grade-level content 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Explicitly teaching math vocabulary, structured math discourse, immediate feedback on all assessments including exit tickets, hands-on manipulatives, questioning, 3 reads protocol, same/different slides for number talks. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students receive targeted, differentiated instruction on foundational math skills in connection to what we are working on in class. Our Math Interventionist is using the Prerequisite Skills portion of our math curriculum to fill learning gaps around the units of study we are currently teaching. 

Goal: What are we trying to achieve

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

S: All identified students will meet the standard on or before January 30, 2026 M: Comprehension checks, unit assessments, CFA, exit tickets A: Use the single point rubric for throughout the entire goal window to provide feedback for each student R: Every 4th grade student will show growth in their understanding of the standard 5.NBT.8.7 on the single point rubric. T: September 2025-january 20261: Intentionally invite students to engage in math instruction personalized by their needs/data. E: Use whole group, small group and 1:1 instruction based on student centered strategies 

CURRICULUM: The standards and units we are targeting

STANDARD:  4.OA.A Use the four operations with whole numbers to solve problems 

UNIT: Unit 2 Operations: Multiplication, Division, and Algebraic Thinking 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Continue to work on place value in I READY math, while working with whole group on multiplication strategies and using resources. This includes modeling partial products and eventually area model for multiplication. Continue working on place value for subtraction with ungrouping as well. To get to 80% proficiency for whole class 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Depending on student grouping and needs we will continue to work with the groups on foundational number sense, ensuring they can evidence place value understanding and apply it to multiple operations. Interactive practice and notetaking for a resource. Manipulatives. We will work with our focus students in 15-minute sessions, three times a week 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25-30 minutes. Instruction used is based on their needs 
(Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 4th and 5th grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 4th grade students are pulled out for 30 minutes of SEL. 5th graders are served their SEL minutes through the push in model. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. ML provides Tier 3 support for students at WIDA Level 1 (Entering English). Students identified at each grade level receive Tier 1 and Tier 2 language supports within the classroom through close collaboration between myself and classroom teachers. 

Goal: What are we trying to achieve

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

S: All identified students will meet the standard on or before January 30, 2026 M: Comprehension checks, unit assessments, CFA, exit tickets A: Use the single point rubric for 5.NBT.B. 7 throughout the entire goal window to provide feedback for each student R: Every 5th grade student will show growth in their understanding of the standard 5.NBT.B. 7 on the single point rubric. T.· October 2025-january 30, 20261: Intentionally invite students to engage in math instruction personalized by their needs/data. E: Use whole group, small group and 1: 1 instruction based on student centered strategies 

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

Whole group classroom assessment determine level of skill for the following 1) place value whole numbers and decimals 2) use of the 4 operations with whole numbers and decimals 3) determining reasonableness of answers when multiplying by using estimation and the distributive property 4) constructing, analyzing and explaining models and visual representations for operations involving whole number and decimal numbers 5) constructing written responses using math vocabulary to evidence understanding and connections between algorithms and models. Based on pre- assessment data, whole group discussion and collaboration and 1 :1 conferring we will determine which students need support. All students will receive modeled instruction targeting skills needed to meet standard, vocabulary, and problem-solving strategies connected to 5NBT.B7 During whole group instruction students will have access to collaborative discussion, ask clarifying questions. 1 :1 conferring will offer insight into student misconceptions and needs. Students will confer with teacher to identify learning goals and track progress. All students will have access to additional examples and explanations to facilitate understanding. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students will meet in small group 3 times per week for 20 minutes for a period of 2 weeks to collaborate, ask questions, practice strategies using multiple methods including manipulatives, place value and multiplication charts, models with color, labels and explanations. Students will also have time for 1 :1 conferring. Following the 2 weeks a formative assessment will be administered to determine next steps. Student growth will be determine using assessments, exit tickets, CFA and any other team created or decided measure. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students were identified for pull-out Title/LAP services using iReady as a screener and then given a diagnostic to identify students with significant reading deficits. Students that qualified are pulled in small groups 4-5 times a week for 25-30 minutes. Instruction used is based on their needs 
(Countdown, BLAST, HD Word) and targets foundational skills including phonemic awareness, phonics, decoding, and fluency. Student progress is tracked every 6-8 weeks through progress monitoring via the Grouping Matrix. LRC serves students who have a current IEP. Students spend anywhere from 40-100% in a general education setting depending on their goals and minutes. Students are pulled out for math, ELA, and SEL. 4th and 5th grade students are pulled out for 30 minutes for ELA once a day and 30 minutes for math once a day. 4th grade students are pulled out for 30 minutes of SEL. 5th graders are served their SEL minutes through the push in model. Instruction is based on their IEP goals. In ELA the foundational skills targeted are decoding, fluency, writing conventions, retelling, comprehension, and writing skills. ML provides Tier 3 support for students at WIDA Level 1 (Entering English). Students identified at each grade level receive Tier 1 and Tier 2 language supports within the classroom through close collaboration between myself and classroom teachers.